- Thematically Organized Surveys: One striking example at the University of Kentucky focuses on citizenship: historical controversies over the rights of immigrants, voting rights, marriage rights, and other rights.
- Interdisciplinary Clusters: Georgetown, UCLA, and the University of California, Berkeley are experimenting with paired and team-taught courses that combine the insights of a variety of disciplines on a topic (the 1960s, for example) or problem (climate change).
- Career-Aligned Pathways: The University of Texas Rio Grande Valley redesigned the pathway through the biomedical sciences to emphasize professional identity formation, with students taking a history course in the history of disease and public health, a literature class on the literature of pain and illness, a philosophy course on medical ethics, and an art history class on representations of the body. The University of Texas at Austin has an introductory-level course on the history of engineering.
- Inquiry-Driven Approaches: The University of Michigan’s History 101, which focuses on the question “What is history?,” offers an overview of the approaches historians have taken to studying the past and how they analyze and interpret historical sources and uncover the meaning of history for life today. My own inquiry-driven US history survey course focuses on solving historical mysteries, wrestling with troubling moral dilemmas rooted in history, interpreting a wide range of historical sources (artifacts, architecture, fashion, film, hairstyles, maps, naming patterns, paintings, photographs, and political cartoons, among others), and responding to such questions as “What if?” and “How do we know?”
Read the entire piece at AHA Today . Of course no discussion of innovative approaches to the history survey course is complete without considering the work of Lendol Calder. Lendol has been talking and writing about these matters for years.