So how do this? The Burkholder article provides a number of different teaching strategies, none of which will be new to readers of this blog. All are active learning in nature and all involve some aspect of flipping the classroom, backwards design, class discussion, immediate feedback, and group testing. One teaching strategy he notes in his article called the "Castle-top" model looks remarkably similar to Team-Based Learning in which students prepare before class, take a test as an individual and within a team followed by application of the learned material in class.
Our courses are not only about teaching our students disciplinary content. They are also about providing venues for our students to become thinkers, researchers, and communicators. This is what is going to enable our students to succeed once they leave the university - these gen ed skills are transferable to other diverse contexts to a far greater extent than the disciplinary knowledge they learn.
ResourcesBurkholder P. 2014 A content means to a critical thinking end: Group quizzing in history surveys. The History Teacher, 47(4): 551-578. Available from http://www.societyforhistoryeducation.org/pdfs/A14_Burkholder.pdf
Weimer M. 2014. Diversifying the Role Course Content Plays. The Teaching Professor Blog, Sept 24. Available from http://www.facultyfocus.com/articles/teaching-professor-blog/course-content-can-fulfill-multiple-roles/
Weimer M. 2013. The Function of Content. In Learner-Centered Teaching: Five Key Changes to Practice (2nd ed., pp. 114–142). San Francisco, CA: Jossey-Bass Publishers.