Samuel Kessler, Ph.D.
Mondays, 7:00 - 9:40 p.m.
In Person, Oliver Hall, 1033

This course explores the study of the development of history as a discipline from ancient times to the present, with specific emphasis on the evolution of historical theory and philosophy, great historians, schools of interpretation, and problems of historical methodology. Over the semester, students will read great works of history and historical theory as well as begin to develop their own perspectives on the nature, possibilities, and limits of historical scholarship. 

KT Shively, Ph.D.
Mondays, 4:00 - 6:40 p.m.
In person, History Conference Room, 811 S. Cathedral Place

The literatures of the American Civil War and Reconstruction are abundant and constantly evolving. This course provides grounding in recent and older works in order to explore the major questions, themes, and methods of the field and how they have changed over time. Thematic elements include slavery and freedom, the intersections of military and politics, public history and memory, gender and sexuality, and material culture, among others. Together we explore the fact that this historical field was created by the generation that lived and fought the war, and we seek to understand how their memories shaped what records were preserved and what interpretations were emphasized—and conversely, which were lost and devalued. We seek new knowledge through readings, participation, discussion leading, short writing assignments, and a community enhancement project. All assignments have a public history option.

*Eligible for the Certificate in Public History

Carolyn Eastman, Ph.D.
Wednesdays, 7:00-9:40 p.m.
In Person, Harris Hall, room 2107

This class demystifies the art and craft of developing an article-length research essay. We will undertake this in two key ways. First, during the early weeks of the semester we will meet to discuss a series of articles, and will focus on deconstructing what makes them effective: How did these scholars seek out their primary sources? How do they both tell a story and make an argument (two separate matters)? How do they fold in historiographic significance? What makes a strong and compelling introduction? How do they weave together narrative, analysis, context, and argument? Do you begin with your strongest evidence or build to it over the course of the essay? How do you work with weaker evidence, or discuss more speculative interpretations? Reading these essays will offer you the means to conceive, structure, and elaborate your own original ideas and research and think about the many ways of developing strong analyses. Although these articles will mostly discuss American history, this class is open to all. 

The hardest thing about research classes like this one is that students often struggle with the rigors of independent research—sustaining a regular habit of working on your research even when your other classes have much more immediate demands (i.e., finish reading the book by Tuesday; write a book review by Friday). Thus, the second major way I want to demystify research is by proposing that everyone in class experiment with what I’m calling Grad Student Boot Camp: techniques designed to keep your research at the forefront of your schedule.

Daniel Morales, Ph.D.
Thursdays, 7:00 - 9:40 p.m.
In person, History Conference Room, 811 S. Cathedral Place

An overview of the field of public history, intended to introduce students to the range of professional historical activities practiced outside the classroom. Explores methods and skills including archival work, documentary editing, historic preservation, museum studies, and oral history. The course also involves a sustained consideration of the theoretical issues that arise from public history work, defined as history of, for, by, and/or with the public.

*Eligible for the Certificate in Public History

HIST 693 is a field internship, wherein students receive credit for work on historical projects with approved agencies. Internships are generally for students of senior standing, and student interns will register for Hist 693. Students may receive 2, 3, or 4 credit hours for work per semester, for a maximum of 6 credits. The work of the internship varies, and our Director of Internships takes particular care to place students in internships which match their interests and career goals. Interns have written research papers and mini-histories, developed interpretive programs, participated in archaeological projects, conducted oral history interviews, prepared exhibitions, catalogued manuscript collections, and discharged a variety of administrative duties. Contact Brian Daugherity, Ph.D. for more information. 

Catherine Roach, Ph.D.
M 1-3:30 p.m.
Buford House | Room 0202

An examination of the history, motivations and procedures of museums collecting. Considers the ethical and logistical issues involved in acquiring objects (through bequests and purchase), in releasing objects (through restitution and deaccessioning) and in stewardship of objects (through conservation and registration). Also provides understanding of the roles and responsibilities of curators, collections managers, registrars and conservators, as well as an understanding of the structural organization of curatorial/collections staff.

*Eligible for the Certificate in Public History

Randy Barrack
Mondays 7-9:40 p.m.
701 West Grace Street | Room 2305

Explores the history, theories and dynamics of not-for-profit organizations in the United States, with focus on organizations with local or regional services areas. Emphasizes political, legal, cultural and constituent environments; revenue generation; decision-making; communications leadership; and organizational models. Compares the mission and operations of nonprofit organizations, government organizations and for-profit enterprises in the delivery of services.

*Eligible for the Certificate in Public History

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