Good morning everyone.
I will be presenting to a group of history faculty at the John N. Gardner Institution's Gateway to Success conference this Saturday as an AHA representative from the Teaching Council.
I providing below the questions participants from the G2S conference have asked me to address. I welcome input related to any of the question below, but in particular I looking for responses about the Tuning Project questions (the first two).
Thanks for your time in helping me on this matter.
Questions for the American Historical Association
- What lessons were learned from AHA's involvement in the Tuning project? How might those lessons be applied to efforts to enhance student success in introductory U.S. history courses?
- What else (in addition to Tuning) is the American Historical Association currently doing to better understand and promote student success in U.S. history courses?
- What kind of skills has AHA identified that relate to student success in introductory, college-level U.S. history courses? What strategies can be used to develop those skills so that students succeed at greater levels in the history courses they are taking?
- In addition to skills, what strategies (academic support, instructional methods, etc.) has AHA identified that help increase student learning and success in introductory U.S. history courses?
- What examples of promising practices for improving learning and success in introductory U.S. History courses and citations for scholarship associated therewith would you suggest we consult / consider for our efforts?
- Are there institutions utilizing the large lecture format (100+ students per section) with introductory U.S. history courses that are successful at student passing? If so, please share the names of those institutions and, if possible, tell us what strategies they are using (structure, content, requirements)?
- In large lecture U.S. history courses, who is typically teaching these courses (tenured, tenure track, lecturers, adjuncts, graduate students, etc...)?
- What are the learning outcomes that other introductory U.S. history courses are currently utilizing? How are they measuring/assessing those outcomes?
- What level/types of coordination is done between different sections of the same introductory U.S. history course as well as the different courses in the sequent (first half of US history and second half of US History)?
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Trinidad Gonzales
South Texas Coll.
McAllen TX
tgonzale@southtexascollege.edu -------------------------------------------