This month’s featured blog might be useful for any of our alumni who teach college (or perhaps high school), but also gives current students some insight into how courses are designed and taught.
One of the objectives of this blog is to encourage alumni and students of this department to cultivate habits of lifelong learning. That’s why we collect a series of historical blog posts from around the Internet and post them as “Weekend Reading” every Saturday morning. To a similar end, each month we highlight other blogs that discuss history in an interesting, well-researched, and well-written fashion.
This month a blog specially focused on how survey courses in U.S. history are taught at the university level:
Frequency of Posts: varies — averages about 10 per month
Contributors: Edward J. Blum, Tona J. Hangen, Nina McCune, and Kevin M. Schultz, plus the occasional guest
Selected Recent Posts:
- My Favorite Year: 1830 (Blum on what makes 1830 his favorite year in American history to teach)
- breaking up is hard to do (Schultz shares some wisdom from Blum: how academic writing is like dating)
- Teaching students to read… (Schultz suggests some basic rules for how college students should read academic books)
- The Mid-Term Paper (Hangen describes the “Primary Source Project” she assigns as a midterm paper)
- What Caused the American Revolution? Was It Justin Bieber? (a guest post on teaching the American Revolution as a parent/child fight)
Now in its second year, TUSH.0 is a group blog featuring some leading U.S. historians (founder Blum, for example, is the co-author of the new, acclaimed The Color of Christ: The Son of God and the Saga of Race in America) thinking aloud about how they teach: how to write a syllabus, how to pick textbooks, how to evaluate student learning, how to integrate primary sources, how to cultivate basic skills in students, etc. And (as some of the recent highlights make clear) the bloggers have a sense of humor about their vocation. A great read for anyone who teaches history, but also a way for students to better understand (and perhaps appreciate) their professors and their academic experiences.