The Senior Seminar in History is dedicated to the research and writing of a senior thesis. All participants are expected to apply the techniques of scholarship as generally accepted by the historical profession. The seminar is the culminating experience for graduation as a history major. Completion with grade of “C” or higher is required. Prerequisites: HIST 294; HIST 121; HIST 122; HIST 101 or HIST 111; HIST 102 or HIST 112; and nine hours of HIST electives at the 300- or 400-level.
Prerequisite(s) / Corequisite(s):
HIST 294; HIST 121; HIST 122: HIST 101 or HIST 111; HIST 102 or HIST 112; and nine hours of HIST electives at the 300- or 400-level.
Course Rotation for Day Program:
Most current editions of the following:
Required texts must include:
At least one reference manual (choose from texts 1-2);
At least one guidebook (choose from texts 3-7).
Additional monographs or readers may be assigned as appropriate.
The Chicago Manual of Style
(University of Chicago Press) Category/Comments - reference manual Recommended
A Manual for Writers of Term Papers, Thesis, and Dissertations
By Turabian, Kate L. (Univ. of Chicago Press) Category/Comments - guidebook Recommended
The Modern Researcher
By Barzun, Jacques & Henry F. Graff (Wadsworth) Category/Comments - guidebook Recommended
Going to the Sources: A Guide to Historical Research and Writing
By Brundage, Anthony (Harlan Davidson) Category/Comments - guidebook Recommended
The Elements of Style
By Strunk, William & W. B. White (Longman) Category/Comments - guidebook Recommended
Writing History: A Guide for Students
By Storey, William Kelleher (Oxford Univ. Press) Category/Comments - guidebook Recommended
Course Learning Outcomes
Demonstrate knowledge of key events in U.S. and world history.
Articulate a philosophy and theory of history that aligns with current historical research practices.
Detect assumptions, bias and opinions in primary source materials.
Produce an original thesis using the Chicago Style.
Criticize the research methodology of a peer after reviewing a thesis draft.
Defend the evidence and argument of a thesis.
Major Topics/Skills to be Covered:
Instructors should mentor participants, who will develop a senior thesis of at least 5,000 words on an appropriate topic of history. The research must be original and based upon primary sources. The writing must be in compliance with the Chicago Manual of Style for bibliography, outline, notetaking, drafts, and documentation. Thesis drafts will be exchanged among participants in the seminar and will be critiqued and defended. In addition, instructors are to assess learning outcomes for the major and report these outcomes to the Academic Affairs office and department chairs on an electronic form to be provided. Topics should include, but not be limited to, the following:
The ethics of the historical profession
Implementing a research proposal
Bibliographies and references
Archival and online resources
Journals and monographs
Styles and conventions in historical writing
Plagiarism and proper citations
Writing the first draft
Seminar critiques and defenses
Careers in history
Culminating Experience Statement:
Material from this course may be tested on the History Assessment Test (HAT) administered during the Culminating Experience course for the degree. The results of the tests are used by faculty to improve the general education curriculum at the College.
Recommended maximum class size for this course: 15
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by
the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this
course for Columbia College are expected to facilitate learning pursuant to the course learning outcomes and cover the subjects listed in the Major Topics/Skills to be Covered section.
However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's
subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.