Robert Wagenaar, International Tuning Academy, University of Groningen
Satoko Fukahori, Kyushu University
Ikko Tanaka, J.F. Oberlin University
Widely adopted on over 150 history departments, the Tuning process began in the U.S. in 2008-2009 in three states over a range of disciplines. The first U.S. efforts were guided by faculty from throughout the European Union where “Tuning” first emerged in 2000. There, the project stood as the university response to the 1999 “Bologna Project,” an effort to build “a European Higher Education Area” with shared definitions of degrees and a more unified credit system. Tuning proposed a way to build compatible, comparable programs of study and degrees that identified points of reference, convergence, and common understanding across national and institutional boundaries. Seeking connections, not uniformity, maintaining diversity and autonomy on campuses, Tuning served to clarify the knowledge and skills that students developed in higher education. The process is now at work in 130 nations around the world.
Unfortunately, the initially global-minded discussions of Tuning that started the effort in the U.S. have increasingly turned inward. U.S. academics today have a limited sense of the work as it has expanded around the globe – and colleagues from other parts of the world often feel that U.S. campuses have abandoned the project. The roundtable for this session addresses this pair of problems by bringing together a varied, international group of colleagues who, in a question-and-answer format, will address a number of key questions:
-how Tuning has proceeded in different regions over the past decades?
-how have fields outside of historical study responded to the effort?
-in what ways has the project succeeded?
-what obstacles has Tuning confronted?
-what other types of initiatives have grown out of the project?
-what does the future hold for Tuning?