Each participant school has selected a different course for redesign: American History, World History, and Western Civilization. The panel participants will describe how they assessed student learning in their classes and how they implemented strategies to improve DFWI rates in their introductory courses. Preliminary findings with regard to interventions, previewing other changes (what to do and what not to do) will be shared.

Solutions will focus on two main areas. The first, originally identified in the AHA Tuning Project, is thinking historically. The second, as part of the intentional use of Gardner Institute strategies, is the incorporation of active learning strategies. Most History Gateways teams are working from the starting point of, “what do we want students to retain from an introductory course?” This puts student learning at the center of course redesign discussions, which serves as an effective foundation for the course redesign process.

Sarah Shurts will discuss a virtual classroom-friendly redesign that promotes student engagement and more substantial historical thinking by modeling inquiry-based research and introducing first-year students to the historiography of some of the more significant historians' debates. This revision is paired with alternate methods of assessment and active learning assignments.

Kent McGaughy investigates alternative means of assessing learning. Recognizing that timed testing is not the most effective means of getting students to learn and retain content, his course redesign looks at broader applications of history beyond traditional exams.

Kean University’s ‘History Lab’ concept builds skills through the use of primary source exercises. These are intentionally designed to focus on ‘thinking historically’ as well as the essential skill of ‘thinking critically.’

Sara Rzeszutek will offer reflections on the redesign of an introductory U.S. survey course around the theme of “fun.” Hers is an example of moving away from a chronological coverage approach to a thematic one in order to draw students into the course content and to show how historians devise questions and interpret sources.

Having Dan McInerney, a course redesign specialist, as our commentator will open up a larger discussion about effective interventions, how to best measure student learning gains resulting from course redesign, and strategies for getting faculty colleagues on board for introductory course revisions.

The panelists will also entertain discussion with the audience.