Uncoverage in the Classroom: An Alternative to Tradition

As a teacher of history, I, along with all other historians, have put a lot of time into thinking about coverage in the classroom–it has basically become a necessary line of thinking. But for those of you interested, I am posting an alternative: “Uncoverage: Toward a Signature Pedagogy for the History Classroom”. Though most of you do not teach history, this article is still relevant to other disciplines in the social sciences and humanities, who teach surveys, and its relatively short. So give it a read if it interests you.

A couple relevant quotes from within:

“Cognitive scientists have proven the problem with defenders of traditional surveys is that they do not care about facts enough to inquire into the nature of how people learn them. Built on wobbly, lay theories of human cognition, coverage-oriented surveys must share the blame for Americans’ deplorable ignorance of [insert discipline here].”

“Can beginning students learn to do [insert discipline here] the way professionals do it? Of course not…I make no attempt to cover the topics thoroughly or to provide a seamless, authoritative narrative or argument. Rather, the problem areas become opportunities for students and the teacher to do [insert discipline here] themselves.”