Tuning American Higher Education: The Process, Institute for Evidence-Based Change
This document outlines what Tuning is, the value and benefits of engaging in Tuning processes, and provides a general architecture for Tuning within a US context.
The Higher Education Quality Council of Ontario documented results of a Tuning initiative to identify common learning outcomes for certain degrees. The report, Tuning: Identifying and Measuring Sector-Based Learning Outcomes in Postsecondary Education, provides measurable learning outcomes that can help institutions develop outcomes-based programs.
Colleges and universities in Utah are using Tuning to identify the knowledge and skills that employers expect from new graduates. This webpage contains various resources on Utah’s tuning efforts across 8 institutions in various departments including history, physics, and mathematics. An article discussing the project can be found here.
Higher education institutions in Utah have been involved in the tuning process to help students understand what they have learned during their academic career and to communicate to employers the skills they have gained. Tuning has also allowed institutions to collaborate on determining common competencies that should be mastered for particular disciplines.
The Midwestern Higher Education Compact (MHEC) released a document summarizing outcomes and lessons learned on the cross-state Tuning initiative with Illinois, Indiana, and Missouri. The document also includes recommendations for the use of Tuning to improve teaching, learning, and student success.
Institute for Evidence Based Change. (2012). Tuning American higher education: The process. Encinitas, CA. Retrieved from: Source
This resource explains the process of Tuning.
Jankowski, N. A., & Marshall, D. W. (2014, October). Roadmap to enhanced student learning: Implementing the DQP and Tuning. Urbana, IL: National Institute for Learning Outcomes Assessment (NILOA) and Institute for Evidence-Based Change (IEBC).
This report discusses the principles shared by DQP and Tuning efforts, presents approaches institutions have used in these efforts, and explore sustaining efforts moving forward.
Albertine, S., McInerney, D., Robinson, J., & James, P. (2015). Faculty Collaboratives DQP and Tuning Explored.
American Historical Association’s (AHA) Tuning Project. Retrieved from: Source
AHA’s Tuning webpage has various resources and information on Tuning and its past, current, and future standing in American education.
The Journal of American History’s special focus on Tuning. Retrieved from: Source
The Journal of American History has released an issue with a special focus on Tuning. Readers will find various articles that discuss assessment and the use of Tuning, such as Surprising Opportunities for Historians: Taking Control of Assessment Process, and Making Assessment Work for You.
Tuning processes are occurring in Latin America, USA, Russian, Africa and through AHELO. Additional resources and information on the European process may be found here.
For additional information on formulating Degree Program Profiles as it relates to Tuning see this.