A recent analysis of ‘history teaching at its best’ in universities (Booth, 2014) has presented us with a clear picture of the issues we face as historians and an indication of some of the ways in which our discipline can engage, in broad terms, with the scholarship of teaching and learning (SoTL). There are many challenges. How can we best enhance and support both the student and staff experience using research-informed teaching? How can we use pedagogic research, theory and innovations in order to engage learners, at all levels? How can we make sense of and manage change in higher education without sacrificing academic quality and identity? How can we teach not only our discipline, but also across, into and within others? How do we support students through critical transition points and intellectual thresholds?

In addressing these questions and others, this conference will explore theory and practices in teaching, learning and assessment in critical areas such as public history education; the use of digital and other new technologies; the relationship between school and university history; pedagogic theory, practice and the student experience; ethical dimensions and the teaching of ‘controversial’ subjects; learning outside the classroom; employability and work-based learning; policy, policy-makers and strategy. Papers, workshops and round table discussions will provide opportunities to disseminate and showcase evidence-informed practise from the higher education sector, facilitate discussion and debate and provide networking opportunities for participants.

Confirmed keynote speakers:
Dr Mike Maddison (OFSTED’s National Lead for History)

Professor Maggie Andrews (University of Worcester)

Please contact Peter D’Sena, Senior Research Fellow at the IHR for further details: Peter.D'Sena@sas.ac.uk / 07904 324 353.

Provisional conference programme is now available here.