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

29

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.