Today we are pleased to launch curricular materials developed by faculty participating in the AHA’s Tuning project. Since 2012, the Tuning project has provided a collaborative forum and process for history faculty to articulate the central skills students gain by studying history.
The AHA’s Tuning project for history held its first full meeting in Arlington, Virginia, the weekend of June 9–10, 2012. Building on lessons from earlier AHA projects that explored the role of historical study in liberal arts education, history faculty from 65 diverse two- and four-year programs convened to frame a vocabulary to explain how history students are prepared for citizenship and careers. What does a history major offer a student? How can our students, upon graduation and beyond, draw on what they have learned to establish careers and contribute to society and civic culture?
The AHA is seeking history faculty at a wide variety of institutions nationwide to participate in the History Tuning Project. There is still time to meet the application deadline this Friday with your letter of interest (2 pages max), brief c.v. (3 pages max), and a completed form; a letter from an administrator (chair or dean, for example) is also required.
For more information, see the History Tuning Project page online.
Last week we announced that the AHA is initiating a History Tuning Project, supported by a grant from Lumina Foundation, to define what a student should understand and be able to do at the completion of a history degree program. The announcement received a great response and was featured in articles at Inside Higher Ed and the Chronicle.
Many history professionals contacted us to express their desire to be involved, and today we have information on how to do so.
What Should History Degree-Holders Understand and Be Able to Do?
Washington, D.C.– The American Historical Association (AHA) is initiating a nationwide, faculty-led project to articulate the core of historical study and to identify what a student should understand and be able to do at the completion of a history degree program. Professors Anne Hyde (Colorado College) and Patricia Limerick (University of Colorado Boulder) will lead accomplished faculty from more than sixty colleges and universities across the country to frame common goals and reference points for post-secondary history education. The project will engage employers, alumni, students, and others in exploring and enhancing how the study of history provides the foundation for a life of active citizenship, continued learning, and successful employment.