Submissions from 2020
Teaching and Testing Textual Analysis in Reacting to the Past: Thucydides and Jigsaw Method Discussion, Cary Barber
Curated ACUE Reflections, Michelle Lorimer
Some Strategies to Improve Student Success, and Reduce DFWI rates in large, introductory U.S. History classes., Rchard Samuelson
Submissions from 2019
Implementing High Impact Practices to Address DFW Rates: Universal Design for Learning and Multiple Means of Expression, Tiffany Jones
FLC: Implementing High Impact Practices to Address DFW Rates, Ryan Keating
Q2S Enhancing Pedagogy - Lowering DFW rates for Large Lecture Courses, Kate Liszka
Q2S Faculty Learning Community, History Department (Murray, HIST 142), Jeremy Murray
Reflective Statement and Revised Syllabus For Large Lectures, Timothy Pytell
Pedagogical Strategies for Student Success in US History Survey Course, Q2S Enhancing Pedagogy Report, Marc A. Robinson
Addressing DWFI Rate Through Backward and Aligned Course Design, Yvette Saavedra
FLC- Implementing High Impact Practices to address DFWI rates - History 140, David Yaghoubian
Submissions from 2018
Of Primary Importance: Applying the New Literacy Guidelines, Janet Hauck and Marc Robinson
