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The article discusses the profound influence of academic structures, specifically within history departments, on shaping educational outcomes. The focus is on redesigning history courses and curricula to better serve diverse student populations and align with evolving educational needs. Examples from initiatives like the History Gateways project illustrate how departments can lead efforts to improve student learning and success. By utilizing curricular analytics and fostering departmental collaboration, history departments can address systemic challenges and ensure the relevance and vitality of their programs in the face of demographic shifts in higher education.

The article discusses the revision of the curriculum in history education, with the goal to offer a curriculum that is more inclusive and committed to antiracism. It notes that history students were surveyed. Additional topics mentioned include allowing for academic freedom, revising scholarly literature, considering the function of history education, and implementing the changes.

The article discusses how history departments are increasingly engaging in collaborative discussions to reform their curriculum, focusing on improving pedagogical practices and making significant impacts on student learning. It highlights the influence of initiatives like the American Historical Association's Tuning the History Discipline project and the importance of data analytics in guiding curriculum changes. Despite challenges, such as declining majors and racial reckonings, departments have fostered collegiality and implemented innovative teaching strategies. The article underscores the value of fostering strong learning communities within departments and the potential of curriculum analytics to improve student retention and success. Overall, it expresses hope and collective commitment to enhancing history education despite current challenges facing the humanities.

A personal narrative is presented in which the author discusses teaching American history in Cuba.

The article reviews ClioVis, a digital history resource, available at https:// cliovis.com. Erika Bsumek, Ian Diaz, and Braeden Kennedy both developed and maintain the site at University of Texas at Austin.

An introduction is presented to a series of articles that focus on how to teach American history in alternative spaces.

The article focuses on an apprenticeship approach to teaching narrative complexity within history education. The author explains that this approach includes historical thinking and how it relates to democracy, the importance of disciplinary tool building, and the ways in which U.S. history narratives can be used as weapons.

The article focuses on how expert knowledge and democratic practice can be utilized within history education. Topics include the relationship between electoral politics and grassroots movements, Chicana/o studies frameworks, and do-it-yourself underground publications know as "zines."

The article focuses on U.S. survey courses within secondary education and higher education and how they reflect democratic politics.

The article explores how to teach about the U.S. presidency of Donald J. Trump within history classrooms. Topics include the importance of fact-based history teaching and bias, a comparison to teaching about the Vietnam war, and ideas about teaching recent history.

A personal narrative is presented which focuses on combining English and history to teach narrative writing.

A personal narrative is presented which focuses on the research essay as a means to engage students with effective history assignments.

A personal narrative is presented which focuses on public writing both in and out of the history education setting.

The article focuses on reimagining writing in history courses. The authors discuss their experiences teaching history, examine the importance of writing in history education, and explore how creative writing can benefit students in composition and historical analysis.

The article focuses on college students and their experiences with writing history essays. They authors compare their college experiences, discuss how writing is history, and explore the relationship between writing and thinking.

An introduction is presented in which the authors discuss a special section dedicated to varieties of student historical writing.

An introduction is presented to a special section on college-level textbooks and teaching in U.S. history, noting articles on topics including general education and history in Utah, the professionalization of history education, and collaboration among history educators in secondary and higher education contexts.

The article reviews the Brooklyn Waterfront History, Crossing Borders, Bridging Generations, and TeachArchives.org websites created by the Brooklyn Historical Society which are located at http://www.brooklynwaterfronthistory.org/, http://cbbg.brooklynhistory.org/, and http://www.teacharchives.org/.

An introduction is presented to the essays within the issue on the theme of teaching history through using digital technology and the Internet with topics, including online courses, the use of the computer software Microsoft PowerPoint slides and storytelling online.

The author discusses responses to an article he wrote in the journal concerning the state of the academic field of lynching history as of the early 21st century. He addresses comments from scholars including William D. Carrigan, Terrence Finnegan, and Michael Ayers Trotti concerning topics including the globalization of the language of lynching, the promotion of regional and local studies concerning the history of lynching, and the study of lynching in relation to the death penalty.

The article reviews the web site Beyond the Bubble: A New Generation of History Assessments, located at http://beyondthebubble.stanford.edu, from the Stanford University History Education Group.