This might be crazy, but imagine a first meeting of the academic year where no one talked about budgets, assessment, course assignments, or parking.
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.
If you are at a university, the April issue of Perspectives on History probably arrived together with finals or midterms. Your time is even more precious than usual, and general reading is probably not your first priority. But I would strongly encourage you to make time for the forum on the AHA’s Tuning project—even, or perhaps especially, if you are skeptical of the effort.
Like it or not, we face increasingly intense pressures to explain what benefit there is in studying history, either for the student or for society.
To go along with our ongoing AHA Member Spotlight we have introduced an AHA Council Spotlight series featuring short interviews with our elected council officers. Like our membership, the AHA Council is composed of historians with wide-ranging specializations, interests, and stories. We hope this feature will let our membership get to know their elected officials in a different way.
Anne Hyde is a professor of history at Colorado College and the Director of the Crown Faculty Development Center. She is currently a councilor in the AHA’s Teaching Division and has been an AHA member since 2001.
One year ago, Executive Director James Grossman introduced the AHA Tuning project in the pages of Perspectives. This month, we feature six articles related to the project—four from project participants and two from historians who have been watching closely.
Also in this issue, Nicholas Sarantakes, who blogs at In the Service of Clio, offers suggestions for ways the AHA can address the jobs crisis, reacting to the “Plan B” and “Plan C” articles by James Grossman and Anthony Grafton from 2011.
The American Historical Association’s Tuning Project has released the “History Discipline Core,” the result of a collaborative effort by participants to “describe the skills, knowledge and habits of mind that students develop in history courses and degrees.” Anne Hyde, professor at Colorado College and member of the AHA’s Teaching Division, writes in her introduction:
We articulate the ways history supports an educated workforce and citizenry and demonstrate that its value goes far beyond narrow professional training. Because we believe that any discussion of teaching and learning history must be faculty driven, we’ve used the expertise of history faculty from nearly 70 different institutions to draft, debate, and revise our ideas.