|Dept||Course No and Title||Instructor|
|HISTORY (S19)||204B 2ND YEAR RESRCH SEM||BERBERIAN, H.|
|Two-quarter sequence required of all Ph.D. students. Taken during the second year of the Ph.D. program; not required for M.A. students. Includes review of current state of the literature and practical experience in conducting research and writing a research paper.|
|HISTORY (S19)||240B WORLDOF COMMODITIES||TOPIK, S.|
|No detailed description available.|
|HISTORY (S19)||260 GEN & SEX 20TH C US||PERLMAN, A.|
|This seminar examines the history of the United States in the 20th century through the intertwined lenses of gender and sexuality. Readings in this course will model various modes of historical inquiry (such as labor history, intellectual history, political history, legal history, immigration history). Accordingly, this course aims both to illuminate how gender and sexuality, in Joan Scott's phrase, are useful categories of historical analysis and to unpack the political and intellectual, stakes of different ways of scripting the past.|
|HISTORY (S19)||280A CHINA||GUO, Q.|
|This course will focus on recent monographic writings on the history of women and gender in late imperial China. The seminar participants will take turns in leading the class discussions. You are not expected to lead the entire seminar for three hours, but you should prepare a set of discussion questions related to the readings for the week you have chosen to lead. The discussion questions should be distributed via email to every seminar participant one day before the class meets. |
Participants will write one book review (5-6 pages) and a term paper of roughly fifteen pages in length.
The term paper, due on the Wednesday of the finals week, should be a historiography essay on one of the topics covered in the seminar (or at least loosely related to the course). You may choose any topic you wish, but the essay should be a critically imaginative piece that reflects your own view of the topic you have decided to present, and of the historical scholarship—with its accomplishments and failings—so far devoted to that subject. Obviously, you need to go beyond the materials assigned in class in order to make such a scholarly assessment. I will be ready to discuss the selection of the topic beforehand with you, especially after the first book review is completed. In many cases, the topic will quite simply be one of those you have taken on as the discussant to report to the seminar.
|HISTORY (S19)||290 HISTORY PEDAGOGY||MITCHELL, L.|
|This graduate seminar introduces students to basic pedagogy methods and practices at the college level, with special attention to the particular challenges of teaching history.|
The learning objectives for the course are both immediate and long-term.
After completing the History Pedagogy Seminar, students will be able to:
· identify learning goals appropriate for different levels and types of classes;
· connect relevant literature in the Scholarship of Teaching and Learning (SoTL) to specific challenges in history classrooms;
· identify common problems, or “bottleneck” issues, in learning history and suggested strategies—documented in SoTL—for helping students getting past them;
· create lesson plans, both for discussion section and independent courses;
· develop activities and assignments to support historical thinking, including the use of technology;
· demonstrate methods of formative and summative assessment;
· identify resources—SoTL literature, websites, campus units, community organizations—that support your intended teaching
· assess their own teaching as part of a reflective practice to improve their pedagogy;
· design their own courses and syllabus
· develop a qualifying exam reading list in SoTL
The History Pedagogy Seminar provides a solid foundation for students to continue their pedagogical development as their teaching experience and skills become more advanced. Students will develop a robust knowledge of and experience in applying basic pedagogical methods and practices for effectively teaching history at the college level. These skills are transferable to other spheres, including high school teaching, curriculum development, and training in a wide variety of professional settings. The course is in dialogue with other types of doctoral training and professional development, including preparation for qualifying exams, the job market for assistant professors, and other employment opportunities.
|HISTORY (S19)||298 EXPER GROUP STUDY||LEHMANN, M.|
|No detailed description available.|