From the American Historical Society 9/18/2018
The American Historical Association (AHA) has received a $1.65 million grant from the Andrew W. Mellon Foundation to lead “History Gateways,” an evaluation and substantial revision of introductory college-level history courses to better serve students from all backgrounds and align more effectively with the future needs of a complex society.
Introductory history courses, like those in chemistry, math, English, biology, and psychology, unfortunately are directly linked with a significant proportion of attrition among “first generation” college students. According to recent research faculty development can be more effective than remedial courses as a pathway to student success. The AHA, in collaboration with education researchers and faculty professional development specialists at the John N. Gardner Institute for Excellence in Undergraduate Education (Gardner Institute), will work with history faculty to rethink what it means to be “introduced” to history at the post-secondary level, and to implement necessary curricular change.
Drawing on the successful AHA’s Tuning project and the Gardner Institute’s successful Gateways to Completion (G2C) program this initiative will work closely with eleven 2-year and 4-year institutions in Chicago, Houston, and New York. History Gateways will launch in January of 2019 and will continue until December of 2022.
Institutional partners include:
New York Metro Area
The American Historical Association is the largest professional organization serving historians in all fields and all professions. Founded in 1884, the AHA has become a trusted voice for history education, the professional work of historians, and the critical role of historical thinking in public life.
The John N. Gardner Institute for Excellence in Undergraduate Education is a non-profit organization dedicated to partnering with colleges, universities, philanthropic organizations, educators, and other entities to increase institutional responsibility for improving outcomes associated with teaching, learning, retention, and completion. It is dedicated to advancing higher education’s larger goal of achieving equity and social justice.