Tuning Disruptions: The AHA Tuning Project and Practical Suggestions for Rethinking History Courses, Assignments, and Curricula
Marianne S. Wokeck, Indiana University–Purdue University Indianapolis
Jodi R. B. Eastberg, Alverno College
Victoria M. Grieve, Utah State University
David Kinkela, State University of New York at Fredonia
Leah Shopkow, Indiana University
In what ways has the project, since 2012, prompted historians to reexamine and reframe the classes they teach? Rather than discussing course “disruptions” in the abstract, this session will examine the subject in actual practice. The roundtable will gather a diverse group of faculty who have used their introductory, upper-division, and capstone classes as “labs” for Tuning-related experiments in teaching and learning. Presentations will be concise and pointed, addressing concrete ways in which instructors: (a) appeal to both majors and non-majors; (b) connect content and competencies; (c) develop appropriate class exercises; (d) connect topics of study to an intentional curriculum; (e) contribute to a record of assessing student learning; and (f) clarify the skills students have developed. The goal is to review a set of innovative teaching ideas in the first half of the time period -- and, in the remaining 45 minutes, open the floor to further audience contributions and questions that address creative teaching strategies.