New Version of Document Available from the AHA Tuning Project

The AHA’s Tuning project has released a new version of its Discipline Core—a statement of the central habits of mind, skills, and understanding that students achieve when they major in history. The document is available here, and reflects the iterative nature of the tuning process. The faculty director of the project, Anne F. Hyde (Colorado Coll.), has worked over the summer to incorporate feedback that the AHA has received since the first version was published last year. We hope that the new version can again serve as the basis for conversations among history faculty, and between faculty and students, alumni, public historians, parents, administrators, employers, and others about the value of studying history in particular.Tuning

We continue to welcome feedback on this document and on the project as a whole. Please e-mail Julia Brookins, the AHA’s coordinator of special projects, at to share your thoughts on any aspect of the history Tuning project.

We also encourage you to arrive at the 2014 annual meeting in time to attend this year’s Workshop on Undergraduate Teaching. This event will begin at 8:45 AM (with coffee) and run until 1:00 PM on Thursday, January 2. Eighteen history faculty members who have engaged in Tuning will present their experiences in relation to two major themes: first, the relationship between the history major and history as a component of core curricula or general education requirements; and second, positive strategies for helping STEM-oriented students and colleagues to recognize and appreciate the importance of historical study for learning across the campus. Presenters will also reflect on how the classification of history as either one of the humanities or one of the social sciences may impact its place in the curriculum.

Look for enhanced resources on the Tuning project when the AHA launches its new website next month. In the meantime, see details on the project here.

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  1. Kristin Stapleton

    I noticed a typo in the new document. The introduction to the “Sample Tasks” has an extra “to” in it (between “wide range of items through which” and “the competencies above.” Also, the “contextualize a source” sample task could be presented more clearly, I think. But otherwise I think it’s a good statement of the basics of the discipline. After 20 years of teaching at the college level, I’m still hoping myself to someday “understand the dynamics of change over time.”