HISTORY and the SCHOLARSHIP OF TEACHING AND LEARNING

• Conversations fit well with recommendations from current history pedagogy 
• Move away from "coverage" to "historical thinking"
• Emphasis on active learning and reflection--and metacognition and integrated learning (although often not using those terms)
• Help students understand that history is an--often contested--interpretation of facts
• Work of a historian--making an argument based analysis and interpretation of sources
• Helps students develop critical thinking and communication skills

Scholarship of Teaching and Learning History

• Calder, Lendol. "Uncoverage: Toward a Signature Pedagogy for the History Survey." Journal of American History.92, no. 4 (2006): 1358-1370.
• Simpress, Joel M., and David Voelker. "The End of the History Survey Course: The Rise and Fall of the Coverage Model." The Journal of American History, 98, no. 4 (2011): 1050-1066.
  
• Wineburg, Sam.  Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past. Philadelphia: Temple University Press, 2001.
  

Eportfolio and History

• Jordine, Melissa. A Holocaust Exhibit ePortfolio: Actively Engaging Students. International Journal of ePortfolio, 5, no. 1 (2015): 15-24.
• Light, Tracy Penny. "Making Connections." Gallery of Teaching and Learning.  Making Connections. Accessed June 2, 2015.  http://gallery.carnegiefoundation.org/gallery_of_tl/making_connections.html.