Anne Hyde, University of Oklahoma and chair, AHA Tuning Project
Norman L. Jones, Utah State University and Lumina Foundation/Tuning Advisory Group
Nancy Quam-Wickham, California State University, Long Beach
The roundtable’s question-and-answer format will provide a conversation with presenters who have worked on the project to discuss the impact and prospects of Tuning:
Daniel McInerney will review the results of a survey distributed to 1500 historians to understand what practical difference Tuning has made in history programs.
Norm Jones will focus on the changes Tuning brought to classrooms at Utah State University. Having established degree outcomes and reverse-engineered the curriculum, faculty have experimented with various high impact pedagogies, and students are emerging with a very different sense of themselves and the degree they are getting.
Nancy Quam-Wickham will address the ways in which Tuning’s emphasis on “intentionality” has reengaged historians in meaningful assessment and reinvigorated teaching.
Anne Hyde will discuss how Tuning has launched and maintained conversations among faculty about revising curricula, courses, and programs. Shifting faculty attention from “my course” to “our curriculum” requires patience and trust, not easy in academic settings that test both. Course revision, curriculum design, and assessment of learning all involve a process that never ends. Tuning helps sustain continuous change because the work is based on evidence and research, and the project is supported by a network of experienced colleagues.
Debra Humphreys will reflect on the Tuning project in a larger national context. Pressures have mounted on higher education institutions to demonstrate their worth and deliver on quality for today's students. Tuning has provided a pathway for faculty to address these concerns in a meaningful, substantive, and persuasive way.