Teaching the History Threshold Learning Outcomes to First-Year Students
Edited book (chapter)
Clark, Jennifer, Jones, Adrian, Thomas, Theda, Allen, Pamela, Cole, Bronwyn, Lawrence, Jill, Sheridan-Burns, Lynette and Wallace, Joy. 2018. "Teaching the History Threshold Learning Outcomes to First-Year Students." Clark, Jennifer and Nye, Adele (ed.) Teaching the Discipline of History in an Age of Standards. Singapore, Singapore. Springer. pp. 59-87
| Chapter Title | Teaching the History Threshold Learning Outcomes to First-Year Students |
|---|---|
| Book Chapter Category | Edited book (chapter) |
| ERA Publisher ID | 3337 |
| Book Title | Teaching the Discipline of History in an Age of Standards |
| Authors | Clark, Jennifer (Author), Jones, Adrian (Author), Thomas, Theda (Author), Allen, Pamela (Author), Cole, Bronwyn (Author), Lawrence, Jill (Author), Sheridan-Burns, Lynette (Author) and Wallace, Joy (Author) |
| Editors | Clark, Jennifer and Nye, Adele |
| Page Range | 59-87 |
| Chapter Number | 4 |
| Number of Pages | 29 |
| Year | 2018 |
| Publisher | Springer |
| Place of Publication | Singapore, Singapore |
| ISBN | 9789811300462 |
| 9789811300479 | |
| Digital Object Identifier (DOI) | https://doi.org/10.1007/978-981-13-0047-9_4 |
| Web Address (URL) | https://link.springer.com/chapter/10.1007/978-981-13-0047-9_4 |
| 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 | curriculum development; Scholarship of Teaching and Learning (SoTL); Threshold Learning Outcomes (TLOs); Decoding the Disciplines; first-year pedagogy |
| ANZSRC Field of Research 2020 | 390104. English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL) |
| Byline Affiliations | University of Adelaide |
| La Trobe University | |
| Australian Catholic University | |
| University of Tasmania | |
| University of Western Sydney | |
| School of Humanities and Communication | |
| Charles Sturt University | |
| Institution of Origin | University of Southern Queensland |
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