a beginners guide to tuning: starting the discussion with your colleagues daniel j. mcinerney tuning...
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A Beginner’sGuide to Tuning:
Starting the Discussion
withYour
ColleaguesDaniel J. McInerney
Tuning USA Advisory Board Professor & Associate Department
HeadUtah State University, Department
of History
daniel.mcinerney@usu.edu
STATE OF POST-SECONDARY
EDUCATION
debt completion
transfer
instruction
access
preparation
pedagogyemployment
meaning of a degree
PROBLEMS WITH PAST ASSESSMENT PLANS
RE-ASSESSING OUR WORK AND GOALS
top-down approach
isolated from the rest of the world
one size fits all
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?
TUN ING
informing question
“When students complete
a program of study in history,
what should they know, understand,
and be able to do?”MAKE THE IMPLICIT EXPLICIT
TUN ING
informing question
bottom-up approach
discipline-specific
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
1. Meet people where they are, not where you want them to be
administrative ordersadministrative orders
2008-2009: annus horribilis2008-2009: annus horribilis
the functions of conflict & complaintthe functions of conflict & complaint
start at the endpointstart at the endpoint
a cultural changea cultural change
2. Don’t go it alone2. Don’t go it alone
borrow from colleagues around the world
borrow from colleagues around the world
EU / UK / Australian learning outcomesEU / UK / Australian learning outcomes
AHA materialsTuning Discipline Core
Tuning web siteTuning discussion groupPerspectives on History
pamphlets on teaching & learning
AHA materialsTuning Discipline Core
Tuning web siteTuning discussion groupPerspectives on History
pamphlets on teaching & learning
3. Build the project incrementally
3. Build the project incrementallyprovisional “learning
outcomes”provisional “learning
outcomes”
sample “rubrics”sample
“rubrics”single rubric for capstonesingle rubric for capstone
“inter-rater reliability”“inter-rater reliability”
revise intro survey revise intro survey
outcomes on all syllabi
outcomes on all syllabi
“pre-major”“pre-major”
4. Talk with people outside academe
4. Talk with people outside academe
students parents alumnistudents parents alumni
employersemployers policy makerspolicy makers
surveyssurveys
focus groupsfocus groups
alumni lettersalumni letters
It Takes More Than a Major:Employer Priorities for College Learning and Student Success
SEARCH: aacu more than a major
April 2013
3
Key FindingsKey FindingsInnovation is a priority
capacities that cut across majors
(more important than choice of undergraduate major
importance of a liberal education and the liberal arts
education practices that involve students in the active application of skills.
interest in e-portfolios and partnerships
9
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
More emphasis than they do today Less emphasisThe same emphasis
Employers want colleges to place greater emphasis on selected outcomes
Center on Education and the Workforce
RUBRICS
E-PORTFOLIOSASSIGNMENTSTIED TO LEARNING OUTCOMES
COURSE
MANAGE-
MENT
SOFTWA
RE
courseevaluation systems
5. Build a basket of metrics5. Build a basket of metrics
6. Help students build a compelling, persuasive narrative of their
education
6. Help students build a compelling, persuasive narrative of their
education“requirement
sheet”?“requirement
sheet”?checklist for graduation guide to
learningchecklist for graduation guide to
learningHistorical 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
Historical study develops one’s ability toinvestigate problems, identify reliable
sources, analyze information, contextualize complex questions, and
communicate conclusions in a clear and thoughtful manner
mission priorities
student profile curriculum
entry point majors
interdisciplinary evaluations
spec. resources soc/civic engagm’t
7. Embrace your distinctiveness
7. Embrace your distinctiveness
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
8. Meet with academic advisors, career counselors,
campus orientation directors
9. Let your students tell the story
9. Let your students tell the story
10. Prepare your elevator speech10. 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 History
search for “Tuning”
http://www.historians.org/publications-and-directories/perspectives-on-history/past-issues-x12547
American Historical Association membership
http://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 China 2012 - 2014
Tuning has become a global project http://www.unideusto.org/tuningeu/
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