More Disruptive Pedagogy: Thoughts on Teaching an Un-course

The idea for this session stems from my experiences and challenges teaching a graduate public history course on the theory and practice of digital history.  The first challenge I face has to do with coverage: what are the most important things that students should know to get a reasonable introduction to the field?  The second challenge regards levels of experience: some students have little or no experience with anything beyond word processing and using an online catalog; others are far more advanced in their skill level (the last time I taught the course I had a student with an undergraduate degree in computer science. Talk about a humbling experience). The third challenge is keeping up with the field and making sure that the course stays fresh and up to date.

So, what I’d like to discuss is — would the un-conference model, in which students decide on at least some of the themes and topics of the course, work for a graduate level course?

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About hmprescott

My name is Heather Munro Prescott and I’m a Professor of History at Central Connecticut State University. My research interests include the history of medicine, public health, science, and technology. I’m especially interested in issues affecting women, children, and youth. My most recent book is _The Morning After: A History of Emergency Contraception in the United States_. My teaching responsibilities include the U.S. women's history survey, historical research methods, and undergraduate and graduate courses in public history. I have taught a graduate course in digital history theory and practice several times and am interested in learning more from others who have taught such courses.

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  1. Pingback: Building a DH Culture from the Ground | THATCamp CHNM 2012

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