HistoryandHistoryEducationProgramReviewFall2015
5-YearProgramReview......................................................................................................................2
October5,2015..................................................................................................................................2History,Mission,andVisionoftheProgram....................................................................................................2
Section1:StudentData......................................................................................................................2ReflectionontheDemographicData:..............................................................................................................3PlacementNumbers.........................................................................................................................................4CourseTotalsandRegistration.........................................................................................................................5
Section2. FacultyandResources..................................................................................................6PhysicalFacilities..............................................................................................................................................6LibraryHoldings................................................................................................................................................6Faculty..............................................................................................................................................................7InternshipExperiences.....................................................................................................................................8
Section3:FinancialAnalysisofProgram.............................................................................................8
Section4:ObjectivesandAssessment................................................................................................9(AppendixBforfullreport)...........................................................................................................................9
Section5:ExternalReview...............................................................................................................12
Section6:ConclusionsandRecommendations.................................................................................20AcademicCouncilResponse:..........................................................................................................................22AppendixA:LibraryReport............................................................................................................................24AppendixB:AnnualAssessmentReport.........................................................................................................45AppendixC:ProgramChecklist.......................................................................................................................59AppendixD:CourseDescriptions...................................................................................................................62
HistoryandHistoryEducation
5-YearProgramReview
October5,2015
History,Mission,andVisionoftheProgramThehistoryprogramisasoldasWilliamWoodsUniversityitself.MissFannieBoothcametoFulton1890toteachhistoryandnaturalscienceaspartoftheoriginalfacultyofwhatwasthencalledtheFemaleOrphanSchool.Notonlywassheanimportantpartofthelifeofcampus–herbirthdaywasanimportantdayintheinstitution’scalendar–buthersubjectwasanintegralpartofthecurriculum.Today,thehistoryprogramisatthecoreofboththeGeneralEducationprogramandtheUniversity’spurposeofself-liberation.Historyasksstudentstoconsiderthewaysinwhichafundamentalpartofwhatitmeanstobehumanisthewaysinwhichweareallproductsofourindividualandfamilyhistories,aswellasbroadersocial,political,economic,andculturalhistories.Theheavyhandofthepastisalwayswithusandaffectsallofusandstructureslifeopportunitiesinwaysthatareoftenseeminglyinvisible.Whatwethinkwe“know”aboutapoliticalorsocialissueisusuallymuchmorecomplicatedandrootedincomplexandtangledhistories.Historyasksstudentstothinkcritically;tonotjustsettleforeasyanswers,buttodigdeepintothosecomplexities.Indoingso,itnotonlyprovidesconcreteskillslikeanalyticalreasoningandcommunication,but,byaskingstudentstoseethoselayersofcomplexitiesandhowpeoples’historicalactionshavehadconsequencesforothers,historycanalsoprovideaframeworkformakingwell-informedandethicalchoicesinanincreasinglycomplexandinterdependentworld.
Section1:StudentDataProgram:History/HistoryEducation AcademicYear 09/10 10/11 11/12 12/13 13/14HistoryMajors(asofOct.15) IncomingFreshman 2 1 1 2 0 Transfers 0 1 1 0 0 Total 12 11 7 8 2 HistoryEducationMajors(asofOct.15) IncomingFreshman 2 2 2 1 1 Transfers 0 0 0 0 0 Total 7 6 5 5 4
UndergraduateEnrollment 1,170 1,179 1,079 1,009 1,006
DeclaredMinors(History) 12 9 10 11 11 GraduatedMajors(History) 2 3 2 3 1GraduatedMajors(HistoryEducation) 2 0 0 0 0 RetentionRate:IPEDSdefinition1 University 74.1% 66.8% 76.2% 70.5% Program(History) 2/2 1/1 NA 1/1 Program(HistoryEducation) 2/2 0/1 NA 1/1 CohortYearGraduationRate:IPEDSdefinition2 03/04 04/05 05/06 06/07 07/08
University 43.8 52.4 50.2 50.5 56.3Program(History) 1/1 5/5 1/4 1/1 1/1Program:(HistoryEducation) NA NA NA 1/2 NA GraduationRate:TransferStudents3
University 67.7% 71.2% 68.8% 63.2% 66.7%Program(History) 2/2 1/1 NA 1/1 NAProgram(HistoryEducation) NA NA NA 3/3 1/1
Freshmen,Transfers,andGraduatingSeniors(History/HistoryEducation)
ReflectionontheDemographicData:Nationwide,2.32%ofallmajorswerehistorymajorsin2005.Thatnumberhasdeclinedto2.02%ofallmajorsin2012.So,whatwehaveseenatWWUispartofalargernationaltrend.Atthesametime,thedecliningoverallpercentageofhistorymajorscomesasracialandethnicminoritiesarecomprisingalargerproportionofhistorymajors,almostdoublingto8%oftotalhistorymajorsin2012.GivenWWU’slackofracialandethnicdiversity,itisperhapsnotsurprisingthatthetotaloveralldeclinehas
2010-11 2011-12 2012-13 2013-14 2014-15EnteringFreshman 1/2 1/2 2/1 0/1 0/1IncomingTransfers 1/0 1/0 0/0 0/0 0/0GraduatingSeniors(retention#sothosewhobeganinyourprogram)
3/0 2/0 3/0 1/0 NA
probablybeenlargerhere.Giventhelargermovementinhighereducationtowardtheprofessional-orienteddisciplines,particularlyintheaftermathoftheGreatRecessionof2008,itisnotsurprisingthatthenumberofhistorymajorshasdeclined.Thechallengeforhistoryprogramsnationwide–andonesharedbytheotherhumanities–istoshowthatthehistorymajorisapathtoviablecareer.Sources:http://www.npr.org/blogs/money/2014/05/09/310114739/whats-your-major-four-decades-of-college-degrees-in-1-graphhttps://historians.org/publications-and-directories/perspectives-on-history/april-2013/data-show-a-decline-in-history-majors
PlacementNumbers
2009-10 2010-11 2011-12 2012-13 2013-14NumberofGraduatesHistory
2 4 1 3 1
NumberofGraduatesHistoryEd
2 0 0 0 0
EmployedWithinField 1 1 0 0 0EmployedOutsideofField
2 2 1 2 0
GraduateSchool 1 1 0 1 1Notknown
Historygraduatesareconsideredtobeworking“withinthefield”iftheyareteachinghistoryorareworkingaspublichistorians.
CourseTotalsandRegistration
Course Title 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015
Fall Spring Fall Spring Fall Spring Fall Spring Fall SpringHIS101 WestcivilizationI 26/27 23/27 25/27 24/27 23/27 16/27 14/27 21/27 27/27 23/27HIS101Evening
WestcivilizationI NA NA 8/27 NA NA NA
HIS102 WestcivilizationII
25/27 25/27 26/27 17/27 22/27 23/27 27/27 27/27 22/27 24/27
HIS102Evening
WestcivilizationII
NA NA 11/27 6/27 NA NA NA
HIS103 HistoryofUSI 80/81 77/81 53/54 51/54 75/81 39/54 54/54 43/54 50/54 25/27HIS103OLC HistoryofUSI NA NA NA NA NA 25/25 10/20 24/25 22/25 24/25HIS104 HistoryofUSII 76/81 72/81 54/54 70/81 62/81 51/81 41/54 39/54 26/27 17/27HIS104OLC HistoryofUSII NA NA NA NA NA 24/24 9/20 24/25 37/45 25/25HIS423 SeniorSem. 2/15 1/15 NA 2/15 2/15 1/15 3/15 0/15 NAA 2/15
U.S.HistoryUpperLevelElectivesHIS310 Womenin
America15/25 NA NA NA 12/25 NA NA NA NA 25/25
HIS310H WomeninAmerica
NA NA NA NA 2/25 NA NA NA NA 2/25
HIS312 Libconsandrad20thcent
NA NA NA NA NA NA NA 6/20 NA NA
HIS315 RaceandGender NA NA NA NA NA NA NA NA NA NAHIS316 Built
environmentalAmericanHist.
NA NA NA NA NA NA NA NA NA NA
HIS318 SportsinAmericanHist.
NA NA NA NA NA 15/25 NA NA NA NA
HIS334 EmergenceofmodernAmerica
NA NA NA NA NA NA NA NA NA NA
HIS344 20thcentDiplomacy
NA NA NA NA NA NA NA NA NA NA
HIS416 AfricanAmericanhistory
NA NA NA NA NA NA 1/25 NA NA NA
NonU.S.HistoryUpperLevelElectivesHIS321 19thcentury
EuropeNA 6/25 NA NA NA 3/25 NA NA NA 19/25
HIS340 Ancientworld NA NA NA NA NA NA NA NA NA NAHIS341 20thcentEurope NA NA 6/25 NA NA NA 4/25 NA NA NAHIS353 NaziGermany NA NA NA 16/50 NA NA NA 16/25 NA NAHIS353H NaziGermany NA NA NA NA NA NA NA 0/25 NA NAHIS370 Renaissanceand
reform11/26 NA NA NA 2/25 NA NA NA 13/25 NA
HIS435 Historyofterrorism
NA NA NA NA NA NA NA NA NA NA
Section2. FacultyandResources
PhysicalFacilities1. None.
LibraryHoldings
(AppendixAforafulllisting)III.ComparisonwithPeerInstitutions(4to1comparison)LibrariesUsedForComparison:WestminsterCollege,ColumbiaCollege,CentralMethodistUniversity,StephensCollege
IV.AnalysisHistoryasadisciplinetaughtattheundergraduatelevelgenerallyrequiresbothup-to-dateresearchandbasiclibrarymaterials.Inadditiontothemonographcollectioninhistory,basicinformationisavailableinseveralprintresourcesintheLibrary’sReferencecollection:Researchinhistoryistypicallypublishedinjournal,ratherthanmonographform.Inordertomeetthisneed,theLibraryhasacquiredasignificantlygreaternumberofhistoryjournalsinelectronicfull-textformsince2006asisindicatedbythetableinsectionIIabove.Thesehavebeenacquiredthroughtheirincorporationingeneral-purposeaggregations.TheLibraryhasbeenunsuccessfulatacquiringaseparatefull-texthistorydatabaseatareasonableprice;J-Stor,AmericanHistoryandLife,Historical
73.50%
6.00%
20.50%
PeerHoldingsComparison- History(1990-2014)
NotheldbyWWU
HeldbyAll
Abstracts,andTheAmericanAntiquarianSocietyhaveallbeenevaluatedanddeemedtooexpensivefortheamountofusetheywouldreceive.Thelibraryreceivesinfrequentrequestsforsocialworkmaterialsfromfacultyorstudents.Asaresult,theacquisitionofprintandvisualmaterialsisconductedbythelibrarystafffromreviewsinlibraryjournals.Asinallotherdisciplines,WWUfacultyandstudentshaveaccesstotheresourcesavailableinMOBIUSmemberlibraries,whichincludesthesuperbcollectionsatthelargeresearchinstitutionsinthestateofMissouri,i.e.,thefourcampusesoftheUniversityofMissouri,WashingtonUniversity,MissouriStateUniversityandSt.LouisUniversity.Beginningin2014,accesstotheresourcesoftheacademic,publicandspeciallibrariesinColoradoandWyomingbecamepossiblethroughProspector,aresource-sharingpartnerofMOBIUS.Prospectorprovidesaccesstoanadditional30millionbooks,journals,DVDs,CDs,videosandothermaterials,andincludesthecollectionsofthelibrariesatthecampusesoftheUniversityofColorado,ColoradoStateUniversity,UniversityofDenver,andtheUniversityofWyoming.ResourcesselectedfrombothMOBIUSandProspectoraredeliveredbycourier,therebyreducingthedeliverytime.
Faculty
Full-timeFaculty HighestDegreeEarned(Concentration)
DegreeGrantingInstitution
YearsFull-timeTeachinginHigherEd
ContractedCourseLoadpersemester
ShawnHull Ph.D. UniversityofMissouri
17 3
SteveHageman M.A.(ABD) OhioStateUniversity
8 3
AdjunctFaculty
HighestDegreeEarned(Concentration)
DegreeGrantingInstitution
AletaVestal M.AHistory UniversityofMissouriBrettRogers M.A.(ABD)History UniversityofMissouriSeanRost M.A.History LincolnUniversityAndreaWeingartner M.A.History UniversityofMissouriLucasVolkman M.A.History UniversityofMissouriWilliamMountz M.A.History UniversityofMissouriWilliamSnodgrass M.A.History UniversityofMissouri
Theprogramiscurrentlyatacrossroads.Bothfull-timefacultyhaveleft,leavingthecoursestobecoveredbyadjuncts.Plansareunderwaytoinitiateasearchforafull-timehistorianthisfall,withthesearchtobecompletedthisspring.ThepositionwilllikelybeforanU.S.historian.Itremainstobeseenifthesecondfull-timepositionwillbefilled.
InternshipExperiences1. Thehistoryprogramisfortunateinhavinganumberofpublichistoryinstitutionsinthevicinity
thatofferinternships.Wehaveplacedstudentswith:- TheStateHistoryMuseum(JeffersonCity)- TheMissouriStateArchive(JeffersonCity)- TheStateHistoricalSociety(Columbia)- TheWesternHistoricalManuscriptsCollection(Columbia)- TheNationalChurchillMemorial&Museum(Fulton)
Section3:FinancialAnalysisofProgram
Program
TotalCost(Personnel,budget
andspecialexpenses)
BudgetSpentonProgram
TotalIncome(CourseFees,tickets,sales)
Numberofmajors(2013)
CostperMajor
History&HistoryEducation
$94,896 $2,596 $0 10 $9,490
Anotherwaytolookattheprogramistoexaminethecostpercredithour.Wegenerated1227credithours,whichgivesuscostpercredithourof$77.Thatcomparesveryfavorablywithotheracademicprogramsandiswellbelowthetuition($325forpart-timestudents)chargedtostudents.
Section4:ObjectivesandAssessment
(AppendixBforfullreport)Thisisasnapshotofprogramobjectivesanddataavailable.Aswecontinuetocollectdatathiswilleventuallybe5yearsworthofassessmentinonepicture.ThefullreportisattachedasAppendixB.Addchartstomeettheneedsoftheprogramstudentlearningobjectives.
Objective1:Possessanin-depthknowledgeofwell-definedperiodsinUS.AndnonU.S.history.
2012-2013 2013-2014 2014-2015 AssessmentChanges?
AssessmentMethod(course)&Benchmark
1)Historicalknowledgetest
1)Historicalknowledgetest
1)Historicalknowledgetest(giveninsurveycourses)
Data/Benchmarkmet Freshman–25/40Junior–32/40Results:Freshman(1)-24/40Junior(1)–31/40
1)Freshman–70%Juniors–80%Results:24/40-60%total
Freshman-70%Juniors-80
AssessmentDayActivity
Historicalknowledgetest(forfreshmanandjuniormajors)%
Data/BenchmarkMet Freshman(1)23/40(58%)Junior(1)26/40(65%
Objective2:Beabletoprovideananalysisthataddressesthekeyhistoricalquestionsofcausation,comparison,andinterpretation.
2012-2013 2013-2014 2014-2015 AssessmentChanges?AssessmentMethod(course)&Benchmark
1)HIS300/400papers
1)HIS300/400papers
Data/Benchmarkmet 1)Level3orabove
1)Level3oraboveAveragescorewas2.97,justabitbelowthebenchmark.24/33werelevel3or4.
AssessmentDayActivity
SeniorThesis 2)SeniorThesis 2)SeniorThesis
Data/BenchmarkMet Level3(Proficient)Results:3.5averageN=2
2)Level3orabove/met
2)Level3orabove2theses,eachscoredatlevel3.
Graduallyrestructuringofcoursestode-emphasizelecturesinfavorofanalysisofhistoricalmethodsinclass.Allhistoryfacultywillworktowardthisgoal.
Objective3:Demonstrateafamiliaritywiththemethodologyofthehistorian,namelytheabilitytogatherandinterpretprimarydocuments,statisticaldata,andsecondarysources.
2012-2013 2013-2014 2014-2015 AssessmentChanges?AssessmentMethod(course)&Benchmark
1)Document-basedexam
1)Document-basedexam
Data/Benchmarkmet 1) 35/44Results:nosophomores
1) 35/44—score:38/44
Nosophomoretooktest
AssessmentDayActivity
2)SeniorThesis 2)SeniorThesis
Data/BenchmarkMet 2)Level3orhigherResults:3.5averageN=2
2)Level3orhigher/3average
2)Level3oraboveAveragescorewas2.97,justabitbelowthebenchmark.26/35werelevel3or4
Graduallyrestructuringofcoursestode-emphasizelecturesinfavorofanalysisofhistoricalmethodsinclass.Allhistoryfacultywillworktowardthisgoal.
Objective4:Clearycommunicatetheirconclusionsorfindingsinwrittenform.
2012-2013 2013-2014 2014-2015 AssessmentChanges?
AssessmentMethod(course)&Benchmark
Seminarpaper/Portfolio
1)HIS300/400papers
1)HIS300/400papers
Data/Benchmarkmet Level3(proficient)ResultsN=2;4.0average
1)Level3orhigher/
1)Level3oraboveAveragescorewas3.02.27/33wereLevel3or4
AssessmentDayActivity
2)SeniorThesis 2)SeniorThesis
Data/BenchmarkMet 2)Level3orabove/met
2)Level3orabove2/2wereLevel3or4
Section5:ExternalReview
GuideforExternalReviewersofMajorProgramsNameofReviewer(s) MarkBoulton (AssistantProfessorofHistory,Westminster
College,Fulton,MO)ProgramReviewed WilliamWoodsHistoryDepartment
DateofReview&CampusVisit November20,2015
IntroductionYourroleasanoutsiderevieweristoverifytheinformationprovidedbytheon-campusprogramreviewteam. Yourevaluationhelpsidentifytheprogram'sstrengthsandrecommendwaystoaddressareasofconcern.
Thefollowingguideisintendedtofacilitateyourworkasareviewer.Thequestionsprovideaqualityratingof5to1(hightopoorornotevident). Pleaseprovideajustificationforyourratingimmediatelyfollowingthequestion. Useasmuchspaceasnecessaryforyourresponse.Attheconclusionofthequestionnairepleaseprovideasummarythataddressesoverallaspectsoftheprogram.
SubmityourcompletedevaluationtotheAcademicDean,copiedtothedivisionchairandprogramreviewteam.
1.Atwhatlevelistheprogram'scurriculumframeworkalignedwiththemissionandvisionofWilliamWoodsUniversity?
1NotEvident
2
3SomewhatAligned
4
5CompletelyAligned
Response:
Initscourseofferingsandoff-campusinternshipprograming,departmentisstronginpromotingtheuniversitymissionof“ethics,self-liberation,andlifelongeducation.” The“worldcommunity”componentofthemissioncouldbedevelopedinthedepartmentbyhavingaslightlymoreglobalfocus.AWorldHistorycourse,forexample,insteadofaWesternCivilizationcoursewouldbebeneficial.
2.Atwhatlevelhastheprogramclearlyarticulateditseducationalgoalsandobjectivesformajors/minorsinitsself-studydocument?
1not-evident
2
3somewhat
4 5 completely
Response:
Thegoalsareclearlylaidoutinthedepartment’sself-reportandinthesamplesyllabitowhichIhadaccess.
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3.Atwhatlevelhastheprogramarticulateditsassessmentplanforstudentlearning?
1not-evident
2
3somewhat
4
5completely
Response:
Theprogramdoeshaveastrongassessmentprograminplace;however,untilmorehistorymajorsareadded,theinformationgatheredmightbetoolimitedtomakeanysignificantprogramchanges.Untilthereismoreusabledata,tweakingthecurrentmethodsmightprovideamoreusefulmodel:Astheself-reportindicates,assessingawiderrangeofstudents’upper-levelpapersmightbehelpful.Theself-reportalsoindicatedthatthereisdifficultyingettingstudentstoparticipateinassessmentdayactivities.Thedepartmentcouldconsidermakingparticipationamandatorybenchmarkforgraduation.
4.Towhatdegreearethestudentlearningobjectivessufficientforthediscipline?
1Inadequate
2
3Adequte
4
5Superior
Response:
The learningobjectivesmirror closely theGenEd curriculumgoals,whichmake senseasHistory is anexcellentdisciplinetocovertheareasidentified.Oneareawhichcouldbebroadenedisthecommunicationobjectivewhich,atpresent,identifiesonlywritingasagoal.Oralcommunicationanddigitalliteracyareareasofstudentdevelopmentthatshouldbeconsideredasthedepartmentmovesforward.
5.Atwhatlevelarethestudentsperforminginregardstobenchmarksestablishedforeachobjective?
1Below
2
3Average
4
5Exceeding
Response:
Basedonthelimitedassessmentdataavailable,studentsseemtobeperformingwell.
6.Howdothestudentscomparetotheperformanceatcomparableinstitutions?
1WellBelow
2
3Comparable
4
5WellAbove
Response:Unabletojudge–nodataavailable.
7.Howquicklydoestheprogrammakechangestoaddressstudentneeds,i.e.,whenstudentsdonotperformatexpectedlevels?
1NotReactive
2
3SomewhatReactive
4
5
HighlyReactive
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Response:
Thedepartmentdidnotidentifytheneedforanysubstantivechangesbasedontheirassessmentdata–whichmakessensegiventhesparsityofdata–butthelevelofreflectionintheself-reportindicatesawillingnesstochangewhennecessary.Themovementtode-emphasizelecturebasedteachingistheonewelcomeexamplewheretheprogramhasacknowledgedtheneedforchangeandactedaccordingly.
8.Howreasonableistheprogram'sprojectedgrowthinlightofthecurrentstudentpopulationinthemajor?
1Unreasonable
2
3Somewhat
4
5Reasonable
Response:
Unabletojudge–nodataavailable.
9.Istheretentionofstudentswithintheprogramcomparabletootherprogramsinthediscipline?
1Below
2
3Standard
4
5Exceeding
Response:
Unabletojudge–nodataavailable.
10.Atwhatlevelhavecoursesbeenofferedregularlyandinamannerthatstudentsareabletotakeallcoursesinatwo-yearperiod?
1Inadequate
2
4
5Excellent
3 Adequate
Response:
Giventhestaffingshortages,theprogramisdoingaswellascanbeexpectedinthisarea,butitwillbedifficulttomaintainaviableprogramwithoutaddressingtheseshortagesassoonaspossible.
11.Towhatdegreeisthenatureandqualityofprogramofferingsadequateforthenumberofmajorsintheprogram?
1Inadequate
2
3Adequate
4 5 Excellent
Response:
ThedepartmentisverystronginitscourseofferingsforU.S.History,anddoesanexcellentjobofplacinginternsinlocalstatemuseumsandhistoricalsocieties.Amoreglobalfocusmightbeusefulbutdifficulttoimplementgiventheresourcesandstaffavailable.
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12.Towhatdegreearethereadequateofferingsofinternships,practicums,studentteaching,orotherworkplaceexperiencestopreparethestudentforaprofession?
1Inadequate
2
3Adequate
4 5 Superior
Response:
Asnotedabove,thedepartmentisdoinganexcellentjobinthisarea.Theadditionofdepartmentalinternshipsinsuchthingsasdigital/online/mediahistorymightbeawelcomeaddition.
13.Towhatdegreedoestheprogramprovideemploymentresourcestothestudent?[orHowimportanttothedisciplineisitthattheprogramprovideemploymentresourcestothestudent?]
1NotEvident
2
4
5Substantial
3 Somewhat
Response:
Everyhistorydepartmentseemstostruggleinthisarea,anditisonethatmightneedattention.EventhoughIdidn’tgettotalktomanystudents,theydidindicatethatcareeradvicein‘whattodowithahistorydegree’couldhavebeenbetter.Havingsomeonededicatedtothisroleinthedepartmentmightbeuseful,butthisisdependentonincreasedstaffing.
14.Towhatdegreedoesthefacultyappeartohaveexpertiseinthesubjectareastheyteach?
1Inadequate
2
4
5Superior
3 Adequate
Response:Iwillonlysayadequateatthispointsimplybecausethereisaclearneedfortenuredfaculty.Eventhoughtheadjunctfacultyisdoingexcellentwork,thereisnosubstituteforexperienceinteaching.Whileadjunctsaremovingtowardalevelofexpertise,relativelyfewhavemasteredeitherteachingortheirownfieldsofresearch.
15.Towhatdegreearetheteachingloadsequitablyandreasonablydetermined?
1Inadequate
2
4
5Superior
3 Adequate
Response:
A4/4teachingloadisalwaysgoingtobeonerous,butthisisquitenormalforaliberalartsinstitution.Thenecessaryadditionalwork—suchasservingoncommitteesandextra-curricularprograming—cannotbeplacedonadjuncts,sothedepartmentmightbesufferinginthisarea.
16.Pleaseratethefacultytostudentratio?
1TooHigh
2
4
5TooLow
3 Satisfactory
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Response:
Withrelativelyfewmajorsatthepresent,thereisnoconcernhere.
17.Towhatdegreearethelibraryholdingsappropriateforthesizeoftheprogram?
1Inadequate
2
3Adequate
4 5 Superior
Response:
Verygoodforaninstitutionofthissize.Studentsandfacultybothexpressedsatisfaction.
18.Howdoesthefaculty'suseofcurrenttechnology,practices,ortrendstofacilitateinstructioncomparewithotherprogramsinthediscipline?
1Insufficient
2
4
5Superior
3 Average
Response:I’mnotsurehowtheycomparetootherinstitutions,butthefacultyindicatedthattheyusedPowerPointandnotmuchelse.Thisisfairlystandard,andatsomepointfacultymightwanttoinvestigatemorecreativeusesoftechnologyinHistory—particularlywiththerecentriseininterestfordigitalhumanities.
19.Atwhatlevelarethephysicalresources,suchasfacilitiesandequipmentappropriatefortheprogram?
1Inadequate
2
3Adequate
4
5Superior
Response:Studentsandfacultybothexpressedsatisfaction.
20.Isthesupportstaffadequatefortheprogram?
1Inadequate
2
3Adequate
4
5Superior
Response:
Studentsandfacultybothexpressedsatisfaction.
SummaryPleaseprovideyourconclusionsonthefollowingandanyotherareasthatwerenotaddressedintheabovequestionnairethatyoubelieveneedtobereviewed.
§Whatistheprogram'sstrength?§Doestheprogramhavecomponentsthatdistinguishitfromotherprograms?§Whatareasneedtobeaddressedandarethestepsoutlinedintheprogramreviewadequate
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toaddressanyareasofconcern?§Shouldtheprogrambeexpanded,maintainedatitscurrentsize,reduced,oreliminated?
External Review of theWilliamWoodsDepartmentofHistory
Submitted by Mark Boulton, Associate Professor of History at Westminster College,Fulton,Missouri
OverviewWoodsHistoryDepartmentfortheireffortsinmaintainingthehighqualityoftheprogramthroughadifficult transitional time.While the recentdeparturesof tenure-track facultyShawnHullandSteveHagemanhavecreatedsignificantdisruption,theprogramisprimedtobecomeinvigoratedwhennewpermanentfacultyareinplace.Itisworthnoting that the recent departures of the two full-time facultymemberswere situation-specificandthereisnoindicationthatthereareanysystemicflawsintheprogramthatwillaffectitsfuturestability.
The department has the resources necessary to support a vibrant program. Neither faculty nor
studentsraisedconcernsovertheresourcesavailabletothem.Thefacultyreportednoissueswithclassroomfacilitiesorsupport.Forasmallinstitution,thelibrary’sholdingsarecommendableandshouldsufficetosupportstudentundergraduateresearch.WhiletheadditionofaHistory-baseddatabasesuchasJSTORwouldcertainlybeanassettostudentsandfacultyalike,theavailabilityoftheMOBIUSsystemoffsets,inpart,thatdeficiency.
The department has a solid program of assessment which should be encouraged and developed.Clearlymuchefforthasbeenputintocreatingasystematicwayofmeasuringthedepartment’sabilitytomeetitslearningoutcomes.Asthedepartmentmembersarewellaware,however,itisdifficulttogleanmeaningfuldatagiventhesmallsamplesizeofstudentsassessed.Thedepartment’sself-reportindicatedthattherewasapossibilityofusinganexternalACATtesttoevaluatehistoricalknowledge;butgiventhatthedepartmentistoosmalltofullycoverallofthecontentlikelytobeaskedinsuchatest,acontinuationofaninternalexammightbemoreuseful.Suchatestmightthenincludeprimarysourceanalysisandawayofevaluatingstudents’abilitiestowriteandproduce a defendable perspective on a historical issue. The department shouldcontinueitsassessmentefforts,butuntiltherearemoreHistorymajorstheremaybeinsufficientdatatodriveanysubstantialprogramchanges.
The department is doing a laudable job of giving its majors a firm grounding inboth historicalknowledgeandinthemethodsandskillsof thediscipline.ThecourseofferingsinU.S.Historyareexcellent.Thecoverageofthemessuchasrace,gender,socialmovements,andtheenvironmentareappropriateforequippingstudentswithanunderstandingofmany21st centuryissues.Therequirementthatstudentswriteathesisisalsonecessarytohelpthemhonetheirwrittenandanalyticalskills.Particularlyimpressiveisthedepartment’scommitmenttofindinginternshipsforitsstudents.Givingstudentstheexperienceofworkinginlocalmuseumsandhistoricalsocietiesshouldbeamajor selling point for the department.In sum, thedepartment is doing a lot withrelativelylittleatthistransitionaltime.Whiletherearenomajorareasforconcern,thereareareasthatneedto be sustained and/or could be developed in order tomake themajorgrow.
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SuggestionsforDepartmentalGrowthandHeightenedRelevance
Asmostfacultyrecognizedduringmycampusvisit,thedepartmentisnotwhereshouldbeaimingtoretainsomewhereintherangeof12to18majors.Asthedepartment’s own self-report notes,part of its current decline is related to thenationwidetrendofstudentschoosingmajorswithamoredirectpathtoemployment.Mostmajorsarehavingtoredefineand—insomeways—repackagewhattheyofferstudentsinordertoremainattractive.AndwhileHistorymighthavesomeinherentdifficultiesinaccomplishingthistask,thefollowingaresomesuggestionsofthingsthatcouldbedonetoattractmorestudentsandtoensurethatHistoryisseenasavitalpartoftheliberaleducationofferedatWilliamWoods.
1.GainingStability: Thefirst,andpossiblymost important, thingthat isneeded isthekindofstability
thatcomesonlyfromhavingpermanentfacultyinplace.Bothcurrent adjuncts seem to be doingexcellentworkforthecollege,butstudentsneedpermanentfacultymemberssothattheycanmakeconnectionswith themand develop the kinds of interpersonal relations that are essential fornurturingtheirskillsandcareeraspirations.Atpresent,thereareimmediateplanstohireonetenure-trackhistorian,but that isnot sufficient for the long-termgrowthof thedepartment. At absoluteminimum, two tenure-trackpositionsareneeded if thedepartmentisgoingtocontinuetoofferthekindsofcoursesandprogrammingnecessaryforadynamicprogram.It istoomuchtoexpect evenonefull-timeperson to reenergize the program; therefore, the addition of a second tenure-trackhire should be a priority for the college. A third person—bringing a moreglobalfocus—wouldbeoptimum.
2.HighlightingRelevance: Inlinewiththeneedtoselltheimportanceofthediscipline, the department
needs to make sure that what it is offering is asrelevanttoitsstudentsaspossible.Onewaytoachievethismightbetoincreasetheglobalfocusofthecourseofferings.Asnoted,thedepartmentisstronginitsUS History offerings, but to equip students to be global citizens, knowledge ofnon-western societies has rarely been more essential. To that end, the department might considertransitioning away from Western Civilization coursestoWorldHistory.Manysimilardepartmentshavealreadymadethischange.Whenasecondtenure-trackhireismade(orevenathird),aglobalfocustotheirresearchandteachinginterestswouldbebeneficial.
3. SkillDevelopment: Thedepartmentshouldalsocontinueitscommitmenttodevelopingskillswhich
canhelpstudentsinwhatevervocationtheychoose.Historyisasuperblyplaceddisciplinetoworkonstudents’communicationandanalytical skills. The instructors I talked to indicated that they areworking tomoveawayfromcontent/lecturebasedclassroomenvironment,andthisdevelopmentshould be encouraged. If the department can create a dynamic classroom environment involvingdiscussion, simulations, document analysis, creative assignments, etc., they will be serving theirstudentsbetterandwillbemorelikelytoattractandretainmajors.Inaddition,thedepartmentmightwant to consider making its thesis program a little more robust. It is difficult to both learn thenecessary historiography and to produce high-quality written work in thethesisatwo-semesterprocess.Thatway,studentsmightbebetterequippedforgraduateschoolandwillhaveapieceoforiginalworktheycouldpossiblypresentatalocalconference.Further,thedepartmentmightwanttoconsidermaking oral communication and digital literacy a key learning goal.Writingwillalwaysbepreeminent, but adding these skillswill equip studentsbetter for the21st century.
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4. StudentExperiences: Thedepartment could considerdevelopingmorehigh- impact learning andsocial experiences for its students. For example, an activePhiAlphaThetaHistoryhonorssocietychapterandaHistoryClubwillgivestudentsastrongerattachmenttothemajorandwillprovidevitalprofessionalopportunities.PhiAlphaThetaregularlyacceptsstudentstoitslocalconferences,whileaHistoryClubcouldsponsortripsandhigh-profileeventsoncampus.Thiswillgivethestudentsgoodlearningopportunitiesandwillincreasethevisibilityofthemajor—akeyfactorinattractingmorestudents.
5. LearningOutcomes: The department has been sensible in aligning its learningoutcomeswiththe
GeneralEducationlearninggoalsofthecollege.However,itmightwanttoconsideraddingoneortwomoreoutcomeswhichwoulddifferentiate it. To be relevant, the department should strive to offersomething distinct rather than appearing to serve mostly Gen Ed needs. The department shouldconsiderwhatit isthattheydodifferentlyandaddacoupleof learninggoalsthatwilltellstudentsthattheyaregettingauniqueandimportanteducationalexperienceinthedepartment.
6. Campus Visibility Self-Promotion: Faculty should also be aggressive inpromotingtheirand
their students’ achievements. This is an inherently obnoxious undertaking—and one to whichhistorians’naturesaregenerallynotbestsuited—butithelpselevatetheprofileofthedepartmentifanyeventsoractivitiesare covered in the school newspaper and/or local press outlets. If there isnotonealready,thedepartmentshouldconsiderhavingitsownFacebookpage.Potentially,astudentcouldbegivensomesortofhistoricalmediainternshiptotakecommandofdepartmentpromotion.Astheyhavedone inthepast, facultymembers should continue toputon talksandpanelsaboutcontemporary issuesthatHistorycanhelp illuminate. The sevenLEADevents that thedepartmentconducted(includingtheeventabouttherecentsocialprotestsinFerguson,Missouri)arethekindsofinitiativethatwillhelppromotetherelevanceanddynamismof themajor.Finally, thedepartmentshouldemphasizetherelevanceandimportanceofHistoryasbothamajorandaminorinallof itspromotionalliterature.Itshouldalsobeaggressiveindiscussingcareeroptionsforitmajorsandtoattractnewstudents.ThefollowinglinkisafantasticresourceforlettingstudentsknowwhattheycandowithaHistorydegree:http://whatcanidowiththismajor.com/major/history/
AfterconversationswithHistorydepartmentfaculty,itisclearthattheyseemfullyawareofthechallengesandopportunitiestheyfaceinthenearfuture.Isuspectthateverything Ihavenotedaboveare thingsthat theyhave alreadyconsidered.But theyneedinstitutionalsupport.Adjunctfacultycannotbeexpectedtoundertakeanybroadchanges,anditwouldbeextremelydifficultforevenjustonetenure-trackpersontorevitalize theprogram.That iswhy the first thing that shouldbeaddressed is theshortageof permanentfaculty.Thedepartmentshouldbeseekingdynamicandenergeticfacultywhowillattractstudentsandwhowillallowthemajortofulfilitsconsiderablepotential.Submittedrespectfully,11/25/2015
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Section6:ConclusionsandRecommendations
HistoryProgram’sResponsetoOutsideReviewPreparedbyShawnHull
“Themosteffectivewaytodestroypeopleistodenyandobliteratetheirownunderstandingoftheirhistory.”–GeorgeOrwellDr.Boulton’sreportisafairassessmentofthecurrentstateofthehistoryprogram.Heproperlynotedbothourstrengthsandweaknessesaswellasprovidedsomesolidrecommendationsforitsfuture.AsDr.Boultonnoted,themostimportantthingfortheprogramistorestoresomestabilitybyhiringtwofull-timefaculty.Whiletheinitiationofasearchforonefull-timepersonforAY2016-17isalaudablefirststep,afunctioninghistoryprogramwillneedtheenergyandexpertisethatrequirestwo(ataminimum)full-timeprofessors.Everythingelseinthereportissecondarytothat.Astronghistoryprogrambenefitstheinstitutionintwoprimaryways.First,historyhelpsprovidetheperspectives–spelledoutintheUniversityMissionStatement–thatweseekforallourstudents.AsMichaelCrichtonputit,“Ifyoudon’tknowhistory,thenyoudon’tknowanything.Youarealeafthatdoesn’tknowitispartofatree.”Inotherwords,anunderstandingofthepastiscrucialtoanunderstandingofthepresentandthekeytopreparingforthefuture.Thiseducation,whileembeddedintheGeneralEducationprogram,isalsoaccomplishedthroughLEADeventsandotherextracurricularprograms.Second,historyprovidesskillsthattranscendthestudyofhistory.Writing,criticalthinking,research–theseareallskillsthatareenhancedbyhistory.Thismakeshistoryaniceadjuncttoanyfieldofstudy,particularlyasaminororsecondarymajor.Inshort,auniversityorcollegewithoutasolidhistoryprogramisonenotworthattending.Ofthetwofull-timefaculty,oneshouldobviouslybeanAmericanist.Theexpertiseofthesecondpersonisalittlemoreopen.AsDr.Boultonsuggests,itshouldbesomeonewhocanhandleamoreglobalfocus.Irecognizedthatbelatedlyandattemptedto“globalize”theWesternCivilizationcoursesthroughthecarefulselectionofreadingmaterials.Forexample,HIS102thissemesterreadCharlesMann’s1493:UncoveringtheNewWorldChristopherColumbusCreated.IwasalsogoingtomakeuseoftheBigHistoryProject,whichisamulti-disciplinary,multi-mediaapproachtohistory.Whileastart,thisisnotasubstitute,though,foracurriculumthatreflectsamoreglobaloutlook.Whowehireiscrucial.MostEuropeanistshaveanoutsidefieldinsomeotherpartoftheworld--minewasEastAsian,forexample.Conversely,historiansofotherpartsoftheworldhavecourseworkinEuropeanhistory.Thepointisthathistoryistoobroadforonepersontoproperlyoverseethecurriculum.Twopeopleareneeded.TheremainderoftheissuesraisedbyDr.Boultonareallrelativelymootuntilthepersonnelissueisresolved.Thatsaid,hisadvicewillbehelpfulinguidingthedirectionofaresurgentprogram.Thefollowingareparticularlyimportant:
- Activelypromotinghistoryasasteppingstonetocareersoutsideofthetraditionhistoryroutes(teachingandpublichistory).Theskillsdevelopedbythestudyofhistorytranslatewelltoanynumberofcareerpaths.
- ActivelydemonstratingtostudentsthroughLEADeventsthepowerofhistorytoexplaintheworldinwhichwelive.
- Providingextracurricularopportunitiesforstudents.AswediscussedwithDr.Boulton,thesethingsweredoneinthepast,butbecamedifficulttosustainwhenthenumberofhistorymajorsdropped
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precipitouslyaftertherecession.Theinclusionofupper-levelhistorycoursesintheGeneralEducationprogrammaymakeiteasierinthefuturetoattractstudentstothehistoryminorandthus,buildthecriticalmassforstudentorganizations.
- Theassessmentplanissolid,butneedssometweaking,particularlytoaddresstheconcernsoflownumbers.
- Majorcurriculardecisions–suchasaddinguniquelearningobjectivesforthehistoryprogramtodistinguishitfromtheGeneralEducationobjectivesoraddingarequiredhistoriographycoursetothethesisrequirement–shouldbepostponeduntilfull-timefacultyhavebeenhiredandtheyhavetakenownershipoftheprogram.
TheworkofDr.Boultoninprovidingathoroughassessmentofthehistoryprogramisverymuchappreciated.Hisreportwillbeveryusefultothenewfaculty.
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AcademicCouncilResponse:
Excellent Adequate Needs Improvement Comments
His
tory
, Mis
sion
and
Vis
ion
o Overview is succinct (-300 words)
o Program’s purpose/mission is clear, including relationship to the university’s mission statement.
o Clearly describes the
approach to maintain or improve student retention and graduation rates.
o Provides detailed
description of possible employment positions for graduated students.
o Introduction describes the program with more detail than necessary (+300 words)
o Introduction includes the program mission but it is unclear about it purpose within the university.
o Summarizes the data on
student retention and graduation rates.
o Provides a short summary of
employment placements for graduated students.
o Introduction omits either program mission or the program purpose within the university.
o Program description is absent, weak or lacked reflection of program data.
o Description of student data lacks reflection.
o Lists a few locations where
graduated students are employed.
Cou
rse
rota
tion-
offe
rings
o Course rotation is followed in the way courses are offered.
o All cross-listed courses are identified.
o Course offerings appear appropriate for the needs of the program.
o Course rotation is followed with few exceptions of independent study/tutorial courses when needed.
o Course rotation is not followed. Many instances of tutorial and/or independent study.
It would be nice to see more variation in the offerings for general education, but it will be up to the new History faculty to determine the course offerings and an update to the program.
Facu
lty a
nd R
esou
rces
o Faculty qualifications and specific competencies are fully and accurately described
o Provides a sound rationale for current staffing and/or future recommendations related to student learning.
o Summarizes all physical equipment needs and supplies noting any deficiencies and the impact on student learning.
o Provides summary analysis of library holdings, noting specifically how deficiencies, if any, affect student learning
o Provides rationale and recommendations to improve resources that would address such deficiencies and link student learning.
o Faculty qualifications and competences are described.
o Notes the adequacy or inadequacy of current staffing with little discussion on the impact to student learning.
o Provides summary of current equipment, etc., but does not connect to student learning.
o Provides a summary of library holdings.
o Provides recommendations to improve resources but does not connect to student learning.
o Faculty qualifications and competencies are poorly described or absent.
o Merely lists the faculty/staff positions in the department with no explanation how current staffing impacts student learning.
o Lists only perceived equipment deficiencies (no list of actual resources)
o Omits library information.
o Does not recommend any changes to resources for the program.
Emphasized the need for 2 full time faculty and the potential for a third. Made the comparison of History to English and the number of hours provided to the institution while English has 4 faculty.
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Ass
essm
ent o
f Pro
gram
o Annual Assessment includes learning outcomes and assessment measures, which are clearly explained.
o Problems involving curriculum clearly explained.
o Standards for performance
and gaps in student learning are clearly identified with action plans for improvement if needed.
o Report includes
collaboration from all program faculty, including adjunct, external constituents in the assessment of student learning.
o Program’s involvement in service, LEAD, and other university activities are clearly explained.
o Annual Assessment includes learning outcome and/or assessment measures.
o Problems involving curriculum are addressed.
o Standards for performance
and gaps in student learning are recognized.
o Program report includes
feedback from all on campus faculty in assessing student learning.
o Program involvement in service, LEAD, and other university activities are listed.
o Annual Assessment does not address learning outcomes and/or assessment measures.
o Problems involving curriculum are omitted.
o Standards for student
performance and gaps in student learning are not identified.
o Program report does not
include feedback/input from all program faculty when assessing student learning.
o Program involvement in
service, LEAD, and other university activities are omitted.
It is difficult to produce a robust analysis when the numbers are so small. The sample size is minimal making the impact questionable. The program needs to identify avenues for assessment in order to identify student achievement.
Exte
rnal
Rev
iew
o Program response to all criteria marked as “somewhat – not evident” on the External Review report is complete with specific strategies for improvement.
o Program responded to some of the criteria marked as “somewhat-not evident” on the External Review report with ideas on how to improve.
o Program did not respond to the areas of weakness marked on the report as “somewhat –not evident”.
The review by Dr. Boulton was very helpful in identifying the strengths and weaknesses of the program. He provided several suggestions for future improvement.
Con
clus
ion
o Strengths and challenges include references to student learning.
o Challenges exhibit more depth than resource shortages and include challenges for the program faculty.
o Program response to external review and Academic Council is complete and thorough.
o Action plan for the program is visionary, showing evidence that the program is aiming for a higher level of student learning.
o Strengths and challenges are identified, but don’t relate to student learning.
o Challenges are little more than resource driven.
o Action plan accommodates the program challenges but does not move it to a higher level.
o Program responds to external review and Academic Council with little discussion.
o Strengths and challenges are identified.
o Challenges are all resource driven.
o There is no action plan that addresses the challenges that face the program.
o Program acknowledges the recommendations of external review and Academic Council with no discussion on changes.
The response was strong and articulated the needs of the program. It is difficult to as for too much as there is currently not a full time faculty responsible for the administration of the curriculum.
NoadditionalfeedbackrequestedbyAcademicCouncil.
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24
AppendixA:LibraryReport
WilliamWoodsUniversity-DulanyLibraryCOLLECTIONANALYSIS
November2014
InSupportoftheFollowingAcademicProgram:History
I.MOBIUSHoldings(SubjectSearch): UnitedStates–History-ColonialPeriod,ca.1600-1775–2,514catalogentries
UnitedStates-History-Revolution,1775-1783–20,812catalogentries
UnitedStates-History-CivilWar,1861-1865–25,655catalogentries
UnitedStates-History-1783-1865–450catalogentries
UnitedStates-History-19thcentury–182entries
UnitedStates-History-20thcentury–711catalogentries
UnitedStates-History-21stcentury–109catalogentries
Worldhistory–2,783catalogentries
History,Ancient–2,554catalogentries
History,Modern–4,437catalogentries
Renaissance–4,974catalogentries
Reformation–8,061catalogentries
Europe-History8,504catalogentries
Asia-History–395catalogentries
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Encyclopedia of the American Civil War : a political, social, and military history - David S. Heidler and Jeanne T. Heidler, editors. Call Number: Reference Room E468 .H47 2000
Encyclopedia of African American history, 1619-1895 : from the colonial period to the age of Frederick Douglass - editor in chief, Paul Finkelman. Call Number: Reference Room E185 .E545 2006
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Encyclopedia of African American history, 1896 to the present : from the age of segregation to the twenty-first century - editor in chief, Paul Finkelman. Call Number: Reference Room E185 .E5453 2009
American decades - edited by Vincent Tompkins. Call Number: Reference Room E169.12 .A419
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World War II : the encyclopedia of the war years, 1941-1945 - Norman Polmar, Thomas B. Allen. Call Number: Reference Room D743.5 .P57 1996
American Indian Culture - edited by Carole A. Barrett, Harvey J. Markowitz. Call Number: Reference Room E98.S7 A44 2004
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II.WilliamWoodsUniversityHoldings:
Journals
2006 2014Print 12 5ElectronicFull-text 66 655ElectronicIndexOnly 4,902 2,891
Books,Journals,VisualMaterials,ElectronicBooks:
Subject
Totals
1800
-184
9
1850
-189
9
1900
-190
9
1910
-191
9
1920
-192
9
1930
-193
9
1940
-194
9
1950
-195
9
1960
-196
9
1970
-197
9
1980
-198
9
1990
-199
9
2000
-200
4
2005
-200
9
2010
2011
2012
2013
2014
Other
History&AuxiliarySciencesTotals
12315 4140 127 94 190 331 548 987 3408 2306 952 1601 711 583 63 67 70 69 22 42
Vietnam War almanac - James H. Willbanks. Call Number: Reference Room DS557.7 .W552 2009
5/26/2016
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Subject
Totals
1800
-184
9
1850
-189
9
1900
-190
9
1910
-191
9
1920
-192
9
1930
-193
9
1940
-194
9
1950
-195
9
1960
-196
9
1970
-197
9
1980
-198
9
1990
-199
9
2000
-200
4
2005
-200
9
2010
2011
2012
2013
2014
Other
HistoryofCivilization
&Culture
286 0 0 1 0 4 6 17 33 114 46 12 25 20 3 1 1 1 1 0 1
Archaeology,General 38 0 0 0 0 1 1 0 5 9 2 1 8 4 7 0 0 0 0 0 0
Prehistoric
Archaeology
61 0 0 1 1 0 2 2 3 21 16 5 5 1 3 0 0 0 1 0 0
Heraldry 25 0 1 0 0 1 0 1 0 7 2 2 6 3 2 0 0 0 0 0 0
Genealogy 65 0 0 0 0 0 0 2 4 16 15 4 10 6 8 0 0 0 0 0 0
Biography 189 0 2 1 2 4 3 12 13 36 23 18 47 15 9 1 1 0 1 1 0
History,General 1096 0 6 1 14 15 38 105 80 319 181 63 129 59 54 8 6 5 6 2 5
HistoryofEurope,
General
50 0 0 0 0 1 1 0 3 15 10 1 4 5 9 0 0 0 0 0 1
History-GreatBritain 976 1 14 19 4 16 35 29 104 374 243 30 46 15 16 3 3 9 10 1 4
History-Central
Europe,General
1 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0
History:
Austria,Austro-Hungar
Empire,Liechtenst
54 0 1 0 0 0 1 2 5 27 18 0 0 0 0 0 0 0 0 0 0
History-France,
Andorra,Monaco
323 0 4 10 4 14 16 8 48 116 43 23 16 9 5 2 0 3 0 0 2
History-Germany 257 0 2 3 2 2 15 21 19 78 72 7 16 10 7 0 0 1 2 0 0
History-
MediterraneanRegion,
Greco-RomanWorld
26 1 1 2 1 0 2 2 2 2 4 3 2 3 1 0 0 0 0 0 0
History-Greece 120 0 3 2 0 2 6 4 15 47 17 7 5 1 2 2 0 3 4 0 0
History-Italy 247 0 10 6 6 8 12 7 26 111 34 7 7 5 6 0 1 0 0 1 0
History-Netherlands, 13 0 2 0 0 0 0 1 1 3 4 2 0 0 0 0 0 0 0 0 0
5/26/2016
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Subject
Totals
1800
-184
9
1850
-189
9
1900
-190
9
1910
-191
9
1920
-192
9
1930
-193
9
1940
-194
9
1950
-195
9
1960
-196
9
1970
-197
9
1980
-198
9
1990
-199
9
2000
-200
4
2005
-200
9
2010
2011
2012
2013
2014
Other
LowCountries&
Belgium
History-Eastern
Europe,General
12 0 0 0 0 0 0 0 0 0 3 0 5 1 0 0 1 1 0 0 1
History-Russia.Soviet
Union
420 0 1 1 4 3 11 24 38 159 110 17 34 9 5 1 1 0 0 1 1
EasternEurope,
NorthernArea
6 0 0 0 0 0 0 0 0 0 1 1 4 0 0 0 0 0 0 0 0
CentralAsian&Far
EasternRepublics
7 0 0 0 0 0 0 2 0 3 2 0 0 0 0 0 0 0 0 0 0
History-Northern
Europe,Scandinavia
45 0 1 1 0 1 1 1 3 14 13 0 7 0 1 1 0 0 1 0 0
History-Spain 116 0 1 2 1 2 9 5 9 28 20 14 16 1 6 1 0 0 1 0 0
History-Portugal 16 0 0 0 0 0 0 0 2 7 4 1 0 2 0 0 0 0 0 0 0
History-Switzerland 8 0 2 0 0 0 0 0 1 2 1 0 0 0 2 0 0 0 0 0 0
History-Balkan
Peninsula
104 0 1 0 0 0 3 3 11 47 14 0 11 6 4 0 0 1 1 1 1
History-Hungary,
Czechoslovakia
10 0 0 0 0 0 0 0 3 3 0 0 3 0 1 0 0 0 0 0 0
History-Poland 5 0 0 0 0 0 0 0 1 1 0 2 0 0 1 0 0 0 0 0 0
History-Asia,General 74 0 0 0 2 0 2 5 6 20 14 5 8 7 3 0 0 2 0 0 0
History-S.W.Asia,
MiddleEast
404 0 4 2 2 5 9 20 19 86 71 30 68 42 36 2 0 3 3 1 1
History-Southern
Asia,IndianOcean
135 0 2 0 1 0 1 10 15 35 21 10 16 11 6 1 1 2 1 1 1
History-EasternAsia, 508 1 5 5 0 3 15 19 42 119 76 59 86 43 29 1 0 0 2 0 3
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Subject
Totals
1800
-184
9
1850
-189
9
1900
-190
9
1910
-191
9
1920
-192
9
1930
-193
9
1940
-194
9
1950
-195
9
1960
-196
9
1970
-197
9
1980
-198
9
1990
-199
9
2000
-200
4
2005
-200
9
2010
2011
2012
2013
2014
Other
S.E.Asia,FarEast
History-Africa 369 0 1 3 2 2 7 8 26 144 40 43 48 16 17 4 3 1 3 1 0
History-Oceania,
SouthSeas
69 0 0 0 0 1 0 9 3 24 6 9 10 1 3 0 0 1 0 1 1
Gypsies 7 0 0 0 0 1 0 0 0 0 3 0 2 1 0 0 0 0 0 0 0
History-Americas,
General,Indian,N.
America
758 0 5 13 3 2 9 19 32 114 143 69 201 75 56 1 3 3 3 4 3
History-UnitedStates,
Colonial,SpecialTopics
1661 0 18 13 19 52 28 67 96 349 298 144 332 128 79 10 14 4 5 0 5
History-UnitedStates,
RevolutionaryPeriod
280 0 2 5 0 2 2 4 21 82 84 8 9 19 27 3 5 4 3 0 0
History-UnitedStates,
1790-1861
409 0 14 7 3 5 18 16 43 120 112 19 15 13 14 2 2 4 2 0 0
History-UnitedStates,
Slavery&CivilWar
506 0 10 3 1 5 7 11 45 103 73 52 79 25 45 9 15 11 7 5 0
History-UnitedStates,
SincetheCivilWar
844 0 0 1 4 16 28 31 88 222 171 75 91 48 48 5 4 3 6 2 1
State&LocalHistory-
N.England,Atlantic
Coast
328 0 7 7 1 4 3 10 22 97 83 28 27 14 15 1 1 2 0 0 6
State&LocalHistory-
South,GulfStates
524 1 11 11 4 8 16 29 40 103 81 69 81 39 18 2 4 2 5 0 0
State&LocalHistory-
Midwest,Old
Northwest
248 0 3 2 2 0 7 7 18 58 53 26 43 15 11 0 0 2 1 0 0
State&LocalHistory- 56 0 1 0 0 3 0 0 1 13 11 10 8 6 3 0 0 0 0 0 0
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Subject
Totals
1800
-184
9
1850
-189
9
1900
-190
9
1910
-191
9
1920
-192
9
1930
-193
9
1940
-194
9
1950
-195
9
1960
-196
9
1970
-197
9
1980
-198
9
1990
-199
9
2000
-200
4
2005
-200
9
2010
2011
2012
2013
2014
Other
TheWest
State&LocalHistory-
PacificStates.
Territories
86 0 1 0 2 1 3 5 9 21 15 9 10 6 3 0 0 0 0 0 1
History-
British/French/Dutch
America.Canada
81 0 1 2 0 2 3 6 4 26 9 14 7 3 4 0 0 0 0 0 0
History-Mexico 95 0 1 0 2 0 1 7 8 29 7 14 13 7 2 0 1 1 0 0 2
History-LatinAmerica,
SpanishAmerica,
General
99 0 0 1 3 1 4 10 5 30 14 13 12 5 0 1 0 0 0 0 0
History-Central
America
33 0 1 0 1 1 0 0 1 2 1 9 12 3 2 0 0 0 0 0 0
History-WestIndies.
CaribbeanArea
57 0 1 0 0 1 1 1 3 18 11 6 5 6 3 0 0 0 0 0 1
History-South
America
108 0 0 2 3 1 5 6 11 34 11 11 11 3 7 1 0 1 0 0 1
Subject Totals BooksComputer
Files Journals/Magazines Kits Videos
History&AuxiliarySciencesTotals 12268 11210 4 709 3 342
HistoryofCivilization&Culture 286 258 1 21 0 6
Archaeology,General 38 22 0 15 0 1
PrehistoricArchaeology 61 55 0 5 0 1
Heraldry 24 24 0 0 0 0
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Subject Totals BooksComputer
Files Journals/Magazines Kits Videos
Genealogy 65 59 0 2 0 4
Biography 187 178 0 4 0 5
History,General 1094 951 1 99 1 42
HistoryofEurope,General 49 34 0 11 0 4
History-GreatBritain 975 934 0 23 0 18
History-CentralEurope,General 1 0 0 1 0 0
History:Austria,Austro-HungarEmpire,Liechtenst 54 51 0 3 0 0
History-France,Andorra,Monaco 322 303 1 11 0 7
History-Germany 257 247 0 5 0 5
History-MediterraneanRegion,Greco-RomanWorld 26 19 0 7 0 0
History-Greece 120 112 0 3 0 5
History-Italy 247 238 0 4 1 4
History-Netherlands,LowCountries&Belgium 13 12 0 1 0 0
History-EasternEurope,General 11 10 0 1 0 0
History-Russia.SovietUnion 419 403 0 12 0 4
EasternEurope,NorthernArea 6 1 0 4 0 1
CentralAsian&FarEasternRepublics 7 7 0 0 0 0
History-NorthernEurope,Scandinavia 45 41 0 3 0 1
History-Spain 116 99 0 13 0 4
History-Portugal 16 12 0 4 0 0
History-Switzerland 8 8 0 0 0 0
History-BalkanPeninsula 104 92 0 11 0 1
History-Hungary,Czechoslovakia 10 7 0 3 0 0
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Subject Totals BooksComputer
Files Journals/Magazines Kits Videos
History-Poland 5 4 0 1 0 0
History-Asia,General 74 53 0 17 0 4
History-S.W.Asia,MiddleEast 403 352 0 37 0 14
History-SouthernAsia,IndianOcean 135 123 0 5 0 7
History-EasternAsia,S.E.Asia,FarEast 506 434 0 52 0 20
History-Africa 368 324 0 20 0 24
History-Oceania,SouthSeas 69 43 0 26 0 0
Gypsies 7 7 0 0 0 0
History-Americas,General,Indian,N.America 751 705 0 21 0 25
History-UnitedStates,Colonial,SpecialTopics 1656 1527 0 73 1 55
History-UnitedStates,RevolutionaryPeriod 276 267 0 2 0 7
History-UnitedStates,1790-1861 407 400 0 1 0 6
History-UnitedStates,Slavery&CivilWar 505 486 0 3 0 16
History-UnitedStates,SincetheCivilWar 841 813 0 10 0 18
State&LocalHistory-N.England,AtlanticCoast 324 296 0 21 0 7
State&LocalHistory-South,GulfStates 523 486 0 30 0 7
State&LocalHistory-Midwest,OldNorthwest 246 232 0 7 0 7
State&LocalHistory-TheWest 55 48 0 5 0 2
State&LocalHistory-PacificStates.Territories 86 73 0 13 0 0
History-British/French/DutchAmerica.Canada 79 51 0 28 0 0
History-Mexico 95 84 0 10 0 1
History-LatinAmerica,SpanishAmerica,General 99 76 0 22 0 1
History-CentralAmerica 32 26 0 4 0 2
History-WestIndies.CaribbeanArea 57 45 0 11 0 1
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Subject Totals BooksComputer
Files Journals/Magazines Kits Videos
History-SouthAmerica 108 78 1 24 0 5
Subject
Totals
18
50-189
9
1900
-190
9
1910
-191
9
1920
-192
9
1930
-193
9
1940
-194
9
1950
-195
9
1960
-196
9
1970
-197
9
1980
-198
9
1990
-199
9
2000
-200
4
2005
-200
9
2010
2011
2012
2013
2014
Other
History,GeneralTotals
1096 6 1 14 15 38 105 80 319 181 63 129 59 54 8 6 5 6 2 5
History-
Periodicals,
Congresses,
Dictionaries
60 0 0 1 1 3 1 6 15 3 3 16 7 2 1 0 0 0 0 1
Historiography/Me
thodology/Philosop
hy/Study&Teach
109 0 0 1 1 1 5 8 35 24 7 15 7 3 1 1 0 0 0 0
GeneralWorks,
1801-,Textbooks,
GeneralPopular
26 0 0 0 2 0 0 2 7 5 1 2 1 5 0 0 0 0 0 1
HistoricalEvents,
IncludingDisasters2 0 0 0 0 0 0 0 0 1 0 1 0 0 0 0 0 0 0 0
Military&Naval
History,inc.Europe19 1 0 0 0 0 0 3 3 6 2 1 2 0 0 0 1 0 0 0
Political&
DiplomaticHistory
inc.Europe
1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1
History,Ancient,
inc.Europe28 0 0 1 0 1 1 6 6 5 1 4 1 1 0 0 0 1 0 0
History,Medieval,
inc.Europe118 1 0 1 2 7 2 14 53 13 2 8 5 8 2 0 0 0 0 0
History,Modern, 22 1 0 0 0 2 2 3 7 2 2 2 0 1 0 0 0 0 0 0
5/26/2016
36
Subject
Totals
18
50-189
9
1900
-190
9
1910
-191
9
1920
-192
9
1930
-193
9
1940
-194
9
1950
-195
9
1960
-196
9
1970
-197
9
1980
-198
9
1990
-199
9
2000
-200
4
2005
-200
9
2010
2011
2012
2013
2014
Other
1453-,General
Works
1453-1648,16th
Cent.,Reformation,
Counter-Reform
17 1 0 0 1 0 0 0 7 4 0 2 1 0 0 1 0 0 0 0
1601-1715,17th
Century19 0 0 0 0 0 1 4 11 1 1 0 0 1 0 0 0 0 0 0
1715-1789,
Enlightenment,
AncientRegime
12 0 0 0 1 0 4 1 4 0 1 1 0 0 0 0 0 0 0 0
1789-1815,French
Revolution&
NapoleonicPeriod
12 0 1 0 0 2 0 0 6 2 0 1 0 0 0 0 0 0 0 0
19thCenturyto
187127 2 0 1 0 3 1 2 11 4 3 0 0 0 0 0 0 0 0 0
1871-1914.20th
Century84 0 0 2 2 11 17 3 25 11 3 7 0 3 0 0 0 0 0 0
WorldWarI 105 0 0 7 5 8 3 3 27 20 8 9 9 2 1 0 2 1 0 0
PeriodBetween
theWorldWars,
1919-1939
16 0 0 0 0 0 1 1 7 6 0 0 1 0 0 0 0 0 0 0
WorldWarII 335 0 0 0 0 0 58 19 66 62 21 49 23 25 3 4 0 4 1 0
Subject Totals Books Journals/Magazines Videos
History,GeneralTotals 1092 951 99 42
History-Periodicals,Congresses,Dictionaries 60 24 36 0
5/26/2016
37
Subject Totals Books Journals/Magazines Videos
Historiography/Methodology/Philosophy/Study&Teach 108 97 11 0
GeneralWorks,1801-,Textbooks,GeneralPopular 26 23 1 2
HistoricalEvents,IncludingDisasters 2 2 0 0
Military&NavalHistory,inc.Europe 19 16 3 0
Political&DiplomaticHistoryinc.Europe 1 0 1 0
History,Ancient,inc.Europe 28 27 1 0
History,Medieval,inc.Europe 118 103 10 5
History,Modern,1453-,GeneralWorks 22 22 0 0
1453-1648,16thCent.,Reformation,Counter-Reform 17 17 0 0
1601-1715,17thCentury 19 19 0 0
1715-1789,Enlightenment,AncientRegime 12 12 0 0
1789-1815,FrenchRevolution&NapoleonicPeriod 12 12 0 0
19thCenturyto1871 27 25 2 0
1871-1914.20thCentury 84 76 7 1
WorldWarI 105 100 1 4
PeriodBetweentheWorldWars,1919-1939 16 16 0 0
WorldWarII 334 303 2 29
Post-WarHistory1945-21stCentury 80 55 24 1
Developingcountries.Easternhemisphere 2 2 0 0
5/26/2016
38
Subject
Totals
1800
-184
9
1850
-189
9
1900
-190
9
1910
-191
9
1920
-192
9
1930
-193
9
1940
-194
9
1950
-195
9
1960
-196
9
1970
-197
9
1980
-198
9
1990
-199
9
2000
-200
4
2005
-200
9
2010
2011
2012
2013
2014
Other
History-GreatBritainTotals
976 1 14 19 4 16 35 29 104 374 243 30 46 15 16 3 3 9 10 1 4
History-Great
Britain10 0 1 0 0 0 0 1 0 3 3 0 1 1 0 0 0 0 0 0 0
BritishEmpire.
Commonwealth30 0 0 0 0 0 1 2 1 12 8 2 1 2 0 1 0 0 0 0 0
England-
Records,
Collections,
GeneralHistory
119 1 2 5 0 1 4 3 12 46 33 5 4 2 0 1 0 0 0 0 0
England-
Earliestto106646 0 0 0 0 0 2 2 4 17 12 1 2 0 2 0 1 1 2 0 0
England-
Medieval,1066-
1485
89 0 0 2 2 0 0 4 12 37 17 3 5 1 2 0 1 0 3 0 0
England-
Modern,1485-,
GeneralWorks
4 0 0 0 0 0 0 0 1 2 0 0 1 0 0 0 0 0 0 0 0
England-Tudor
&Stuart232 0 3 6 0 2 5 3 39 105 52 5 6 3 1 0 1 1 0 0 0
England-
Eighteenth&
Nineteenth
Centuries
189 0 6 4 2 8 9 7 14 73 50 3 8 3 0 0 0 0 1 0 1
England-
Twentieth
Century.
Twenty-First
Century
104 0 0 0 0 0 6 4 13 38 28 4 6 0 4 0 0 1 0 0 0
5/26/2016
39
Subject
Totals
1800
-184
9
1850
-189
9
1900
-190
9
1910
-191
9
1920
-192
9
1930
-193
9
1940
-194
9
1950
-195
9
1960
-196
9
1970
-197
9
1980
-198
9
1990
-199
9
2000
-200
4
2005
-200
9
2010
2011
2012
2013
2014
Other
England-Local
History&
Description
59 0 0 0 0 4 4 2 5 15 8 3 5 0 3 0 0 3 3 1 3
Wales 2 0 0 0 0 0 0 0 0 1 0 0 0 0 1 0 0 0 0 0 0
Scotland 37 0 1 2 0 1 1 0 1 12 13 0 2 2 1 1 0 0 0 0 0
Scotland-Local
History&
Description
5 0 0 0 0 0 2 0 0 0 2 1 0 0 0 0 0 0 0 0 0
Ireland-General 13 0 1 0 0 0 0 0 0 3 3 2 2 0 1 0 0 0 1 0 0
Ireland-to1800 7 0 0 0 0 0 0 0 1 3 2 0 1 0 0 0 0 0 0 0 0
Ireland-
Nineteenth&
Twentieth
Centuries
20 0 0 0 0 0 0 0 1 6 7 0 1 1 1 0 0 3 0 0 0
Ireland-Local
History&
Description
10 0 0 0 0 0 1 1 0 1 5 1 1 0 0 0 0 0 0 0 0
Subject Totals Books Journals/Magazines Videos
History-GreatBritainTotals 975 934 23 18
History-GreatBritain 10 8 2 0
BritishEmpire.Commonwealth 30 26 3 1
England-Records,Collections,GeneralHistory 119 112 6 1
England-Earliestto1066 46 44 0 2
England-Medieval,1066-1485 89 88 0 1
England-Modern,1485-,GeneralWorks 4 4 0 0
5/26/2016
40
Subject Totals Books Journals/Magazines Videos
England-Tudor&Stuart 232 231 0 1
England-Eighteenth&NineteenthCenturies 189 186 2 1
England-TwentiethCentury.Twenty-FirstCentury 104 99 2 3
England-LocalHistory&Description 58 50 2 6
Wales 2 1 0 1
Scotland 37 34 2 1
Scotland-LocalHistory&Description 5 5 0 0
Ireland-General 13 9 4 0
Ireland-to1800 7 7 0 0
Ireland-Nineteenth&TwentiethCenturies 20 20 0 0
Ireland-LocalHistory&Description 10 10 0 0
Subject
Totals
1850
-189
9
1900
-190
9
1910
-191
9
1920
-192
9
1930
-193
9
1940
-194
9
1950
-195
9
1960
-196
9
1970
-197
9
1980
-198
9
1990
-199
9
2000
-200
4
2005
-200
9
2010
2011
2012
2013
2014
Other
History-UnitedStates,Colonial,SpecialTopicsTotals
1655 18 13 19 52 28 67 96 349 298 142 328 12879 10 14 4 5 0 5
History-UnitedStates,
Colonial,SpecialTopics3 0 0 0 1 0 0 0 0 0 0 1 1 0 0 0 0 0 0
History-UnitedStates,
GeneralWorks797 17 11 17 48 18 53 74 206 126 62 96 34 28 2 2 0 0 3
U.S.-NationalParks 6 0 0 0 0 0 2 1 0 0 1 1 0 1 0 0 0 0 0
U.S.-EthnicMinorities 273 0 1 0 0 2 3 5 25 53 37 94 34 15 1 1 0 1 1
U.S.-AfricanAmericans 494 0 0 2 1 7 9 10 86 105 38 131 51 29 7 10 4 3 1
5/26/2016
41
Subject
Totals
1850
-189
9
1900
-190
9
1910
-191
9
1920
-192
9
1930
-193
9
1940
-194
9
1950
-195
9
1960
-196
9
1970
-197
9
1980
-198
9
1990
-199
9
2000
-200
4
2005
-200
9
2010
2011
2012
2013
2014
Other
U.S.-ColonialHistory 82 1 1 0 2 1 0 6 32 14 4 5 8 6 0 1 0 1 0
Subject Totals Books Journals/Magazines Videos
History-UnitedStates,Colonial,SpecialTopicsTotals
1655 1527 73 55
History-UnitedStates,Colonial,SpecialTopics 3 3 0 0
History-UnitedStates,GeneralWorks 797 759 31 7
U.S.-NationalParks 6 6 0 0
U.S.-EthnicMinorities 273 243 17 13
U.S.-AfricanAmericans 494 439 23 32
U.S.-ColonialHistory 82 77 2 3
Subject
Totals
1850
-189
9
1900
-190
9
1910
-191
9
1920
-192
9
1930
-193
9
1940
-194
9
1950
-195
9
1960
-196
9
1970
-197
9
1980
-198
9
1990
-199
9
2000
-200
4
2005
-200
9
2010
2011
2012
2013
2014
Other
History-UnitedStates,1790-1861Totals
407 14 7 3 5 18 16 43 120 112 18 15 12 14 2 2 4 2 0 0
History-UnitedStates,1790-1861 107 2 1 0 2 4 1 14 33 34 2 3 6 3 0 0 1 1
U.S.-ConstitutionalPeriod,1789-
1809107 2 1 0 1 4 6 9 28 28 10 8 4 4 1 0 1 0
U.S.-1801-1845,includingWarof
1812110 7 4 1 1 6 5 12 30 31 2 1 1 5 1 2 1 0
5/26/2016
42
Subject
Totals
1850
-189
9
1900
-190
9
1910
-191
9
1920
-192
9
1930
-193
9
1940
-194
9
1950
-195
9
1960
-196
9
1970
-197
9
1980
-198
9
1990
-199
9
2000
-200
4
2005
-200
9
2010
2011
2012
2013
2014
Other
U.S.-1845-1861,includingWar
withMexico83 3 1 2 1 4 4 8 29 19 4 3 1 2 0 0 1 1
Subject Totals Books Journals/Magazines Videos
History-UnitedStates,1790-1861Totals 407 400 1 6
History-UnitedStates,1790-1861 107 105 0 2
U.S.-ConstitutionalPeriod,1789-1809 107 106 1 0
U.S.-1801-1845,includingWarof1812 110 107 0 3
U.S.-1845-1861,includingWarwithMexico 83 82 0 1
Subject
Totals
1850
-189
9
1900
-190
9
1910
-191
9
1920
-192
9
1930
-193
9
1940
-194
9
1950
-195
9
1960
-196
9
1970
-197
9
1980
-198
9
1990
-199
9
2000
-200
4
2005
-200
9
2010
2011
2012
2013
2014
History-UnitedStates,Slavery&CivilWarTotals
505 10 3 1 5 7 11 45 103 73 51 79 25 45 9 15 11 7 5
History-UnitedStates,Slavery&Civil
War4 0 0 0 0 0 0 0 1 0 0 3 0 0 0 0 0 0 0
U.S.-Slavery.AntislaveryMovements 169 3 0 0 0 1 1 9 39 39 14 26 11 15 3 2 3 2 1
U.S.-CivilWar,Lincoln&Operations 235 4 2 1 3 6 9 29 41 26 29 29 9 19 4 11 6 4 3
U.S.-ConfederateStatesofAmerica 19 1 0 0 1 0 0 4 6 2 0 2 1 0 1 0 0 1 0
U.S.-CivilWar,Armies&Navies.
PersonalNarr53 2 1 0 1 0 0 1 13 4 8 8 2 8 1 2 1 0 1
5/26/2016
43
Subject
Totals
1850
-189
9
1900
-190
9
1910
-191
9
1920
-192
9
1930
-193
9
1940
-194
9
1950
-195
9
1960
-196
9
1970
-197
9
1980
-198
9
1990
-199
9
2000
-200
4
2005
-200
9
2010
2011
2012
2013
2014
U.S.-CivilWar,Celebrations,Prisoners,
Medical25 0 0 0 0 0 1 2 3 2 0 11 2 3 0 0 1 0 0
Subject Totals Books Journals/Magazines Videos
History-UnitedStates,Slavery&CivilWarTotals 505 486 3 16
History-UnitedStates,Slavery&CivilWar 4 4 0 0
U.S.-Slavery.AntislaveryMovements 169 161 0 8
U.S.-CivilWar,Lincoln&Operations 235 226 3 6
U.S.-ConfederateStatesofAmerica 19 19 0 0
U.S.-CivilWar,Armies&Navies.PersonalNarr 53 51 0 2
U.S.-CivilWar,Celebrations,Prisoners,Medical 25 25 0 0
Subject
Totals
1900
-190
9
1910
-191
9
1920
-192
9
1930
-193
9
1940
-194
9
1950
-195
9
1960
-196
9
1970
-197
9
1980
-198
9
1990
-199
9
2000
-200
4
2005
-200
9
2010
2011
2012
2013
2014
Other
History-UnitedStates,SincetheCivilWarTotals
841 1 4 16 28 31 88 222 171 72 91 48 48 5 4 3 6 2 1
History-UnitedStates,SincetheCivilWar 5 0 0 0 0 0 0 0 0 0 0 0 0 3 0 0 2 0 0
U.S.-LateNineteenthCentury 119 1 4 10 9 1 11 39 26 10 5 0 3 0 0 0 0 0 0
5/26/2016
44
Subject
Totals
1900
-190
9
1910
-191
9
1920
-192
9
1930
-193
9
1940
-194
9
1950
-195
9
1960
-196
9
1970
-197
9
1980
-198
9
1990
-199
9
2000
-200
4
2005
-200
9
2010
2011
2012
2013
2014
Other
U.S.-Spanish-AmericanWar 4 0 0 0 1 0 0 2 1 0 0 0 0 0 0 0 0 0 0
U.S.-TwentiethCenturyto1945 441 0 0 6 18 30 64 139 81 34 44 6 13 2 0 1 1 1 1
U.S.-1945toPresent 272 0 0 0 0 0 13 42 63 28 42 42 32 0 4 2 3 1 0
Subject Totals Books Journals/Magazines Videos
History-UnitedStates,SincetheCivilWarTotals 841 813 10 18
History-UnitedStates,SincetheCivilWar 5 5 0 0
U.S.-LateNineteenthCentury 119 118 0 1
U.S.-Spanish-AmericanWar 4 4 0 0
U.S.-TwentiethCenturyto1945 441 431 4 6
U.S.-1945toPresent 272 255 6 11
• • •
AppendixB:AnnualAssessmentReport
AnnualAssessmentReport2014-2015
ProgramProfile
2013-2014 2014-2015
History(BA) 2 1
HistoryEd(BS) 2 5
Total 4 6
Minors 11 11
Concentrations(AddRowsif
needed)
NA NA
FullTimeFaculty 2 2
PartTimeFaculty
Note:WeareincludingthedemographicinformationforHistoryEducation.Thatinformation
waspulledfromJenzabarinFebruary2015.
ProgramDelivery(HLC3A3)
Traditionalon-campus_____X_______
OnlineProgram_____X_______(individualcoursesonly)
EveningCohort_____________
AnalysisofStudentRetention,PersistenceandDegreeCompletion:
Ournumbersaresosmallthatformalanalysisisfairlymeaningless.Studentswhodeclarethe
Historymajor,though,generallyfinishitwithin4years.Wedidseeafewstudentsswitchfrom
HistoryEducationtoHistory.Thoseshouldbereflectedinnextyear’sprogramprofile.
OutsideAccreditation:
Thereisnoaccreditationinthefieldofhistory.
ProgramActionItems
ActionItem1: Increasenumberofmajorsandminors
• • •
Actionsteps: Utilizethemajorsfairtocommunicatetostudentsthebenefitsofamajor
(speciallyfordoublemajors)orminorinHistory
Timeline September,2014
FacultyResponsible ShawnHullandSteveHageman
Evaluation Springcensusofmajorsandminors
Results TwostudentsswitchedmajorstoHistory.Thosetookplaceafterthe
officialreportwasruninOctober2014.
ActionItem2: Increaseenrollmentnumbersinupper-levelcourses
Actionsteps: Openingupofupper-levelcoursesforGeneralEducationcredit
Timeline Fall2014
FacultyResponsible ShawnHullandSteveHageman
Evaluation Examinationofenrollmentnumbersforupper-levelhistorycoursesfor
AcademicYear2014-15
Results
Numbersintheupper-levelhistorycourseswerelagging.Certaincourses
suchasNaziGermany(S14)orWomeninAmericahadenrollmentsinthe
lowteens,butmostcourseswereinthesingledigits.Werecommended
allowingupper-levelHistorycoursestocountforGeneralEducationcredit,
whichtookeffectinthefallof2014.Ittookawhileforadvisorsand
studentstocatchontothischange,butwesawasharpincreaseinSpring
2015.Weexpectthistobethenew“normal.”
• • •
ProgramObjectives:(frommostrecentAssessmentPlan)
1.Possessanin-depthknowledgeofwell-definedperiodsinU.S.andnonU.S.history
2.Beabletoprovideananalysisthataddressesthekeyhistoricalquestionsofcausation,
comparison,andinterpretation.
3.Demonstrateafamiliaritywiththemethodologyofthehistorian,namelytheabilityto
gatherandinterpretprimarydocuments,statisticaldata,andsecondarysources.
4.Clearlycommunicatetheirconclusionsorfindingsinwrittenform.
ProgramObjectivesMatrix(frommostrecentAssessmentPlan) Objective1 Objective2 Objective3 Objective4
HIS101 IA I I I
HIS102 IA I I I
HIS103 IA I I I
HIS104 IA I I I
HIS3xx/4xx R RA R RA
HIS423 M MA MA MA
I=Introduced R=Reinforced M=Mastered A=Assessed
AssessmentofProgramObjectives
Objective1 Possessanin-depthknowledgeofwell-definedperiodsinU.S.andnon
U.S.history
Methods (1) TheHistoricalKnowledgeTestwillbegiventoallstudentsinsurveycoursesinthefallsemester.Thiswillestablishabaselineforhistory
majors.(Notcompleted.)
(2) Sameexamforfreshmanandjuniormajors.
Benchmark Benchmarkforfreshmanhistorymajors:70%
Benchmarkforjuniorhistorymajors:80%
DataCollected
(coursespecific)
Dataforthisobjectiveisnotcollectedincourses.
DataCollected
(AssessmentDay,
externaltests,
TheHistoricalKnowledgeTestisgiventofreshmenandjuniormajorson
AssessmentDay.Wehad2students(onefreshmanandonejunior)take
thetestthisspring.
• • •
Senior
Achievement)
Results/Outcomes Freshman(1)–23/40(58%)
Junior(1)–26/40(65%)
Theresultsarecertainlylowerthanwewouldlike.
Proposedchanges
totheassessment
process
Whiletheefforttocreateaninternalinstrumentwaswellintentioned,it
maybebesttosimplyjettisontheHistoricalKnowledgeTestinfavorofa
nationally-normedtest,suchasthoseprovidedbytheACAT.Thepaucity
ofdataraisesquestionsaboutthelegitimacyofthetestandthe
benchmarks.Someofthequestionsmaybetoocoursespecific.Wewill
holdoffonadecisionuntilwecancollectdatafromthesurveycourses.
Regardless,wewilladdtheACAThistorytesttotheassessmentprocess.
Budgetneeds
relatedtothe
objective?
TheACATcostsapproximately$25perstudent.
Objective2 Beabletoprovideananalysisthataddressesthekeyhistoricalquestions
ofcausation,comparison,andinterpretation.
Methods 1) Papersfrom300/400levelcourses.TheywillbesubmittedtoTK20.
2) SeniorThesis
Benchmark Level3oraboveontheHistoryRubric.
DataCollected
(coursespecific)
Collectedessaysfromtwoupper-levelcourses:HIS321:19thCentury
EuropeandHIS310:WomeninAmerica.InHIS321,studentswere
askedtoreadacontemporarynovelandwriteanessayexplaininghowit
illuminatedkeyaspectsofthe19thcentury.InHIS310,studentswere
giventwooptionsofa)writingafamilyhistoryofthreegenerationof
Americanwomen,tellingtheirstorieswithinthecontextofthelarger
historyofAmericanwomeninthe20thCenturyorb)choosingatopicin
AmericanWomen'sHistoryandproducingavirtualexhibittellingthe
historyofyourtopic.
33essaysintotal(17inHIS321and16inHIS310)weresubmittedto
TK20.ThesewerescoredwiththeHistoryrubric.
DataCollected
(AssessmentDay,
externaltests,
Senior
Achievement)
WescoredtheseniorthesispaperswiththeHistoryrubric.Therewere2
Seniorthesispapersthisspringandnoneinthefall.
• • •
Results/Outcomes Measurement1:Papersfrom300/400levelcourses
72%ofstudentsscoredatoraboveproficient(level3).Theaveragescore
was2.97%,justashadebelowourbenchmark.
Measurement2:SeniorThesispapers
Wehad2studentswriteseniorthesesthisyear.Theybothscored
proficient(3)onthisobjective.
Proposedchanges
totheassessment
process
Thedatacollectionisfineforthisobjective.Theassignmentswerefine,
butquestionswillalwaysberaisedoverevaluatingyourownstudents.
(Wedidnotconferwithoneanother,wesimplyscoredourownessays.)
Inthefuture,thisneedstobeaddressed.
Budgetneeds
relatedtothe
objective?
No,doingthiscorrectlywillhavenoimpactonthebudget.
Objective3 Demonstrateafamiliaritywiththemethodologyofthehistorian,namely
theabilitytogatherandinterpretprimarydocuments,statisticaldata,
andsecondarysources.
Methods 1) Document-basedexam
2) SeniorThesisandmajoressayfrom300-levelcourses
Benchmark 1) 35/44
2) Level3oraboveontheHistoryRubric
DataCollected
(coursespecific)
Collectedessaysfromtwoupper-levelcourses:HIS321:19thCentury
EuropeandHIS310:WomeninAmerica.InHIS321,studentswere
askedtoreadacontemporarynovelandwriteanessayexplaininghowit
illuminatedkeyaspectsofthe19thcentury.InHIS310,studentswere
giventwooptionsofa)writingafamilyhistoryofthreegenerationof
Americanwomen,tellingtheirstorieswithinthecontextofthelarger
historyofAmericanwomeninthe20thCenturyorb)choosingatopicin
AmericanWomen'sHistoryandproducingavirtualexhibittellingthe
• • •
historyofyourtopic.
33essaysintotal(17inHIS321and16inHIS310)weresubmittedto
TK20.Inaddition,2seniortheseswereincludedinthisanalysis.These
werescoredwiththeHistoryrubric.
DataCollected
(AssessmentDay,
externaltests,
Senior
Achievement)
WegivetheDocument-basedExamduringAssessmentDaytosophomore
students.Theyareaskedtoidentifyandanalyzeselecteddocumentsand
artifacts.Nostudentstooktheexamthisyear.
Results/Outcomes Measurement1:Document-basedexam
Nodatacollected.
Measurement2:SeniorThesesandEssaysfrom300-levelcourses
74%ofstudentsscoredatoraboveproficient(level3).Theaveragescore
was2.97%,justahairbelowourbenchmark.
Proposedchanges
totheassessment
process
Thereareseveralissuesinassessingthisobjective.Thefirstissimplya
questionoflownumbers.Wedidn’tevenhaveanyonetakethe
document-basedexamthisyear.Asolutiontothatisnotreadily
apparent.
Assessingessaysintheupper-levelcourseshelpscounteractthat
somewhat,butmanyofthosestudentsaretakingtheirfirstorsecond
historycourse.Aretheyagoodmeasureoftheprogram?Againa
solutionisnotreadilyapparent.
Hopefully,theACATexamwillhavesomequestionsthatdealwith
sourcesandmethodology.
Budgetneeds
relatedtothe
objective?
Thisassessmenthasnoimpactonthebudget.
• • •
Objective4 Clearlycommunicatetheirconclusionsorfindingsinwrittenform.
Methods 1) Papersfrom300/400levelcourses.TheywillbesubmittedtoTK20.
2) SeniorThesis
Benchmark Level3oraboveontheHistoryRubric.
DataCollected
(coursespecific)
Collectedessaysfromtwoupper-levelcourses:HIS321:19thCentury
EuropeandHIS310:WomeninAmerica.InHIS321,studentswere
askedtoreadacontemporarynovelandwriteanessayexplaininghowit
illuminatedkeyaspectsofthe19thcentury.InHIS310,studentswere
giventwooptionsofa)writingafamilyhistoryofthreegenerationof
Americanwomen,tellingtheirstorieswithinthecontextofthelarger
historyofAmericanwomeninthe20thCenturyorb)choosingatopicin
AmericanWomen'sHistoryandproducingavirtualexhibittellingthe
historyofyourtopic.
33essaysintotal(17inHIS321and16inHIS310)weresubmittedto
TK20.ThesewerescoredwiththeHistoryrubric.
DataCollected
(AssessmentDay,
externaltests,
Senior
Achievement)
Twostudentscompletedseniortheses.Thesewerealsoscoredwiththe
Historyrubric.
Results/Outcomes Combinedresults:
77%ofstudentsscoredatoraboveproficient(level3).Theaveragescore
was3.02,whichslightlyexceedsourbenchmark.
Proposedchanges
totheassessment
process
Theprogramisquitesatisfiedwiththeassessmentofthisobjective.We
doneedtoworkoninter-raterreliability,butthat
• • •
Budgetneeds
relatedtothe
objective?
Theassessmentofobjective4hasnoimpactonthebudget.
AttachRubricsandorotherexplanatorydocumentspertainingtoprogramassessment
discussedinthecharttothereport(portfolioguidelines,assignmentsheet)
AnalysisofAssessment:
Theconcernshavebeenaddressedbefore,buttoreiterate,wehavethreemainconcerns.First,itishardtodraw
hardconclusionsfromsmallpopulations.Second,wehaveconcernsabouttheusefulnessoftheHistorical
Knowledgetest,whichwasdevelopedinhouse.Third,weareconcernedthatthereisabuilt-inbiasinevaluating
ourownstudents.Eveneffortstoimproveourinter-raterreliabilitywillnotcompletelydispelthoseconcerns.We
havebroadenedthedefinitionof“historystudents”toincludeallstudentsinupper-levelcourses,butthatstill
doesn’ttrulymeasuretheprogramtotheextentthatwewouldlike.Nonetheless,wearesatisfiedthatour
studentsarereasonablyabletograpplewiththekeyquestionsandmethodologyofhistoryaswellaspresenttheir
findingsclearly.HistoricalknowledgeisaconcernandonethattheACATshouldhelpusbetterassess(and
respondaccordingly).
AnalysisoftheAssessmentProcess(Empirical&Non-Empirical)(HLC4B3)
Themainchangethisyearwastode-emphasizetheportfolioinfavorofindividualpapersfromtheupper-level
courses.Thatallowedustocaptureinformationfrommorestudents.
Inadditiontothepapersfromtheupper-levelHistorycourse,wealsohavetheseniortheses(HIS423:Senior
Seminar).Ourassessmentdayactivitiesareasfollows:
Juniors–HistoricalKnowledgeTest TheHistoricalKnowledgeTestisabasictestof,well,historicalknowledgeinboth
AmericanandWorldHistory.Itisgiventofreshmanandjuniors,sothatwecangauge
howmuchourstudentslearnintheprogram.Itconsistsof40multiple-choice
questions.
Sophomores–DocumentAnalysisTest Oneoftheessentialskillsofhistoriansistheabilitytointerprethistoricalartifacts.
Studentsaregiven10primaryartifactsandaskedtobrieflyidentifythem.Theyarethen
toanalyze2artifactsoftheirchoosingandevaluatetheircontextandaudience.While
theseartifactsarenormallydocuments,theycouldalsobeaphotograph,apainting,or
anyothercontemporaryartifactthatrevealsinformationaboutaparticularhistorical
eventorperiod.
Freshmanandnewhistorymajors–HistoricalKnowledgeTest
Newhistorymajorstakethistestsothatwecanestablishabaselineofwhatour
studentsbroadlyknowabouthistoricaleventsandfigures.
• • •
ProgramChangesBasedonAssessment:
Assessmentdidnotrevealanymajorproblemsintheprogram.Wewillcontinuetoemphasizetheuseofprimary
sourcesinhistoricalinvestigations.
GeneralEducationAssessment:
ThisquestioncallstomindtheworkofFerdinandBraudeloftheAnnalesSchoolofFrenchhistorians.InhiscollectedessaysOnHistory,Braudelexploredtheconnectionsbetweenthevariousdisciplines,orsciences,ashecalledthem.Likeallgoodhumanists,hedidnotdrawsharpdistinctionsbetweenthedisciplines,choosinginstead
tofocusonthetotalityofthehumanexperience.
Inthesamemanner,everyhistorycoursesupportsthevaluesandobjectivesoftheGeneralEducationprogramin
thefollowingways:
Communication Allofourcoursesrequireourstudentstocommunicateeffectivelyinwritten
form.Classdiscussionsfurtherdevelopstudents’oralcommunication.Finally,
ourprogramculminatesinapresentationofthestudent’sresearchfindings.
Mathematics Statisticsarepartofthetool-kitofhistorians.Weanalyzestatisticstohelp
illuminatehistoricaltrends.(ThisisparticularlythecaseinHIS102:Western
Civ.II,inwhichstudentscompleteastatistical/graphingassignment.)
Value Weprovidehistoricalexamplesofethicaldilemmasandconflicts.
Meaning Theunderstandingofcultureisacentralpartofhistoricalstudy.Weuse
culturalartifacts(texts,movies,etc.)tounderstandhistoricalperiods.
HistoricalPerspective Wethinkthiscategorytobeself-evident.
CriticalThinking Historyaddressesthequestionsofcausationandcomparison,bothofwhich
canonlybeansweredthroughtheapplicationoflogicandanalyticalreasoning.
Diversity Historyaddressesthequestionofdiversitybyprovidingminorityperspectives
(onthebasisofrace,gender,nationality,ethnicity,andclass).
CreativeandAestheticSensibility
Culturalartifactsarestudiedtoilluminatethevaluesofparticularculturesand
periods.
NaturalScience Historystudentsareengagedinamodeofinquiry(collectionandanalysisof
datathatleadstoaconclusion)thatsharesanaffinitywiththesciences.
SocialScience Allofthesocialsciencesgrewoutofthefieldofhistory.Socialscience
methodsareemployedineveryfacetofhistoricalinquiry.
ProgramActivities:
StudentPerformanceDayActivities(AssessmentDay):
Seeattached.
SeniorAchievementDayPresentations:
SeniorspresenttheirresearchfindingsduringthesemesterinwhichtheytakeHIS423:SeniorSeminar.Theyare
allotted25-30minutesforapresentationtothefacultyandfellowstudents.Weprovideinformalformative
assessmentthatstudentsutilizetopolishtheirseniortheses.
• • •
ServiceLearningActivities:
Noneatthemoment.
ProgramSponsoredLEADEvents:
WepresentedthreehistoryspecificLEADevents.OnedealtwiththerootsoftheproblemsinFerguson,Missouri.
AnotherdealtwiththewaysinwhichwerememberMartinLutherKingandthelargercivilrightsmovement.A
thirdexploredthedebateoverputtingawomanonthe$20bill.Inaddition,wepresentedaprogramonrecent
researchoncognitivescienceandhowstudentscanusethatinformationtoimprovetheirlearning.Intotal,we
provided4LEADevents.
StudentAccomplishments:
Noneworthnoting.
FacultyAccomplishments:
Noneworthnoting
Alumni(RecentGraduates)Accomplishments(pastyeargraduatingclass):
MaryRainesScribner(History-2014)iscurrentlyenrolledinamaster’sprogramattheUniversityofArkansas.Her
masterswillbeinStudentLifeAdministration.
TrevorManis(HistoryEd-2014)iscurrentlylookingforemploymentintheSt.Louisareaasahighschoolhistory
teacher.
Supportingmaterials
CreatingaVirtualExhibit(Hageman)
ResearchAssignmentforHIS310:WomeninAmericanHistory
Tofulfilltherequirementsofthiscourse,youmustcompleteaResearchAssignment.Thegoalofthisassignment
willbetocreateandpresentavirtualarchiveofaparticularaspectofthecoursetopic.ThisResearchAssignment
represents20%ofyourgrade.Therequirementsforthisassignment,includingduedates,arespecifiedbelow.If
youhaveanyquestionsaboutthisassignment,pleasecontactme.
DescriptionWithoutarchives,thehistoricalprofessionasweknowitwouldnotexist.Anarchiveisacollectionofsourcesthat
canbeusedtodocumentandinterpretagivensociety.Inordertorecordandunderstandourhistory,humans
havecollectedallsortsofmaterials:photographs,transcriptsofspeeches,newspapers,governmentdocuments,
books,audioandvideorecordings,artwork,clothing,andmanyotheritems.Althoughweusedtothinkof
archivesasphysicallocationswherematerialsmaybestoredandcataloged,thegrowthoftechnologyhas
• • •
dramaticallyexpandedourunderstandingofwhatanarchivecanbe.
Forthisassignment,youwillcreateavirtualarchive.Youwillusematerialsavailableonlinetocompileacollection
ofsourcesthatfacilitatesanunderstandingofahistoricaleventortrend(youcanalsodigitizematerialsnot
alreadyonline,ifyouchoosetointegratehistoricalnewspaperrecords,orvisitlibrariesorhistoricalsocieties,or
localarchivalcollections.Youwillthenprovideanintroductoryanalyticalessaythatexplainswhatthesourcesyou
havechosenteachusaboutthetopicyouhaveselected.
Requirements
Inordertobuildthearchiveandcompletethisassignmentyoumust
• Selectatleast15primarysourcesonatopicyouhavechoseno Thesesourcescanbephotos,writtendocuments,oralhistories,music,novels,etc.
o Asprimarysources,theymusthavebeencreatedinthetimeperiodwearestudying.Donot
includesecondarysources(writtenbyhistoriansafterthefact)inthisportionoftheproject.
o Yoursourcesshouldrevealimportantaspectsofthetopicyouhavechosen.Putsometimeinto
findingsourcesthatdemonstratetheimportanceoftheevent,indicateitscharacter,orplaceit
inawidercontext.
• Compileaprimarysourcebibliographyofthesesources,includingthewebaddressforeachsource(ifyouhavedigitizedthesourcesyourself,youmayattachafilewiththedigitizedsourceinstead).Youcan
findnotesontheformatofthebibliographyintheformatsectionofthisassignment.
• Composeanintroductiontoyourarchive.Thisintroductionmustbeapproximately2,000-3,000words
(citationsnotincluded).
o Theintroductionmustbefocusedonyouranalysisoftheeventortrendasdemonstratedbythe
primarysourcesyouhavechosen.
o Theintroductionshouldrefertospecificprimarysourcesasevidenceofthepointsyouare
making.Informthereaderofwaythearchivedemonstratesthecharacteroftheeventortrend
asyouseeit,whatwentintocreatingtheconditionsfortheevent/trend,ortheeffectsofthe
event/trend.
o Youshouldusesecondarysourcestoprovidethenecessarybackgroundtothetopicwithinthis
introduction(nomorethan300-500words).Youshouldcitethesesourcesinasecondarysourcebibliography.
o Youmaystructuretheintroductionandtheexhibitthatfollowsinseveralways.Youcan
constructitasawebexhibit,ananalysisofresourcesforalectureorlessonplan,orthe
introductiontoaneditedcollectionofprimarysources.
• Createanexhibitfortheintroductionbyselecting8keysourcesandpastingimagesofthemintoyour
introductionsothatyoucandiscussthem.
o Youmaypastetheseintoaworddocument,pdf,orwebpage.
o Youmayincludetheimagesofthesourceswithinthetextoftheintroduction,orasanexhibitin
pagesthatfollowtheintroduction.
o Thesesourcesmustbeincludedinyourprimarysourcebibliography.Formulti-pagesources,
suchasgovernmentreportsorbrochures,youcanselectonerepresentativepage.
Format
IncludethepartsoftheResearchAssignmentinthefinaldocument(maybeaWorddocument,pdf,orwebpage)
inthefollowingorder:
1. Introduction
2. Exhibit(maybeintegratedintotheintroduction)
3. PrimarySourceBibliography
4. SecondarySourceBibliography
• • •
Theintroductionmustbecomposedingrammatically-correctfullsentences,withattentiontocorrectspellingand
clearformatting.Becauseyoucanstructurethisassignmentinseveralways(asawebexhibit/teaching
resource/intotoaneditedcollection),theformattingrequirementsforthetextisfairlyflexible.Yourformatting
shouldbeappropriatetothewayyouapproachtheintroduction.Forexample,awebsitewouldbesingle-spaced,
witheasilyreadabletext.Anintroductiontoaneditedcollection,however,wouldbesubmittedasadouble-
spaceddocumentmuchlikeatraditionalresearchpaper.
Inspiteofthisflexibilityofformatting,theintroductionmustbeinnarrativeform.Inotherwords,itcannotbea
listofbulletpointsorachartoranothernon-narrativeformat.Theintroductionmustexplicateyouranalysis
clearly,andtheformatshouldnotinterferewiththat.
Youmustuseanapprovedcitationstyle(MLA,APA,Turabian,etc.)forthebibliographiesandcitations.Ifyouare
notfamiliarwithacitationstylealready,IsuggestTurabianNotes/Bibliographyformat,asitisthechoicefor
historianstocitehistoricaldocuments.
Everyprimarysourcecitationmustincludeawebaddressforthesource(unlessyouhavedigitizedityourself,in
whichcaseyouwillneedtoattachthedigitizedsourceitself).Youcansimplyaddthefollowingtotheendofthe
citationforthesourceitself:
WebsiteName,accessedJanuary3,2014,http://www.whateverthewebaddressis.com/.
Women’sHistoryGenerationalPaper(Hageman)
Foryourculminatingexperienceinthisclass,youarerequiredtowritea15-20pagehistoryofthreegenerationsofAmericanwomen,basedonprimarysources(interviews,letters,diaries,familyhistories)andsecondarysources(books,magazines,journalarticles.)Manystudentswillchoosetowriteaboutthewomenintheirfamilies,butthatisnotrequired.Thepurposeofthispaperistorelatethe“smallhistory”ofwomeninyourfamilytothe“largehistory”ofAmericanwomeningeneral.Ifyoudonotwantto,orcannotwriteafamilyhistory,letmeknowassoonaspossibleandwewilldiscussanotherresearchtopic.)
19thCenturyEurope–NovelEssay(Hull)
YourassignmentistowriteanessaybasedonyourreadingofaEuropeannovelfromthe19thcentury.Itistobe
5-6pagesinlength(double-spaced,12pt.type,1inchmargins)andshouldadheretothenormalrulesofessay
writing.Iwillbelookingatthreemaincomponents:
content--(Aretheideasoriginal,insightful,andlogical?)
organization--(Isthereathesis?Doesthebodyoftheessaysupportthethesis?
Doeseachparagraphcontainatopicsentenceandrelevantdetailsdrawn
fromthetext?)
mechanics–(Istheessaygenerallyfreefromspellingandgrammaticalerrors?Isit
writteninthe3rdpersonandpasttense?Doesitavoidthepassivevoice?
Aredebtstootherauthorsclearlycited?)
Inadditiontothegeneralrules,Ihaveacoupleofpet-peevesthatyouwillwanttoavoid.Paycloseattentionto
possessiveandpluralformsofnouns.Makesureyouusetheapostrophecorrectly.Also,understandthe
differencebetween“its”and“it’s”,“their”and“there”,and“to”and“too.”
Youressayshouldfocusonwhatthenovelteachesusaboutthe19thcentury.Todothatyouwillneedtobriefly
• • •
explainalittlebitabouttheauthoraswellassummarizetheplotofthenovel.However,youshouldfocusonhow
thenovelilluminatesimportantaspectsoflifeinEuropeduringthe19thCentury.Besuretoincludespecific
examplestakenfromthenovel.Alldebtstootherauthors(novelortextbooks)shouldbeappropriatelycited.
HistoryAssessmentActivities–March4th
ForallcurrentorprospectiveHistorymajorsandminors
Eachspring,theUniversitysetsasidesometimeforprogramassessment.Thisallowsustomeasure(orotherwise
determine)howgoodajobwe,asfaculty,aredoinginteachingoursubject.Obviously,wecan’tdothatwithout
knowingbothwhatyouhavelearnedandwhatyouarecapableofdoing.So,yourroleinallthisisvital.
AllhistoryandhistoryeducationmajorsshouldplantojoinusforpizzaonWednesday@12:00inAB311.Weare
alsoinvitingallhistoryminorsaswell.
Therestofwhatyouwillbedoingnextweekwillvaryaccordingtoyourclass:
Seniors–PortfolioReview
ForthePortfolioReview,youwillneedtoscheduleanappointmentwithusbysigning
uponthesheetlocatedoutsidemyofficeinAB300-C.Thesessionswilllastabout25
minutes.Youshouldupdateyourportfoliofromlastyear,whichyoucanfindonthe
bookcaseacrossfromthesignupsheet.
Juniors–PortfolioReviewandHistoricalKnowledgeTest SeetheaboveinstructionsforseniorsaboutthePortfolioReview.Ifyouhavenotyet
createdyourportfolio,pleaseseetheattachedsetofinstructions.Iwouldalso
recommendspeakingtoeitherProf.Hagemanormyselfaboutit.
TheHistoricalKnowledgeTestisabasictestof,well,yourhistoricalknowledgeinboth
AmericanandWorldHistory.Itisgiventofreshmanandjuniors,sothatwecangauge
howmuchourstudentslearnintheprogram.
Sophomores–DocumentAnalysisTest Oneoftheessentialskillsofhistoriansistheabilitytointerprethistoricalartifacts.We
willgiveyouacoupleofprimaryartifactsandaskyouaseriesofquestionsaboutthem.
Whiletheseartifactsarenormallydocuments,theycouldalsobeaphotograph,a
painting,oranyothercontemporaryartifactthatrevealsinformationaboutaparticular
historicaleventorperiod.
Freshmanandnewhistorymajors–HistoricalKnowledgeTest
Newhistorymajorstakethistestsothatwecanestablishabaselineofwhatour
studentsbroadlyknowabouthistoricaleventsandfigures.
ScheduleofEvents
• • •
Wednesday,March4
10:00–11:00 HistoricalknowledgetestforFreshman(thatincludesallnew AB311
Historymajors)andJuniors
DocumentanalysistestforSophomores AB311
11:00–12:00 PortfolioReview AB311
12:00–1:00Lunch&Learn:“SoWhatCanYouDoWithaHistoryDegree?” AB311
1:00–2:00 PortfolioReview AB311
• • •
AppendixC:ProgramChecklist
B.A.HISTORY–33credits 2014-2015CatalogID#:
Name: Advisor:______________________
***Studentsarerequiredtohave122distinctcreditsforgraduation***BachelorofArtsdegreeprogramsrequireaminorandayearofaforeignlanguage.
Minor: ForeignLanguage: ___________________
REQUIREDCOURSES15credits
Course
Credit SemesterCompleted
GradeEarned
Substitutions
HIS101 WesternCivilizationI 3 HIS102 WesternCivilizationII 3 HIS103 HistoryoftheU.S.I 3 HIS104 HistoryoftheU.S.II 3 HIS423 SeniorSeminar 3
RequiredElectives18credits
Course
Credit SemesterCompleted
GradeEarned
Substitutions
U.S.HistoryUpperLevelElectives: 9 HIS310 WomeninAmerica 3 HIS312 Lib,Cons&Rad20thCentAmer 3 HIS315 RaceandGender 3 HIS316 TheBuiltEnvrnmntAmerHist 3 HIS318 SportsinAmericanHistory 3 HIS334 EmergenceofModernAmer 3 HIS344 20thCenturyDiplomacy 3 HIS416 African-AmericanHistory 3 Non-U.S.HistoryUpperLevelElect: 9 HIS321 19thCenturyEurope 3 HIS340 TheAncientWorld 3 HIS341 20thCenturyEurope 3 HIS353 NaziGermany 3 HIS344 20thCenturyDiplomacy 3 HIS370 Renaissance&Reformation 3 HIS435 HistoryofTerrorism 3
Student: Date:
Advisor: Date:
DivisionChair: Date:
Substitutionstothecourseworkaboverequiresthesignatureofthedivision
chair.UpdatedApril7,2014
• • •
B.S.HISTORYEDUCATION(9-12Certification)–48credits 2014-2015CatalogID#:
Name:___________________________Advisor:_ _____________________________***Studentsarerequiredtohave122distinctcreditsforgraduation***
StudentsmustalsocompletetherequirementsforSecondaryCertification,45hours.
*Educationmajorsmustcompleteallmajorcourses,includingsecondarycertificationcourses(ifapplicable),withafinalgradeof‘C’ orbetter.
REQUIREDCOURSES18credits
Course
Credit SemesterCompleted
GradeEarned
Substitutions
HIS101 WesternCivilizationI 3 HIS102 WesternCivilizationII 3 HIS103 HistoryoftheU.S.I 3 HIS104 HistoryoftheU.S.II 3 HIS423 SeniorSeminar 3 LGS105 Politics&Government 3
RequiredElectives30credits
Course
Credit SemesterCompleted
GradeEarned
Substitutions
EconomicsRequirements: 3 ECN251 Macroeconomics 3 ECN252 Microeconomics 3 GeographyRequirements: 3 GEO201 Regions&NationsI 3 GEO202 Regions&NationsII 3 PsychologyRequirements: 3 PSY101 GeneralPsychologyI 3 PSY102 GeneralPsychologyII 3 U.S.HistoryElectives: 9 HIS220 SocialMovemntsofthe1960’s 3 HIS310 WomeninAmerica 3 HIS312 Lib,Cons&Rad20thCentAmer 3 HIS315 RaceandGender 3 HIS316 TheBuiltEnvrnmntAmerHist 3 HIS318 SportsinAmericanHistory 3 HIS334 EmergenceofModernAmerica 3 HIS416 African-AmericanHistory 3 Non-U.S.HistoryElectives: 6 HIS215 NativeAmerica 3 HIS321 19thCenturyEurope 3 HIS340 TheAncientWorld 3 HIS341 20thCenturyEurope 3 HIS344 20thCenturyDiplomacy 3 HIS353 NaziGermany 3 HIS370 Renaissance&Reformation 3 HIS435 HistoryofTerrorism 3
• • •
LegalStudiesElectives: 3 LGS110 AmericanLegalSystem 3
LGS206 PoliticalTheory 3 LGS215 IntrotoCriminalJustice 3 LGS307 ComparativePolitics 3 SociologyRequirements: 3 SCA111 IntrotoSociology 3 SCA203 Aging/Individual&Society 3 SCA207 FamilyDynamics&Dysfnctns 3 SCA220 SocialWelfare 3 SCA225 SocialMovemntsof1960’s 3
Student: Date:
Advisor: Date:
DivisionChair: Date:
Substitutionstothecourseworkaboverequiresthesignatureofthedivisionchair.
• • •
AppendixD:CourseDescriptions
HIS101WesternCivilizationIAninterpretivesurveyofthemajorsocial,political,intellectualandculturaldevelopmentsoftheworldfromthe
ancienterathroughthefifteenthcentury.Attentionisgiventosuchtopicsastheconflictbetweenreligionand
politics,theroleofreligioninculturaldevelopment,andtheinterplaybetweencommunityandindividualrights
andresponsibilities.
HIS102WesternCivilizationIIAcontinuationofHIS101stressingthepolitical,social,cultural,andintellectualdevelopmentsofmajorworld
civilizationsfrom1500tothepresent.Specialattentionisgiventotheintellectualandindustrialrevolutions,the
riseofscience,capitalismandsocialism.AstudentmaytakethiscoursewithouthavingHIS101.
HIS103HistoryoftheUnitedStatesIAsurveyofAmericanhistoryfromthebeginningsofcolonizationthroughtheCivilWar.
HIS104HistoryoftheUnitedStatesIIAsurveyofAmericanhistoryfromtheendoftheCivilWartothepresent.Astudentmaytakethiscoursewithout
havingHIS103.
HIS200IntroductoryProjectsSpecialone-semesterclassesandseminarswithvaryingsubjectmatter.Thetopicofthecoursewillbeannounced
inthescheduleofclasses.Maybetakenthreetimesforcreditwithchangeoftopic
HIS210HistoryofMissouriThiscoursetakesabroadapproachtothehistoryofMissouri.Wewillplacethestatewithinanationaland
internationalcontextwhileconcentratingonsocialandenvironmentalhistoryandtouchingonmanyother
historicalfields.Inadditiontothehistoryofthestate,issuesofgeography,anthropology,andotherfieldswill
informourdiscussion.
HIS215NativeAmericaAnintroductiontomaincurrentsandcontinuingthemesinthehistoryandcultureoftheNativepeoplesofNorth
AmericawithparticularfocusuponthosenationswhosehistorichomelandsnowconstitutetheUnitedStates.
EmphasizedarethoseaspectsofNativetraditionswhichhaveparticularrelevanceforthecontemporary
circumstancesofindividualNativeAmericansandtribalnations.Coursecontentandactivitiesarestructuredto
affordsubstantialexposuretothedynamicofcrossculturalconflictandthedynamicsofthatculturalpreservation
incircumstancesofsocioeconomicandpoliticalsubjugation.
HIS216/416African-AmericanHistoryThiscourseisconceivedonthebeliefthatonecannottrulyunderstandeitherthehistoryoftheUnitedStates,or
contemporaryAmericansocietywithoutathoroughunderstandingofbothAfrican-Americanhistory,andthe
centralityofraceinAmericanHistory.ThisisanationbuiltuponafoundationofAfrican-Americanslavery,
profoundlymoldedbytheconstructionofracialideologyasawayofjustifyingthatslavery,andfundamentally
shapedbythestrugglesofformerslavesandtheirdescendantsforfullandequalcitizenshipintheAmerican
nation.ThiscoursewillexploretheroleofraceandthehistoryofAfrican-Americansfromthefoundingofthe
countrythroughthepresent.
HIS220SocialMovementsofthe1960'sAsurveyofmodernrevolutionarymovementswhichproducedchangesinthestructuresofsocietiesintransition,
andexploresthepreconditionsforthosemovements,theirideologies,patternsofleadership,andstrategiesused
• • •
toseizepower.Thecourseconsiderstraditionaltheoriesofcollectivebehavior,andexaminesrecenttheoretical
andempiricaldebatesaboutthenatureofcontemporarysocialandpoliticalmovements.Particularemphasiswill
beplacedonthe1960'swhichencompassestheinfluenceofrockandroll,thecivilrightsmovement,thewomen’s
movement,politicalproblemsofthedecade,thepresidency,studentprotests,theVietnamwar,and
environmentalconcerns.
HIS300IndependentStudyIndividuallydirectedstudyonatopicnotcoveredbyregularcourseofferings.Requirespermissionoftheinstructor
andthedivisionchairperson.
HIS310WomeninAmericaAnanalysisofthechangingstatusandroleofwomeninAmericansocietyfromtheColonialperiodtothepresent.
HIS312Liberalism,Conservatism&Radicalismin20thCenturyAmericaThiscourseexaminesthehistoryoftheliberalism,conservatism,andradicalisminAmericafromtheProgressive
Erathroughthepresent.Itexploresthedifferentideologiesandphilosophies,socialandpoliticalmovements,and
culturalformationsthathavecometobelabeledas"liberal","conservative",and"radical"andwaysinwhicheach
havedevelopedinconjunctionwiththeothers.Itconsidersthewaysinwhichliberals,conservatives,andradicals
haveunderstoodandapproachedsuchhistoricalissuesas:theroleofthefederalgovernment,capitalist
development,foreignpolicy,racerelations,religion,popularculture,andissuesofgenderandsexuality.
Throughout,itfocusesongrassrootssocialmovementsaswellasnationalpoliticians,intellectuals,and
institutions.Italsowillconsidertheseissuesfromwithinalargerinternationalperspective.
HIS316BuiltEnvironmentinAmericanHistoryThiscourseexaminesthewaysinwhichAmericansfromthecolonialperiodtothepresenthaveshapedtheir
physicalsurroundingsandinturnbeenshapedbythosebuiltenvironments.Itfocusesontheimportanceofthe
spaceandplaceinAmericanhistorybyexploringthephysicallandscapesoflargecities,smalltowns,rural
communities,andsprawlingsuburbs;thedevelopmentofregionsliketheSouth,theIndustrialBelt,theSunbelt,
andtheWest;andtheroleofhumanproductslikefarms,factories,railroads,houses,mainstreets,chain
restaurants,andWal-Marts.Throughout,ittraceshowthesebuiltenvironmentsbothshapedandwereshapedby
individualsandcommunities,culture,politics,andtheeconomy.
HIS318SportsinAmericanHistoryThiscoursetracesthehistoryofsportsinAmericacultureandsocietyfromtheinformalfolkgamestothecolonial
periodtothemultibillionentertainmentindustryoftoday.Itwillexplorethewaysinwhichsportshasbothshaped
andbeenshapedbylargerhistoricalforcessuchasindustrialization,urbanization,commercialization,and
globalization.Throughout,itwillfocusonhowsportshaveintersectedwithpoliticsaswellasissuesofraceand
ethnicity,class,gender,andsexuality.
HIS321NineteenthCenturyEuropeAnanalysisofEuropeintheperiodbetweentheFrenchRevolutionandtheFirstWorldWar.Thefocuswillbeon
thetremendouseconomic,social,andpoliticalchangeswroughtbythegrowthofdemocracyandby
industrialization.
HIS340TheAncientWorldAnexaminationoftherootsofclassicalcivilizationinGreeceandRomefromthefirstfloweringofGreek
civilizationin500B.C.tothefallofRomein500A.D.Specialconsiderationwillbegiventothespecialpolitical,
intellectual,social,andculturaldevelopmentsthataretheoriginsofWesternCivilization.
HIS341TwentiethCenturyEuropeAnanalysisofEuropesincetheFirstWorldWar.Topicsincludebothwars,theriseofdictatorships,theColdWar,
theroleplayedbytheUnitedStatesinEuropeanaffairs,andthepeculiarresurgenceofnationalisminan
increasinglyinternationalistEurope.
• • •
HIS353NaziGermanyAstudyofthepolitical,economic,andsocialconditionsofGermanyafterWorldWarIwhichgaverisetotheNazi
movementanditsleaders,aswellastotheriseandfalloftheThirdReich.
HIS370RenaissanceandReformationHistoryofWesternEurope(includingEngland)fromthefourteenththroughtheseventeenthcentury.Topics
includethedevelopmentofItalianhumanism,newdirectionsinpoliticaltheoryandpractice,commercialand
technologicalchange,expandinggeographicalhorizons,andtheorigins,developmentandimpactonpolitical
economic,socialandculturallifeoftheProtestant,CatholicandRadicalReformationmovements.
HIS390InternshipIRequiresaminimumof120clockhoursinanapprovedworksituation.Thestudentmustsubmitalog
documentingtheworkdatesandtimesanddescribingtheworkactivitiesaccordingtoatleasethreepre-approved
objectives.Inaddition,thestudentwillsubmitthreeessaysdescribingandevaluatingeachofthefollowing:the
roleoftheon-sitesupervisor,thequalityoftheworkenviorment,andtheusefulnessofextendedinterships.The
studentwillalsopreparearesume.Requirespermissionofdivisionchair.
HIS451InternshipIIRequiresaminimumof120clockhoursinanapprovedworksituation.Inadditiontosubmittingalogofwork
activitieswithdatesandtimes,thestudentwilldevelopacompleteportfolioillustratinginternshipactivitiesand
outcomes,withbriefexplanatorytexts.Thestudentwillalsopreparearesume.Requirespermissionofdivision
chair.
HIS452InternshipIIIThiscourserequiresaminimumof240clockhoursinanapprovedworksituation.*Inadditiontosubmittingalog
ofworkactivitieswithdatesandtimes,thestudentwillsubmitasubstantialessayaccordingtoapre-approved
outlinethatwilldescribetherelationshiporintegrationoftheory(curriculum)andpractice(internship).The
discussionoftheoryandpracticeshouldcoverknowledge,methodology,andvaluedevelopment.*Theapproved
situationwouldrequiredirectsupervisionbyanindividualholdingadegreeinhistory.Requirespermissionof
divisionchair.
HIS423SeniorSeminarThepracticalapplicationofthetechniquesofhistoricalresearch,analysis,andcomposition,culminatingina
researchpaperbasedinpartonprimarydocumentation.Requiredforallhistorymajorsintheirsenioryear.Open
tootherstudentswithpermissionoftheinstructor.