| Description |
This study examines teaching methods, student engagement, and content bias in liberal arts history classes. It utilized the theory of collective transformative learning, observations, interviews, and the author's researcher's journal to answer my main research question and subquestions. My main research question was: What method, or combination of methods, is ideal in a small, liberal arts college history classroom? with the sub-questions How do students characterize their learning experiences, positively or negatively, in a college history classroom? and What beliefs and attitudes influence content decisions in a college history course? After collecting the data, the findings show that lectures can be used, but should not be the sole teaching method. Additionally, student engagement comes in many different forms. Finally, content should be as broad as practicable, bringing in rarely heard voices, sources that are universally respected, and content that can be used to expand the definition of "historical sources." |
