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The article explores the use of mock trials in teaching history in universities and colleges. It discusses the results of the University of South Carolina Aiken's initial participation in the American Mock Trial Association regional competition held at the Chapel Hill campus of the University of North Carolina. It describes the benefits of mock trials, including improving students' critical thinking and communication skills. It offers advice on implementing mock trials in a history program.

The author discusses teaching about the Boston Tea Party in her history class at Baylor University by requiring students to read about the event, write a lengthy research paper and stage a costumed interpretation of the event to educate the general public. It explains the history of the Boston Tea Party, the preparation for offering the course and its structure and implementation. It describes the advantages of the course and the challenges posed by the approach used to teach it.

This manuscript analyses African studies in Brazil in the context of the implementation of Law 10.639/03, enacted in January 2003, which constituted an important step for teaching about Africa and the African diaspora in schools. Although the law did not apply specifically to universities, its implementation has impacted on the structure of history courses, providing a growing need to teach the history of Africa and to improve students' training. The context of Brazilian society, the public policies that have been initiated in the 21st century, and the social claims that resulted from the 1988 constitution, have had a substantial impact. The stimulus of public policy in the 2000s helps us to understand changes inside the universities – policies such as the Programa de Apoio a Planos de Reestruturação e Expansão das Universidades Federais (Reuni), the Programa Universidade para Todos (Prouni), Law 11.645/08 (including teaching Brazilian Indigenous history), the Quota Law 12.711/2012 as well as other strategies. These actions were necessary so that more students could access universities, diversifying the academy, and provoking new debates. Analysing Law 10.639/03 requires dialogue with aspects of Brazil's universities, its social movements, the establishment of affirmative action, and other public policies that support the development of African Studies in order to improve the understanding of this topic. [ABSTRACT FROM AUTHOR]

The article explores student agency underpinning the survey course, HIST 1700: American History, based on the Choose Your Own Grading Adventure concept. Topics discussed include student agency in the college history classroom, assignments in HIST 1700 including quizzes, academic article analyses and primary source reading grids, and the advantages and disadvantages of the Choose Your Own Grading Adventure concept.

The article offers information on the History Teaching & Learning Project (HTLP), with the aim to reform the history curriculum at the University of Colorado Boulder. The project's origins, development, and implementation goals, including the development of student learning objectives, the promotion of a culture of scholarly teaching, and the revision of the curriculum, are discussed.

The article explores the use of Wikipedia in teaching history in the U.S. Topics include why Wikipedia is the world's most visited website, the lack of knowledge of digital natives about the process by which Wikipedia's articles are written and revised, a discussion of an assignment created at a University of Montevallo history class comparing traditional encyclopedia entries to their Wikipedia equivalents, and an overview of a Digital History elective course created at the university in 2014.

The article makes a case for the American Bar Association (ABA) requiring law students to complete a history class on the Founding and Reconstruction Eras of the U.S. Topics discussed include influence of originalism on the importance of the study of Founding Era history to legal education, significance of the Founding Era to modern jurisprudence, syllabus proposed for a history class on the nation's foundings, and importance of training advocates to conduct historical analyses.

The article discusses teaching early modern literature during the COVID-19 pandemic. Topics include the adaption to digital classes within higher education, the parallels of teaching the Black Death during the pandemic, and the author's course on Giovanni Boccaccio's "Decameron" and Alessandro Manzoni's "I promessi sposi."

The article discusses what the author refers to as the challenges that are associated with teaching college history courses in the liminal space of a virtual classroom during the Covid-19 global pandemic, and it mentions the differences between the types of social interactions that occur in physical and online classroom environments. Student identities and intragroup differences are examined, as well as early modern history instruction and inclusivity in higher education.

The author discuses how teaching online has impacted his teaching of early modern history. He mentions how the online program has attracted teachers from a wider area, the teaching of online sources and how they can be adapted for middle and high school students, and the role of discussion, both live and online, in study of the period.

The author discusses the teaching of early modern history and its relationship to contemporary society. She mentions the overwhelming focus on European history, the need for competing narratives that present different perspectives on history of the period, and the need for society to have a better understanding of history.

The article discusses various aspects of the process of teaching the history of the Iberian peninsula to college students, and it mentions the late explorer Cristopher Columbus' experiences in the Americas, public opinion about Columbus, and the challenges that are associated with teaching students about the events that took place in the year 1492. Columbus Day celebrations and the history of New Mexico are examined, along with the views of Black/Indigenous People of Color (BIPOC) students.

The article discusses college syllabi in relation to the teaching of Spanish Empire history to students, and it mentions the concept of embodiment in connection with undergraduate students and culture. Indigenous perceptions of the embodied world are addressed, along with an assessment of how Iberians, Africans, and Amerindians pursuits of basic resources impacted their agricultural and economic conditions.

The article focuses on teaching the Black Death online during the pandemic caused by COVID-19. The author discusses the reading of Giovanni Boccaccio's book "The Decameron," the modern epidemiology of "Yersinia pestis" and plague historiography, and explains the coursework she assigns to her students.

The article focuses on teaching Neo-Latin in an undergraduate seminar in Austria during the pandemic caused by COVID-19 and how the course highlighted constructivist learning and digital humanities. The author discusses Early Modern primary and secondary sources online and the advantages these online resources offer.

An introduction is presented to this special issue focused on online teaching of the history of the early modern period in higher education institutions.

This article traces the author's path from early life in the United Kingdom to graduate school in Newfoundland and New Brunswick and then to a series of faculty positions – ultimately, at Saint Mary's University. Early work in the seventeenth-century history of northern New England gave way to a more broadly comparative approach to this era and, eventually, to an effort to coordinate imperial, colonial, and Indigenous history in northeastern North America. A variety of career uncertainties and evolutions also led to involvement in the history of higher education, the history of Atlantic Canada, and the history of sport. Through it all, collaborative work developed as a recurrent approach, with Atlantic Canada themes frequently underpinning responses to a variety of historiographies. [ABSTRACT FROM AUTHOR]

An interview with professor Kent D. Richards, is presented. He shares his background and training in history with major in Western history. He discusses aspects of the American Indian studies with knowledge in Indian- white relations. He stresses his participation in the seminars in Western history.

The article discusses the use of the online platform Story Maps for studying undergraduate history, using digitally created geographic information systems (GIS) images of past places and events and combine them with other media such as text and images. Such lessons improve "spatial literacy," deemed a needed skill by the National Research Council.

In "The Wages of Harlotry," Kenda Mutongi examines the historiographical significance of Luise White's The Comforts of Home: Prostitution in Colonial Nairobi (1990). She argues that White's main contribution has been connecting the history of prostitution in Nairobi to histories of family, labor, sexuality, gender, colonial state, housing, urban life, and political economy—that is, White is a pioneer in writing entangled, layered, and intersectional histories that have an enduring influence today despite early skepticism about her work. Drawing partly on scholars' solicited reminiscences of teaching and reading the book, Mutongi shows that White has been a fierce feminist and a fascinatingly eclectic African historian. To fully understand the influence of White's book, Mutongi argues, we have to go beyond what we read between its covers and talk with people who lived and worked with White while she was researching and writing the book as well as those who have taught it to different generations of students over the last thirty years. [ABSTRACT FROM AUTHOR]

A personal narrative is presented in which the author discusses the incorporation of digital storytelling in history survey courses in a university setting.

The article examines the use of service learning, the online resource Wikipedia, and podcasting to teach Jewish history in courses offered to undergraduates at the University of California, Los Angeles (UCLA). It discusses the concepts of public engagement and active learning, and the importance of writing in a non-academic fashion.

The author discusses his use of the popular television series "Game of Thrones" as an inspiration for teaching history for undergraduate students. Using the premise of historic events, groups of students make efforts to claim empire-building success. The game can be adapted for multiple historic periods such as ancient China, Medieval Europe, and World War I.

The article details the use of the university-level microhistory lesson at Baylor University of the Boston Massacre Trials, the legal results of the unrest caused by Colonial agitation against the occupation of Boston, Massachusetts by British Army personnel which resulted in agitators attacking British military at the Custom House, and soldiers firing into the crowd resulting in the death of five people and injury to another dozen in March 1770. The class involved both undergraduate students serving as witnesses as well as law students holding a mock trial as part of their practice court program.

The author describes her university classroom experiences teaching American Women's history using the 1968 memoir entitled "Coming of Age in Mississippi," by Anne Moody as an example of African American point of view for history.

The article focuses on an undergraduate upper-level history course titled "Food Will Win the War: Food Policy during World War II" at Virginia Commonwealth University. The author discusses how the course presented victory gardening, enhanced student research, and impacted students relationship with nature.

The article examines research that explores how history majors fare in the job market after graduating. The evidence presented reinforces the findings in recent (2020) studies that show that majors in the traditional liberal arts tend to perform better in the long run than more vocationally oriented majors later in their careers. It is also found that those with a Bachelor of Arts (BA) in history have the highest median income among humanities majors.

The article offers insights on a college history teacher's exploration of her students' epistemic beliefs about history. She looks at the history classroom through the lens of students' beliefs about the nature and source of historical knowledge (that is, their epistemic beliefs about history), she also shares the work of educational researchers who have developed a questionnaire (the "Beliefs about History Questionnaire," or BHQ) to measure students' epistemic beliefs about history and her experience with the investigation of twenty-three students' epistemic views about history.

In 2017 Allison Marsh joined the team to create the Crash Course History of Science educational video series for YouTube. She then began incorporating these videos into the online version of a popular introductory survey course at the University of South Carolina, "HIST 108: Science and Technology in World History." During the Summer and Fall terms of 2019, she collected data with the hope of comparing content retention between students who watched Crash Course videos and those who read a traditional textbook. Graduate student Bethany Johnson, a teaching assistant for HIST 108, saw how the students engaged much more dramatically with the videos than with the readings. This case study showed students interacting with the videos in surprising ways and caused Marsh and Johnson to rethink course organization and the pedagogical purposes of a General Education history course. [ABSTRACT FROM AUTHOR]

This essay offers numerous ideas on how to integrate science and history into classroom pedagogy in a way that acknowledges the contributions of women and other groups underrepresented in science by highlighting the cultural and political contexts in which science developed rather than by adding token individuals to a history of science still largely defined by the achievements of a few great men. It details how students in a General Education class co-taught by a botanist and a historian of science at the Evergreen State College not only gained skills in field botany and vegetation analysis but also became more informed about how modern scientific disciplines took shape. Recognizing that race, class, and gender have played a role in how science developed, the students' understanding of the complicated legacy of scientific inquiry gave them tools to be more rigorous in their thinking about scientific practice. This interdisciplinary approach, so crucial in fostering inclusivity in scientific disciplines, also promoted a deeper engagement with historical inquiry. [ABSTRACT FROM AUTHOR]

The author discusses a course he developed for National University entitled "Enchanted Capitalism: Myths, Monsters, and Markets."

The article discusses issues related to the effectiveness of university history programmes to train students for future careers as historians in New Zealand. Topics covered include the closer relationship between university history departments and public history institutions and projects, the objectives of the course "Advanced Historical Methodology," and the importance of oral history as a source for New Zealand public history.

The article calls for the introduction of alternative, authentic assessments in every university history programme. Topics covered include the tasks involved in authentic assessment in the case of history, several levels of being a digital historian, and the importance of increasing the digital literacy of New Zealand history students.

The article examines the contentious issue of the history curriculum in New Zealand universities. Topics covered include complaints about leftist academic elites and the nature of history classes in several countries, controversies over the content of New Zealand history and social studies curricula in secondary schools, and introductory history courses and student enrollment at New Zealand universities.

The author responds to the article "Beyond Big Data: Teaching Introductory U.S. History in the Age of Student Success," by Bridget Ford, Katherine Chilton, Christopher Endy, Michael Henderson, Brad A. Jones, and Ji Y. Son, which appears within this issue. She discusses topics related to teaching history, social change, developing students' skills, student diversity and minority students, big data, and granular studies of student outcomes.

The author responds to the article "Beyond Big Data: Teaching Introductory U.S. History in the Age of Student Success," by Bridget Ford, Katherine Chilton, Christopher Endy, Michael Henderson, Brad A. Jones, and Ji Y. Son, which appears within this issue. He discusses teaching college-level introductory courses in history and developing students' skills to align with those typically used by historians as a way to promote student success.

The article discusses teaching college-level introductory courses in history at the California State University system and developing students' skills to align with those typically used by historians such as the use of primary sources, comparing and analyzing differing accounts of the same events, and the importance of building an understanding of American history as a part of citizenship and shared knowledge held by civic society. It also considers how aggregating data related to grades and classes can cause shifts in education policies related to core curricula.

An introduction is presented to a special section of articles on the teaching of undergraduate introductory history courses, which includes the article entitled "Beyond Big Data: Teaching Introductory U.S. History in the Age of Student Success," by Bridget Ford and others, the report "Many Thousands Failed: A Wakeup Call to History Educators.," by Andrew Koch, a paper of the John N. Gardner Institute for Excellence in Undergraduate Education. of the as well as two replies to these articles.

I question Madansky's (2008) critique of stand-alone business history courses by arguing that the subprime mortgage crisis of 2007 and the financial panic of 2008 may not have occurred if business history was taught more widely and thoroughly in business and public policy schools. The current crisis is the seventh of its kind in U.S. history and occurred for the same reason, perverse incentives, as the first six. History can also illuminate the best way out of the crisis and reduce the likelihood of recurrence. [ABSTRACT FROM AUTHOR]

The article discusses the 2008 History of the American Frontier class taught at Albany College of Pharmacy and Health Sciences. An overview of the history of the College is presented. The discussion-based class including readings of the books "Beyond the Missouri: The Story of the American West" by Richard Etulain, "The Ordeal of the Longhouse: The Peoples of the Iroquois League in the Era of European Colonization" by Daniel Richter, and "The Women’s West" by Susan Armitage and Elizabeth Jameson.

The article outlines the author's preparation, research, and implementation for a college-level field trip course of study to explore the history of the American West as presented in the "Little House on the Prairie" book series by Laura Ingalls Wilder. Historical themes emphasized include 19th century American women, women authors, frontier and pioneer life, and gender studies.

This article presents discussion of the discipline and methodology of historical scholarship and education as of 2009 and reflects on possible changes which could occur within the field in the following 40 years. A fictional account of a college student in 2049 is given, noting the central use of virtual networks and Internet technology as the medium for teaching. Comments are given suggesting that colleges could fully digitize and become virtual institutions if trends of 2009 continued and questions are raised regarding the significance of such a trend.

This article presents discussion of the trends within the discipline of history since the 1970s and offers predictions regarding potential shifts in the near future. Particular discussion is offered noting the central role of localism within the methodology of historians and questions are raised regarding its legitimacy. It is suggested that in the future history will broaden its scope to be less regional and more inclusive of larger social movements and issues. Additional theories are offered suggesting that the trends in commercialized management of higher education will also drastically change the study of history.