Resources for Tuning the History Discipline
Since the first phase of the AHA's Tuning project began in 2012, faculty participants from history departments around the country have reviewed many aspects of their home-department curricula. As a result of their efforts, the AHA is now able to offer examples of revised curricular materials from a broad range of institutions.
Here you will find different sorts of documents produced by faculty for their local needs. Resources include rubrics, assignments, statements of course outcomes and degree requirements, survey questions for history majors or alumni, and other types of materials. The most common format for these resources is the degree specification, a detailed statement about the history degree program at a particular institution.
For questions and feedback, please contact AHA Special Projects Coordinator Julia Brookins by email at jbrookins@historians.org. For a broader discussion of these and other teaching and learning issues in history, please join the Teaching and Learning community on communities.historians.org.
Texas Conferences on Introductory History Courses
What kind of learning should an introductory history course entail in the 21st century? How can introductory history courses support student learning and success across the curriculum? Since 2015, AHA and local partners have held a two-day conference on college-level introductory history courses to address these and other questions. Resources from the conference, including recordings of presentations and discussions, are now available online.
Tuning: Further Reading
The AHA has complied a list of articles on the Tuning Project here.
2016 Tuning Core Document
The Tuning Project's History Discipline Core is a statement of the central habits of mind, skills, and understanding that students achieve when they major in history. The document reflects the iterative nature of the tuning process. The most recent version was published in November 2016.