Teaching & Learning
The AHA's broad-based teaching mission includes: making resources available to educators at all levels and at public history venues, introducing and integrating historians into the discipline, providing ongoing education for historians at every stage of their careers-through topical and professional sessions at the annual meeting, and by way of both innovative web resources and distinguished print publications
AHA Tuning History Discipline Core
The following document represents the AHA Tuning Project's effort to describe the skills, knowledge, and habits of mind that students develop in history courses and degree programs. We have revised it since the first version was offered last fall. 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 have used the expertise of history faculty from nearly 70 different institutions to draft, debate, and revise our ideas. Grounded in the excellent work already done by the AHA and scholars of teaching and learning, we developed this set of core competencies and examples of specific ways students might demonstrate their competence.
How to Integrate the Scholarship of Teaching & Learning into Graduate Programs
Preparing doctoral students to teach undergraduates is an important function of doctoral programs, but one that is seldom structured as an explicit part of doctoral students' intellectual development. In this session, presenters from different institutions focus on the challenges and opportunities that departments face when considering how best to incorporate learning research into a doctoral program.
A New Guide for Teaching in Civics, Economics, Geography, and History
In collaboration with over 20 states and 15 social studies content organizations, including the AHA, the National Council for the Social Studies (NCSS) has released a guide to help states strengthen their social studies standards. The "College Career, and Civic Life (C3) Framework for Social Studies" encourages states to upgrade their social studies standards by offering robust guidelines to promote inquiry-based learning in civics, economics, geography, and history. AHA members and staff, joined by representatives of the Teaching Division, worked closely with the NCSS, state representatives, educators, and scholars to ensure that the standards demonstrate best practices in the discipline of history.