Tuning the Discipline of History in the United States: Harmony (and Dissonance) in Teaching and Learning

Autor/in	McInerney, Daniel J.
Titel	Tuning the Discipline of History in the United States: Harmony (and Dissonance) in Teaching and Learning
Quelle	In: Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 16 (2017) 4, S.337-357 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-0222
DOI	10.1177/1474022216686523
Schlagwörter	History Instruction; Skill Development; Competence; Foreign Countries; Higher Education; Postsecondary Education; Institutional Characteristics; Educational Change; Educational Objectives; Knowledge Level; Planning; Pilot Projects; Professional Associations; Historians; Goal Orientation; Europe; United States; Utah; Indiana + Suchen Sie Ihr Suchwort? History lessons; Geschichtsunterricht; Kompetenzentwicklung; Qualifikationsentwicklung; Kompetenz; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Post-secondary education; Tertiäre Bildung; Bildungsreform; Educational objective; Bildungsziel; Erziehungsziel; Wissensbasis; Ablaufplanung; Planungsprozess; Pilot project; Modellversuch; Pilotprojekt; Historian; Historiker; Zielorientierung; Zielvorstellung; Europa; USA
Abstract	Tuning's progress in the discipline of history in the United States since 2009 illustrates the project's continuing capacity to develop "educational structures and programmes on the basis of diversity and autonomy", maintaining the initiative's original European Union commitment in a markedly different academic environment across the Atlantic. Struggling initially against a backdrop of confusion, hesitancy, and resistance among US faculty, Tuning has been adopted by a steadily expanding number of educators in individual institutions, state systems, and the history discipline's premier professional society. Though operating, at times, in an uneven, imprecise, or "pro forma" manner, Tuning in the US manages to address several important goals: bringing a more coherent frame of reference to scattered conversations about higher education; framing a more meaningful discussion about the knowledge, skills, and non-monetized "value" developed through higher education; focusing on the central role of faculty discipline experts in the work of assessment, accreditation, and accountability; and engaging professional scholarly societies on questions of teaching and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01