SOTL: Teaching Hidden History: Teaching Inquiry and Respecting the Process

Nate Sleeter

Session Information

Year: 2018 | Time: 1:00pm-2:30pm | Location: SCHOLARSHIP OF TEACHING & LEARNING (SoTL) LIGHTNING TALK 6 & ROUNDTABLE DISCUSSION: Johnson Center (Room B)


Note: This talk is part of a single SoTL session that runs from 1-2:30pm in JC Room B and includes a series of "lightning talks" that are ~5 minutes each followed by a roundtable discussion about the projects and SoTL in general. This is a great session for those interested in learning the outcomes of SoTL efforts, those interested in how to start their own SoTL project, and for experienced researchers who are interested in learning about other approaches and methodologies.


While the topic of inquiry-based learning has received a lot of attention, how instructors can best support and scaffold the process of meaningful inquiry is not as well understood. In a course developed by the Roy Rosenzweig Center for History and New Media (RR-CHNM) called Teaching Hidden History, graduate students created their own online learning modules on topics of their own choosing. The modules' format was based on modules that were part of teacher professional development courses previously developed at RR-CHNM. In my lightning talk I will talk about how this combination of student directed research and pre-determined project format facilitated a scaffolded process of inquiry. Students in post course interviews expressed both the motivation associated with self-directed inquiry while also noting the benefits of extensive scaffolding throughout the course.


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