The centerpiece of the course redesign is a transition to a flipped hybrid model. While the flipped classroom is certainly not new, it is new to our department. Our work responds to Andrew K. Koch’s 2017 essay “Many Thousands Failed: A Wakeup Call to History Educators,” and follows data-informed and student-centered pedagogy similar to the AHA’s History Gateways Initiative. In addition to adopting a more flexible instructional model, we have prioritized incorporating Open Education Resources (OER). We have adopted an online textbook and collated a variety of primary and secondary sources from the rich digital repositories available from institutions such as the Library of Congress, the Smithsonian, and the National Park Service, as well as many state and local collections.

The intent is for the course redesign to benefit undergraduate students by keeping them in the courses with a combination of greater student engagement and greater student control over their learning experience; reducing book costs; and continually refining instruction through assessment. For graduate students, who would have opportunities to lead the flipped face-to-face meetings, the model offers engagement with evolving pedagogical innovations, potentially rendering them greater visibility on the job market. The redesign also provides faculty a space for collaboration with the common goal of creating a large-scale, data-driven learning experience.

We anticipate that participants in our practicum will be able to:

• Identify the elements of TAMU’s hybrid model for the US history survey courses and the context for employing it;
• Compare student success and student perceptions about history classes at TAMU prior to and after adopting the hybrid model; and
• Adapt elements of TAMU’s hybrid model in their contexts.

By the time of the 2023 meeting, the curricular team from TAMU’s history department will have gathered data from approximately 1000 students over three semesters and plans to share what we have learned regarding student perceptions of the discipline of history; their ability to analyze and synthesize primary and secondary sources; and how they believe this model has impacted their learning experience. We undertook redesigning our US history surveys along flipped-hybrid principles with the idea that it will benefit all stakeholders: undergraduate students, graduate students, and faculty by empowering all parties to engage with one another and the scholarship on teaching and learning. At minimum, we intend for the redesigned survey to lead to a student-centered learning experience in which they achieve greater success in the course learning outcomes of critical thinking, communication, and social and personal responsibility.