1. Introduction: Alan Booth (University of Nottingham) and Paul Hyland (Bath College of Higher Education).

Part I: Curriculum Issue:.

2. Planning a History Curriculum: Alex Cowan (University of Northumbria).

3. Race in a World of Overlapping Diasporas: the History Curriculum: Earl Lewis and Jeanne Theoharis (University of Michigan).

4. Gender in the Curriculum: Cathy Lubelska (University of Central Lancashire).

5. Teaching History Theory: A Radical Introduction: Keith Jenkins (Chichester Institute of Higher Education).

Part II: Reviewing Traditional Methods:.

6. Teaching and Learning in Lectures: Peter N. Stearns (Carnegie Mellon University).

7. Seminars for Active Learning: George Preston (Bath College of Higher Education).

8. Measuring and Improving the Quality of Teaching: Paul Hyland (Bath College of Higher Education).

Part III: Teaching with Multi-Media:.

9. Computer-Assisted Teaching and Learning: Donald A. Spaeth (University of Glasgow).

10. Structured Distance Teaching: Arthur Marwick (Open University).

11. Teaching and Learning through the Visual Media: John Ramsden (Queen Mary and Westfield College).

Part IV:Linking History with Society:.

12. History and the Community: Michael Winstanley (University of Lancaster).

13. Learning from Experience: Field Trips and Work Placements: Christine Hallas (University of Leeds).

14. History, the Curriculum and Graduate Employment: Peter J. Beck (Kingston University).

Part V: Assessment and Quality:.

15. Changing Assessment to Improve Learning: Alan Booth (University of Nottingham).

16. Assessing Group Work: Alan Booth (University of Nottingham).

17. Assessing the Quality of Education in History Departments: George Brown (University of Nottingham).

The book addresses a variety of teaching methods and issues, balancing traditional and innovative approaches. Topics include encouraging active learning in lectures and seminars, the uses of information technology and the visual media, work placement and enterprise learning, distance learning and new approaches to assessment, as well as wider issues of curriculum design, such as the impact of critical theory and gender studies, and quality assurance and evaluation. By focusing on changes in teaching and learning strategies, contributors address the central problems facing all higher education programmes. The book does not prescribe a particular strategy for the development of history; it adopts, rather, a broad, pluralistic approach, offering a much-needed focus for debate, through self-critical analysis and practical advice.