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During the Fall of 2017, the History Department embarked on the History Teaching and Learning Project (HTLP), a two-year department-wide pedagogy project aimed at rethinking and improving undergraduate history education at CU. HTLP focused on several central goals: developing��a set of department-wide Student Learning Objectives (SLOs) for our courses and our major, assessing how we teach our courses and how we might improve our pedagogy by engaging with the Scholarship of Teaching and Learning (SoTL) in history, and communicating the value of an undergraduate education in history to our students and the public at large. A grant from the College of Arts and Sciences’ Undergraduate Education Development Program supported the project, including the hiring of Dr. Natalie Mendoza, a pedagogical expert who served as project lead from 2017-2019 and is now an Assistant Professor in our department. After a short disruption due to the COVID-19 pandemic, we have resumed working to re-organize��our major to better reflect the SLOs we developed during the first phase of the HTLP process.

Our department’s innovative curricular reform efforts have been highlighted in the academic history community. In March 2024, The Journal of American History, one of the flagship journals in our discipline, published an article titled “The History Teaching & Learning Project: Laying the Groundwork for Departmental Change at the �鶹ӰԺ,” which featured our efforts as part of a larger roundtable titled “Where the Action Is: Departments Transforming the History Curriculum.” The article – co-authored by Natalie Mendoza, Phoebe Young, and Paul Sutter – presented our project as a potential model for other departments to follow.

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����Richard Hughes and Natalie Mendoza. "Assessment in the History Classroom"Teaching History: A Journal of Methods (Fall 2019): 52-56.