History Graduates with Impact

Editted by Lisa Lavender

The over-arching project (of which this publication forms only part) was instigated in response to the challenges facing history in higher education. The History Subject Centre has taken seriously its role to support innovation and highlight impact in the teaching of our discipline. As a result, a number of projects were funded in 2009-11 to advance the understanding of key aspects of impact, engagement and employability for those studying history in the UK. In addition, academics noted for their work in this field were approached to revisit their research in the changing landscape, enabling us to pool the expertise of a range of project leaders in a comprehensive exploration of increasingly important aspects of teaching and learning in the humanities. Its primary aim was to combine case studies on teaching with in depth survey and research analysis on the impact that the study of history at HE level can provide for its graduates. The resulting collection reveals insights that will hopefully provide faculties, departments and individual academics at all levels with innovative approaches, examples of impact and evidencebased ideas for taking teaching in new directions.

International Students in History: A Comparative Study of First-Year Transition

By M. H. Beals

Based on an extensive survey of first year students in History courses throughout the UK, this report provides history lecturers, tutors and pastoral staff new disciplinary perspectives on the first year experience of international and home undergraduates and new avenues for discussion with their peers and students on first year transition.

Building Inclusive Academic Communities: Case Studies in History, Classics and Archaeology

Edited by Kimm Curran and Lisa Lavender

This collection shows the active involvement and rich knowledge of discipline-relevant CETL work and the wider communities in History, Classics and Archaeology, on areas such as e-learning and employability: key themes in the work of the HCA and Higher Education Academy.
The case studies provide future faculty members with examples of good academic practice by those who have experience in the
field, but also by those who are ‘new to the game’ and have tried innovative approaches to teaching their subject(s). Participants have varied approaches to teaching and learning within their subject areas and provide examples of the successes (and pitfalls) of trying something ‘new’ or ‘tried and true’.

History Departments and the National Student Survey 2010

By Alexandra Cronberg

The following report presents results from an analysis of the 2010National Student Survey (NSS). It aims to present these averages in a comparative fashion so as to understand the relative student perceptions of history departments across all institutions, particular strengths and weaknesses suggested by the NSS results and any patterning in these respects which is identifiable across different institutional groupings and regions of the country.

History in Schools and Higher Education: enhancing the study of our subject and understanding the transition to HE

Edited by Lisa Lavender Second edition

This report aims to highlight practical ways in which teachers in schools and HE can further the interest and study of history at senior school and HE level. It provides background information on current school and HE practices and case studies by staff and students from the history community to encourage collaboration, a better understanding of study requirements at university level and effective preparation for transition.

Conditions for Internationalisation: A Briefing Report from the 11th Annual Conference on Teaching and Learning in History

By Melodee Beals

This brief is the result of a session on internationalization at the 11th Annual Teaching and Learning in History Conference, held at Lady Margaret Hall, Oxford on April 1, 2009. It was led by Melodee Beals from the Subject Centre for History, Classics and Archaeology, Alison Twells from Sheffield Hallam University, and Henrik Ågren from the University of Gävle. This report details the discussion on international students, study abroad and exchange programmes, and dual campus courses.