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A Beginner’s Guide to Tuning: Starting the Discussion with Your Colleagues. Daniel J. McInerney Tuning USA Advisory Board Professor & Associate Department Head Utah State University, Department of History daniel.mcinerney@usu.edu. debt. completion.

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A Beginner’s Guide to Tuning: Starting the Discussion with Your Colleagues

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A Beginner’s

Guide to Tuning:

Starting the

Discussion with

Your Colleagues

Daniel J. McInerney

Tuning USA Advisory Board

Professor & Associate Department Head

Utah State University, Department of History

daniel.mcinerney@usu.edu


debt

completion

STATE OF POST-SECONDARY EDUCATION

preparation

instruction

transfer

access

pedagogy

employment

meaning of a degree


PROBLEMS WITH

PAST ASSESSMENT PLANS

RE-ASSESSING

OUR WORK AND GOALS


top-down approach

one size fits all

isolated from the rest of the world


collecting (but not using)data

shhh . . . be quiet; maybe assessment will go away


REMINDERS FROM THE AHA


-Assessments are here to stay

-Who else but historians should respond?

-Assessment and education


Assessment, accreditation, accountability

are all part of our work

as practitioners of --

and advocates for -- history


-How clearly do we define the learning

that our discipline programs and degrees

develop?

-How well do our students (and their

parents, their employers, their

policymakers) understand these goals?

-When do students understand these

issues?

-when they complete program of study?

-when they enter program of study?

-How well do we clarify these objectives

and expectations to secondary schools

& other post-secondary institutions?

THE QUESTIONS

ADDRESSED BY TUNING


WHAT’S DIFFERENT ABOUT TUNING’S APPROACH?


T

U

N

I

N

G

“When students complete

a program of study in history,

what should they know,

understand,

and be able to do?”

informing question

MAKE THE IMPLICIT EXPLICIT


T

U

N

I

N

G

bottom-up approach

discipline-specific

informing question

focus on learning outcomes

clarity and transparency

degree levels

work w/colleagues at different institutions

inclusive: consult a range of stakeholders

diversity and autonomy

a process, not a finished product


10 SUGGESTIONS ON STARTING THE CONVERSATION


1. Meet people where they are, not where you want them to be

2008-2009: annus horribilis

administrative orders

the functions of conflict & complaint

start at the endpoint

a cultural change


2. Don’t go it alone

borrow from colleagues around the world

EU / UK / Australian learning outcomes

AHA materials

Tuning Discipline Core

Tuning web site

Tuning discussion group

Perspectives on History

pamphlets on teaching & learning


3. Build the project incrementally

provisional “learning outcomes”

outcomes on all syllabi

sample “rubrics”

single rubric for capstone

“inter-rater reliability”

revise intro survey

“pre-major”


4. Talk with people outside academe

students parents alumni

policy makers

employers

alumni letters

surveys

focus groups


It Takes More Than a Major:

Employer Priorities for College Learning and Student Success

April 2013

SEARCH: aacu more than a major


Innovation is a priority

capacities that cut across majors

(more important than choice of undergraduate major

importance of a liberal educationand the liberal arts

education practices that involve students in the active application of skills.

interest in e-portfolios and partnerships

Key Findings


More emphasis than they do today

Less emphasis

The same emphasis

Employers want colleges to place greater emphasis on selected outcomes

Critical thinking/analytical reasoning

Ability to analyze/solve complex problems

Effective oral communication

Effective written communication

Apply knowledge/skills to real-world settings

Locate, organize, evaluate info from multiple sources

Innovation/creativity

Teamwork/collaboration in diverse group settings

Ability to connect choices and actions to ethical decisions


Center on Education and the Workforce


5. Build a basket of metrics

RUBRICS

course

evaluation

systems

COURSE MANAGE-MENT SOFTWARE

ASSIGNMENTS

TIED TO LEARNING OUTCOMES

E-PORTFOLIOS


6. Help students build a compelling, persuasive narrative of their education

“requirement sheet”?

checklist for graduation  guide to learning

Historical study develops one’s ability to

investigate problems, identify reliable sources, analyze information, contextualize complex questions, and communicate conclusions in a clear and thoughtful manner


7. Embrace your distinctiveness

priorities

mission

curriculum

student profile

majors

entry point

evaluations

interdisciplinary

spec. resources

soc/civic engagm’t


Ten Tips For

Here is a coherent set of learning goals.

Here are the ways our institution fosters that learning in distinctive ways.


8. Meet with

academic advisors,

career counselors, campus orientation directors


9. Let your students tell the story


10. Prepare your elevator speech


The AHA’s “Tuning” project asks historians to clarify – and demystify -- the core goals and the key skills pursued in our discipline.

We want to answer a basic question: when students complete a program in history, what should they know, understand, and be able to do?

We ask this question to understand our own roles and responsibilities in higher education.

And we want our students to understand clearly what they take from their studies into employment, further education, and civic life.


Useful materials for Tuning


AHA Tuning websitehttp://www.historians.org/teaching-and-learning/current-projects/tuning


SEARCH page: Perspectives on Historysearch for “Tuning”http://www.historians.org/publications-and-directories/perspectives-on-history/past-issues-x12547


American Historical Association membershiphttp://www.historians.org/about-aha-and-membership/join-the-aha


http://tuningusa.org/TuningUSA/tuningusa.publicwebsite/c5/c58681b6-801e-49e1-bf55-4ff29e1b800b.pdf


Tuning USA


www.tuningjournal.org


Tuning has become a global project

http://www.unideusto.org/tuningeu/

Tuning China 2012 - 2014


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