This opinion piece about how to engage undergraduate historians is by Lewis Stockwell a very recent graduate of History and Philosophy.
It contains a number of suggestions that academic staff may wish to bear in mind. For instance one of his strong views is that a highly effective form of classroom practice is one which introduces students to the opportunities of experiencing research at their own level through problem-based learning and its related pedagogies. The benefits he argues are manifold and not only include the development of the obvious discipline-specific skills but also an array of more general creative and technical graduate attributes. We can draw many conclusions from pieces such as these but an important one is this: our undergraduates are now more likely to demonstrate and articulate an interest in their own learning outcomes and as we move towards the age of the student as a 'co-producer' of knowledge help to determine them too.