Using US Tuning to Effect: the American Historical Association's Tuning Project and the First Year Research Paper

Autor/in	Belanger, Elizabeth
Titel	Using US Tuning to Effect: the American Historical Association's Tuning Project and the First Year Research Paper
Quelle	In: Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 16 (2017) 4, S.385-402 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1474-0222
DOI	10.1177/1474022216628379
Schlagwörter	Undergraduate Study; College Freshmen; Student Research; History Instruction; Primary Sources; Persuasive Discourse; Skill Development; Competence; Assignments; Research Skills; Student Attitudes; Attitude Change; Portfolios (Background Materials); Historians + Suchen Sie Ihr Suchwort? Grundstudium; Studienanfänger; Studentenforschung; History lessons; Geschichtsunterricht; Primärquelle; Persuasion; Persuasive Kommunikation; Kompetenzentwicklung; Qualifikationsentwicklung; Kompetenz; Assignment; Auftrag; Zuweisung; Forschungsleistung; Schülerverhalten; Attitudinal change; Einstellungsänderung; Historian; Historiker
Abstract	While research has long been recognized as a high impact practice in undergraduate education, much of the scholarship on undergraduate research has focused on students in the final years of their degree. This article describes a study of the ability of first year students to undertake historical research in an introductory level course at a small liberal arts college. It discusses the challenges that first year student's face in interpreting primary sources, working with multiple sources and crafting arguments based narratives about their findings. It also documents how a research paper assignment advances students' historical thinking skills and contribute to the development of what the American Historical Association has termed the "core competencies" in the discipline. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01