Textbooks and Teaching 2020: Teaching the Introductory U.S. History Course in the Age of “Student Success” (+Covid-19)

Saturday, April 4, 2020, 3:00 PM - 4:30 PM

Type: Roundtable Discussion

Tags: General/Survey; Professional Development; Teaching and Pedagogy

Abstract

Administrators rightly require professors to show how we help students succeed in introductory courses, which often have high failure rates among first-generation students and students of color. Unfortunately, administrative measures of “success” focus narrowly on D/F/W rates, without regard for meaningful student learning. In an age of top-down measurement, faculty across California State University campuses generated their own large-scale data that measured historical thinking skills in introductory U.S. history courses. They demonstrate that innovative teaching methods can promote genuine student success, especially among under-served students. Contributors to this year’s Textbooks and Teaching section will discuss the implications of this study.

Session Participants

Chair: Robert Douglas Johnston, University of Illinois at Chicago; Co-editor, _Journal of American History_ Teaching section

Panelist: Katherine Chilton, San Jose State University

Panelist: Christopher Endy, California State University, Los Angeles

Panelist: Bridget Ford, California State University, East Bay

Panelist: Brad A. Jones, California State University, Fresno

Panelist: Natalie Mendoza, Department of History, University of Colorado Boulder

Panelist: David J. Voelker, University of Wisconsin Green Bay

Commentator: Laura M. Westhoff, University of Missouri, St. Louis