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ERIC Number: EJ1154303
Record Type: Journal
Publication Date: 2017-Oct
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1474-0222
Tuning the Discipline of History in the United States: Harmony (and Dissonance) in Teaching and Learning
McInerney, Daniel J.
Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, v16 n4 p337-357 Oct 2017
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.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Europe; United States; Utah; Indiana
Grant or Contract Numbers: N/A