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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 email@example.com. debt. completion.
Guide to Tuning:
Daniel J. McInerney
Tuning USA Advisory Board
Professor & Associate Department Head
Utah State University, Department of History
PAST ASSESSMENT PLANS
OUR WORK AND GOALS
one size fits all
isolated from the rest of the world
shhh . . . be quiet; maybe assessment will go away
-Who else but historians should respond?
-Assessment and education
are all part of our work
as practitioners of --
and advocates for -- history
that our discipline programs and degrees
-How well do our students (and their
parents, their employers, their
policymakers) understand these goals?
-When do students understand these
-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?
ADDRESSED BY TUNING
“When students complete
a program of study in history,
what should they know,
and be able to do?”
MAKE THE IMPLICIT EXPLICIT
focus on learning outcomes
clarity and transparency
work w/colleagues at different institutions
inclusive: consult a range of stakeholders
diversity and autonomy
a process, not a finished product
2008-2009: annus horribilis
the functions of conflict & complaint
start at the endpoint
a cultural change
borrow from colleagues around the world
EU / UK / Australian learning outcomes
Tuning Discipline Core
Tuning web site
Tuning discussion group
Perspectives on History
pamphlets on teaching & learning
provisional “learning outcomes”
outcomes on all syllabi
single rubric for capstone
revise intro survey
students parents alumni
Employer Priorities for College Learning and Student Success
SEARCH: aacu more than a major
The same emphasisEmployers 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
Teamwork/collaboration in diverse group settings
Ability to connect choices and actions to ethical decisions
COURSE MANAGE-MENT SOFTWARE
TIED TO LEARNING OUTCOMES
6. Help students build a compelling, persuasive narrative of their education
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
Here is a coherent set of learning goals.
Here are the ways our institution fosters that learning in distinctive ways.
career counselors, campus orientation directors
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.
SEARCH page: Perspectives on Historysearch for “Tuning”http://www.historians.org/publications-and-directories/perspectives-on-history/past-issues-x12547
Tuning China 2012 - 2014