Posts tagged Course Redesign
American Historical Society Receives Grant to Redesign Introductory History Courses

From the American Historical Society 9/18/2018

The American Historical Association (AHA) has received a $1.65 million grant from the Andrew W. Mellon Foundation to lead “History Gateways,” an evaluation and substantial revision of introductory college-level history courses to better serve students from all backgrounds and align more effectively with the future needs of a complex society. 

Introductory history courses, like those in chemistry, math, English, biology, and psychology, unfortunately are directly linked with a significant proportion of attrition among “first generation” college students. According to recent research faculty development can be more effective than remedial courses as a pathway to student success. The AHA, in collaboration with education researchers and faculty professional development specialists at the John N. Gardner Institute for Excellence in Undergraduate Education (Gardner Institute), will work with history faculty to rethink what it means to be “introduced” to history at the post-secondary level, and to implement necessary curricular change.

Drawing on the successful AHA’s Tuning project and the Gardner Institute’s successful Gateways to Completion (G2C) program this initiative will work closely with eleven 2-year and 4-year institutions in Chicago, Houston, and New York. History Gateways will launch in January of 2019 and will continue until December of 2022.

Institutional partners include:

New York Metro Area

St. Francis College

Bergen Community College

Kean University

Houston

Houston Community College

University of Houston

University of Houston Downtown

Texas Southern University

 

Chicago

Roosevelt University

Waubonsee Community College

University of Illinois at Chicago

Purdue University Northwest

The American Historical Association is the largest professional organization serving historians in all fields and all professions. Founded in 1884, the AHA has become a trusted voice for history education, the professional work of historians, and the critical role of historical thinking in public life.

The John N. Gardner Institute for Excellence in Undergraduate Education is a non-profit organization dedicated to partnering with colleges, universities, philanthropic organizations, educators, and other entities to increase institutional responsibility for improving outcomes associated with teaching, learning, retention, and completion. It is dedicated to advancing higher education’s larger goal of achieving equity and social justice.

Gateways to Completion now accepting applications

Are you increasingly trying to identify meaningful ways your faculty can contribute to and improve student learning and success?

Our experience has led us to believe that faculty members are the best and often least-tapped resources in student success efforts.

And the best place to involve faculty in student success work is within the courses that they teach.

This short (less than 1 minute) video gives a brief introduction to Gateways to Completion process, an evidence-based approach that helps faculty create and implement redesign plans that improve teaching, learning, and success in historically high-failure-rate courses.

Gateways to Completion. An evidence-based plan for improving teaching, learning, and success in historically high-failure rate courses from the Gardner Institute.