by Administrator | 27 Sep 2021 | Guest Posts, Teaching Portal: For Teachers
At a time of already great disruption, historians at Aston University this year faced the threat of departmental closure and redundancy. Public and private support for Aston historians led to the programme’s survival, though colleagues at Aston and historians...
by royalhistsoc | 28 May 2021 | Teaching Portal, Teaching Portal: For Teachers, Teaching Portal: Innovative Modules, Teaching Portal: Main Blog, Teaching Portal: Online Resources
What happens when a university lab-based Digital History module goes online due to lockdown? You might think the imposed digital switch would be straightforward for ‘born digital’ digital history students. But as Dr Jessica van Horssen of Leeds Beckett...
by royalhistsoc | 25 May 2021 | Teaching Portal, Teaching Portal: For Students, Teaching Portal: For Teachers
Dr John Cooper was runner-up in the 2020 RHS Jinty Nelson Award for Inspirational Teaching and Supervision in History. Here, he reflects on the importance of open dialogue in teaching: between undergraduate year groups, who’ve much to teach one another, and...
by Katherine Foxhall | 22 Apr 2021 | Teaching Portal, Teaching Portal: For Teachers, Teaching Portal: Innovative Modules, Teaching Portal: Online Resources
Professor Marjory Harper won the 2020 RHS Jinty Nelson Award for Inspirational Teaching and Supervision in History. Here, she reflects on the process of planning an online Master’s Programme in Scottish Heritage in 2017. The RHS annual teaching prizes recognise...
by Katherine Foxhall | 12 Apr 2021 | RHS Publications, Teaching Portal: For Students, Teaching Portal: For Teachers
Recent data protection laws, implemented across Europe in 2018, have implications for academic researchers. The Royal Historical Society recently published a set of guidelines to help researchers navigate the legal requirements around data protection. Here, Dr...
by royalhistsoc | 07 Dec 2020 | Teaching Portal: For Teachers
History is about opinion, judgement and (often) getting beyond monolithic assumptions about ‘right’ or ‘wrong’. At the same time, the classroom should be a safe and ethical place for the exchange of views and a space that is marked by respect, sensitivity and...