In part one of my survey-course manifesto, I argued that the way in which historians in higher education approach the survey course–as a content-driven venture–is inadequate for the goals which I think college-level History courses ought to embody. In a climate where students have ready access to more information than ever before, we need to abandon the older paradigm of Professor-as-Sole-Purveyor-of-Content. And in relinquishing that mindset, I believe we need to also strongly consider jettisoning the standard pedagogical operating procedure of the history professoriate: the lecture. Continue reading “Death to the Content Dump, part deux: More Survey-Course Thoughts”
Lately, in preparation for my upcoming gig as Director of my university’s Center for Teaching & Learning, I’ve been immersed in the scholarly literature on teaching and learning. More than anything else, this immersion has affirmed my sense that in my native disciplinary land of History, we need to reassess (or–gasp!–ditch) the survey course. Now, this may seem counter-intuitive. The Id of my profession is yelling: isn’t this course where we serve our institutions’ core curricula? Isn’t it through the survey courses that we reach the most students? If we modify or scrap the survey, won’t college students become even more historically illiterate and thus bring about the collapse of all that is good and holy in western civilization? DOGS AND CATS LIVING TOGETHER! ANARCHY OF BIBLICAL PROPORTIONS!