Thoughts on history, tuning and the scholarship of teaching and learning in the United States. (October 2017)

• Record Type: Journal Article
• Authors: Pace, David
• Other Names: Booth Alan guest-editor.; Ludvigsson David guest-editor.
• Is Part Of: Arts and humanities in higher education. Volume 16:Number 4(2017)
• Page Start: 415
• Page End: 419
• Publication Date: 2017-10
• Subjects: Tuning -- SoTL -- History Learning Project -- Decoding the Disciplines -- American Historical Association; Arts -- Study and teaching (Higher) -- Periodicals; Humanities -- Study and teaching (Higher) -- Periodicals; 700.711
• DOI: 10.1177/1474022216686508
• Languages: English
• ISSNs: 1474-0222

Abstract

The Tuning Movement and the scholarship of teaching and learning have each had a significant impact on teaching history in higher education in the United States. But the isolation of these initiatives from each other has lessened their potential impact. Interactions between the two might bring together the intellectual exploration of scholarship of teaching and learning and the activist engagement with practical challenges present in the U.S. Tuning Movement. The work of groups, such as the History Learning Project, could facilitate such interactions.