Research Seminar in U.S. History
History H750 – Section 22494 (4 credits)
Spring 2009, Wednesdays, 6:00pm to 8:40pm
UL2115 E
Instructor: Dr. Nancy M. Robertson phone/voice mail: 317/274-8017
Office: Cavanaugh Hall 503T e-mail address: use ONCOURSE,
Office Hours: Wednesdays, 4:30-5:30 but in a pinch:
or by appt. put H750 in subject line
Course Description:
This course is the advanced research seminar for Masters students in the History Department. There will be some common reading, primarily on the topic of voluntary associations in American history. While that reading will provide some background on the topic, the primary purpose is to give students a chance to evaluate other scholars’ work. Issues include identifying the thesis of the piece, evaluating the persuasiveness of the argument, assessing the use of (different kinds of) sources, considering the connection between a narrow project and larger historical context.
Over the course of the semester, students will develop, research, write, and revise an original work which utilizes both primary sources and scholarly secondary materials. In addition, as part of developing professionally as historians, students will exchange work with classmates for peer review. We will also cover other professional issues such as how to present at conferences or how to get work published.
Although there will be some lecture to provide background, classes will primarily be discussion. Students should come prepared to talk about the issues raised by the readings, their own research and writing, and their understanding of their colleagues’ projects.
Two expectations of students in the class are worth emphasizing:
1. Attendance (prompt) is mandatory.
2. All papers (and written responses) will be distributed on time.
You are responsible for reading, understanding, and agreeing to the class requirements and policies laid out below as well as those posted on ONCOURSE.
Course Objectives:
The primary goal is for each student to complete an article-length essay (about 30 pages) in publishable (or thesis-quality) form and quality. The paper may be on any topic or period in American history. I assume that you will choose a project that will move your thesis forward, but if you are interested in producing a stand-alone project, that is also acceptable.
The research project produced by each student will demonstrate her or his ability to:
select an historical topic and identify its significance;
plan a feasible paper on that topic;
locate primary sources relevant the topic chosen;
identify significant secondary literature regarding that topic and trace the historiography of that topic;
present a thesis, based on research in both secondary and primary materials;
make a clear and cogent argument in its defense;
follow standard guidelines for format, citation, and other formal mechanics;
revise work in light of constructive critiques from others.
In addition, the peer paper critiques, will demonstrate the student’s ability to:
constructively assist colleagues in improving their work.
Materials for the course:
Please obtain a copy of
Kate L. Turabian, A Manual for Writers of Term Papers, Theses, and Dissertations xx edition (Chicago: University of Chicago Press, xxxx); my preference is for 6th edition, which came out in 1996.
If you plan to do extensive scholarly writing or editing in the future, you may want to consider purchasing a copy of the Chicago Manual of Style, now in its 15th edition. Turabian ought to get you through your M.A.
Any recent U.S. history textbook—both volumes—for use as reference.
Readings:
Most of reading assignments will be articles which will be located through one of the databases in the Library (e.g. J-Stor, EBSCO HOST) or posted on ONCOURSE. My expectation is that you will print them out so you can refer to specific passages or points in class discussion.
Course Expectations:
The main requirement for this class is an original piece of historical scholarship of publishable/thesis quality and format (roughly 30 pages in length—counting notes, but not counting the bibliography). In order to succeed with this requirement, students MUST hand in the preliminary written exercises, two drafts, and a final version. All written assignments must utilize formal prose, be typed, and handed in on time. The initial drafts, as well as the final version, should be submitted in a completed (not “rough”) draft form as they will be critiqued and returned for further revising.
As part of promoting the collegiality essential to academic endeavors, an additional significant part of the course will be peer reviews in which students critique each others’ work. Students will write both formal critiques and less developed responses to their classmates’ work (precise numbers will be determined by the final enrollment in the class). In addition, each student will deliver an oral comment on one other student’s paper. These steps will be described in greater detail. The overall purpose is to assist the other student in writing a stronger paper (and to receive the same assistance yourself). Copies of these assessments will go to both the students and the instructor.
Although I am unlikely to require as part of this course that you stay in touch with your advisor, I strongly encourage you to keep her/him in the loop. If you do not yet have an advisor, you will want to move forward on that front. Feel free to arrange to discuss the issue with me.
Class participation will constitute the final portion of the course grade. By its definition, a seminar entails a give-and-take between students and faculty and among the students themselves. Improving your ability to orally communicate effectively is an important part of graduate education. Such communication requires coming to class prepared (by having done the reading and considered the issues at hand) as well as engaging others thoughtfully. Advancing intellectual discussion can be done by asking as well as answering questions, by responding to others and drawing them out, and by considering the relation between specific examples and larger historical and professional questions.
I value attendance for a variety of reasons—not the least of which is what you have to offer the class. Because the class is a seminar, class participation forms a significant portion of the final grade. To state the obvious, it is hard to participate if you are not there. IF it is absolutely necessary to miss a session, simple courtesy would dictate notifying the professor as soon as possible. Skipping class on the evening that an assignment is due in order to finish it up is problematic. If you need an extra day, arrange that with me in advance and then come to class.
Calculation of the Course Grade:
The final grade for the course will be based on:
15% Participation in class, includes précis
25% Preliminary written exercises, (second) draft, and oral presentation
20% Peer reviews
40% Final version of paper
Course grades are calculated based on the following scale (although you should know that anything below a B for a graduate student is problematic:
97+ A+ 87-89 B+ 77-79 C+ 67-69 D+ <60 F
93-96 A 83-86 B 73-76 C 63-66 D
90-92 A- 80-82 B- 70-72 C- 60-62 D-
Grading Policies:
Unless I have approved your excuse ahead of time for late work, I will subtract two (2) points from your grade for each day that an assignment is late. And if the lateness inconvenienced a classmate, you will need to rectify the situation.
Developing your intellectual skills is possible only when you actually do the work assigned. We will have a longer discussion of intellectual work, academic dishonesty, and plagiarism. Plagiarism, cheating, or other academic misconduct will result, at a minimum, in a substantial grading penalty for the work in question and will be reported to the appropriate dean’s office. The latter step may initiate additional disciplinary action by the University. You can find additional information in the IUPUI Student Code of Conduct at:
http://www.iupui.edu/code/CSR_0106.pdf
A grade of “incomplete” is troublesome for everyone. The University’s policy is that they are only for students who have completed almost all course requirements and have been prevented by significant or unanticipated circumstances from finishing them.
Logistics and Resources:
My goal is to create a classroom environment in which every student has the opportunity to listen, participate, question, and learn. I ask that you act in a way that is respectful of others and that does not diminish that environment. Please arrive on time. If you are late, please come in quietly. If you have to leave early, please sit in a location that will allow you to leave without disturbing other students. Turn off cell phones and pagers prior to the beginning of class. If you need to maintain contact with children (or some other emergency contact), put your cell phone on vibrate (and sit where you can leave with minimal disturbance to the class).
Information for this class will be posted on ONCOURSE. This will include readings, announcements, changes in the syllabus or due dates, etc. This resource is particularly helpful when you have to miss a class. If you miss a class, you are still advised to contact a classmate about what happened in class. I expect that all students in this class will access ONCOURSE regularly. Generally, I will post materials for class by previous Friday at 8pm.
Take advantage of the University Writing Center (CA 427—274-2049; Library Commons, UL 2125—278-8171). Appointments are usually required and it gets busy around midterm and the end of the semester. They can work with you one-on-one to improve your writing. Let them know that you are a graduate student and you will have a faculty tutor as well as a longer appointment. Check the web site for other resources: http://www.iupui.edu/~uwc/
If you have questions, if things are not clear, or if you just want to discuss the class materials, I invite you to take advantage of my office hours or to make an appointment. If my door is open, and I am not otherwise busy, I will be happy to talk to you.
I have email and voice mail. You are welcome to email or call me should you need to do so. Generally, I prefer that email come via ONCOURSE, but (as noted in contact info), you can use my iupui account in a pinch. If you leave a phone message, speak slowly and clearly, provide a phone number where you can be reached, and state when you will be at that number. Normally, I will respond to e-mail within 36 hours (except for messages sent after 12:00 noon on Friday, to which I may not respond until sometime late Monday).
I realize that many of you prefer to use a provider other than IUPUI for e-mail. The University encourages you to set up your IUPUI account to forward information to your other accounts. It means that you can easily access information from the University. For privacy reasons, I will use either ONCOURSE or your IUPUI account for potentially sensitive material. If you need help setting up the account or forwarding mail, contact: http://itaccounts.iu.edu
The Dean’s Office has advised me to warn students that “ultimately, they are responsible for activity on their computer accounts.” Be so advised.
THREE IMPORTANT POINTS:
I cannot stress too heavily the usefulness of planning ahead, saving work on your computer OFTEN, making backups, and printing out your paper early. I will recount suitable horror stories of people who did not take these precautions. Please do not become another one of my instructive tales.
Handouts, your copy of articles or classmates’ work, and other reading material should be brought to class the day/s they are being discussed.
If you are planning to finish by August, you should talk to Professor Kevin Cramer, Director of Graduate Studies, AS SOON AS POSSIBLE about filling out the appropriate forms.
TENTATIVE COURSE OUTLINE AND ASSIGNMENTS
The syllabus for this course will also be posted on ONCOURSE. I will post additions, corrections, handouts, and other supplemental materials there as well announce them in class. It is the responsibility of the student to stay on top of changes. In particular, note that not all students have the same deadlines when the class is reading each other’s work. I will try to keep those deadlines constant, but it is your responsibility to keep track and remember when your work is due.
FYI: There is a University web page that will let you know if the Campus is closed for any reason (e.g., snow).
http://www.iupui.edu/~prepared/ You can also call: 317/278-1600
1/12: OPENING (start in CA 537)
INTRODUCTIONS
OVERVIEW OF COURSE OBJECTIVES, REQUIREMENTS, THEMES, AND THE SYLLABUS
“Study the historian before you study the facts.” ---E.H. Carr
Part I. CONCEIVING THE PROJECT
1/19: We will be moving to UL2115E.
WHAT IS HISTORY? WHY DO WE STUDY IT?
WHAT DOES IT MEAN TO SAY THAT ASSOCIATIONS ARE
QUINTESSENTIALLY AMERICAN?
“Things just happen, one after another. They don’t care who knows. But history . . . ah, history is different. History has to be observed. Otherwise it’s not history. It’s just . . . well, things happening one after another.” ---Terry Pratchett
Reading: