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The last decade has included significant milestones in terms of the relationship between the discipline of history and the Scholarship of Teaching and Learning (SoTL). Such developments offer an instructive opportunity to reflect on the state of the field within history and suggest that SoTL, while currently holding a limited and inconsistent position in terms of practice among historians, provides a promising opportunity for growth as history educators increasingly reframe the teaching and learning of the discipline around the skills of historians. While historians have discussed the teaching of history since the founders of the American Historical Association (AHA) claimed at its first meeting in 1884 that “few of the American universities give as yet any adequate historical instruction,” the AHA’s Tuning Project reflects new, concerted efforts to define the discipline in terms of “the distinctive skills, methods, and substantive range of [the] field.”1 The Tuning Project’s establishment of “Core Competencies and Learning Outcomes” in 2013 and its revision of the document in 2016 reflected the challenges of establishing a clear consensus regarding what students should know and understand after completing a history major. The Tuning Project’s focus on core competencies in history did not include any overt references to SoTL research. However, the efforts of the AHA, as the oldest and most prominent professional organization of historians in the

New Guidelines for SoTL in History: A Discipline Considers the SoTL Turn?