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.
This “Tuning” project, supported by a grant from Lumina Foundation (Indianapolis, IN), will test the possibility of harmonizing the nation’s diverse degree programs in a single discipline. Initiated in Europe a decade ago and extended since then to higher education settings in six continents, Tuning has been adapted to the structure of American higher education only in more localized settings. Drawing in part on those pilot initiatives, AHA Tuning project members will convene in June 2012 and February 2013 to draft and refine commentaries on the skills, methods, and substantive range they believe characterize the study of history. Faculty participants will then build on this collaborative work inside their own classrooms and departments by aligning specific curriculum elements to the common competencies requisite for history degree-holders. Participants will scale these learning goals to introductory, upper-level, and capstone courses, as well as to three degree levels (Associate’s, Bachelor’s, or Master’s). The AHA Tuning project will provide history faculty with a hands-on, collegial process to begin defining the terms of assessment that can best measure and demonstrate what and how their students learn.
The AHA’s initiative to “tune the history major” encompasses three broad objectives:
- To articulate the core abilities, habits of mind, and knowledge required of their discipline;
- To develop a clear, common language to express the distinctive value of history for students, employers, and public culture. Students who can see clearly what they are learning, and why, are better equipped to direct their studies towards lifelong learning, meaningful employment, and civic participation;
- To provide a nationwide framework in which historians can design the systems used by their institutions to measure their achievements as teachers.
“This project is part of the AHA’s emphasis on facilitating communication among historians and between historians and the general public,” says Executive Director James Grossman. “Our members will generate curricular frameworks that combine common themes and practices with the flexibility appropriate for institutions with different missions and circumstances.”
