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.
Pace D (2017) The Decoding the Disciplines Paradigm: Seven Steps to Increased Student Learning. Bloomington, Indiana: Indiana University Press.
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Pace D and Middendorf J (eds) (2004) Decoding the Disciplines: Helping Students Learn Disciplinary Ways of Thinking. San Francisco, CA: Jossey-Bass, New Directions in Teaching and Learning, p. 98.
