Student Competencies

Student Learning Goals and Competencies by Course Level

 

Note: This chart does not preclude assigning forms of upper-division work in lower-division classes, where appropriate.

                                                                                                                                                                                                 
Course Level Assigned Reading Classroom Activities Writing Assignments and Skills Critical Thinking in Discipline
100 & 200 level - completing chapter-length textbook readings, secondary source articles and book chapters, and frequent source document readings        

- learning basic historical chronologies

       

- reading and utilizing digital materials, to include online source materials and CD resources

- note taking in lectures        

- contributing to class discussions

       

- contributing to group discussions

       

- participating in debates

       

- group/partner work

- reading/film responses        

- reading summaries

       

- source document analysis

       

- brief position papers

       

- learning how to quote a source, primary or secondary

       

- learning basic editing and formatting guidelines

- learning to select appropriate topics        

- conducting basic research

       

- learning to recognize the difference between primary and secondary sources and beginning to think critically about both

       

- beginning to formulate a thesis or claim

       

- beginning to spot historical trends or parallels

       

- beginning to recognize authors' claims and arguments

History 250 - any of the above        

- reading archival materials, microfilm, news periodicals, and complete monographs

- any of the above        

- writing exercises

       

- library research

       

- archival research

       

- introduction to oral history as a primary source

- any of the above        

- primary research reports

       

- documentary and secondary source analysis

       

- archival source reports

       

- a major research essay

       

- learning to quote and cite sources, correctly and consistently

       

- graduating to quoting mainly primary source material, rather than secondary source authors

       

- learning to format and edit historical writing correctly and consistently

       

- learning to manage multiple deadlines

       

- learning how to assess the work of another historian and/or a classmate in the form of book/article reviews, feedback on drafts

- learning to write comparative source analyses        

- learning to formulate a thesis or claim

       

- learning to spot historical trends or parallels

       

- learning to reconcile or synthesize varying or discrepant data, claims, or evidence

       

- leaning to support claims with evidence

       

- learning to identify poor or conflicting evidence

       

- learning to identify bogus claims and faulty reasoning

       

- introduction to/development of the ability to recognize and assess historical interpretation

300-400 level - any of the above - any of the above        

- group or individual presentations

       

- making/ presenting slides

       

- engaging with community sources, archives, museums

       

- conducting original interviews

- any of the above        

- writing comparative papers across differing fields, eras, regions, etc.

       

- coming to master written format: structure, quoting sources, editing, citations, notes, and bibliographies

       

- writing often and meeting multiple deadlines

- coming to master the above        

- formulating more sophisticated responses to source documents or works of scholarship

       

- expressing complex ideas orally and in writing

       

- learning to build complex arguments supported by various sources

History 350 - any of the above - any of the above        

- participating in a simulation of a professional conference:
          *organizing themed panels
          *presenting paper, using PowerPoint/visuals
          *engaging in discussion and question/answer with audience.          
       

- any of the above        

- a major historiography paper

- recognizing and articulating the difference between history as "sum total" of past events vs. history as the created, written record of the past        

- understanding that the discipline of history has a history of its own

       

- recognizing and identifying various schools of historical thought and interpretation

       

- understanding that written history and historical interpretations are conditioned by the cultural context in which they originate

       

- understanding history as a profession and learning about opportunities for practice of that profession

 

 

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