Teaching the history threshold learning outcomes to first-year students

Jennifer Clark, Adrian Jones, Theda Thomas, Pamela Allen, Bronwyn Cole, Jill Lawrence, Lynette Sheridan Burns, Joy Wallace

Research output: Book chapter/Published conference paperChapter (peer-reviewed)peer-review

1 Citation (Scopus)

Abstract

Stakeholder ownership and implementation are crucial when applying the Scholarship of Teaching and Learning (SoTL) to the development of curriculum. Threshold Learning Outcomes (TLOs) are a case in point. While they might seem to be triumphs of managerialism over pedagogy, we argue that they can be used to build lecturers' deep engagement with the teaching of their discipline and thus foster sustainable change. By extending the professional use of TLOs, beyond the stages of agreement, establishment and early dissemination, to the point of implementation, we offer a framework for how to elicit collegial conversations to improve teaching and learning practice in history. First, we combine 'Decoding the Disciplines' methods developed by historians at Indiana University. Second, we add key principles of first-year pedagogy, associated with Sally Kift. Third, we link to Threshold Learning Outcomes. The framework is supplemented by a good practice guide that translates our theoretical model into practical strategies in teaching and assessment.
Original languageEnglish
Title of host publicationTeaching the discipline of history in an age of standards
EditorsJennifer Clark, Adele Nye
Place of PublicationSingapore
PublisherSpringer
Chapter4
Pages59-87
Number of pages29
ISBN (Electronic)9789811300479
ISBN (Print)9789811300462
DOIs
Publication statusPublished - 09 Jun 2018

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