Teaching the history threshold learning outcomes to first-year students
Clark, Jennifer Jones, Adrian Thomas, Theda Allen, Pamela Cole, Bronwyn Lawrence, Jill Burns, Lynette S. Wallace, Joy
Clark, Jennifer
Jones, Adrian
Thomas, Theda
Allen, Pamela
Cole, Bronwyn
Lawrence, Jill
Burns, Lynette S.
Wallace, Joy
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.
Keywords
Date
2018
Type
Book chapter
Journal
Book
Teaching the discipline of history in the age of standards
Volume
Issue
Page Range
59-87
Article Number
ACU Department
School of Arts
Faculty of Education and Arts
Faculty of Education and Arts