undergraduate thesis examination

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How to prepare an excellent thesis defense

What is a thesis defense?

How long is a thesis defense, what happens at a thesis defense, your presentation, questions from the committee, 6 tips to help you prepare for your thesis defense, 1. anticipate questions and prepare for them, 2. dress for success, 3. ask for help, as needed, 4. have a backup plan, 5. prepare for the possibility that you might not know an answer, 6. de-stress before, during, and after, frequently asked questions about preparing an excellent thesis defense, related articles.

If you're about to complete, or have ever completed a graduate degree, you have most likely come across the term "thesis defense." In many countries, to finish a graduate degree, you have to write a thesis .

A thesis is a large paper, or multi-chapter work, based on a topic relating to your field of study.

Once you hand in your thesis, you will be assigned a date to defend your work. Your thesis defense meeting usually consists of you and a committee of two or more professors working in your program. It may also include other people, like professionals from other colleges or those who are working in your field.

During your thesis defense, you will be asked questions about your work. The main purpose of your thesis defense is for the committee to make sure that you actually understand your field and focus area.

The questions are usually open-ended and require the student to think critically about their work. By the time of your thesis defense, your paper has already been evaluated. The questions asked are not designed so that you actually have to aggressively "defend" your work; often, your thesis defense is more of a formality required so that you can get your degree.

• Check with your department about requirements and timing.
• Re-read your thesis.
• Anticipate questions and prepare for them.
• Create a back-up plan to deal with technology hiccups.
• Plan de-stressing activities both before, and after, your defense.

How long your oral thesis defense is depends largely on the institution and requirements of your degree. It is best to consult your department or institution about this. In general, a thesis defense may take only 20 minutes, but it may also take two hours or more. The length also depends on how much time is allocated to the presentation and questioning part.

Tip: Check with your department or institution as soon as possible to determine the approved length for a thesis defense.

First of all, be aware that a thesis defense varies from country to country. This is just a general overview, but a thesis defense can take many different formats. Some are closed, others are public defenses. Some take place with two committee members, some with more examiners.

The same goes for the length of your thesis defense, as mentioned above. The most important first step for you is to clarify with your department what the structure of your thesis defense will look like. In general, your thesis defense will include:

• your presentation of around 20-30 minutes
• questions from the committee
• questions from the audience (if the defense is public and the department allows it)

You might have to give a presentation, often with Powerpoint, Google slides, or Keynote slides. Make sure to prepare an appropriate amount of slides. A general rule is to use about 10 slides for a 20-minute presentation.

But that also depends on your specific topic and the way you present. The good news is that there will be plenty of time ahead of your thesis defense to prepare your slides and practice your presentation alone and in front of friends or family.

Tip: Practice delivering your thesis presentation in front of family, friends, or colleagues.

You can prepare your slides by using information from your thesis' first chapter (the overview of your thesis) as a framework or outline. Substantive information in your thesis should correspond with your slides.

Make sure your slides are of good quality— both in terms of the integrity of the information and the appearance. If you need more help with how to prepare your presentation slides, both the ASQ Higher Education Brief and James Hayton have good guidelines on the topic.

The committee will ask questions about your work after you finish your presentation. The questions will most likely be about the core content of your thesis, such as what you learned from the study you conducted. They may also ask you to summarize certain findings and to discuss how your work will contribute to the existing body of knowledge.

Tip: Read your entire thesis in preparation of the questions, so you have a refreshed perspective on your work.

While you are preparing, you can create a list of possible questions and try to answer them. You can foresee many of the questions you will get by simply spending some time rereading your thesis.

Here are a few tips on how to prepare for your thesis defense:

You can absolutely prepare for most of the questions you will be asked. Read through your thesis and while you're reading it, create a list of possible questions. In addition, since you will know who will be on the committee, look at the academic expertise of the committee members. In what areas would they most likely be focused?

If possible, sit at other thesis defenses with these committee members to get a feel for how they ask and what they ask. As a graduate student, you should generally be adept at anticipating test questions, so use this advantage to gather as much information as possible before your thesis defense meeting.

Your thesis defense is a formal event, often the entire department or university is invited to participate. It signals a critical rite of passage for graduate students and faculty who have supported them throughout a long and challenging process.

While most universities don't have specific rules on how to dress for that event, do regard it with dignity and respect. This one might be a no-brainer, but know that you should dress as if you were on a job interview or delivering a paper at a conference.

It might help you deal with your stress before your thesis defense to entrust someone with the smaller but important responsibilities of your defense well ahead of schedule. This trusted person could be responsible for:

• preparing the room of the day of defense
• setting up equipment for the presentation
• preparing and distributing handouts

Technology is unpredictable. Life is too. There are no guarantees that your Powerpoint presentation will work at all or look the way it is supposed to on the big screen. We've all been there. Make sure to have a plan B for these situations. Handouts can help when technology fails, and an additional clean shirt can save the day if you have a spill.

One of the scariest aspects of the defense is the possibility of being asked a question you can't answer. While you can prepare for some questions, you can never know exactly what the committee will ask.

There will always be gaps in your knowledge. But your thesis defense is not about being perfect and knowing everything, it's about how you deal with challenging situations. You are not expected to know everything.

James Hayton writes on his blog that examiners will sometimes even ask questions they don't know the answer to, out of curiosity, or because they want to see how you think. While it is ok sometimes to just say "I don't know", he advises to try something like "I don't know, but I would think [...] because of x and y, but you would need to do [...] in order to find out.” This shows that you have the ability to think as an academic.

You will be nervous. But your examiners will expect you to be nervous. Being well prepared can help minimize your stress, but do know that your examiners have seen this many times before and are willing to help, by repeating questions, for example. Dora Farkas at finishyourthesis.com notes that it’s a myth that thesis committees are out to get you.

Two common symptoms of being nervous are talking really fast and nervous laughs. Try to slow yourself down and take a deep breath. Remember what feels like hours to you are just a few seconds in real life.

• Try meditational breathing right before your defense.
• Get plenty of exercise and sleep in the weeks prior to your defense.
• Have your clothes or other items you need ready to go the night before.
• During your defense, allow yourself to process each question before answering.
• Go to dinner with friends and family, or to a fun activity like mini-golf, after your defense.

Allow yourself to process each question, respond to it, and stop talking once you have responded. While a smile can often help dissolve a difficult situation, remember that nervous laughs can be irritating for your audience.

We all make mistakes and your thesis defense will not be perfect. However, careful preparation, mindfulness, and confidence can help you feel less stressful both before, and during, your defense.

Finally, consider planning something fun that you can look forward to after your defense.

It is completely normal to be nervous. Being well prepared can help minimize your stress, but do know that your examiners have seen this many times before and are willing to help, by repeating questions for example if needed. Slow yourself down, and take a deep breath.

Your thesis defense is not about being perfect and knowing everything, it's about how you deal with challenging situations. James Hayton writes on his blog that it is ok sometimes to just say "I don't know", but he advises to try something like "I don't know, but I would think [...] because of x and y, you would need to do [...] in order to find out".

Your Powerpoint presentation can get stuck or not look the way it is supposed to do on the big screen. It can happen and your supervisors know it. In general, handouts can always save the day when technology fails.

• Dress for success.
• Ask for help setting up.
• Have a backup plan (in case technology fails you).
• Deal with your nerves.

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Research Thesis and Research Distinction

An undergraduate thesis is an official, academically-integrated undergraduate research project with a formal written outcome. Completing a thesis is permanently recognized on a student's diploma as graduation with "Research Distinction" or with "Honors Research Distinction".

The requirements for graduating with research distinction vary by college, but generally include submitting an application to complete a thesis at least a semester prior to graduation, enrolling in thesis course credit hours, submitting a written thesis manuscript and completing an oral examination or defense to a faculty panel. Students should discuss their interest in completing a research distinction project with their research advisor and academic advisor as early as possible.

Theses are permanently stored in the University Library's Knowledge Bank so they are also considered to be a published material.

Research Thesis and Distinction by College/Program

Please contact your academic advisor if you are interested in completing a research thesis or distinction program.

• Graduation and Research Distinction Guidelines
• Research Distinction (Honors and Non-Honors)

Students should contact their academic advisor for information on graduating with Research Distinction or Honors Research Distinction.

• Undergraduate Research & Distinction
• Undergraduate Research Advising Packet
• Honors and Research Distinction (including Non-Honors)
• Guidelines for Research Distinction
• Research Distinction
• Honors Distinction and Thesis
• Undergraduate Research, Independent Study, and Honors Program
• Research Pathways
• Research Distinction Guidelines
• Honors Research and Thesis Requirements

Research examinations

• Before the Examination
• Writing and Submitting your Thesis
• The Viva Examination
• Outcomes and Referrals
• Deposit and Consultation of Thesis

The information provided below provides a summary of key regulations applicable to all examinations. It is your responsibility to read and adhere to the  Examination Regulations .

The procedures for the submission and examination of theses are detailed in the  Examination Regulations , as well as the  Notes of Guidance for the Examination of Research Degrees (GSO.20a) .

When to submit a thesis

Students must have the appropriate student status before they are permitted to submit a copy of their thesis: if you are a student for the MSc by Research, MLitt, or MPhil, this means having completed your transfer of status; if you are a student for the DPhil, this means having passed both your transfer and confirmation of status.

You can find the details of your final submission deadline on Student Self Service, at ‘My Student Record’ > ‘Academic Information’. This maximum submission date is different to the expected completion date found on your University Card and Enrolment Certificate, and is the date by which you must have submitted the examination copy of your thesis. If you will not be in a position to submit your thesis by this date you will need to consider submitting an application for an extension.

Appointment of examiners

You should liaise with your supervisor regarding the selection of your proposed examiners. It is usual for supervisors to informally invite the proposed examiners, and confirm their willingness to act, before the submission of the Appointment of Examiners form.

Once you have decided on an appropriate internal and external examiners with your supervisor, you should complete the  Application for Appointment of Examiners (GSO.3) form  in Student Self Service, and read the accompanying Notes of Guidance. Once you have completed and submitted your section, the application will be sent to your supervisor who will propose examiner names to the relevant board, together with details of any special considerations which either yourself or the supervisor wishes to make known about potential examiners.

If you wish to request an early  viva , you will be given the opportunity to do so in the GSO.3 form. This cannot be used to request that a viva happens ‘as soon as possible’, but only where there is a specific date by which the viva must have taken place. If the faculty board accepts your request, your examiners will be invited on the basis that they conduct before a date you specify. You should bear in mind when specifying this date that you should allow your examiners at least four weeks to examine your thesis before the date of the viva, and the submission dates of your application form and thesis should reflect this. 

It is strongly recommended that you submit your section of the GSO.3 form four to six weeks prior to submitting your thesis, since the names of your examiners have to be approved and their acceptance received before your thesis can be provided to them. If you submit your form and thesis together, your thesis will not be provided to the examiners until these preliminaries have been completed.

Detailed guidance on all sections of the Appointment of Examiners form can be found in the GSO.20a .

Maximum number of terms’ extension permitted

The maximum number of terms’ extension permitted for DPhil students is six terms. Applications for extensions within this limit should be made via Student Self Service . Applications for extensions which would take you beyond six terms of extension will not be granted without both the full support of your supervisor(s), college and department/faculty, and in addition, special dispensation from the Examination Regulations agreed by the University Education Committee. Such applications should be made through your  Graduate Studies Assistant .

The maximum number of terms’ extension permitted for Master of Letters and Master of Science by research students is three terms.

Submission of examiners’ copies of your thesis 

The examination copies of all research degrees must be digitally submitted via the Research Theses Digital Submission (RTDS) portal before 11:59pm on the student’s maximum submission date. Submissions made via any other method will not be accepted. Full guidance on the functionality and instructions on how to submit your thesis using RTDS can be found in the  Quick Reference Guide for Students .

You may submit the digital examiners’ copy of your thesis at the same time as applying for the appointment of examiners, but note that your examiners will not be sent a link to download the thesis, until your  Appointment of Examiners form  has been approved and your examiners have formally confirmed their appointment to the Research Degree Team at the Examination Schools.

Presentation of theses and abstracts - style and format

Information on special regulations for specific subject areas and divisional and faculty boards can be found in the relevant Examination Regulations ; you should check the specific requirements for your course of study in the relevant regulations. A set of general advice on the format of the thesis can also be found in the General Regulations Governing Research Degrees, and is replicated in the GSO.20a .

Plagiarism is presenting someone else’s work or ideas as your own, with or without their consent, by incorporating it into your work without full acknowledgement. All published and unpublished material, whether in manuscript, printed or electronic form, is covered under this definition. Plagiarism may be intentional or reckless, or unintentional. Under the regulations for examinations, intentional or reckless plagiarism is a  disciplinary offence  (sections 4 and 5).

There are different  types of plagiarism  and you should familiarise yourself with each of them. You may benefit from taking an  online course  which has been developed to provide a useful overview of the issues surrounding plagiarism and practical ways to avoid it.

If plagiarism is suspected in your thesis, the matter will be referred to the relevant Director of Graduate Studies (DGS). They will thoroughly investigate the claim and may call you for interview. As part of the investigation, text-matching software such as iThenticate or TurnItIn may be used to scan the thesis but the thesis will not be saved to any text-matching software databases. If at this point there is no evidence of a breach of the regulations, no further disciplinary action will be taken although you still may be required to make changes to your thesis. However, if it is concluded that a breach of the regulations may have occurred, the DGS will refer the matter to the Proctors.

Extenuating circumstances

If you have a disability that may affect your thesis, this needs to be considered at the time that you are writing your thesis. There are a number of measures that can be put in place to support you whilst writing your thesis and these can be discussed with the Disability Advisory Service and your department/college disability advisors. These measures could include extensions of time for milestones, assistive technology, use of a proof reader etc.

By the time you submit your thesis no further consideration of the disability for the written work is appropriate, as you will have been given sufficient support so that your thesis can be examined under the same academic criteria as those theses submitted by students without a disability.

The oral examination or viva

It is the responsibility of the internal examiner to make all the arrangements for the viva examination. Your internal examiner should normally contact you to arrange a date for your  viva  within a month of receiving your thesis. If you have not heard from your examiner within a month of your thesis being sent, please contact the Research Degrees Team, who will contact your examiners. You must not contact your examiners yourself, except when you have to agree a date for the viva.

If you wish to ask for an early viva (one to two months following submission), the application setting out the reasons for your request must be made using the ‘request for time specific viva’ section of the GSO.3 (Appointment of Examiners) form. You may not request an early viva to take place within a month of submitting your thesis.

Your thesis will only be available to the examiners once both the completed GSO.3 form and their formal acceptance to act as an examiner have been received. Delays often occur by the GSO.3 not arriving promptly with the Research Degrees Team or a failure to elicit a response from the examiners to their invitation.

The regulations stipulate that examiners must have the thesis a minimum of four weeks before the date of the viva. In exceptional circumstances the board may permit a viva to be held earlier but this is not guaranteed. Please  contact your Graduate Studies Assistant  if you wish to enquire about this.

You must present for a viva in academic dress;  sub fusc  and a gown. The gown should be that of your present status (i.e. Student for the Degree of Doctor of Philosophy), the gown and hood of the degree held from your own university, or, if you are a University of Oxford graduate, the gown and hood of your University of Oxford degree. Special dispensation may be granted in certain circumstances, for example, health reasons, religious orders and members of the armed services. Please contact the Research Degrees Team for further information on how to apply.

Please do not forget to take a copy of your thesis with you to the viva.

Remote vivas

With the permission of the relevant board (given through the Director of Graduate Studies), vivas may be held with any or all of the candidate and examiners attending remotely via video call. A potential reason for this may be that an examiner or the candidate are based outside the UK, and would be travelling to the UK for the sole purpose of attending the viva. All parties must agree to the viva being held in this format, and further guidance can be found in Annex D of the Policy and Guidance on Research Degrees . Where permission is given for a viva to be held remotely, there is no requirement for the candidate or internal examiner to attend in academic dress.

Viva adjustments

If you wish to make the examiners aware of any illness, disability, or personal circumstance which may affect your performance in the viva, you can make an application for Adjustments to Assessment Arrangements using form  GSO.19 , outlining the requested adjustments and reasons. Adjustments can be requested at any point from offer of a place to submission, at the point of applying for Transfer of Status, at the point of applying for Confirmation of Status or at the point of applying for final viva/appointment of examiners.  The form and related guidance can be found here . Please contact your GSA or departmental graduate administrator if you require more information.

Minor corrections

Your examiners may recommend that you complete minor corrections before they recommend award of the degree. Your examiners will provide you with a list of the required corrections. If you have not received the list of corrections within two weeks of the viva, then you should contact the  Graduate Studies Assistant  for your subject area.

The University expects that these minor corrections will be completed to the satisfaction of your internal examiner within one month of being issued. If, for exceptional reasons, additional time is needed you may apply for an additional one month by submitting a copy of form  GSO.18 . Extension of Time for Completion of Minor or Major Corrections. If you fail to complete your corrections within the time allowed your name will be removed from the Graduate Register and a reinstatement application will be required.

Major corrections and referral 

A ‘major corrections’ option for DPhil examination outcomes give the examiners of research degrees an outcome option midway between minor corrections and referral. Corrections must be made and submitted within six months of the letter confirming the major corrections, although Examination Boards may grant an extension of up to three months on receipt of a GSO.18 form. Where a candidate is required to revise and re-submit their thesis, the revised thesis and, where required, a report indicating the specific changes made must also be submitted via the Research Thesis Digital Submission (RTDS) application.  It is not permitted for a thesis to be submitted directly to the examiners .

Candidates whose thesis is referred will be required to provide at resubmission a separate report indicating the specific changes made to the revised thesis. For students in the Humanities, Medical Sciences and Social Sciences Divisions and the Department for Continuing Education, the word limit for the accompanying report is 1000 words; for students in the Mathematical, Physical and Life Sciences Division, the word limit is 2000 words. The report will act as a guide to how the candidate has addressed examiners’ comments, and will direct examiners to the appropriate sections.

Correction timelines

The outcome types, time limits for changes and report lengths for each of the research degrees are summarised in the tables below.

Doctor of Philosophy

Master of Letters/Master of Science by Research

In all cases, the time limit applies from the date you receive the list of corrections/revisions required.

Examiners do not have the option of recommending an outcome of outright fail on the first attempt for MLitt/MSc(Res) examinations. Students not passing the examination at the first attempt will be entitled to a second attempt.

Re-submitting a thesis

If you are re-submitting your thesis, you are required to pay the re-submission fee (the current fee amounts can be found  here ) when you apply for the appointment of examiners. This fee does not apply to students submitting their thesis for the Review of Major Corrections. The re-submission fee should be paid via the Research Degrees section of the University's  online shop ; this will need to be received before the Research Degrees Team is able to officially log your submission and send your thesis to your examiners.

The revised thesis, and the required report indicating the specific changes made, must be submitted via the Research Thesis Digital Submission (RTDS) application. For students in the Humanities, Medical Sciences and Social Sciences Divisions and the Department for Continuing Education, the word limit for the accompanying report is 1000 words; for students in the Mathematical, Physical and Life Sciences Division, the word limit is 2000 words. The report will act as a guide to how the candidate has addressed examiners’ comments, and will direct examiners to the appropriate sections.

A fresh Appointment of Examiners form is also required for any resubmission. The report on the first examination will automatically be sent to the examiners of the re-submitted thesis. This is to ensure that the examiners are aware of the background to the revisions that you have made. If you wish to make a case for this not to happen, permission must be sought from the Proctors. You will need to apply in writing via your  Graduate Studies Assistant , stating your reasons, before or at the same time as re-applying for the appointment of examiners.

Deposit of a Library Copy of the Thesis

Students granted leave to supplicate will no longer need to submit a hardbound copy of their thesis to the Examination Schools in order to graduate. This includes any students granted leave to supplicate in previous academic years who have not yet submitted a hard copy of their thesis.

All candidates for the degrees of DPhil, MLitt, MSc by Research and DClinPsych must submit an electronic version of their finalised thesis, as approved by the examiners, to the Oxford University Research Archive (ORA)  following being granted to leave to supplicate. Students for theses degrees must do so a minimum of five working days prior to their graduation date, and will not be able to attend a degree ceremony (even in absentia) without doing so.

Information   regarding this process can be found on the  Oxford Research Archive website  and will be sent with your result letter. Deposit of a copy with the archive is optional for candidates for the degrees of MPhil, Master of Studies in Legal Research (MSt) or Bachelor of Philosophy (BPhil) in Philosophy.

If submissions remain outstanding, shortly before your degree ceremony you will receive emails reminding you to complete these submissions at least five days in advance of your ceremony. If these submissions are not completed by this time, your name may be removed from the ceremony list.

Dispensation from Consultation of Thesis

Where there are concerns about the thesis being made publicly available online, candidates can apply for dispensation from consultation for part or all of their thesis using form  GSO.3c . Information on this process, and on likely reasons for applying, can be found on the Bodleian website .

Candidates who are granted Dispensation from Consultation on the whole thesis, and on a permanent basis, should, in addition to the finalised copy of the thesis submitted to the Oxford Research Archive, submit a finalised hardbound copy of their thesis for deposit in the relevant university library. This applies to students who have already been granted Dispensation from Consultation, and who have not yet had the opportunity to submit a hard copy of their thesis.

Students whose thesis (or part of the thesis) is in a non-standard format which cannot be submitted electronically (e.g. a 3D artwork, or artefact) should also submit a physical copy for deposit.

Physical copies for those students granted Dispensation from Consultation on a permanent basis should be to submitted to the Bodleian at the North Proscholium, in the Bodleian Library, during library opening hours. More information on this process is available on the  Bodleian LibGuide .

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Prepare your thesis

Throughout your research candidature you will work toward producing your final thesis. There are some key points to keep in mind when you start this process.

Your thesis must be a coherent and cohesive whole. You can submit a thesis including publications but we don't accept thesis by publication. Refer to the relevant Thesis and Examination policy (pdf, 392KB) and discuss this with your supervisor.

There are also certain formatting and referencing requirements that are outlined below.

You can also find more general information on research skills, planning and writing your thesis in the research skills for HDR students page. This includes literature reviews, writing up results and theses including publications.

Proofreading and editing

You can use an editor to prepare your thesis for submission. Make sure you discuss your plans with your supervisor and provide your editor with a copy of the University’s Thesis Submission and Examination Procedures (pdf, 180KB) .

When you use an editor:

• include the editor’s name and a brief description of the service provided in your list of acknowledgements at the front of your thesis. For creative work, make sure this information is included when it's presented for examination.
• you need to state the editor’s current or former area of academic specialisation if this is similar to your own.

Composition

You will find information on word limits in the below policies and procedures, or in your faculty or school handbook.

Word limits include footnotes and all material in the main body of the thesis. Bibliographies and appendices are not included in the overall word count.

• University of Sydney (Higher Degree by Research) Rule (pdf, 877KB)
• Thesis and Examination of Higher Degrees by Research Policy (pdf, 194KB)
• Thesis and Examination of Higher Degrees by Research Procedures (pdf, 180KB)

If you have questions about formatting, you can speak to your supervisor or postgraduate coordinator.

Thesis frontispiece sections

The frontispiece includes the parts of your thesis before the main content.

Thesis title and abstract

The following upper limits apply to your title and abstract content submitted on RECS for the final lodgement:

• thesis title: maximum 250 characters including spaces, in title case not uppercase.
• thesis abstract: maximum 2000 characters including spaces.

Login to Sydney Student (go to ‘My studies’, then 'Research details') to update and maintain your thesis title and thesis abstract.

Note that there are no characters limits for the title and abstract in the actual pdf of the thesis. 

Your thesis title page should state:

• title of the thesis
• faculty name
• the University’s full name – The University of Sydney
• for theses only: A thesis submitted to fulfil requirements for the degree of Doctor/Master of Philosophy (or other higher degree by research)
• for theses with a creative component: A thesis submitted in partial fulfilment of requirements for the degree of Doctor/Master of Philosophy (or other higher degree by research).
• a statement if you have been in receipt of a Research Training Program scholarship: "This research reported in this thesis was supported by the award of a Research Training Program scholarship to the PhD Candidate."

Statement of originality

You need to include a statement of originality, usually placed after the title page, for example:

This is to certify that to the best of my knowledge, the content of this thesis is my own work. This thesis has not been submitted for any degree or other purposes.

I certify that the intellectual content of this thesis is the product of my own work and that all the assistance received in preparing this thesis and sources have been acknowledged.

Signature* Name

*you should only include the signature in the copy you submit for examination, not the library copy.

Authorship attribution statement

If your thesis contains material you have previously published, you need to discuss an authorship attribution statement with your supervisor and submit this statement as part of your final thesis submission. It should indicate the name and publication details of the published work, as well as specify your contribution.

Such a statement typically appears in the frontispiece of your thesis.

If the publication in which your work has previously appeared has a convention about author order, then you need to include this information after each relevant attribution statement (for example,  Journal of XXXX  requires that the lead author must be corresponding author).

This only applies where you have made a substantial contribution to the paper. You cannot present minor contributions to published works in the main body of your thesis – these can only be included as appendices.

Example: Chapters published as papers/edited book chapters

Chapter x of this thesis is published as [citation]. I designed the study, analysed the data and wrote the drafts of the MS.

Chapter y of this thesis is published as [citation]. I designed the study, extracted the data and wrote the drafts of the MS.

Chapter z of this thesis is published as [citation]. I co-designed the study with the co-authors, interpreted the analysis done by A.N. Other and wrote the drafts of the MS.

Example: Published material distributed through the thesis

This thesis contains material published in [citation]. This is section x.y; figure s.t, and pages p-q of section y.z. I did... [describe your role].

Attesting your authorship attribution statement

You and your supervisor need to attest to an authorship attribution statement under the  Thesis and Examination Policy and Procedures (pdf, 185KB) . The following are suggested:

In addition to the statements above, in cases where I am not the corresponding author of a published item, permission to include the published material has been granted by the corresponding author.

Student Name, Signature, Date

As supervisor for the candidature upon which this thesis is based, I can confirm that the authorship attribution statements above are correct.

Supervisor Name, Signature, Date

You should refer to the Thesis and Examination of Higher Degrees by Research Procedures (pdf, 180KB) for information about the inclusion of published material you wrote, or contributed to as an author. This includes use of citations and quotations.

If your thesis contains material you have previously published, an authorship attribution statement, outlined above, may be included.

More information can be found in the Thesis and Examination of Higher Degrees by Research Policy (pdf, 194KB) and the University of Sydney (Higher Degree by Research) Rule (pdf, 877KB) .

The responsibilities of all researchers, academic staff and students are outlined in our Research Code of Conduct (pdf, 484KB) . This defines research misconduct and breaches of the Code related to plagiarism.

File type for submission

You need to submit your thesis as a pdf file. This is the required format for us to submit your thesis into Turnitin for similarity detection. If we receive a file in another format, then the conversion to pdf will not be controlled by you and may result in unacceptable or undesirable formatting changes. Be aware, once a thesis file is submitted for examination, it is not possible to withdraw it for revisions unless under the provisions of the Thesis and Examination of Higher Degree by Research Students Policy .

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Scheduling of undergraduate thesis examination: a case study in Industrial Engineering Department of Universitas Sebelas Maret

• Original Research
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• Published: 20 September 2019
• Volume 15 , pages 209–221, ( 2019 )

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• Cucuk Nur Rosyidi   ORCID: orcid.org/0000-0001-9574-2848 1 ,
• Endah Budiningsih 1 &
• Wakhid Ahmad Jauhari 1  

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Undergraduate thesis examination in Industrial Engineering Department of Universitas Sebelas Maret conducted through two stages, namely intermediate and final examination. Currently, the scheduling process of such examinations is done by the undergraduate thesis coordinator manually without certain systematic method or approach. In this paper, we develop an optimization model for the examinations scheduling considering several factors, namely the number of lecturers that must attend the examinations, the availability of rooms for examinations, the availability of each lecturer, and the assignment distributions. The model uses integer programming approach. Two performance criteria are used in the model, namely the difference between the number of each lecturer’s assignment with the average number of lecturer assignments and the number of penalties from the assignment of lecturers on certain time slot. The developed model is able to solve the scheduling problem more efficiently than manual scheduling done by thesis coordinator. The optimal solutions from the optimization model show a total difference in the assignment of lecturer with an average of 29.6 and a penalty of 0.

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Introduction

Timetabling problems have been applied in different domains such as employee allotment, transport systems, educational organizations, sport activities, and industrial applications (Yue et al. 2017 ). Education timetabling is one of the scheduling problems with a series of activities in the form of courses, subjects, or examinations in a number of limited space involving teachers or lecturers, administrative staffs, and students within a certain period of time. Education timetabling can be defined as scheduling subjects at school, scheduling courses at university, and examination scheduling that is differentiated based on the type of activity, the type of institution involved, and influence of existing constraints (Komijan and Koupaei 2015 ; Hanum et al. 2015 ). In general, education timetabling is considered as a big problem with many constraints and become complex combinatorial problem as a part of NP-complete subproblem (Carter and Laporte 1996 ). Timetabling problems involved hard and soft constraints. Hard constraints deal with model constraints that must be satisfied, while soft constraints are the constraints that may be violated, and both constraints may vary among institutions based on their resources and facilities (Hossain et al. 2019 ).

The research of timetabling was started with a simple sequential approach in the 1960s and then become emerged as constraint-based approaches. Current researches in the examination scheduling are dominated by the meta-heuristic approach and its integration or hybridization with various approaches, including techniques that existed at the beginning of the emergence of research in this field. Local search, multicriteria, and other approaches have been used to solve these scheduling problems such as variable neighborhood search, iterative local search, GRASP, and hyper-heuristic with the purpose to develop a stronger, more efficient, effective and more general approach (Qu et al. 2009 ). The issue of course and examination scheduling is important since it is carried out by various educational institutions in the world. The process is often difficult to perform and requires long time if done manually. Even this process is difficult to result viable solutions that can satisfy all parties involved (Laporte and Desroches 1984 ; Carter and Laporte 1996 ; McCollum et al. 2009 ). Generally, the course and examination scheduling involves several variables, including the subjects tested, time slots, rooms, lecturers, and examination supervisors and invigilators (Reis and Oliveira 1999 ).

Laporte and Desroches ( 1984 ) proposed a two-stage optimization model to solve examination timetabling. In the first stage, initial feasible schedule was generated by considering several hard constraints. Afterward, the improvement in the initial feasible solution was done by considering two costs, namely aversion and proximity costs. Boizumault et al. ( 1996 ) developed a constraint logic programming to solve examination timetabling problem at the West Catholic University in Angers France. Daskalaki et al. ( 2004 ) have successfully developed a model for scheduling problems at a university using binary integer programming approach. The model produced timetable without courses, lecturers, and classes scheduled together, allowing successive or repetitive scheduling for certain subjects and considered the assignment of lecturers on the existing certain examination. MirHassani ( 2006 ) in his research also used integer programming approach in resolving lectures scheduling problems at Shahrood University of Technology, Iran. McCollum et al. ( 2009 ) developed an extended deluge algorithm for examination timetabling problem and tested the algorithm performance using a data set from the 2nd International Timetabling Competition 2007. A research by Sagir and Ozturk ( 2010 ) developed a multi-integer mathematical modeling approach and analytic network process (ANP) for examination scheduling problem in the form of lecturer assignment as invigilators on each examination in the Department of Management, Eskisehir Osmangazi University. The model aimed at minimizing the total cost of the examination assignments, by considering the workload and the number of assignments for each lecturer. The model has successfully assigned lecturers on each schedule that prevents every lecturer to attend more than one examination in the same time slot and each examination has the number of invigilators according to their needs, considering lecturers assignments on certain examinations and willingness of lecturers to become invigilators at a certain time slot.

Kahar and Kendall ( 2010 ) proposed a constructive heuristic to solve examination timetabling problem at Universiti Malaysia Pahang (UMP). The heuristic was able to produce good quality solutions which claimed to be superior than the solutions produced by the university’s current software. Further, Kahar and Kendall ( 2014 ) developed two-phase approach in solving the examination timetabling problem at the UMP. First, they scheduled the examinations into time slot and rooms simultaneously and then used the solution from the first phase as input to the invigilators scheduling phase. Komijan and Koupaei ( 2012 ) developed a binary model for examination timetabling problem. The model was then applied and tested in the industrial Engineering Department of Islamic Azad University in Firoozkooh, Iran. Komijan and Koupaei ( 2015 ) extended their model by addressing more specific constraints, such as multi-offered courses and research society members, and types of lecturers. Fiarni et al. ( 2015 ) developed a method to solve examination timetabling problem using a heuristic method. Woumans et al. ( 2016 ) proposed a column generation algorithm by allowing of an examination to be scheduled to include the spreading of examinations for students. The algorithm was then implemented to solve examination timetabling problem at KU Leuven Campus Brussels, Belgium. Hossain et al. ( 2019 ) proposed particle swarm optimization with selective search to solve university course scheduling problem. The proposed method showed its superiority against prominent algorithm such as genetic algorithm and harmony search. Leite et al. ( 2019 ) proposed a fast simulated annealing method to solve examination timetabling problem in two phases, namely construction phase and optimization phase.

All the research above solved the problems of course and its examination timetabling. Only Fiarni et al. ( 2015 ) dealt with thesis examination with no optimal results guarantee due to the use of heuristic method. Thesis examination has different characteristics with course timetabling such as thesis has a serial steps to finish and each step needs different schedules. In this research, we aim to provide a much more efficient method for the coordinator of undergraduate thesis at Industrial Engineering Department of Universitas Sebelas Maret (IE-UNS) in generating thesis schedule which currently made manually. Hence, we develop a multi-objective optimization model to accommodate the objectives of the coordinator. The model in this research was adopted from the model that has been developed by Sagir and Ozturk ( 2010 ). The first objective function in this research aims to minimize the total difference between assignments of each lecturer with the average number of the all lecturer assignments. The second objective function is to minimize the penalty resulted from scheduling the thesis examination that coincides with lecturer activities, mainly the courses. Table  1 shows the published literature in timetabling problem and the position of this research.

System description

Undergraduate Program of Industrial Engineering at Universitas Sebelas Maret has several examination timetabling problems, namely mid-semester examinations (MSE), final semester exams (FSE), and thesis exams (TE). MSE and FSE are conducted on weekdays, and the schedule of both examinations follows the normal course schedule, whereas thesis examinations are carried out through two stages, namely intermediate and final examinations. Currently, the scheduling process is done manually without using certain methods or approaches. The coordinator schedules both intermediate and final examinations for each student one by one. Hence, in this research, we address the TE to help the coordinator in solving the scheduling problems in more efficient way. The undergraduate thesis examination has several features. First, the scheduling process involves a process of scheduling and assigning of lecturers as supervisors and invigilators. Second, the coordinator has to consider several hard constraints: (1) Every intermediate and final examinations must be attended by two supervisors and two invigilators, (2) each lecturer cannot attend two intermediate and final examinations at the same time, (3) the examination room cannot be used by more than one intermediate and final examinations at the same time, and (4) the schedule must consider several lecturer activities such as course lecture, research, and other academic activities. Third, each lecturer has different time availability where the difficulty arises in this case to find a feasible schedule. Finally, the coordinator has to balance the assignments among the lecturers. Those two difficulties were known as soft constraints in the process of timetable scheduling.

In the current practice, the scheduling process is started with the request from thesis coordinator to each of the lecturer about their time availability in the examination process. Afterward, the coordinator will build a schedule for a set of registered student’s thesis considering that time availability. The examination is held on the week days with four time slots available on Monday–Thursday and three time slots on Friday. Every thesis seminar and final examinations must be attended by two supervisors and two invigilators. In determining the schedule, there are several factors that must be considered by the coordinator such as the total period of seminar and final examinations which usually take place for 2 until 3 weeks, the schedule of lecturer’s activities including research, conferences, and other official activities, and the distribution of thesis intermediate and final examinations that should be balanced among the lecturers.

Model development

The model developed in this paper is based on the research of Sagir and Ozturk ( 2010 ) using binary integer programming model. Two models are developed in this research: thesis intermediate examination scheduling and final examination scheduling.

The following notations are used in the model:

i  = the number of supervisors and invigilators for the thesis, i  = 1… I .

j  = the number of sessions at a certain time slot, j  = 1… J .

k  = the number of time slot during one scheduling period, k  = 1… K .

U  = a set of time slots which is not available for each lecturer

V  = a set of examinations that has been assigned to each lecturer

\(y_{ik}\)  = the amount of penalty given to lecturer i at time slot k

\(m_{ik}\)  = time availability of lecturer i at time slot k

\(p_{ij}\)  = assignment of lecturer i on the examination session j as a supervisor or invigilator.

x ijk  = assignment of lecturer i for final examination session j at time slot k

\(z_{jk}\)  = final examination session j scheduled at time slot k

Thesis examinations scheduling model

The objective function.

This model has a multi-objective structure because it has two objective functions. The first objective function is to minimize the difference between lecturer assignments with the average number of total lecturer assignments. The second objective function is to minimize the total penalties due to the scheduling of the final examinations in the same time with certain class lecturing. Equation ( 11 ) is the mathematical model for the first objective function (F1), while Eq. ( 12 ) is the second objective function (F2).

The two objective functions are solved simultaneously. Thus, to combine both objective functions, the transformation function is needed (Marler and Arora 2004 ). It is called the upper–lower bound approach, where minimum value and maximum value of each objective function are determined first, and then, those values are put into the following equation.

In Eq. ( 3 ), \(F_{i} \left( x \right)\) denotes the current objective function, while \(F_{i}^{ \hbox{max} } ,\) \(F_{i}^{^\circ }\) , and \(F_{i}^{\text{trans}}\) denote the maximum value, the minimum value, and transformed value of the objective functions, respectively.

The first objective function is the mini-sum function adopted from the model of Hanum et al. ( 2015 ) to balance the lecturer assignments. From the execution of our model using Eqs. ( 1 ) and ( 2 ) separately, we found the minimum objective function value of Eq. ( 1 ) is 24 with the maximum value of 56, whereas minimizing Eq. ( 2 ) will result in the value of 94 while maximizing the same equation will result in the value of 343. So, the exact transformation form of Eq. ( 3 ) will appear as follows:

Constraints set

The constraints of the model are as follows:

Each thesis intermediate and final examinations session needs four lecturers.

The constraint used to limit each particular lecturer only to be assigned for a particular examination session at one time slot only. Hence, every lecturer has the same opportunity not to be assigned at a particular session on one of the time slots or each lecturer can be assigned at a particular session on exactly one of the time slots.

Constraint used to limit each lecturer only be assigned to one particular session at each time slot. Hence, every lecturer cannot be assigned to more than one session at each time slot.

Equation ( 8 ) is used to ensure that the supervisors and invigilators are the same for one undergraduate thesis and will be scheduled according to the intermediate examination session.

Constraint in Eq. ( 9 ) is used to ensure that the supervisors or invigilators are not scheduled to certain examination session on the time slot where the lecturer has another agenda, such as research, course, or other activities.

Constraint in Eq. ( 10 ) is used to ensure that after the previous five constraints have been fulfilled and each examination has appropriate two supervisors and two invigilators, then the examination must be scheduled at the same time slot.

Equations ( 11 )–( 13 ) are needed to limit the assignments of the rooms, in which each time slot is not scheduled more than the examination room available at a time. Equation ( 11 ) is used when there are two examination rooms available at a certain time slot. Equation ( 12 ) is used only one examination room is available at a certain time slot, while Eq. ( 13 ) is used when there is no room available for examinations because it is being used for other activities.

Results and discussion

The model developed in this paper is then used to solve the intermediate and final examinations scheduling in IE-UNS in the period of October 2017. In that period, there were four thesis final examinations and ten thesis intermediate examinations should be scheduled. The list of participants for thesis examinations session is given in Table  2 .

In the period of October 2017, there were 20 lecturers available as supervisors and invigilators. The list of lecturers assigned as supervisor and invigilators for thesis examinations session for the October 2017 as well as students advised by lecturers is shown in Table  3 .

The examinations are held from Monday to Thursday with four time slots: 08.00–09:45, 10:00–11:45, 13.00–14.45, and 15.00–16:45, whereas on Friday, there are only three time slots: 08.30–10:30, 13.00–14.30, and at 15.30–17.00. The detail of all slots with their respective notations is listed in Table  4 .

The penalty for each time slot is obtained from the weight that given by the lecturer at each time slot on a scale of 1 to 10. If a lecturer gives a penalty close to 10 at a certain time slot, then the lecturer will increasingly not want to be scheduled at the time slot. Conversely, if a lecturer gives a penalty weight close to 1 at a certain time slot, then the lecturer increasingly wants to be scheduled for the time slot. Table  5 shows the weight given by five lecturers for each available time slot based on the results of interviews. The five lecturers were selected by accidental sampling or convenience sampling. The values are then averaged and used as the penalty weights for the time slots. Table  6 shows the teaching schedules for each lecturer in the period of intermediate and final examinations.

Optimization results

The model was solved using Lingo 15.0. The optimum results of the final examination scheduling problem were obtained after 1764 iterations with a running time of 45 s. The results of optimization for thesis final examination are shown in Table  7 . The optimum results of the intermediate exam were obtained after 130,428 iterations with a running time of 6 min 15 s with the objective value of 0.20822. The optimization results are shown in Table  8 .

The number of assignments for each lecturer and number of examinations for each time slot are shown in Table  9 .

Comparison between optimization model and manual scheduling

The comparison between the optimization results and manual scheduling is shown in Table  10 . The table shows that the difference with the average number of lecturer assignments from the optimization results is greater than the scheduling results conducted by the coordinator. In the search for optimal solutions with the developed model, there are parameters that are not in accordance with the actual conditions. This is due to the limited data that can be collected. For example, the time availability of lecturers during the examination period in October 2017 cannot be obtained from the coordinator. In Table  11 , we list the comparison of the number of examinations in each time slot. From the table, the results of the optimization schedule show only one schedule from 15.30 to 16.45 on Thursday. This is because during the examination period other than Thursday, the examination room is used for other lecture activities start at 3:00 p.m. This condition has been considered to be one of the constraints in the model. Meanwhile, the timetable developed by the coordinator shows no intermediate and final examinations are scheduled from 15.30 to 16.45.

Sensitivity analysis

We perform sensitivity analysis by changing the weight of each objective function on the model developed in this research. The weight represents the priority among the existing objective functions, where the weight can be determined based on the coordinator’s preference. The weighting scenarios are shown in Table  12 . The changes in the total number of assignments for each lecturer as the results of optimization for each weighting scenario are shown in Table  13 .

Table  14 shows that Scenario 3 gives the smallest total assignment difference comparing to the other scenarios.

The comparison of the optimization results for each scenario and initial optimization can be seen in Fig.  1 .

Sensitivity analysis results

From Fig.  1 , it can be seen that Scenario 1 and Scenario 2 result in the biggest penalty when the weight for minimizing the penalties is less than 0.5. Conversely, the total penalty obtained is zero when the weight to minimize the penalty is equal or larger than 0.5. So, if we want the optimization results with 0 total penalty, we can use Scenario 3 to get scheduling without using the time slot which coincides with the teaching time of a particular lecturer and the total assignment difference is better than the results of the initial optimization, whereas, to get the optimization results with the best total assignment difference, Scenario 2 must be used. However, this scenario produces a penalty that is not equal to zero. So, some schedules require certain lecturers to have the intermediate and final examinations in the same time with the teaching schedules or other activities. The model will reduce the time needed by the coordinator in developing the thesis intermediate and final examinations schedule.

Conclusions

In this paper, a mathematical model was developed to solve the intermediate and final examinations scheduling problem in Undergraduate Program of Industrial Engineering at Universitas Sebelas Maret, Surakarta, Indonesia. Two performance criteria are used in the model. The first criterion is to minimize the total difference in the assignment of each lecturer with the average of the number of assignments for each lecturer, while the second criterion is to minimize the total penalty resulted from scheduling intermediate or final examinations with teaching schedule of other activities in the same time. The optimal solutions are obtained using the model producing intermediate and final examinations for October 2017 period. The optimization resulted 29.6 in term of the total difference in the assignment of lecturers with its average and 0 penalty. Based on the sensitivity analysis, Scenario 3 produced scheduling with 0 penalty with better total assignment difference than the results in initial optimization, whereas Scenario 2 produced best total difference in assignments, but the penalty is not zero. The model developed in this paper is expected to be used by the coordinator so the scheduling process will become more efficient. Further research is directed to the development of design support system and involving each lecturer in providing their preferences due to the time availability.

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Rosyidi, C.N., Budiningsih, E. & Jauhari, W.A. Scheduling of undergraduate thesis examination: a case study in Industrial Engineering Department of Universitas Sebelas Maret. J Ind Eng Int 15 (Suppl 1), 209–221 (2019). https://doi.org/10.1007/s40092-019-00330-2

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Received : 11 February 2019

Accepted : 09 September 2019

Published : 20 September 2019

Issue Date : December 2019

DOI : https://doi.org/10.1007/s40092-019-00330-2

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Every year, approximately 45%-55% of senior History concentrators choose to cap their Harvard careers by writing a senior honors thesis.

The senior thesis tutorial is a two-semester sequence  comprising Hist 99a and Hist 99b . While the overwhelming majority of students who start a thesis choose to complete it, our process allows students to drop the thesis at the end of the fall semester after History 99a (in which case they are not eligible for departmental honors).

The senior thesis in History is a year-long project involving considerable primary- and secondary-source research and a good deal of writing; finished theses are expected to be between 60 and 130 pages in length , and to make an original contribution to historical knowledge.

The department’s senior thesis program is one of the strongest in Harvard College. In recent years, one quarter or more of our thesis writers have received  Hoopes Prizes , which is well over the College average.

History 99 Syllabus 2022–2023

History 99: Senior Thesis Writers’ Tutorial Wednesdays, 6–7 and 7-8 PM Robinson Conference Room

Click here to view the History 99 syllabus for this year.

A Sampling of Past History Thesis Titles

For a list of thesis titles from the past five years, please click here .

Senior Thesis Conference

The History Department's annual Senior Thesis Writer's Conference is an opportunity for thesis writers to present their projects as members of three-to-four person panels moderated by a faculty member or advanced graduate student, to an audience of other faculty and graduate students. Their aim is to get the critical and constructive feedback they need to clarify their arguments, refine their methods, and ultimately transform their research projects into theses.

Like our faculty, our student presenters are conscious of their reliance on other disciplines in almost every aspect of their work. This conference supplies opportunities to engage in cross-disciplinary dialogues. Audience members also learn from these dedicated and talented young scholars even as they teach them new ways of conceiving and pursuing their projects.

For more information about the conference or the Department's thesis program as a whole, please write to the  Assistant Director of Undergraduate Studies in History, or visit the Senior Thesis Writers Conference and History 99a website. The  Conference is open to all active members of the Harvard community.

All seniors writing theses receive as part of the History 99a and 99b seminar materials a Timetable for Thesis Writers which lists approximate deadlines for staying current with work on this large-scale project. (For current copies of these documents, please click here .) Many thesis writers will submit work in advance of the deadlines listed on the timetable, following schedules worked out with their individual advisers. Several of the deadlines listed on the timetable must be met:

• Students who wish to enroll in History 99 must attend the first meeting of the seminar on Wednesday, September 5th at 6:00 pm in the Robinson Lower Library.
• By the beginning of the fall reading period, students must submit substantial proof of research to both their adviser and the 99 History instructors. This usually takes the form of a chapter or two of the thesis (20–30 pages).
• Theses are due to the History Undergraduate Office (Robinson 101) on Thursday, March 10, 2022  before 5:00 pm. Theses that are handed in late will be penalized.

Thesis Readings

Each History thesis is read by at least two impartial members of the Board of Tutors, assigned by the Department. The Board of Tutors consists of (1) all department faculty in residence and (2) all graduate students teaching History 97 and/or a Research Seminar, as well as those advising senior theses. If History is the secondary field of a joint concentration, there is only one History reader. Each reader assigns an evaluation to the thesis (highest honors, highest honors minus, high honors plus, high honors, high honors minus, honors plus, honors, or no distinction), and writes a report detailing the special strengths and weaknesses of the thesis.  Theses by students with a highest honors-level concentration GPA and one highest-level reading will automatically be assigned three readers. Additionally, a thesis by any student may be sent to a third reader when the first two evaluations are three or more distinctions apart (e.g., one high honors plus and one honors plus).

Department Standards for the Thesis Program

Seniors who wish to write a thesis must meet certain prerequisites:

• a ‘B+’ average in the concentration;
• a ‘B+’ average on a 20-page research seminar paper
• the recommendation of their Research Seminar tutor(s).

Students who do not meet the above standards may petition the  History Undergraduate Office for admission to the senior thesis; successful petitions must include a detailed thesis proposal, and will be evaluated at the discretion of the Assistant Director of Undergraduate Studies (Asst. DUS).

The Awarding of Departmental Honors in History

THE AWARDING OF DEPARTMENTAL HONORS IN HISTORY

 Nominations for departmental honors are made by the Board of Examiners at the degree meeting each spring.  In making its nominations, the Board first takes two elements into account:  the average of course grades in History and thesis readings.  All students who may be eligible for a recommendation of highest honors will then be given an oral examination by the Board of Examiners; performance on this exam will be considered in determining the final recommendation.  The standing of those students at the border of two different degrees may also be determined through an oral examination administered by the Board of Examiners.

To be considered eligible for highest honors in history, a student will ordinarily have a grade point average greater than or equal to 3.85 in courses taken for departmental credit, and have received at least two highest -level thesis readings.  In addition, the student must convince the Board of Examiners of their qualifications for the highest recommendation through their performance on the oral examination.  Whether any particular student falling into this numerical range receives highest honors in history will be determined in part by the performance on the oral examination. 

To be considered eligible for high honors in history, a student will ordinarily have a grade point average greater than or equal to 3.7, and will ordinarily have received two high -level readings on the thesis. 

To be considered eligible for honors in history, a student will ordinarily have a grade point average greater than or equal to 3.3, and will ordinarily have received two honors -level readings on the thesis. 

Please note that the Department recommends students’ English honors (highest, high, honors, no honors) and sends these recommendations to the College which determines students’ Latin honors based on total GPA.  Please visit:   https://handbook.fas.harvard.edu/book/requirements-honors-degrees    for more information on how the College awards Latin honors (summa cum laude, magna cum laude, cum laude, no honors).  In addition, you should consult with your Resident Dean.  Any degree candidate who does not receive the A.B. degree with honors in History will be considered by the FAS for the degree of cum laude.  

Departmental Support

Students who do decide to enter the thesis program benefit from a great deal of departmental support. The Department encourages its thesis writers to consider the possibility of devoting the summer prior to their senior year to thesis research, whether on campus or around the world. Each year a large number of rising seniors find funding for summer thesis research. The Undergraduate Office holds a meeting to advise students on how to write a successful fellowship proposal. In addition, we maintain a  listing of organizations that have supported concentrators’ thesis research.

The Department also supports its senior thesis writers through two semesters of a Senior Thesis Seminar, History 99a and 99b , which provide a useful framework for thesis writers as they work through the intermittent difficulties that all thesis students inevitably encounter. For many seniors, their thesis will turn out to be the best piece of writing done while at Harvard. It will also be the longest and most complicated. Consequently, the seminars will focus much attention on the unique challenges of writing an extended, multi-chapter work. History 99a and 99b also provide a common forum in which seniors can share with thesis-writing colleagues their feedback, successes, frustrations, interests, and techniques. This kind of collegiality and exchange of ideas is at the heart of the academic seminar, and it can be the most rewarding aspect of the seminar series.

Students must enroll in the Thesis Seminars in order to write a thesis by obtaining approval from the Asst. DUS  on their study cards.

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Please note you do not have access to teaching notes, student satisfaction on the implementation of the online undergraduate thesis examination: a pls-sem analysis.

Quality Assurance in Education

ISSN : 0968-4883

Article publication date: 9 June 2021

Issue publication date: 19 October 2021

The covid-19 pandemic that hit the world has caused several changes in the higher education service sector, including the implementation of the undergraduate thesis examination, where direct interaction between students and examiners is avoided and replacing it with an online bachelor thesis exam. This study aims to develop a conceptual model regarding the variables that can affect student satisfaction with the quality of the implementation of online undergraduate thesis examinations in higher education.

Design/methodology/approach

The research instrument consisted of 22 survey questions distributed to 583 students taking the thesis trial examination in the even semester of 2019/2020 who came from 12 different study programs. Factor analysis and structural equation modeling (SEM) were conducted to analyze the validity of the instrument and test the hypothesis. The results of the analysis show that the 22 instrument items used have been determined by sufficient variables to check the structure of each.

SEM analysis results show that the three hypothesized variables (study program service, examiner performance and quality of video conference applications) positively and significantly affect the level of student satisfaction with the online undergraduate thesis examination 0.187, 0.177 and 0.177, respectively. The total effect of these three factors is 0.737.

Research limitations/implications

This finding is a reference for those who want to improve the quality of the online undergraduate thesis examination in higher education.

Originality/value

As the online thesis examination was implemented in higher education in Indonesia as a result of the implementation of the study and work at home policy by the Indonesian Ministry of Education, it is important to conduct research on the implementation of online thesis exams in Indonesia, especially to study the conceptual model of variables affect student satisfaction with the implementation of the online thesis exam. Because even though the implementation of online thesis exams on a large scale is new to some higher education in Indonesia.

• Online undergraduate thesis examination
• Student satisfaction
• Service quality
• Examiner performance
• Video-conferencing

Acknowledgements

The authors are grateful to the Faculty of Teacher Training and Education, Prof Dr Hamka Muhammadiyah University who has funding this research.

Astuti, S. and Rukmana, D. (2021), "Student satisfaction on the implementation of the online undergraduate thesis examination: a PLS-SEM analysis", Quality Assurance in Education , Vol. 29 No. 4, pp. 491-508. https://doi.org/10.1108/QAE-12-2020-0148

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Thesis Oral Examination Information for Students Graduating with Honors Research Distinction

Students must have a Thesis Application on file with the Arts and Sciences Honors Office before they can proceed with the oral examination process.

Information for Students

Faculty Representatives for the Oral Examination Committee [pdf]:  Please note that any regular OSU faculty member outside the major/field of distinction is qualified to serve as an honors representative. This list provides suggestions in case you would like some assistance in identifying a faculty member outside of the field of distinction.

Please contact Rebecca Sallade , thesis coordinator for the ASC Honors Program, with any questions.

Information for Project Advisors

Faculty Representatives for the Oral Examination Committee [pdf]   Please note that any regular OSU faculty member outside the major/field of distinction is qualified to serve as an honors representative. This list provides suggestions in case you would like some assistance in identifying a faculty member outside of the field of distinction.

For students defending their theses in Spring 2024

Defense Committee Proposal Form:   Friday, February 16, 2024

Certification Form (verifying successful completion of the oral defense):   May 2, 2024

For students defending their theses in Autumn 2023

Defense Committee Proposal Form:   Friday, September 29, 2023

Certification Form (verifying successful completion of the oral defense):   December 14, 2023

[pdf] – Some links on this page are to Adobe .pdf files. If you need them in a more accessible file format, please contact [email protected] .

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2024-2025 Undergraduate Student Handbook

Studying History at the Ohio State University

The author James Baldwin once famously quipped, “History is not the past. It is the present. We carry our history with us. We are our history.” To Baldwin’s point, history—perhaps more than any other subject—is the key to understanding ourselves and the world around us. As a discipline, history touches upon every human endeavor, from science and technology to art, psychology, and politics and everything in between. History is the sum total of the human experience, and that experience serves as a mirror reflecting today’s events.

Baldwin implied something that all students of history know: that only through the study of the past may the human species confront and solve its biggest problems: climate change, racism, war, genocide, the rise of authoritarianism, economic downturns, terrorism, famine, inequality and, yes, pandemics. “Renewing the connection between past and future,” wrote Jo Guldi and David Armitage in The History Manifesto , “and using the past to think critically about what is to come, are the tools that we need now. Historians are those best able to supply them.”

History majors develop and sharpen critical thinking skills and many others. Richard Neusdtadt and Ernest May argued that historical thinking was indispensable to formulating effective policy. Former Secretary of Defense James Mattis credited his study of the past for making him a better decision-maker and leader. One of Ohio State’s own, former ambassador and B.F. Goodrich CEO John Ong underscored the value of the history major in developing deep understanding of human beings and institutions and in instilling cultural competence, all crucial elements in business success. Students of history analyze change and continuity, develop sensitivity to context and awareness of contingencies, and understand better than most the complexities of human experience. They learn to read closely, write persuasively, and think clearly and imaginatively about the problems that people have confronted for thousands of years and, more importantly, the ones that this planet’s citizens will  have to solve in the coming decades.

As a result of this broad training, one may find history majors in a wide range of fields.

Our department’s alums are pursuing careers in business, publishing, journalism, public relations, non-profit administration, government, law, military and foreign service, libraries and archives, information technology, logistics, education, art and design, medicine and public health, economic development, and regional planning, among many others. The study of history is a great way to prepare for graduate or professional school in disciplines as diverse as medicine, education, business, the humanities and social sciences, and law.

The history major at Ohio State may be completed in as few as three semesters and pairs well with other majors and minors. The only requisite for history courses is a writing and information literacy course, which may be taken during the same semester as one’s first major- applicable courses. Prospective majors  should contact Raymond Irwin ( [email protected] ) for more information and to discuss the many opportunities that the Ohio State University Department of History offers.

The history major consists of a minimum of 33 credit hours at the 2000-level and above. At least 21 of these 33 credit hours must be taken at the 3000 level and above. Three courses, History 2800, two 4000-level Seminars are required, and at least 24 more hours must be chosen within the categories outlined below. Students are encouraged to design a history major in consultation with an academic advisor, who must approve all courses taken toward the major. Ideally, the student should select history courses to complement general education (GE) courses, as well as those contained in another major or in minors. Many history courses may be counted toward the major and toward the embedded literacies requirements of the current GE program.

The 33 credit hours must fulfill the following four required areas (see below for details):

• Skills Acquisition                  (9 credit hours)
• Breadth                                   (12 credit hours)
• Concentration                       (12 credit hours)
• GE Embedded Literacies    (included in above credit hours)

If students double count courses and fulfill all of the requirements in Categories A-C before reaching the required 33 credit hours, they must still satisfy the 33-credit-hour requirement of the major. They will fill in the remaining credit hours with history courses of their choosing, but a student is never required to exceed 33 credit hours in order to fulfill the requirements in Categories A-C. With the academic advisor’s approval, up to six credit hours of courses from other departments may be designated as part of Category B (Breadth) requirements for the major program in history.

Limitations: No more than three credit hours of History 3193 or 4193 (“Individual Studies”), six credit hours of History 2798, 3798, or 4798 (“Study Tour”), or nine credit hours of 4998, 4998H, 4999, and 4999H may be counted towards the major program. Students must earn a C- or higher on all courses that apply to the major (except 2800, which must be a C or higher); one must have a GPA of 2.00 or higher in the major.

Category A: Skills Acquisition (9 credit hours) The following three seminars (9 credit hours) are required of all history majors.

A (1) History 2800: Introduction to the Discipline of History (3 credit hours) The “gateway” course for history majors, History 2800 emphasizes critical reading and writing, and introduces students to the methodologies, approaches, and historiographies of historical study. A student must pass History 2800 with at least a “C.”

A (2) Two 4000-level Seminars in History (6 credit hours) The two seminars—normally taken in the third or fourth year—will focus on historiography, analysis, methodology and interpretation, and will emphasize research and writing skills. Note: History 4193, 4194 and 4797-4999 do not fulfill this requirement.

4005  Seminar in Early American History 4015  Seminar in Modern U.S. History 4085  Seminar in African American History 4125  Seminar in Latin American History 4215  Seminar in Greek History 4216  Seminar in Roman History 4217  Seminar in Late Antiquity 4218  Seminar in Byzantine History 4245  Seminar in Early Modern European History 4255  Seminar in Modern European History 4285  Seminar in Russian, Eastern European and Eurasian History 4235  Seminar in Medieval History 4325  Seminar in African History 4375  Seminar in Islamic History 4410  Seminar in Chinese History 4430  Seminar in Japanese History 4475  Seminar in Jewish History 4525  Seminar in International History 4575  Seminar in Military History 4625  Seminar in Women’s/Gender History 4675  Seminar in World/Global/Transnational History 4705  Seminar in the History of Environment, Technology, and Science 4730  Seminar in the History of the State 4795  Seminar in History

Category B: Breadth (12 credit hours)

Students are required to develop a program that includes chronological and geographic breadth.

This includes:

B (1)  2 courses (6 credit hours) focusing chronologically on the period before 1750;

B (2)  2 courses (6 credit hours) focusing chronologically on the period after 1750;

B (3)  2 courses (6 credit hours) focusing primarily on East Asia, Africa, Latin America, the Middle East, Central Asia, and South Asia;

B (4)  2 courses (6 credit hours) focusing primarily on North America and/or Europe;

B (5)  1 course (3 credit hours) focusing on comparative, transnational, transregional, or global history. Lists of courses that fulfill each of these requirements are below.

Students are permitted to use one course to satisfy more than one of these five areas of breadth simultaneously. For example, a course on Ancient Rome would satisfy the pre-1750 requirement and a “Europe” requirement simultaneously. That is, geographical and chronological requirements can be fulfilled by the same course. In addition, the two 4000-level seminars can also fulfill any of these chronological and geographic requirements. That is, A (2) can simultaneously satisfy any of the requirements in Category B. For Example, History 4235 (Seminar in Medieval History) would not only satisfy one of the A (2) requirements of a Seminar but would also satisfy one pre-1750 requirement and one “Europe” requirement. Courses used to satisfy Category C (Concentration) can simultaneously count towards Category B and vice versa.

As a result, the total credit hours required for each of the five different sub-categories of Category B “Breadth” do not add up to the 12 credit hours required in this category. However, because of double counting, both within the requirements of Category B and among Categories A-C, no student will be required to take more than 12 distinct credit hours in Category B.

B (1) Two courses (6 credit hours) focusing on the period before 1750.

Courses in this category need not focus on a single region. The following courses fulfill the pre- 1750 requirement.

2001    Launching America 2045    History of American Religion to the Civil War 2065    Colonialism at the Movies: American History in Film 2080    African American History to 1877 2100    Introduction to the Spanish Atlantic World 2110    Introduction to Native American Peoples from Mesoamerica 2111    Introduction to Native American People of the Andes 2115    Saints and Sinners: Women, Gender, Sexuality, and Race in Latin American History 2201    Ancient Greece and Rome 2202    Introduction to Medieval History 2203    Introduction to Early Modern Europe 2205    Western Civilizations to 1600: Rise, Collapse, and Recovery 2210    Classical Archaeology 2211    The Ancient Near East 2213    The Ancient Mediterranean City 2220    Introduction to the History of Christianity 2221    Introduction to the New Testament: History and Literature 2231    The Crusades 2240    Elizabethan England 2250    Empires and Nations in Western Europe, 1500 – Present 2251    Empires and Nations in Eastern Europe, 1500 – Present 2271    Happiness in History and Practice 2275    Children and Childhood in the Western World 2301    African Peoples and Empires in World History 2350    Islam, Politics, and Society in History 2351    Early Islamic Society, 610 – 1258 2352    The Ottoman Empire, 1300 – 1922 2375    Islamic Central Asia 2390    Ancient India 2391    Islamic India 2401    History of East Asia in the Pre-Modern Era 2450    Ancient and Medieval Jewish History, 300 BCE – 1100 CE 2451    Medieval and Early Modern Jewish History, 700 – 1700 CE 2600    Introduction to Women’s/Gender History 2641    Global History to 1500 2651    World History before the Modern Age 2680    It’s the End of the World! Apocalypticism in Christianity, Judaism & Islam 2700    Global Environmental History 2720    Big History 2725    Power in History 3001    American Political History to 1877 3010    Colonial North America to 1763 3070    Native American History from European Contact to Removal, 1560 – 1820 3080    Slavery in the United States 3090    Comparative Slavery 3100    Colonial Latin America 3106    History of Mexico 3110    The Jewish Experience in Latin America 3115    History of Medicine and Public Health in Latin America 3210    Archaic Greece 3211    Classical Greece 3212    Greece and the Mediterranean from Alexander to Cleopatra 3213    Slavery in the Ancient World 3214    Women, Gender and Sexuality in the History of Christianity 3215    Sex and Gender in the Ancient World 3216    War in the Ancient Mediterranean World 3217    Family, Household, and Kinship in the Ancient World 3218    Paul & His Influence in Early Christianity 3219    Historical Jesus 3220    The Rise of the Roman Republic 3221    History of Rome: Republic to Empire 3222    The Roman Empire, 69 – 337 CE 3223    The Later Roman Empire 3225    Early Byzantine Empire 3226    Later Byzantine Empire 3227    Gnostics and Other Early Christian Heresies 3228    Religion and Society in Late Antiquity 3229    History of Early Christianity 3230    Saints and Demons in Medieval Europe 3231    Creating Medieval Monsters: Constrictions of the “Other” 3232    Solving Crime in Medieval Europe 3235    Medieval Europe I, 300 – 1100 3236    Medieval Europe II, 1100 – 1500 3239    Medieval England 3240    History of the Italian Renaissance, 1250 – 1450 3241    History of the Italian Renaissance, 1450 – 1600 3242    The Holy Roman Empire, 1495 – 1806 3245    The Age of Reformation 3246    Tudor and Stuart Britain, 1485 – 1714 3247    Magic and Witchcraft in Early Modern Europe, 1450 – 1750 3249    Early-Modern Europe, 1560 – 1778 3280    History of Russia to 1700 3304    History of Islam in Africa 3305    History of Islamic Movements in West Africa 3306    History of African Christianity 3307    History of African Health and Healing 3351    Intellectual and Social Movements in the Muslim World 3353    Jewish Communities under Islamic Rule 3354    Islamic Spain and North Africa 3355    The Early Islamic Conquests (Near East, pre-1750; PCS, RLN) 3375    Mongol World Empire: Central Eurasia, 1000 – 1500 3376    The Silk Road: Cross-Cultural Exchanges in Eurasian History 3401    Foundations of Chinese Civilization 3402    Chinese Empire, 10th – 14th Centuries 3403    History of Early Modern China: 14th – 18th Century 3411    Gender and Sexuality in China 3425    History of Japan before 1800 3435    History of Early Modern Korea 3450    History of Ancient Israel (to 300 BCE) 3455    Jewish Life from the Renaissance to the Early Enlightenment 3470    Messiahs and Messianism in Jewish History 3550    War in World History, 500 – 1650 3551    War in World History, 1651 – 1899 3640    Women: Navigating the Patriarchy in Medieval Europe 3641    Women and Gender in Early Modern Europe: 1450 – 1750 3710    European Environmental History 3711    Science and Society in Europe, from Copernicus to Newton 3715    Explorations of Science, Technology, and the Environment in East Asia 3720    The Corrupting Sea: The Environmental History of the Ancient Mediterranean 5229    Paul and His Influence in Early Christianity

Any appropriate 4000-level seminar.

B (2) 2 courses (6 credit hours) focusing on the period after 1750 .

Courses in this category need not focus on a single region. The following courses fulfill the post- 1750 requirement.

2001    Launching America 2002    Making America Modern 2010    History of American Capitalism 2015    History of American Criminal Justice 2040    History of Agriculture and Rural America 2045    History of American Religion to the Civil War 2046    Christianity and Liberation in the USA 2065    Colonialism at the Movies: American History in Film 2066    History of Medicine in Film 2070    Introduction to Native American History 2071    American Indian History of the U.S. West 2075    Introduction to U.S. Latino/a History 2079    Asian American History 2080    African American History to 1877 2081    African American History from 1877 2085    Exploring Race and Ethnicity in Ohio: Black Ohio in the 19th Century 2110    Introduction to Native American Peoples from Mesoamerica 2111    Introduction to Native American People of the Andes 2115    Women and Gender in Latin America 2120    Revolutions and Social Movements in Modern Latin America 2125    The History of Latin America through Film 2204    Modern European History 2206    History of Paris 2250    Empires and Nations in Western Europe, 1500 – Present 2251    Empires and Nations in Eastern Europe, 1500 – Present 2252    People on the Move: Migration in Modern Europe 2270    Love in the Modern World 2275    Children and Childhood in the Western World 2280    Introduction to Russian History 2301    African Peoples and Empires in World History 2302    History of Modern Africa, 1800 – 1960s 2303    History of Contemporary Africa, 1960s – Present 2350    Islam, Politics, and Society in History 2353    The Middle East Since 1914 2392    Colonial India 2393    Contemporary India and South Asia 2402    History of East Asia in the Modern Era 2452    Modern Jewish History, 1700 – Present 2453    History of Zionism and Modern Israel 2454    History of Anti-Semitism 2455    Jews in American Film 2475    History of the Holocaust 2500    20th Century International History 2550    History of War 2600    Introduction to Women’s/Gender History 2610    A Survey of U.S. Women’s and Gender History: Diversity and Intersections 2620    Women Changing the World: Histories of Activism and Struggle 2630    History of Modern Sexualities 2642    Global History 1500 to Present 2650    The World since 1914 2675    The Indian Ocean: Communities and Commodities in Motion 2700    Global Environmental History 2701    History of Technology 2702    Food in World History 2703    History of Public Health, Medicine and Disease 2704    Water: A Human History 2705    The History of Medicine in Western Society 2710    History of the Car 2711    History of Nuclear Energy 2725    Power in History 2750    Natives and Newcomers: Immigration and Migration in U.S. History 2752    Social Reform Movements in U.S. History 2911    The Climate Crisis: Mechanisms, Impacts, and Mitigation 3001    American Political History to 1877 3002    U.S. Political History since 1877 3003    American Presidential Elections 3005    The United States Constitution and American Society to 1877 3006    The United States Constitution and American Society since 1877 3011    The American Revolution and New Nation 3012    Antebellum America 3013    Civil War and Reconstruction 3014    Gilded Age to Progressive Era, 1877 – 1920 3015    From the New Era to the New Frontier, 1921 – 1963 3016    The Contemporary U.S. since 1963 3017    The Sixties 3020    19th Century American Ideas 3021    20th Century American Ideas 3030    History of Ohio 3031    American South to 1860 3032    History of the U.S. West 3040    The American City 3041    American Labor History 3045    American Religious History 3049    War and Dissent in American History 3070    Native American History from European Contact to Removal, 1560 – 1820 3071    Native American History from Removal to the Present 3075    Mexican American Chicano/a History 3080    Slavery in the United States 3081    Free Blacks in Antebellum America 3082    Black Americans during the Progressive Era 3083    Civil Rights and Black Power Movements 3085    African American History through Contemporary Film 3086    Black Women in Slavery and Freedom 3089    Studies in African American History 3090    Comparative Slavery 3101    South America Since Independence 3102    Central America and the Caribbean Since Independence 3105    History of Brazil 3106    History of Mexico 3107    History of Argentina 3110    The Jewish Experience in Latin America 3115    History of Medicine and Public Health in Latin America 3250    Revolutionary and Napoleonic Europe, 1750 – 1815 3251    History of Europe in the 19th Century 3252    People on the Move: Migration in Modern Europe 3253    20th Century Europe to 1950 3254    Europe since 1950 3260    Britain in the 19th Century 3261    Britain in the 20th Century 3262    France in the 19th Century 3263    France in the 20th Century 3264    19th Century German History 3265    20th Century German History 3268    Eastern Europe in the 19th Century 3269    Eastern Europe in the 20th Century 3270    History of World War I 3273    Modernist Thought and Culture, 1880 – 1945 3275    Religion and its Critics in Modern Europe 3276    European Thought and Culture, 19th Century 3277    European Thought and Culture, 20th Century 3281    Imperial Russian History, 1700 – 1917 3282    History of the Soviet Union 3283    Siberia in World History 3301    History of Modern West Africa, post 1800 3302    Nationalism, Socialism, and Revolution in Africa 3303    War and Genocide in 20th- and 21st-century Africa 3304    History of Islam in Africa 3305    History of Islamic Movements in West Africa 3306    History of African Christianity 3307    History of African Health and Healing 3308    History of U.S.-African Relations, 1900 – Present 3309    Critical Issues of 20th-century Africa 3310    History of African Cinema 3311    Globalization and Development in Africa 3312    Africa and World War II 3313    Conflict in the Horn of Africa 3314    From Rubber to Coltan: A Long History of Violence & Exploitation in Central Africa 3352    Marginal Groups in the Non-Western World 3357    The Middle East in the 19th Century 3360    History of Iran 3365    History of Afghanistan 3404    Modern China, 1750 – 1949 3405    Contemporary China, 1921 – 2000 3410    Studies in Chinese History 3411    Gender and Sexuality in China 3426    History of Modern Japan 3436    History of Modern Korea 3460    European Jewish History, 1789 – 1989 3465    American Jewish History 3470    Messiahs and Messianism in Jewish History 3475    History of the Arab-Israeli Conflict 3480    Israel/Palestine: History of the Present 3500    U.S. Diplomacy from Independence to 1920 3501    U.S. Diplomacy, 1920 – Present 3505    U.S. Diplomacy in the Middle East 3506    Diplomacy, Congress, and the Imperial Presidency 3525    19th-century European International History 3526    20th-century European International History 3540    Modern Intelligence History 3551    War in World History, 1651 – 1899 3552    War in World History, 1900 – Present 3560    American Military History, 1607 – 1902 3561    American Military History, 1902 – Present 3570    World War II 3575    The Korean War 3580    The Vietnam War 3590    Wars of Empire and Decolonization 3612    Asian American Women: Race, Sex, and Representations 3620    Lesbian, Gay, Bisexual, and Transgender History in the U.S., 1940 – Present 3630    Same-Sex Sexuality in a Global Context 3642    Women in Modern Europe, from the 18th Century to the Present 3650    Families in Historical Perspective 3670    Trans-National History of World War II in Europe 3675    How to Stage a Revolution 3680    Religion and Law in Comparative Perspective 3700    American Environmental History 3701    History of American Medicine 3704    HIV: From Microbiology to Macrohistory 3705    History of Capitalism in Comparative and Global Perspective 3706    Coca-Cola Globalization: Hist. of Am. Business & Global Envir. Change, 1800 – Today 3708    Vaccines: A Global History 3710    European Environmental History 3712    Science and Society in Europe, from Newton to Hawking 3715    Explorations of Science, Technology and the Environment in East Asia 3724    History of the Arctic 3750    Race, Ethnicity, and Nation in Global Perspective 4706    Chronic: Illness, Injury, and Disability in Modern History 4870    The Ohio State University: Its History and Its World     Any appropriate 4000-level seminar.  

B (3) 2 courses (6 credit hours) focusing primarily on East Asia, Africa, Latin America or the Middle East, Central Asia, and South Asia.

Courses in this category need not focus on a single region. The following courses fulfill the Asia/Africa/ Latin America/Middle East geographical requirement. 2100    Introduction to the Spanish Atlantic World 2110    Introduction to Native American People from Mesoamerica 2111    Introduction to Native American People of the Andes 2115    Saints and Sinners: Women, Gender, Sexuality, and Race in Latin American History 2120    Revolutions and Social Movements in Modern Latin America 2125    The History of Latin America Through Film 2211    The Ancient Near East 2221    Introduction to the New Testament: History and Literature 2301    African Peoples and Empires in World History 2302    History of Modern Africa, 1800 – 1960s 2303    History of Contemporary Africa, 1960 – Present 2350    Islam, Politics, and Society in History 2351    Early Islamic Society, 610 – 1258 2352    The Ottoman Empire, 1300 – 1922 2353    The Middle East since 1914 2375    Islamic Central Asia 2390    Ancient India 2391    Islamic India 2392    Colonial India 2393    Contemporary India and South Asia 2401    History of East Asia in the Pre-Modern Era 2402    History of East Asia in the Modern Era 2453    History of Zionism and Modern Israel 3100    Colonial Latin America 3101    South America Since Independence 3102    Central America and the Caribbean Since Independence 3105    History of Brazil 3106    History of Mexico 3107    History of Argentina 3110    The Jewish Experience in Latin America 3115    History of Medicine and Public Health in Latin America 3219    Historical Jesus 3301    History of Modern West Africa, post 1800 3302    Nationalism, Socialism, and Revolution in Africa 3303    War and Genocide in 20th- and 21st-century Africa 3304    History of Islam in Africa 3305    History of Islamic Movements in West Africa 3306    History of African Christianity 3307    History of African Health and Healing 3308    History of U.S.-African Relations, 1900 – Present 3309    Critical Issues of 20th Century Africa 3310    History of African Cinema 3311    Globalization and Development in Africa 3312    Africa and World War II 3313    Conflict in the Horn of Africa 3314    From Rubber to Coltan: A Long History of Violence & Exploitation in Central Africa 3351    Intellectual and Social Movements in the Muslim World 3353    Jewish Communities under Islamic Rule 3355    The Early Islamic Conquests 3357    The Middle East in the 19th Century 3360    History of Iran 3365    History of Afghanistan 3375    Mongol World Empire: Central Eurasia, 1000 – 1500 3401    Foundations of Chinese Civilization 3402    Chinese Empire, 10th – 14th Centuries 3403    History of Early Modern China: 14th – 18th Century 3404    Modern China, 1750 – 1949 3405    Contemporary China, 1921 – 2000 3410    Studies in Chinese History 3411    Gender and Sexuality in China 3425    History of Japan before 1800 3426    History of Modern Japan 3435    History of Early Modern Korea 3436    History of Modern Korea 3450    History of Ancient Israel (to 300 BCE) 3475    History of the Arab-Israeli Conflict 3480    Israel/Palestine: History of the Present 3704    HIV: From Microbiology to Macrohistory 3715    Explorations in Science, Technology and the Environment in East Asia     Any appropriate 4000-level seminar.

B (4) 2 courses (6 credit hours) focusing primarily on North America or Europe.  Courses in this category need not focus on a single region. The following courses fulfill the North America/Europe geographical requirement.

2001 Launching America 2002 Making America Modern 2010 History of American Capitalism 2015 History of American Criminal Justice 2040 History of Agriculture and Rural America 2045 History of American Religion to the Civil War 2046 Christianity and Liberation in the USA 2065 Colonialism at the Movies: American History in Film 2066 History of Medicine in Film 2070 Introduction to Native American History 2071 American Indian History of the U.S. West 2075 Introduction to U.S. Latino/a History 2079 Asian American History 2080 African American History to 1877 2081 African American History from 1877 2085 Exploring Race and Ethnicity in Ohio: Black Ohio in the 19th Century 2201 Ancient Greece and Rome 2202 Introduction to Medieval History 2203 Introduction to Early Modern Europe 2204 Modern European History 2205 Western Civilizations to 1600: Rise, Collapse, and Recovery 2206 History of Paris 2210 Classical Archaeology 2213 The Ancient Mediterranean City 2240 Elizabethan England 2251 Empires and Nations in Eastern Europe, 1500 – Present 2252 People on the Move: Migration in Modern Europe 2270 Love in the Modern World 2275 Children and Childhood in the Western World 2280 Introduction to Russian History 2455 Jews in American Film 2475 History of the Holocaust 2610 A Survey of U.S. Women’s and Gender History: Diversity and Intersections 2705 The History of Medicine in Western Society 2750 Natives and Newcomers: Immigration and Migration in U.S. History 2752 Social Reform Movements in U.S. History 3001 American Political History to 1877 3002 U.S. Political History since 1877 3003 American Presidential Elections 3005 The United States Constitution and American Society to 1877 3006 The United States Constitution and American Society since 1877 3010 Colonial North America to 1763 3011 The American Revolution and New Nation 3012 Antebellum America 3013 Civil War and Reconstruction 3014 Gilded Age to Progressive Era, 1877 – 1920 3015 From the New Era to the New Frontier, 1921 – 1963 3016 The Contemporary U.S. since 1963 3017 The Sixties 3020 19th-century American Ideas 3021 20th-century American Ideas 3030 History of Ohio 3031 American South to 1860 3032 History of the U.S. West 3040 The American City 3041 American Labor History 3045 American Religious History 3049 War and Dissent in American History 3070 Native American History from European Contact to Removal, 1560 – 1820 3071 Native American History from Removal to the Present 3075 Mexican American Chicano/a History 3080 Slavery in the United States 3081 Free Blacks in Antebellum America 3082 Black Americans during the Progressive Era 3083 Civil Rights and Black Power Movements 3085 African American History through Contemporary Film 3086 Black Women in Slavery and Freedom 3089 Studies in African American History 3210 Archaic Greece 3211 Classical Greece 3212 Greece and the Mediterranean from Alexander to Cleopatra 3213 Slavery in the Ancient World 3214 Women, Gender, and Sexuality in the History of Christianity 3216 War in the Ancient Mediterranean World 3217 Family, household, and kinship in the Ancient World 3220 The Rise of the Roman Republic 3221 History of Rome: Republic to Empire 3223 The Later Roman Empire 3225 Early Byzantine Empire 3226 Later Byzantine Empire 3227 Gnostics and Other Early Christian Heresies 3228 Religion and Society in Late Antiquity 3230 Saints and Demons in Medieval Europe 3231 Creating Medieval Monsters: Constructions of the “Other” 3232 Solving Crime in Medieval Europe 3235 Medieval Europe I, 300 – 1100 3236 Medieval Europe II, 1100 – 1500 3239 Medieval England 3240 History of the Italian Renaissance, 1250 – 1450 3241 History of the Italian Renaissance, 1450 – 1600 3242 The Holy Roman Empire, 1495 – 1806 3245 The Age of Reformation 3246 Tudor and Stuart Britain, 1485 – 1714 3247 Magic and Witchcraft in Early Modern Europe, 1450 – 1750 3249 Early-Modern Europe, 1560 – 1778 3250 Revolutionary and Napoleonic Europe, 1750 – 1815 3251 History of Europe in the 19th Century 3252 People on the Move: Migration in Modern Europe 3253 20th Century Europe to 1950 3254 Europe since 1950 3260 Britain in the 19th Century 3261 Britain in the 20th Century 3262 France in the 19th Century 3263 France in the 20th Century 3264 19th Century German History 3265 20th Century German History 3268 Eastern Europe in the 19th Century 3269 Eastern Europe in the 20th Century 3273 Modernist Thought and Culture, 1880 – 1945 3275 Religion and its Critics in Modern Europe 3276 European Thought and Culture, 19th Century 3277 European Thought and Culture, 20th Century 3280 History of Russia to 1700 3281 Imperial Russian History, 1700 - 1917 3282 History of the Soviet Union 3283 Siberia in World History 3455 Jewish Life from the Renaissance to the Early Enlightenment 3460 European Jewish History, 1789 – 1989 3465 American Jewish History 3500 U.S. Diplomacy from Independence to 1920 3501 U.S. Diplomacy, 1920 – Present 3505 U.S. Diplomacy in the Middle East 3506 Diplomacy, Congress, and the Imperial Presidency 3525 19th Century European International History 3526 20th Century European International History 3560 American Military History, 1607 – 1902 3561 American Military History, 1902 - Present 3612 Asian American Women: Race, Sex, and Representations 3620 Lesbian, Gay, Bisexual and Transgender History in the U.S., 1940 – Present 3640 Women: Navigating the Patriarchy in Medieval Europe 3641 Women and Gender in Early Modern Europe, 1450 – 1750 3642 Women in Modern Europe, from the 18th Century to the Present 3670 Trans-National History of World War II in Europe 3700 American Environmental History 3701 History of American Medicine 3710 European Environmental History 3711 Science and Society in Europe, from Copernicus to Newton 3712 Science and Society in Europe, from Newton to Hawking 3720 The Corrupting Sea: The Environmental History of the Ancient Mediterranean 4870 The Ohio State University: Its History and Its World Any appropriate 4000-level seminar.

B (5) 1 course (3 credit hours) in comparative, transnational, transregional, or global history.

The following courses fulfill the comparative/transnational/ transregional/global requirement.

2105 Latin America and the World 2220 Introduction to the History of Christianity 2231 The Crusades 2250 Empires and Nations in Western Europe, 1500 – Present 2271 Happiness in History and Practice 2450 Ancient and Medieval Jewish History, 300 BCE – 1100 CE 2451 Medieval and Early Modern Jewish History, 700 – 1700 CE 2452 Modern Jewish History, 1700 - Present 2454 History of Anti-Semitism 2500 20th Century International History 2550 History of War 2600 Introduction to Women’s and Gender History 2620 Women Changing the World: Histories of Activism and Struggle 2630 History of Modern Sexualities 2641 Global History to 1500 2642 Global History 1500 to Present 2650 The World since 1914 2651 World History before the Modern Age 2675 The Indian Ocean: Communities and Commodities in Motion 2680 It’s the End of the World! Apocalypticism in Christianity, Judaism & Islam 2700 Global Environmental History 2701 History of Technology 2702 Food in World History 2703 History of Public Health, Medicine and Disease 2704 Water: A Human History 2710 History of the Car 2711 History of Nuclear Energy 2720 Big History 2725 Power in History 2911 The Climate Crisis: Mechanisms, Impacts, and Mitigation 3090 Comparative Slavery 3215 Sex and Gender in the Ancient World 3218 Paul & His Influence in Early Christianity 3222 The Roman Empire, 69 – 337 CE 3229 History of Early Christianity 3270 History of World War I 3352 Marginal Groups in the Non-Western World 3354 Islamic Spain and North Africa 3376 The Silk Road: Cross-Cultural Exchanges in Eurasian History 3470 Messiahs and Messianism in Jewish History 3540 Modern Intelligence History 3550 War in World History, 500 – 1650 3551 War in World History, 1651 - 1899 3552 War in World History, 1900 – Present 3570 World War II 3575 The Korean War 3580 The Vietnam War 3590 Wars of Empire and Decolonization 3630 Same-Sex Sexuality in a Global Context 3650 Families in Historical Perspective 3675 How to Stage a Revolution 3676 Leadership in History 3680 Religion and Law in Comparative Perspective 3702 Digital History 3705 History of Capitalism in Comparative and Global Perspective 3706 Coca-Cola Globalization: Hist. of Am. Business & Global Envir. Change, 1800 – Today 3708 Vaccines: A Global History 3724 History of the Arctic 3750 Race, Ethnicity, and Nation in Global Perspective 4706 Chronic: Illness, Injury, and Disability in Modern History 5229 Paul and His Influence in Early Christianity

Category C: Concentration (Geographic or Thematic): 12 credit hours

Students must take 12 credit hours in either a geographical or a thematic concentration.  Students are permitted to count relevant courses from A (2) simultaneously toward this total, as well as up to 12 credit hours from category B (1-5), but courses in other departments may not count toward the concentration requirement.

C (1) Geographical concentrations : North America; Latin America; Europe (including Russia); Near East, Middle East, Central Asia, and/or South Asia; East Asia; and Africa.

C (2) Thematic concentrations : History of colonialism and comparative empires (CCE); Conflict, peace, and diplomacy (CPD); History of environment, science, and technology (ETS); Global, early modern (GEM); Power, culture, and society (PCS); History of race, ethnicity, and nation (REN); Religious history (RLN); Social justice (SOJ); and Women’s, gender, and sexuality history (WGS). Students may also arrange their own thematic concentrations with the permission of an advisor.

Category D: Embedded Literacies (credit hours included in categories A-C)

By means of coursework within the history major, students may also fulfill the GE embedded literacies requirements: (1) advanced writing; (2) data analysis; and (3) technology. The lists of applicable courses follow.

D (1) Advanced writing courses. Any two 4000-level history seminars.

D (2) Data analysis course. 2800    Introduction to the Discipline of History

D (3) Technology course. 2800    Introduction to the Discipline of History

The minor in history is designed to provide students with substantial understanding of the human past. For most colleges, no minor program form is required; the minor will show as completed on the degree audit. For certain colleges, though, an academic advisor in history must approve a minor program form and file it with a major advisor.

The minor consists of twelve credit hours of history course work at the 2000 level and above. Of these, at least six credit hours must be at the 3000 level or above. Courses at the 1000 level cannot be used on the minor. Up to two courses toward the minor may come from approved transfer coursework or coursework from other departments. At least two courses (six credit hours) must come from the Department of History at Ohio State.

Students are free to choose any history courses they wish to fulfill the twelve credit hours but are encouraged to take courses that focus on a particular theme , time period, or geographic region. Students are also encouraged to consult with an academic advisor when preparing their minor, as six credit hours in the minor may overlap with general education requirements but may not overlap with a major or another minor.

No more than three credit hours of History 3193 or 4193 (“Individual Studies”) may be counted towards the minor and no more than six credit hours of History 2797, 2798, 3797, 3798, 4797, or 4798 (“Study at a Foreign Institution” and “Study Tour”) may be counted towards the minor.

A minimum of C- must be earned in each course counted toward the minor. With few emergency exceptions, coursework graded pass/non-pass may not count on the minor. A minimum 2.00 cumulative point-hour ratio is required for the minor. Generally, minors may not be added after a student’s graduation application has been submitted.

In addition to the basic requirements for the history major, honors students should complete the following requirements.

• Honors history majors are encouraged to take honors version of History 2800.
• Honors students are encouraged to take honors versions of the other 24 credit hours of other courses (discussed above), whenever possible. Students should only take non-honors 2000-level courses when a topical equivalent is not available at the 3000 level.
• Honors students are encouraged to take more of the 4000-level seminars than the two required for the major.
• Advanced ability in foreign languages is important for all honors students choosing the history major. Every honors student choosing the history major is encouraged to develop proficiency (meaning the ability to read newspapers, magazines, scholarly journals, and novels) in at least one foreign language.
• Senior honors thesis: Honors students wishing to be graduated “With Honors Research Distinction” are required to write a senior honors thesis. In preparation, they are encouraged to use the coursework from a 4000-level seminar as the foundation for the thesis.
• History honors majors who are not in pre-professional programs, engaged in a minor in pursuit of a professional or graduate program, or taking a second major must complete a major of at least 39 credit hours. Students completing a thesis and earning a degree “With Honors Research Distinction” may use the 6-9 credit hours earned in History 4999H toward the 39-credit-hour minimum.

Honors students majoring in history complete both the major and the requirements for "Honors in the Arts and Sciences" or "With Honors Research Distinction" or both. In order for history majors pursuing a Bachelor of Arts degree in the College of Arts and Sciences to maintain status as an honors student, they must follow the  requirements that ASC Honors have laid out.  Students earning a degree with “Honors Research Distinction” complete an Honors Thesis under the supervision of a thesis advisor in the Department of History. Some history majors satisfy the requirement for both designations and receive both designations on their degrees.

Honors students choosing the history major will engage in a course of study designed to sharpen writing, research, and analytical skills, to develop insights into how historians do their work, and to gain substantial historical knowledge. The history major furnishes excellent preparation for graduate-level work, for professional schools including law school, and for careers in business, education, the arts, and public service.

Honors students seeking help with their history major should first see Dr. Raymond Irwin ([email protected]), 110 Dulles Hall, 614-292-7101. He is available to discuss the honors requirements and to help with scheduling classes. Students who undertake an honors thesis also will have a faculty advisor for that project and will enroll in History 4999H, “Honors Undergraduate Research Thesis.”

Expectations

Honors students enrolled in the College of Arts and Sciences work closely with advisors and members of the faculty to develop a  rigorous program of study . Honors students majoring in history thus must work closely with the Arts and Sciences Honors program staff to ensure completion of the requirements of the Arts and Sciences Honors Program.

The faculty of the history department encourages the honors student to complete the degree “With Honors Research Distinction” through the writing of an honors thesis . Completion of a thesis is important preparation for successful performance in a professional or graduate program. Thesis completion occurs through enrollment in History 4999H, “Honors Undergraduate Research Thesis.” Students planning to write a thesis should, in consultation with their thesis advisor, define a topic and devise a plan of work at least two semesters prior to their anticipated graduation. They may also apply for the Arts and Sciences Undergraduate Research Scholarship competition. 

Requirements

There are two components to the history honors program. The first is the major program in history; the second is the ASC Honors Program. The requirements for the major program in history for honors students have been described above. This section describes the various tracks the ASC Honors Program offers, along with Department of History requirements.

To be graduated with honors in the Arts and Sciences, students must complete all degree requirements, earn a cumulative GPA of 3.4, complete the Honors Coursework Requirements, and complete the Honors Project Requirements. All history courses at the 3000 level and above are considered “honors-quality coursework.” Within the Department of History, several options are available to fulfill one’s Honors Project, including:

A. An honors thesis leading to  Honors Research Distinction .

The History Department faculty recommends that history honors students write an honors thesis, because completion of a thesis prepares students for graduate or professional school or professional employment.

A history honors student planning to graduate with Honors Research Distinction will:

• devise with the faculty thesis advisor at least two semesters before graduation a prospectus for the honors thesis. The ASC Honors Committee must approve the prospectus. While working on the thesis, the student will enroll in History 4999H for a total of at least 4 credit hours and a maximum of 9 credit hours.
• graduate with a GPA of no less than 3.40.
• meet the prerequisites for History 4999H: the completion of at least 18 credit hours in history, with a grade point average in the history courses of at least 3.50.
• enroll in a History 4999H, “Honors Undergraduate Research Thesis.”

B. An  internship .

History honors students planning to use an internship or internships toward their honors project requirements will:

• secure an internship.
• consult with Raymond Irwin  ([email protected])  regarding enrollment in History 3191.

C. A research experience.

History honors students planning to use a research experience toward their honors project requirements will:

• meet with a faculty member to negotiate the scope and outcomes of the research.
• enroll in at least three credit hours History 4998H; faculty permission and assistance from the departmental honors advisor, Raymond Irwin  ([email protected]) will be required.

D. A global education experience.  

History honors students planning to use a global education experience toward their honors project requirements have many options, including  faculty-led tours  and  programs sponsored by   the University’s Office of International Affairs .

Note: Under exceptional circumstances, the Department of History is willing to modify the requirements of the honors program in history to fit the specific needs of individual students. Such modifications must conform to the policies of the Arts and Sciences Honors Committee.

Academic advisors at The Ohio State University play a critical role in student success. Advisors are available to help students plan and execute their program of study, work towards professional goals, and connect students to campus resources. The advising relationship is a partnership, and students are highly encouraged to meet with their assigned advisor once a semester. In addition to academic and career planning, academic advisors can assist with questions regarding the major or minor, grades, transfer credit, petitions, scheduling, degree planning, graduation, and more.

Scheduling an Appointment:  Students have the option of an in-person or virtual advising appointment. To request an advising appointment, please email your assigned academic advisor, Kari Swygart ( [email protected] ) or Raymond Irwin ( [email protected] ), using your OSU student email. In your email request, please note your reason for the appointment request, weekly meeting availability (days/times), preference for in-person or virtual, and your student ID number.

Student academic records are confidential and protected by law. If you plan to bring a guest or have a guest on speakerphone, please fill out a Student Information Release form in BuckeyeLink.

Student Responsibilities:   As a student, you should be actively engaged in your academic career and aware of your responsibilities. Please pay attention to your campus email daily, maintain good academic standing, and refer to the University Registrar for important dates and deadlines.  Please review the following information to prepare for your advising appointment  , and if you cannot attend the appointment, please call or email in advance.

Academic Standing:   All students are required to maintain good academic standing. If your GPA falls below 2.0 and/or you are not making satisfactory progress towards your degree, the College of Arts and Sciences will notify you of your updated academic status. You may be placed on academic warning, academic probation, or special action probation. Continuous periods of academic difficulty may lead to academic dismissal. If you are struggling academically, please make arrangements to meet with your academic advisor as soon as possible.

Withdraw or Take a Leave of Absence:   We understand that life can be unpredictable. If you find yourself in a situation where you will need to withdraw from courses or decide to not enroll the following term, please set up an advising appointment.

Return from Leave of Absence or Academic Dismissal:   If you are seeking to return from a leave of absence or academic dismissal, please contact the advising office of the major you were enrolled in when you left. A petition for reinstatement will need to be filed and approved for any instances of academic dismissal.

Graduation :  Students must apply for graduation no later than the graduation deadline set by the college. The College of Arts and Sciences graduation application process requires students to meet with their assigned advisor to review and complete the graduation application. Approval for graduation is granted at the end of the semester once a final review is completed. Details regarding commencement  are released close to the graduation date.

The Department of History offers several ways for undergraduates to engage in research. One way is to assist faculty members with their research . This work may be completed for credit toward the major.

Another way is to devise  your own short-term project  under the direction of a faculty member. This, too, may be completed for course credit, but no more than three credit hours of research assistance or independent study may count toward the history major or history minor.

Students who are not in the honors program may also earn research distinction by completing and defending an  undergraduate thesis . To qualify, students must complete a minimum of sixty graded credit hours at Ohio State, submit an application , complete at least four credit hours of History 4999, defend the thesis before the thesis advisor and at least one outside reader, and be graduated with at least a 3.0 overall GPA.

Undergraduates may apply for  funds to support their research.  The Department of History also encourages the presentation  and publication  of student research.

Each year, the Department of History awards tens of thousands of dollars in undergraduate   scholarships and grants , as well as prizes for extraordinary theses and outstanding work submitted in history courses and seminars. Grant and scholarship applications typically must be submitted in early March.

Lloyd Roberts Evans Endowed Scholarship in History

Lloyd Roberts Evans (BA 1933, History; MD, Harvard, 1940) led a distinguished career as a physician specializing in general internal medicine. The scholarship was established by the sister of the honoree, Jane Ann Evans Nielsen (BA 1936, History; BS 1936, Education), of Knoxville, Tennessee. The Evans Endowed Scholarship provides scholarships for undergraduate students of junior or senior rank who are majoring in history. The scholarship is awarded annually on the basis of both merit and need. Candidates for the scholarship should possess a GPA of 3.4 or above and exhibit a broad range of interests.

Dr. Morris Frommer Scholarship

The Frommer Award provides tuition support for an undergraduate student majoring in history and interested in studying abroad. The funds may be used for travel abroad expenses. Eligible recipient must show demonstrated financial need and above-average academic performance.

Fullmer Scholarship Fund

Provides student support for undergraduate students in the Department of History. Preference will be given to students studying in the areas of women’s history or the history of science.

Special consideration shall be given to candidates that are members of organizations recognized by the University that are open to all but whose missions seek to advance the need of historically underserved populations.

Timothy Gregory Scholarship for History and Archaeology in the Mediterranean Sea Region

Provides support for undergraduate or graduate students who are enrolled in the Department of History (“Department”), wish to pursue historical research or study abroad opportunities that include archaeology in the Mediterranean Sea region and demonstrate a desire to pursue archaeological work in the territory of Greece on any period from prehistory to modern times. Preference will be given to students who are majoring or minoring in history.

Hairston Scholarship

For an excellent history major who demonstrates financial need. Preference is given to students who graduated from high schools in the Appalachia region and students who are first-generation college students, students who have overcome substantial educational or economic obstacles, or students who have experience living or working in diverse environments.

Austin Kerr Scholarship in Modern American History

The Kerr Fund supports research by an undergraduate student receiving history course credit. Preference shall be given to candidates with demonstrated financial need and whose projects have a focus on modern American history.

Allan R. Millett Study Abroad Scholarship

The Millett Scholarship supports a history major, with preference given to undergraduate students, to support their study abroad.

Adrienne A. and Marvin R. Zahniser Scholarship

This scholarship is awarded on the basis of academic merit to history majors entering, or soon to enter, their senior years at Ohio State, Columbus. Marvin Zahniser is a former Chair of Ohio State’s Department of History.

Dr. John T. Von Der Heide Scholarship

The Von Der Heide Scholarship supports history majors entering their senior years, based on merit and financial need.

Dr. John and Marilyn Nethers Endowed Scholarship

The Nethers Scholarship supports history majors.

Honors Research Grants

The Department annually awards grants to support thesis research.

Outstanding Research Seminar Essays

Faculty who teach undergraduate seminars nominate papers they consider truly outstanding. Those papers are then judged by a panel, which includes the department’s honors advisor and two members of the Undergraduate Teaching Committee.

3.1 or higher in their history courses, have a grade point average of at least 3.0 overall, have taken at least one history course at the 2000 level or higher in the previous year, and rank in the top 35% of their class. As part of an  international honor society , the Ohio State chapter strives to promote the study of history and encourages research and advanced scholarship in the field. Phi Alpha Theta at Ohio State provides opportunities for the informal exchange of ideas among historians and students of history outside the classroom and organizes various social activities. Initiation into membership occurs once per year, in spring semester. The advisor for Phi Alpha Theta is Raymond Irwin ( [email protected] ).

The History Club is the OSU student organization dedicated to encouraging a love for history and the social interaction of “history nerds,” regardless of major. The officers of the Zeta Chapter of Phi Alpha Theta provide the leadership for the History Club, but one does not have to be in Phi Alpha Theta to take part in club activities.

For the 2024 – 2025 academic year, the leaders of Phi Alpha Theta and the History Club are:

Katie Dorton, President ( [email protected] );  Robert Kabelitz, Treasurer ( [email protected] );  Jack Boltz, Secretary ( [email protected] ); and Maya Badhwar, Social Media Chair ( [email protected] ).

History prepares students for a wide variety of careers. Reports from the Arts and Sciences Office of Career Services at Ohio State indicate that former history majors are working in business, banking, teaching, government service, social work, library and archival work, publishing, and law, among many other fields. History has always been recognized as one of the best undergraduate programs for those planning to go into law, but professional and business schools value a well-rounded liberal education as a basis upon which to build their programs.

Though history is an excellent major for students who do not know exactly what they would like to do professionally, the Department recommends that students explore career options as early as possible in their time as undergraduates. Students are encouraged to contact the Center for Career and Professional Success  in the College of Arts and Sciences, which offers career coaching , signature programming, career fairs and events , and resume review . Students are advised to join one or more career communities and to sign up for Handshake, the University’s recruitment platform. Students also have free access to LinkedIn Learning  where they can utilize the catalog of over 18,000 courses to develop and strengthen in-demand skills.

The Department of History also occasionally invites alums to speak with students about career paths. These talks are typically advertised on the Department’s website, through social media, and in the weekly news and updates, which is delivered by email during the academic year.

In addition to undergraduate major and minor degree programs, and graduate programs leading to the M.A. and Ph.D. degrees, the Department of History provides other services for the OSU student.

General Education Courses in History

The study of history is an essential part of a liberal education. For this reason, introductory history courses (those numbered 1000 and 2000) are usually taken by students to satisfy the historical and cultural studies GE foundations requirement. These introductory offerings assume no previous knowledge of history, so students should not hesitate to register for a course at these levels.

Upper-Level Courses in History

One may appreciate the full strength of the History Department by looking at the wide variety of upper-level courses that the department offers, many of which fulfill the themes requirements in the general education program. History courses are not sequential, so a student can usually register for any course. Students should talk with an academic advisor or with the instructor if there is any doubt about taking a particular course.

Course Descriptions

The Undergraduate History Office prepares a listing of all courses  to be offered during the next semester. This listing provides detailed information about course offerings, class meeting times, instructors, readings lists and assignments.

Preparing for EM Examination in History

In response to inquiries from students on how to prepare for EM examinations (credit by examination) in history, the Department’s faculty have compiled the following list of suggestions.

• First, read the designated material carefully and thoroughly. For History 1211 and 1212 the commonly used text is McKay, Hill, and Buckler, History of Western Society, Vol. 1 for History 1211 and Vol. 2 for History 1212. The cut-off date for History 1211 is the year 1600. For History 1151 and 1152 the History Department recommends Nash and Jeffrey, The American People, 3rd ed., Vol. 1 for History 1151 and Vol. 2 for History 1152. The year 1877 is the cut- off date for History 1151. For History 1681 and 1682 the recommended text is Richard Buillet, et al., The Earth and Its Peoples, Vol. 1 for History 1681 and Vol. 2 for History 1682. The cut- off date for History 1681 is 1500. The texts are available at all campus bookstores.
• As you read through the material, concentrate on major themes such as economic, political, military, social, and intellectual development. Do not get bogged down in details. You will simply get confused if you try to memorize every date and event. Do not go to the opposite extreme, however, and emerge from your readings with a few hazy generalizations in mind. Like any other analytical discipline, history requires facts to bolster findings and conclusions.
• In addition, you should consider borrowing class notes from someone who has taken or is currently taking the course for which you will be taking the EM examination. This should give you further aid in focusing your study.
• When taking the exam, first be sure that you understand the instructions. When writing an essay on a particular topic, be sure to focus on that topic throughout the answer. Often students answer a question by citing a mass of historical data that is unrelated to the question asked. This often leaves the faculty member grading the examination no other choice than to recommend no credit for the exam. Be as analytical as possible in your response. The reiteration of a mass of historical data will get you only a 'C' grade and you need at least a 'B-' in order to receive EM credit in history.
• Finally, your answers should demonstrate competence in English composition. Good history is good writing. If you feel that your command of written English leaves something to be desired, consult Strunk and White's Elements of Style , a concise resource that contains invaluable information on English composition. The book is readily available at the OSU libraries and at all campus bookstores.

This list of suggestions by no means exhausts the possible strategies to prepare for the examination. No doubt, you will have other ideas on what to do to prepare yourself. Once you are prepared, contact the Testing Center  and schedule an examination date. The telephone number is 614-292-2241 and the address is 281 W. Lane Avenue in the Student Services Building, Room 585. The Testing Center will inform you of the examination results. Please Note: Examinations for credit may be taken only one time per course.

1000-level history courses cover broad areas of historical investigation (Western, East Asian, American, Latin American and World Civilizations). These courses can fulfill GE requirements but do not count toward the history major or minor. 2000-level history courses are intermediate-level courses that can serve as GE courses and also count toward the history major and minor. A 2000-level course offers an introduction to a certain geographical or thematic field (constellations), such as early modern European history, women’s history, or environmental history. It may also provide an introduction to a more focused subject or theme, such as migration in modern Europe, childhood in the western world, or the history of anti-Semitism. Please note: 2000-level courses do not fulfill an upper-level course requirement for the College of Arts and Sciences. A 3000-level history course offers upper-intermediate, and often more specialized, training in the geographical and thematic fields introduced at the 2000 level, as well as in-depth training in more focused subjects, such as American presidential elections, magic & witchcraft in early modern Europe, or Jewish communities under Muslim rule. They can carry GE credit and are open to non-history majors, as well. The 4000-level history seminars are open only to history majors and minors. They stress critical reading and writing centered on a well-defined topic in a geographical or thematic field. 5000-level courses are designed for both undergraduate and graduate students. The History Department generally offers very few of these combined courses. Per University definitions, these are advanced-level courses providing undergraduate credit that may be counted toward a major or field of specialization.

Please see the current semester’s course offerings for more detailed descriptions.

African History Courses

2301 African Peoples and Empires in World History (Africa, pre- and post-1750; CCE, PCS) 2302 History of Modern Africa, 1800 – 1960s (Africa, post-1750; CCE, CPD) 2303 History of Contemporary Africa, 1960s – Present (Africa, post-1750; CPD, PCS) 3301 History of Modern West Africa, post 1800 (Africa, post-1750; CPD, PCS) 3302 Nationalism, Socialism, and Revolution in Africa (Africa, post-1750; CPD, PCS) 3303 War and Genocide in 20th- and 21st-century Africa (Africa, post-1750; CPD, PCS) 3304 History of Islam in Africa (Africa, pre- and post-1750; PCS, RLN) 3305 History of Islamic Movements in West Africa (Africa, pre- and post-1750; PCS, RLN) 3306 History of African Christianity (Africa, pre- and post-1750; PCS, RLN) 3307 History of African Health and Healing (Africa, pre- and post-1750; ETS, PCS) 3308 History of U.S.-African Relations, 1900 – Present (Africa, post-1750; CPD, PCS) 3309 Critical Issues of 20th-century Africa (Africa, post-1750; CPD, PCS) 3310 History of African Cinema (Africa, post-1750; ETS, PCS) 3311 Globalization and Development in Africa (Africa, post-1750; CPD, ETS) 3312 Africa and World War II (Africa, post-1750; CPD) 3313 Conflict in the Horn of Africa (Africa, post-1750; CPD) 3314 From Rubber to Coltan: A Long History of Violence & Exploitation in Central Africa (Africa, post-1750; SOJ) 3704 HIV: From Microbiology to Macrohistory (Africa, post-1750; ETS)  

North American History Courses 2001 Launching America (American, pre- and post-1750; CCE, PCS) 2002 Making America Modern (American, post-1750; PCS, REN) 2010 History of American Capitalism (American, post-1750; ETS, PCS, SOJ) 2015 History of American Criminal Justice (American, post-1750; CPD, PCS, SOJ) 2040 History of Agriculture and Rural America (American, post-1750; ETS, PCS) 2045 History of American Religion to the Civil War (American, pre- and post-1750; RLN) 2046 Christianity and Liberation in the USA (American, post-1750; REN, RLN, WGS) 2065 Colonialism at the Movies: American History in Film (American, pre- and post-1750; CCE, GEM, PCS, SOJ) 2066 History of Medicine in Film (American, post-1750; ETS) 2070 Introduction to Native American History (American, post-1750; CCE, REN) 2071 American Indian History of the U.S. Midwest (American, post-1750; CCE, REN) 2075 Introduction to U.S. Latino/a History (American, post-1750; CCE, REN) 2079 Asian American History (American, post-1750; GEM, REN) 2080 African American History to 1877 (American, pre- and post-1750; PCS, REN) 2081 African American History from 1877 (American, post-1750; PCS, REN, SOJ) 2085 Exploring Race & Ethnicity in Ohio: Black Ohio in the 19th Century (American, post-1750; REN) 2455 Jews in American Film (American, post-1750; PCS, REN, RLN) 2610 A Survey of U.S. Women’s and Gender History: Diversity and Intersections (American, post-1750; REN, WGS, SOJ) 2705 The History of Medicine in Western Society (American, post-1750; ETS) 2750 Natives & Newcomers: Immigr. & Migr. in Am. Hist. (American, post-1750; CCE, REN, SOJ) 2752 Social Reform Movements in U.S. History (American, post-1750; PCS, REN, SOJ) 3001 American Political History to 1877 (American, pre- and post-1750; PCS) 3002 U.S. Political History since 1877 (American, post-1750; PCS) 3003 American Presidential Elections (American, post-1750; PCS) 3005 United States Constitution & American Society to 1877 (American, post-1750; PCS, REN) 3006 United States Constitution & American Society since 1877 (American, post-1750; PCS, REN) 3010 Colonial North America to 1763 (American, pre-1750; CCE, REN) 3011 American Revolution and New Nation, 1763-1800 (American, post-1750; CPD, PCS, SOJ) 3012 Antebellum America (American, post-1750; PCS, REN) 3013 Civil War and Reconstruction (American, post-1750; PCS, REN, SOJ) 3014 Gilded Age to Progressive Era, 1877-1920 (American, post-1750; PCS) 3015 From the New Era to the New Frontier, 1921-1963 (American, post-1750; CPD, PCS, SOJ) 3016 The Contemporary U.S. since 1963 (American, post-1750; CPD, PCS, SOJ) 3017 The Sixties (American, post-1750; PCS, REN, SOJ) 3020 19th Century American Ideas (American, post-1750; PCS, RLN) 3021 20th Century American Ideas (American, post-1750; PCS, REN) 3030 History of Ohio (American, post-1750; PCS, REN) 3031 American South to 1860 (American, post-1750; REN) 3032 History of the U.S. West (American, post-1750; PCS, REN) 3040 The American City (American, post-1750; ETS, PCS) 3041 American Labor History (American, post-1750; PCS, REN; SOJ) 3045 American Religious History (American, post-1750; PCS, RLN) 3049 War and Dissent in American History (American, post-1750; CPD) 3070 Native American Hist.: Eur. Contact to Removal (American, pre- & post-1750; CCE, REN, SOJ) 3071 Native American History from Removal to the Present (American, post-1750; CCE, REN) 3075 Mexican American Chicano/a History (American, post-1750; CCE, REN) 3080 Slavery in the United States (American, pre- and post-1750; PCS, REN, SOJ) 3081 Free Blacks in Antebellum America (American, post-1750; PCS, REN) 3082 Black Americans during the Progressive Era (American, post-1750; PCS, REN) 3083 Civil Rights and Black Power Movements (American, post-1750; PCS, REN, SOJ) 3085 African American History through Contemporary Film (American, post-1750; PCS, REN, SOJ) 3086 Black Women in Slavery and Freedom (American, post-1750; PCS, REN, WGS) 3089 Studies in African American History (American, post-1750; PCS, REN) 3465 American Jewish History (American, post-1750; REN, RLN, SOJ) 3500 U.S. Diplomacy from Independence to 1920 (American, post-1750; CPD) 3501 U.S. Diplomacy, 1920 - Present (American, post-1750; CPD, SOJ) 3505 U.S. Diplomacy in the Middle East (American, post-1750; CPD) 3506 Diplomacy, Congress, and the Imperial Presidency (American, post-1750; CPD, PCS) 3612 Asian American Women: Race, Sex, and Representations (American, post-1750; REN, WGS) 3620 Lesbian, Gay, Bisexual, & Transgender Hist. in the U.S (American, post-1750; REN, SOJ, WGS) 3680 Religion and Law in Comparative Perspective (Global, post-1750, PCS, RLN) 3700 American Environmental History (American, post-1750; ETS, GEM, SOJ) 3701 History of American Medicine (American, post-1750; ETS) 4005 Seminar in Early American History 4015 Seminar in Modern U.S. History 4870 The Ohio State University: Its History and Its World (American, post-1750)  

Ancient History Courses 2201 Ancient Greece and Rome (Europe, pre-1750; CCE, PCS) 2210 Classical Archaeology (Europe, pre-1750; ETS, PCS) 2211 The Ancient Near East (Europe, pre-1750; ETS, PCS) 2213 The Ancient Mediterranean City (Europe, pre-1750) 2221 Introduction to the New Testament (Near East, pre-1750; RLN) 3210 Archaic Greece (Europe, pre-1750) 3211 Classical Greece (Europe, pre-1750) 3212 Greece and the Mediterranean from Alexander to Cleopatra (Europe, pre-1750; CCE) 3213 Slavery in the Ancient World (Europe, pre-1750; REN, RLN, SOJ) 3215 Sex and Gender in the Ancient World (Global, pre-1750; PCS, WGS) 3216 War in the Ancient Mediterranean World (Europe, pre-1750; CPD, PCS) 3217 Family, household, and kinship in the Ancient World (Europe, pre-1750; PCS) 3218 Paul & His Influence in Early Christianity (Global, pre-1750; RLN) 3219 Historical Jesus (Near East, pre-1750; RLN) 3220 The Rise of Roman Republic (Europe, pre-1750; CPD, PCS) 3221 History of Rome: Republic to Empire (Europe, pre-1750; CPD, PCS) 3222 The Roman Empire, 69-337 CE (Global, pre-1750; PCS) 3223 The Later Roman Empire (Europe, pre-1750; CCE, RLN) 3225 Early Byzantine Empire (Europe, pre-1750; PCS, RLN) 3226 Later Byzantine Empire (Europe, pre-1750; PCS, RLN) 3355 The Early Islamic Conquests (Near East, pre-1750; PCS, RLN) 3720 The Environmental History of the Ancient Mediterranean (Europe, pre-1750; ETS) 4217 Seminar in Late Antiquity 5229 Paul & His Influence in Early Christianity (Global, pre-1750; RLN)  

Diplomatic and Military History Courses 2500 20th Century International History (Global, post-1750; CCE, CPD, SOJ) 2550 History of War (Global, post-1750; CPD) 3270 History of World War I (Global, post-1750; CPD, PCS) 3475 History of the Arab-Israeli Conflict (Near East, post-1750; PCS; CPD) 3500 U.S. Diplomacy from Independence to 1920 (American, post-1750; CPD) 3501 U.S. Diplomacy, 1920 - Present (American, post-1750; CPD, SOJ) 3505 U.S. Diplomacy in the Middle East (American, post-1750; CPD) 3506 Diplomacy, Congress, and the Imperial Presidency (American, post-1750; CPD, PCS) 3525 19th Century European International History (Europe, post 1750; CCE, CPD) 3526 20th Century European International History (Europe, post-1750; CCE, CPD) 3540 Modern Intelligence History (Global, post-1750; CPD, PCS) 3550 War in World History, 500-1650 (Global, pre-1750; CPD, PCS) 3551 War in World History, 1651-1899 (Global, pre- and post-1750; CCE, CPD) 3552 War in World History, 1900-present (Global, post-1750; CPD, ETS) 3560 American Military History, 1607-1902 (American, post-1750; CPD) 3561 American Military History, 1902-present (American, post-1750; CPD) 3570 World War II (Global, post-1750; CPD) 3575 The Korean War (Global, post-1750; CPD) 3580 The Vietnam War (Global, post-1750; CPD, PCS, SOJ) 3590 Wars of Empire and Decolonization (Global, post-1750; CCE, CPD) 3670 Trans-National History of WWII in Europe (Europe, post-1750; CPD, PCS)  

East Asian History Courses 2401 History of E. Asia in the Pre-Modern Era (East Asia, pre-1750; PCS, RLN) 2402 History of E. Asia in the Modern Era (East Asia, post-1750; CCE, PCS) 3401 Foundations of Chinese Civilization (East Asia, pre-1750; PCS, RLN) 3402 Chinese Empires 10-14th Centuries (East Asia, pre-1750; CCE, PCS) 3403 History of Early Modern China, 14th – 18th Century (East Asia, pre-1750; CCE, PCS) 3404 Modern China, 1750-1949 (East Asia, post-1750; CCE, PCS) 3405 Contemporary China, 1921-2000 (East Asia, post-1750; CCE, PCS) 3410 Studies in Chinese History (East Asia, post-1750; CCE, PCS) 3411 Gender and Sexuality in China (East Asia, pre- and post-1750; PCS, WGS) 3425 History of Japan Before 1800 (East Asia, pre-1750; PCS, RLN) 3426 History of Modern Japan (East Asia, post-1750; CCE, PCS) 3435 History of Early Modern Korea (East Asia, pre-1750; PCS, REN) 3436 History of Modern Korea (East Asia, post-1750; CCE, PCS) 3715 Explor. of Science, Tech. and the Envn. in E. Asia (East Asia, pre- and post-1750; ETS, PCS) 4410 Seminar in Chinese History 4430 Seminar in Japanese History  

European History Courses 2201 Ancient Greece and Rome (Europe, pre-1750; CCE, PCS) 2202 Introduction to Medieval History (Europe, pre-1750; REN, PCS) 2203 Introduction to Early Modern Europe (Europe, pre-1750; PCS, RLN) 2204 Modern European History (Europe, post-1750; PCS, REN, SOJ) 2205 Western Civilizations to 1600: Rise, Collapse, and Recovery (Europe, pre-1750; CCE, PCS) 2206 History of Paris (Europe, post-1750) 2210 Classical Archaeology (Europe, pre-1750; ETS, PCS) 2213 The Ancient Mediterranean City (Europe, pre-1750) 2240 Elizabethan England (Europe, pre-1750; PCS, RLN) 2251 Empires & Nations in Eastern Europe, 1500-present (Europe, pre- and post-1750; PCS, REN) 2252 People on the Move: Migration in Modern Europe (Europe, post-1750; PCS, REN) 2270 Love in the Modern World (Europe, post-1750; PCS, WGS) 2275 Children and Childhood in the Western World (Europe, pre- and post-1750; WGS) 2280 Introduction to Russian History (Europe, post-1750; CCE, PCS) 2475 History of the Holocaust (Europe, post-1750; PCS, REN) 3210 Archaic Greece (Europe, pre-1750) 3211 Classical Greece (Europe, pre-1750) 3212 Greece and the Mediterranean from Alexander to Cleopatra (Europe, pre-1750; CCE) 3214 Women, Gender & Sexuality in the History of Christianity (Europe, pre-1750; RLN, WGS) 3216 War in the Ancient Mediterranean World (Europe, pre-1750; CPD, PCS) 3217 Family, household, and kinship in the Ancient World (Europe, pre-1750; PCS) 3220 Rise of Roman Republic (Europe, pre-1750; CPD, PCS) 3221 History of Rome: Republic to Empire (Europe, pre-1750; CPD, PCS) 3225 Early Byzantine Empire (Europe, pre-1750; PCS, RLN) 3226 Later Byzantine Empire (Europe, pre-1750; PCS, RLN) 3227 Gnostics and Other Early Christian Heresies (Europe, pre-1750; RLN) 3228 Religion and Society in Late Antiquity (Europe, pre-1750; PCS, RLN) 3230 Saints and Demons in Medieval Europe (Europe, pre-1750; PCS, RLN) 3231 Creating Medieval Monsters: Constructions of the “Other” (Europe, pre-1750; REN, RLN, SOJ) 3232 Solving Crime in Medieval Europe (Europe, pre-1750; PCS) 3235 Medieval Europe I, 300-1100 (Europe, pre-1750; PCS, REN) 3236 Medieval Europe II, 1100-1450 (Europe, pre-1750; PCS, REN, RLN) 3239 Medieval England (Europe, pre-1750; PCS, REN) 3240 History of the Italian Renaissance, 1250-1450 (Europe, pre-1750; RLN) 3241 History of the Italian Renaissance, 1450-1600 (Europe, pre-1750; PCS) 3242 The Holy Roman Empire, 1495 – 1806 (Europe, pre-1750; GEM, PCS, RLN) 3245 The Age of Reformation (Europe, pre-1750; PCS, RLN) 3246 Tudor and Stuart Britain, 1485-1714 (Europe, pre-1750; PCS, RLN) 3247 Magic and Witchcraft in Early Modern Europe, 1450-1750 (Europe, pre-1750; ETS, RLN) 3249 Early-Modern Europe, 1560-1778 (Europe, pre-1750; PCS, RLN) 3250 Revolutionary and Napoleonic Europe, 1750-1815 (Europe, post-1750; PCS, RLN) 3251 History of Europe in the 19th Century (Europe, post-1750; CCE, PCS) 3252 People on the Move: Migration in Modern Europe, post-1750) 3253 20th Century Europe to 1950 (Europe, post-1750; CPD, PCS) 3254 Europe Since 1950 (Europe, post-1750; CPD, PCS, SOJ) 3260 Britain in the 19th Century (Europe, post-1750; CCE, PCS) 3261 Britain in the 20th Century (Europe, post-1750) 3262 France in the 19th Century (Europe, post-1750) 3263 France in the 20th Century (Europe, post-1750; CCE, PCS) 3264 19th Century German History (Europe, post-1750; CPD, PCS) 3265 20th Century German History (Europe, post-1750; CPD, PCS) 3268 Eastern Europe in the 19th Century (Europe, post-1750; CCE, PCS, REN) 3269 Eastern Europe in the 20th Century (Europe, post-1750; PCS, REN, SOJ) 3273 Modernist Thought and Culture, 1880 – 1945 (Europe, post-1750) 3275 Religion and its Critics in Modern Europe (Europe, post-1750; RLN) 3276 European Thought and Culture, 19th Century (Europe, post-1750; PCS, RLN) 3277 European Thought and Culture, 20th Century (Europe, post-1750; PCS) 3280 History of Russia to 1700 (Europe, pre-1750; CCE, GEM, REN) 3281 Imperial Russian History, 1700-1917 (Europe, post-1750; CCE, PCS, SOJ) 3282 History of the Soviet Union (Europe, post-1750; PCS) 3283 Siberia in World History (Europe, post-1750; CCE, ETS) 3455 Jewish Life from Renaissance to the Early Enlightenment (Europe, pre-1750; REN, RLN) 3460 European Jewish History, 1789 – 1989 (Europe, post-1750; REN, RLN) 3525 European International History 19th Century (Europe, post-1750; CCE, CPD) 3526 European International History 20th Century (Europe, post-1750; CCE, CPD) 3640 Women: Navigating the Patriarchy in Medieval Europe (Europe, pre-1750, SOJ, WGS) 3670 Trans-national History of WWII in Europe (Europe, post-1750; CPD, PCS) 3680 Religion and Law in Comparative Perspective (Global, post-1750, PCS, RLN) 3710 European Environmental History (Europe, pre- and post-1750; ETS) 3711 Science and Society in Europe, from Copernicus to Newton (Europe, pre-1750; ETS) 3712 Science and Society in Europe, from Newton to Hawking (Europe, post-1750; ETS) 4255 Seminar in Modern European History  

Jewish History Courses 2450 Ancient and Medieval Jewish History, 300 BCE-1100 CE (Global, pre-1750; REN, RLN) 2451 Medieval and Early Modern Jewish History, 700-1700 CE (Global, pre-1750; REN, RLN) 2452 Modern Jewish History, 1700-Present (Global, post-1750; REN, RLN) 2453 History of Zionism and Modern Israel (Near Eastern, post-1750; CPD, REN) 2454 History of Anti-Semitism (Global, post-1750; REN, RLN) 2455 Jews in American Film (American post-1750; PCS, REN, RLN) 2475 History of the Holocaust (Europe, post-1750; PCS, REN) 3110 The Jewish Experience in Latin America (Latin American, pre- and post-1750; PCS, REN, RLN) 3353 Jewish Communities under Muslim Rule (Near Eastern, pre-1750; REN, RLN) 3450 History of Ancient Israel (Near Eastern, pre-1750) 3455 Jewish Life from Renaissance to the Early Enlightenment (Europe, pre-1750; REN, RLN) 3460 European Jewish History, 1789 – 1989 (Europe, post-1750; REN, RLN) 3465 American Jewish History (American, post-1750; REN, RLN, SOJ) 3470 Messiahs & Messianism in Jewish History (Global, pre- and post-1750; PCS, RLN) 3475 History of the Arab-Israeli Conflict (Near East, post-1750; CPD, PCS)  

Latin American History Courses 2100 Introduction to the Spanish Atlantic World (Latin American, pre-1750; CCE, GEM) 2105 Latin America and the World (Global, post-1750; CPD) 2110 Introd. to Native Amer. Peoples, Mesoamerica (Latin Amer., pre & post-1750; CCE, REN, SOJ) 2111 Introd. to Native Amer. Peoples of the Andes (Latin Amer., pre & post-1750; CCE, REN, SOJ) 2115 Saints and Sinners: Women, Gender, Sexuality, and Race in Latin American History (Latin American, pre- and post-1750; PCS, WGS) 2120 Revolutions & Social Mvmnts in Modern Latin Amer. (Latin American, post-1750; PCS, REN) 2125 The History of Latin America through Film (Latin American, post-1750; PCS, REN, SOJ) 3100 Colonial Latin America (Latin American, pre-1750; CCE, GEM) 3101 South America Since Independence (Latin American, post-1750; PCS) 3102 Central America and the Caribbean Since Independence (Latin American, post-1750; REN) 3105 History of Brazil (Latin American, post-1750; REN) 3106 History of Mexico (Latin American, pre- and post-1750; PCS, REN, SOJ) 3107 History of Argentina (Latin American, post-1750; PCS) 3110 The Jewish Experience in Latin America (Latin American, pre- and post-1750; PCS, REN, RLN) 3115 History of Medicine & Public Health in Latin America (Latin American, pre- & post-1750; ETS) 4125 Seminar in Latin American History  

Near and Middle Eastern History/Islamic History Courses 2211 The Ancient Near East (Near Eastern, pre-1750; ETS, PCS) 2221 Introduction to the New Testament (Near Eastern, pre-1750; RLN) 2350 Islam, Politics, and Society in History (Near Eastern, pre- and post-1750; PCS, RLN) 2351 Early Islamic Society, 610-1258 (Near Eastern, pre-1750; PCS, RLN) 2352 The Ottoman Empire, 1300-1922 (Near Eastern, pre-1750; CCE, PCS) 2353 The Middle East since 1914 (Near Eastern, post-1750; CCE, PCS) 2375 Islamic Central Asia (Near Eastern, pre-1750; PCS, RLN) 2390 Ancient India (Near Eastern, pre-1750; PCS, RLN) 2391 Islamic India (Near Eastern, pre-1750; CCE, GEM, RLN) 2392 Colonial India (Near Eastern, post-1750; CCE, REN) 2393 Contemporary India and South Asia (Near Eastern, post-1750; PCS, REN) 2453 History of Zionism & Modern Israel (Near Eastern, post-1750; CPD, REN) 3219 Historical Jesus (Near East, pre-1750; RLN) 3304 History of Islam in Africa (Africa, pre- and post-1750; PCS, RLN) 3351 Intellectual and Social Mvmnts. in the Muslim World (Near Eastern, pre-1750; PCS, RLN) 3354 Islamic Spain and North Africa (Global, pre-1750; CCE, RLN) 3357 The Middle East in the 19th Century (Near Eastern, post-1750; CCE, PCS) 3360 History of Iran (Near Eastern, post-1750; GEM, REN, RLN) 3355 The Early Islamic Conquests (Near East, pre-1750; PCS, RLN) 3365 History of Afghanistan (Near Eastern, post-1750; CCE, REN) 3375 Mongol World Empire: Central Eurasia 1000-1500 (Near Eastern, pre-1750; CCE, PCS) 3376 The Silk Road: Cross-Cultural Exchanges in Eurasian History (Global, pre-1750; PCS, RLN) 3475 History of the Arab-Israeli Conflict (Near East, post-1750; CPD, PCS) 3480 Israel/Palestine: History of the Present (Near East, post-1750; CPD, PCS, REN) 4375 Seminar in Islamic History  

Women’s, Gender, and Sexuality History Courses 2115 Saints and Sinners: Women, Gender, Sexuality, and Race in Latin American History (Latin American, pre- and post-1750; PCS, WGS) 2275 Children and Childhood in the Western World (Europe, pre- and post-1750; WGS) 2270 Love in the Modern World (Europe, post-1750; PCS, WGS) 2600 Intro to Women's & Gender History (Global, pre or post-1750; WGS) 2610 A Survey of U.S. Women’s and Gender History: Diversity and Intersections (American, post-1750; REN, WGS, SOJ) 2620 Women Changing the World: Hist. of Activism & Struggle (Global, post-1750; PCS, SOJ, WGS) 2630 History of Modern Sexualities (Global, post-1750; CCE, SOJ, WGS) 3086 Black Women in Slavery and Freedom (American, post-1750; PCS, REN, WGS) 3214 Women, Gender & Sexuality in the History of Christianity (Europe, pre-1750; RLN, WGS) 3215 Sex and Gender in Late Antiquity (Global, pre-1750; PCS, WGS) 3411 Gender and Sexuality in China (East Asia, pre- and post-1750; PCS, WGS) 3612 Asian American Women: Race, Sex, and Representations (American, post-1750; REN, WGS) 3620 Lesbian, Gay, Bisexual, & Transgender Hist. in the U.S (American, post-1750; REN, SOJ, WGS) 3630 Same-Sex Sexuality in a Global Context (Global, post-1750; GEM, WGS) 3640 Women: Navigating the Patriarchy in Medieval Europe (Europe, pre-1750; SOJ, WGS) 3641 Women & Gender in Early Modern Europe: 1450-1750 (Europe, pre-1750; WGS) 3642 Women in the Modern World, 19th Century to the Present (Europe, post-1750; PCS, WGS) 3650 Families in Historical Perspective (Global, post-1750; WGS) 4625 Seminar in Women’s/Gender History  

Topical and Comparative (“Global Breadth”) Courses 2105 Latin America and the World (Global, post-1750; CPD) 2220 Introduction to the History of Christianity (Global, pre-1750; RLN) 2231 The Crusades (Global, pre-1750; CPD, RLN) 2250 Empires and Nations in Western Europe, 1500-Present (Global, pre- and post-1750; PCS, REN) 2271 Happiness in History and Practice (Global, pre-1750; CPD, GEM) 2450 Ancient & Medieval Jewish Hist, 300BCE-1100CE (Global, pre-1750; REN, RLN) 2451 Medieval & Early Modern Jewish Hits, 700-1700CE (Global, pre-1750; REN, RLN) 2454 History of Anti-Semitism (Global, post-1750; REN, RLN) 2500 20th Century International History (Global, post-1750; CCE, CPD, SOJ) 2550 History of War (Global, post-1750; CPD) 2600 Introduction to Women’s & Gender History (Global, pre- and post-1750; WGS) 2620 Women Changing the World: Hist. of Activism & Struggle (Global, post-1750; PCS, SOJ, WGS) 2630 History of Modern Sexualities (Global, post-1750; CCE, SOJ, WGS) 2641 Global History to 1500 (Global, pre-1750) 2642 Global History 1500 to Present (Global, post-1750) 2650 The World since 1914 (Global, post-1750; CCE, PCS) 2651 World History before the Modern Age (Global, pre-1750) 2675 The Indian Ocean: Communities and Commodities in Motion (Global, post-1750; CCE, REN) 2680 It’s the End of the World! Apocalypticism in Christianity, Judaism & Islam (Global, pre-1750; GEM, RLN) 2700 Global Environmental History (Global, pre- and post-1750; ETS, GEM) 2701 History of Technology (Global, post-1750; ETS) 2702 Food in World History (Global, post-1750; ETS) 2703 History of Public Health, Medicine and Disease (Global, post-1750; ETS) 2704 Water: A Human History (Global, post-1750; ETS, PCS, SOJ) 2710 History of the Car (Global, post-1750; ETS) 2711 History of Nuclear Energy (Global, post-1750; CPD, ETS, PCS) 2720 Big History (Global, pre-1750; ETS) 2725 Power in History (Global, pre- and post-1750; PCS) 2911 The Climate Crisis: Mechanisms, Impacts, and Mitigation (Global, post-1750; ETS) 3090 Comparative Slavery (Global, pre- and post-1750; GEM) 3215 Sex and Gender in the Ancient World (Global, pre-1750; PCS, WGS) 3218 Paul & His Influence in Early Christianity (Global, pre-1750; RLN) 3222 The Roman Empire, 69-337 CE (Global, pre-1750; PCS) 3229 History of Early Christianity (Global, pre-1750; PCS, RLN) 3270 History of World War I (Global, post-1750; CPD, PCS) 3352 Marginal Groups in the Non-Western World (Global, post-1750; PCS, REN) 3354 Islamic Spain & N. Africa (Global, pre-1750; CCE, RLN) 3376 The Silk Road: Cross-Cultural Exchanges in Eurasian History (Global, pre-1750; PCS, RLN) 3470 Messiahs & Messianism in Jewish History (Global, pre- and post-1750; (PCS, RLN) 3540 Modern Intelligence History (Global, post-1750; CPD, PCS) 3550 War in World History, 500-1650 (Global, pre-1750; CPD, PCS) 3551 War in World History, 1651-1899 (Global, pre- and post-1750; CCE, CPD) 3552 War in World History, 1900-present (Global, post-1750; CPD, ETS) 3570 World War II (Global, post-1750; CPD) 3575 The Korean War (Global, post-1750; CPD) 3580 The Vietnam War (Global, post-1750; CPD, PCS, SOJ) 3590 Wars of Empire and Decolonization (Global, post-1750; CCE, CPD) 3630 Same-Sex Sexuality in a Global Context (Global, post-1750; GEM, WGS) 3650 Families in Historical Perspective (Global, post-1750; WGS) 3675 How to Stage a Revolution (Global, post-1750; CCE, CPD, SOJ) 3676 Leadership in History (Global, post-1750; PCS, REN, WGS) 3702 Digital History (Global; ETS) 3705 History of Capitalism in Comp. & Global Perspective (Global, post-1750; ETS) 3706 Coca-Cola Globalization: The History of American Business & Global Environment Change, 1800 – Today (Global, post-1750; ETS, SOJ) 3708 Vaccines: A Global History (Global, post-1750; ETS) 3724 History of the Artic (Global, post-1750; ETS, REN) 3750 Race, Ethnicity and Nation in Global Perspective (Global, post-1750) 4525 Seminar in International History 4575 Seminar in Military History 4675 Seminar in World/Global/Transnational History 4705 Seminar in the History of Environment, Technology, and Science 4706 Chronic: Illness, Injury, and Disability in Modern History (Global, post-1750; ETS, PCS, SOJ) 5229 Paul and His Influence in Early Christianity (Global, pre-1750; RLN)  

Thematic Concentrations  

Colonialism and Comparative Empires (CCE) 2001 Launching America 2065 Colonialism at the Movies: American History in Film 2070 Introduction to Native American History 2071 American Indian History of the U.S. Midwest 2075 Introduction to U.S. Latino/a History 2100 Introduction to the Spanish Atlantic World 2110 Introduction to Native American Peoples from Mesoamerica 2111 Introduction to Native American Peoples from the Andes 2201 Ancient Greece and Rome 2205 Western Civilizations to 1600: Rise, Collapse, and Recovery 2280 Introduction to Russian History 2301 African Peoples and Empires in World History 2302 History of Modern Africa, 1800 – 1960s 2352 The Ottoman Empire, 1300 – 1922 2353 The Middle East since 1914 2391 Islamic India 2392 Colonial India 2402 History of East Asia in the Modern Era 2500 20th Century International History 2630 History of Modern Sexualities 2650 The World since 1914 2675 The Indian Ocean: Communities and Commodities in Motion 2750 Natives and Newcomers: Immigration and Migration in U.S. History 3010 Colonial North America to 1763 3070 Native American History from European Contact to Removal, 1560 – 1820 3071 Native American History from Removal to the Present 3075 Mexican American Chicano/a History 3100 Colonial Latin America 3212 Greece and the Mediterranean from Alexander to Cleopatra 3223 The Later Roman Empire 3251 History of Europe in the 19th Century 3260 Britain in the 19th Century 3263 France in the 20th Century 3268 Eastern Europe in the 19th Century 3280 History of Russia to 1700 3281 Imperial Russian History, 1700 – 1917 3283 Siberia in World History 3354 Islamic Spain and North Africa 3357 The Middle East in the 19th Century 3365 History of Afghanistan 3375 Mongol World Empire: Central Eurasia, 1000 – 1500 3402 Chinese Empire, 10th – 14th Century 3403 History of Early Modern China: 14th – 18th Century 3404 Modern China, 1750 – 1949 3405 Contemporary China, 1921 – 2000 3410 Studies in Chinese History 3426 History of Modern Japan 3436 History of Modern Korea 3525 19th-century European International History 3526 20th-century European International History 3551 War in World History, 1651 – 1899 3590 Wars of Empire and Decolonization 3675 How to Stage a Revolution  

Conflict, Peace and Diplomacy (CPD) 2015 History of American Criminal Justice 2105 Latin America and the World 2231 The Crusades 2271 Happiness in History and Practice 2302 History of Modern Africa, 1800 – 1960s 2303 History of Contemporary Africa, 1960 – Present 2453 History of Zionism and Modern Israel 2500 20th Century International History 2550 History of War 2711 History of Nuclear Energy 3011 The American Revolution and New Nation 3015 From the New Era to the New Frontier, 1921 – 1963 3016 The Contemporary U.S. since 1963 3049 War and Dissent in American History 3216 War in the Ancient Mediterranean World 3220 The Rise of the Roman Republic 3221 History of Rome: Republic to Empire 3253 20th Century Europe to 1950 3254 Europe since 1950 3264 19th Century German History 3265 20th Century German History 3270 History of World War I 3301 History of Modern West Africa, post 1800 3302 Nationalism, Socialism, and Revolution in Africa 3303 War and Genocide in 20th- and 21st-century Africa 3308 History of U.S.-African Relations, 1900 – Present 3309 Critical Issues of 20th-century Africa 3311 Globalization and Development in Africa 3312 Africa and World War II 3313 Conflict in the Horn of Africa 3475 History of the Arab-Israeli Conflict 3480 Israel/Palestine: History of the Present 3500 U.S. Diplomacy from Independence to 1920 3501 U.S. Diplomacy, 1920 - Present 3505 U.S. Diplomacy in the Middle East 3506 Diplomacy, Congress, and the Imperial Presidency 3525 19th-century European International History 3526 20th-century European International History 3540 Modern Intelligence History 3550 War in World History, 500 – 1650 3551 War in World History, 1651 – 1899 3552 War in World History, 1900 – Present 3560 American Military History, 1607 – 1902 3561 American Military History, 1902 – Present 3570 World War II 3575 The Korean War 3580 The Vietnam War 3590 Wars of Empire and Decolonization 3670 Trans-National History of World War II in Europe 3675 How to Stage a Revolution  

Environment, Technology and Science (ETS) 2010 History of American Capitalism 2040 History of Agriculture and Rural America 2066 History of Medicine in Film 2210 Classical Archaeology 2211 The Ancient Near East 2700 Global Environmental History 2701 History of Technology 2702 Food in World History 2703 History of Public Health, Medicine and Disease 2704 Water: A Human History 2705 The History of Medicine in Western Society 2710 History of the Car 2711 History of Nuclear Energy 2720 Big History 2911 The Climate Crisis: Mechanisms, Impacts, and Mitigation 3040 The American City 3115 History of Medicine and Public Health in Latin America 3247 Magic and Witchcraft in Early Modern Europe, 1450 – 1750 3283 Siberia in World History 3307 History of African Health and Healing 3310 History of African Cinema 3311 Globalization and Development in Africa 3552 War in World History, 1900 – Present 3700 American Environmental History 3701 History of American Medicine 3702 Digital History 3704 HIV: From Microbiology to Macrohistory 3705 History of Capitalism in Comparative and Global Perspective 3706 Coca-Cola Globalization: The History of American Business & Global Environment Change 3708 Vaccines: A Global History 3710 European Environmental History 3711 Science and Society in Europe, from Copernicus to Newton 3712 Science and Society in Europe, from Newton to Hawking 3715 Explorations of Science, Technology and the Environment in East Asia 3720 The Corrupting Sea: The Environmental History of the Ancient Mediterranean 3724 History of the Arctic 4706 Chronic: Illness, Injury, and Disability in Modern History  

Global, Early Modern (GEM) 2065 Colonialism at the Movies: American History in Film 2079 Asian American History 2100 Introduction to the Spanish Atlantic World 2271 Happiness in History and Practice 2391 Islamic India 2680 It’s the End of the World! Apocalypticism in Christianity, Judaism and Islam 2700 Global Environmental History 3090 Comparative Slavery 3100 Colonial Latin America 3242 The Holy Roman Empire, 1495 – 1806 3280 History of Russia to 1700 3360 History of Iran 3630 Same-Sex Sexuality in a Global Context 3700 American Environmental History  

Power, Culture, and Society (PCS) 2001 Launching America 2002 Making America Modern 2010 History of American Capitalism 2015 History of American Criminal Justice 2040 History of Agriculture and Rural America 2065 Colonialism at the Movies: American History in Film 2080 African American History to 1877 2081 African American History from 1877 2115 Saints and Sinners: Women, Gender, Sexuality, and Race in Latin American History 2120 Revolutions and Social Movements in Modern Latin America 2125 The History of Latin America through Film 2201 Ancient Greece and Rome 2202 Introduction to Medieval History 2203 Introduction to Early Modern Europe 2204 Modern European History 2205 Western Civilizations to 1600: Rise, Collapse, and Recovery 2210 Classical Archaeology 2211 The Ancient Near East 2240 Elizabethan England 2250 Empires and Nations in Western Europe, 1500 – Present 2251 Empires and Nations in Eastern Europe, 1500 – Present 2252 People on the Move: Migration in Modern Europe 2270 Love in the Modern World 2280 Introduction to Russian History 2301 African Peoples and Empires in World History 2303 History of Contemporary Africa, 1960 – Present 2350 Islam, Politics, and Society in History 2351 Early Islamic Society, 610 – 1258 2352 The Ottoman Empire, 1300 – 1922 2353 The Middle East since 1914 2375 Islamic Central Asia 2390 Ancient India 2393 Contemporary India and South Asia 2401 History of East Asia in the Pre-Modern Era 2402 History of East Asia in the Modern Era 2455 Jews in American Film 2475 History of the Holocaust 2620 Women Changing the World: Histories of Activism and Struggle 2650 The World since 1914 2704 Water: A Human History 2711 History of Nuclear Energy 2725 Power in History 2752 Social Reform Movements in U.S. History 3001 American Political History to 1877 3002 U.S. Political History since 1877 3003 American Presidential Elections 3005 The United States Constitution and American Society to 1877 3006 The United States Constitution and American Society since 1877 3011 The American Revolution and New Nation 3012 Antebellum America 3013 Civil War and Reconstruction 3014 Gilded Age to Progressive Era, 1877-1920 3015 From the New Era to the New Frontier, 1921 – 1963 3016 The Contemporary U.S. since 1963 3017 The Sixties 3020 19th-century American Ideas 3021 20th-century American Ideas 3030 History of Ohio 3032 History of the U.S. West 3040 The American City 3041 American Labor History 3045 American Religious History 3080 Slavery in the United States 3081 Free Blacks in Antebellum America 3082 Black Americans during the Progressive Era 3083 Civil Rights and Black Power Movements 3085 African American History through Contemporary Film 3086 Black Women in Slavery and Freedom 3089 Studies in African American History 3101 South American Since Independence 3106 History of Mexico 3107 History of Argentina 3110 The Jewish Experience in Latin America 3215 Sex and Gender in the Ancient World 3216 War in the Ancient Mediterranean World 3217 Family, household, and kinship in the Ancient World 3220 The Rise of the Roman Republic 3221 History of Rome: Republic to Empire 3222 The Roman Empire, 69 – 337 CE 3225 Early Byzantine Empire 3226 Layer Byzantine Empire 3228 Religion and Society in Late Antiquity 3229 History of Early Christianity 3230 Saints and Demons in Medieval Europe 3232 Solving Crime in Medieval Europe 3235 Medieval Europe I, 300 – 1100 3236 Medieval Europe II, 1100 – 1500 3239 Medieval England 3241 History of the Italian Renaissance, 1450 – 1600 3242 The Holy Roman Empire, 1495 – 1806 3245 The Age of Reformation 3246 Tudor and Stuart Britain, 1485 – 1714 3249 Early-Modern Europe, 1560 – 1778 3250 Revolutionary and Napoleonic Europe, 1750 – 1815 3251 History of Europe in the 19th Century 3253 20th Century Europe to 1950 3254 Europe since 1950 3260 Britain in the 19th Century 3263 France in the 20th Century 3264 19th Century German History 3265 20th Century German History 3268 Eastern Europe in the 19th Century 3269 Eastern Europe in the 20th Century 3270 History of World War I 3276 European Thought and Culture, 19th Century 3277 European Thought and Culture, 20th Century 3281 Imperial Russian History, 1700 – 1917 3282 History of the Soviet Union 3301 History of Modern West Africa, post 1800 3302 Nationalism, Socialism, and Revolution in Africa 3303 War and Genocide in 20th- and 21st-century Africa 3304 History of Islam in Africa 3305 History of Islamic Movements in West Africa 3306 History of African Christianity 3307 History of African Health and Healing 3308 History of U.S.-African Relations, 1900 – Present 3309 Critical Issues of 20th-century Africa 3310 History of African Cinema 3351 Intellectual and Social Movements in the Muslim World 3352 Marginal Groups in the Non-Western World 3355 The Early Islamic Conquests 3357 The Middle East in the 19th Century 3375 Mongol World Empire: Central Eurasia, 1000 – 1500 3376 The Silk Road: Cross-Cultural Exchanges in Eurasian History 3401 Foundations of Chinese Civilization 3402 Chinese Empire, 10th – 14th Centuries 3403 History of Early Modern China: 14th – 18th Century 3404 Modern China, 1750 – 1949 3405 Contemporary China, 1921 – 2000 3410 Studies in Chinese History 3411 Gender and Sexuality in China 3425 History of Japan before 1800 3426 History of Modern Japan 3435 History of Early Modern Korea 3436 History of Modern Korea 3470 Messiahs and Messianism in Jewish History 3475 History of the Arab-Israeli Conflict 3480 Israel/Palestine: History of the Present 3506 Diplomacy, Congress, and the Imperial Presidency 3540 Modern Intelligence History 3550 War in World History, 500 – 1650 3580 The Vietnam War 3642 Women in Modern Europe, from the 18th Century to the Present 3670 Trans-National History of World War II in Europe 3676 Leadership in History 3680 Religion and Law in Comparative Perspective 3715 Explorations of Science, Technology and the Environment in East Asia 4706 Chronic: Illness, Injury, and Disability in Modern History  

Race, Ethnicity, and Nation (REN) 2002 Making America Modern 2046 Christianity and Liberation in the USA 2070 Introduction to Native American History 2071 American Indian History of the U.S. Midwest 2075 Introduction to U.S. Latino/a History 2079 Asian American History 2080 African American History to 1877 2081 African American History from 1877 2085 Exploring Race and Ethnicity in Ohio: Black Ohio in the 19th Century 2110 Introduction to Native American Peoples from Mesoamerica 2111 Introduction to Native American People of the Andes 2120 Revolutions and Social Movements in Modern Latin America 2125 The History of Latin America through Film 2202 Introduction to Medieval History 2204 Modern European History 2250 Empires and Nations in Western Europe, 1500 – Present 2251 Empires and Nations in Eastern Europe, 1500 – Present 2252 People on the Move: Migration in Modern Europe 2392 Colonial India 2393 Contemporary India and South Asia 2450 Ancient and Medieval Jewish History, 300 BCE – 1100 CE 2451 Medieval and Early Modern Jewish History, 700 – 1700 CE 2452 Modern Jewish History, 1700 – Present 2453 History of Zionism and Modern Israel 2454 History of Anti-Semitism 2455 Jews in American Film 2475 History of the Holocaust 2610 A Survey of U.S. Women’s and Gender History: Diversity and Intersections 2675 The Indian Ocean: Communities and Commodities in Motion 2750 Natives and Newcomers: Immigration and Migration in U.S. History 2752 Social Reform Movements in U.S. History 3005 The United States Constitution and American Society to 1877 3006 The United States Constitution and American Society since 1877 3010 Colonial North America to 1763 3012 Antebellum America 3013 Civil War and Reconstruction 3017 The Sixties 3021 20th-century American Ideas 3030 History of Ohio 3031 American South to 1860 3032 History of the U.S. West 3041 American Labor History 3070 Native American History from European Contact to Removal, 1560 – 1820 3071 Native American History from Removal to the Present 3075 Mexican American Chicano/a History 3080 Slavery in the United States 3081 Free Blacks in Antebellum America 3082 Black Americans during the Progressive Era 3083 Civil Rights and Black Power Movements 3085 African American History through Contemporary Film 3086 Black Women in Slavery and Freedom 3089 Studies in African American History 3102 Central America and the Caribbean Since Independence 3105 History of Brazil 3106 History of Mexico 3110 The Jewish Experience in Latin America 3213 Slavery in the Ancient World 3231 Creating Medieval Monsters: Construction of the “Other” 3235 Medieval Europe I, 300 – 1100 3236 Medieval Europe II, 1100 - 1500 3239 Medieval England 3268 Eastern Europe in the 19th Century 3269 Eastern Europe in the 20th Century 3280 History of Russia to 1700 3352 Marginal Groups in the Non-Western World 3353 Jewish Communities under Islamic Rule 3360 History of Iran 3365 History of Afghanistan 3435 History of Early Modern Korea 3455 Jewish Life from the Renaissance to the Early Enlightenment 3460 European Jewish History, 1789 – 1989 3465 American Jewish History 3480 Israel/Palestine: History of the Present 3612 Asian American Women: Race, Sex, and Representations 3620 Lesbian, Gay, Bisexual, and Transgender History in the U.S., 1940 – Present 3676 Leadership in History 3724 History of the Arctic 3750 Race, Ethnicity, and Nation in Global Perspective  

Religion (RLN) 2045 History of American Religion to the Civil War 2046 Christianity and Liberation in the USA 2203 Introduction to Early Modern Europe 2220 Introduction to the History of Christianity 2221 Introduction to the New Testament 2231 The Crusades 2240 Elizabethan England 2350 Islam, Politics, and Society in History 2351 Early Islamic Society, 610 – 1258 2375 Islamic Central Asia 2390 Ancient India 2391 Islamic India 2401 History of East Asia in the Pre-Modern Era 2450 Ancient and Medieval Jewish History, 300 BCE – 1100 CE 2451 Medieval and Early Modern Jewish History, 700 – 1700 CE 2452 Modern Jewish History, 1700 – Present 2454 History of Anti-Semitism 2455 Jews in American Film 2680 It’s the End of the World! Apocalypticism in Christianity, Judaism and Islam 3020 19th-century American Ideas 3045 American Religious History 3110 The Jewish Experience in Latin America 3213 Slavery in the Ancient World 3214 Women, Gender and Sexuality in the History of Christianity 3218 Paul & His Influence in Early Christianity 3219 Historical Jesus 3223 The Later Roman Empire 3225 Early Byzantine Empire 3226 Later Byzantine Empire 3227 Gnostics and Other Early Christian Heresies 3228 Religion and Society in Late Antiquity 3229 History of Early Christianity 3230 Saints and Demons in Medieval Europe 3231 Creating Medieval Monsters: Constructions of the “Other” 3236 Medieval Europe II, 1100 – 1500 3240 History of the Italian Renaissance, 1250 – 1450 3242 The Holy Roman Empire, 1495 – 1806 3245 The Age of Reformation 3246 Tudor and Stuart Britain, 1485 – 1714 3247 Magic and Witchcraft in Early Modern Europe, 1450 – 1750 3249 Early-Modern Europe, 1560 – 1778 3250 Revolutionary and Napoleonic Europe, 1750 – 1815 3275 Religion and Its Critics in Modern Europe 3276 European Thought and Culture, 19th Century 3304 History of Islam in Africa 3305 History of Islamic Movements in West Africa 3306 History of African Christianity 3351 Intellectual and Social Movements in the Muslim World 3353 Jewish Communities under Islamic Rule 3354 Islamic Spain and North Africa 3355 The Early Islamic Conquests 3360 History of Iran 3376 The Silk Road: Cross-Cultural Exchanges in Eurasian History 3401 Foundations of Chinese Civilization 3425 History of Japan before 1800 3455 Jewish Life from the Renaissance to the Early Enlightenment 3460 European Jewish History, 1789 – 1989 3465 American Jewish History 3470 Messiahs and Messianism in Jewish History 3680 Religion and Law in Comparative Perspective 5229 Paul and His Influence in Early Christianity  

Social Justice (SOJ) 2010 History of American Capitalism 2015 History of American Criminal Justice 2065 Colonialism at the Movies: American History in Film 2081 African American History from 1877 2110 Introduction to Native American Peoples from Mesoamerica 2111 Introduction to Native American People of the Andes 2125 The History of Latin America Through Film 2204 Modern European History 2500 20th Century International History 2610 A Survey of U.S. Women’s and Gender History: Diversity and Intersections 2620 Women Changing the World: Histories of Activism and Struggle 2630 History of Modern Sexualities 2704 Water: A Human History 2750 Natives and Newcomers: Immigration and Migration in U.S. History 2752 Social Reform Movements in U.S. History 3011 American Revolution and New Nation 3013 Civil War and Reconstruction 3015 From the New Era to the New Frontier, 1921 – 1963 3016 The Contemporary U.S. since 1963 3017 The Sixties 3041 American Labor History 3070 Native American History from European Contact to Removal, 1560 – 1820 3080 Slavery in the United States 3083 Civil Rights and Black Power Movements 3085 African American History through Contemporary Film 3106 History of Mexico 3213 Slavery in the Ancient World 3231 Creating Medieval Monsters: Constructions of the “Other” 3254 Europe since 1950 3269 Eastern Europe in the 20th Century 3281 Imperial Russian History, 1700 – 1917 3314 From Rubber to Coltan: A Long History of Violence & Exploitation in Central Africa 3465 American Jewish History 3501 U.S. Diplomacy, 1920 – Present 3580 The Vietnam War 3600 Studies in Women’s and Gender History 3620 Lesbian, Gay, Bisexual, and Transgender History in the United States, 1940 – Present 3640 Women: Navigating the Patriarchy in Medieval Europe 3675 How to Stage a Revolution 3700 American Environmental History 3706 Coca-Cola Globalization: American Business and Global Ecological Change 3798 Hotspots of the Global Early Modern World: Buenos Aires, Argentina 4706 Chronic: Illness, Injury, and Disability in Modern History  

Women, Gender, and Sexuality (WGS) 2046 Christianity and Liberation in the USA 2115 Saints and Sinners: Women, Gender, Sexuality, and Race in Latin American History 2270 Love in the Modern World 2275 Children and Childhood in the Western World 2600 Introduction to Women’s and Gender History 2610 A Survey of U.S. Women’s and Gender History: Diversity and Intersections 2620 Women Changing the World: Histories of Activism and Struggle 2630 History of Modern Sexualities 3086 Black Women in Slavery and Freedom 3214 Women, Gender and Sexuality in the History of Christianity 3215 Sex and Gender in the Ancient World 3411 Gender and Sexuality in China 3612 Asian American Women: Race, Sex, and Representations 3620 Lesbian, Gay, Bisexual and Transgender History in the U.S., 1940 – Present 3630 Same-Sex Sexuality in a Global Context 3640 Women: Navigating the Patriarchy in Medieval Europe 3641 Women and Gender in Early Modern Europe, 1450 – 1750 3642 Women in Modern Europe, from the 18th Century to the Present 3650 Families in Historical Perspective 3676 Leadership in History

The following is a listing of the permanent faculty, by area of interest, with indication of educational background, research and teaching interests, and major publication of written work.

AFRICAN HISTORY

James E. Genova, Professor, OSU Marion. Ph.D., State University of New York at Stony Brook. Research and teaching interests include African, European and Cultural history. Publications include Colonial Ambivalence, Cultural Authenticity, and the Limitations of Mimicry in French-Ruled West Africa, 1914-1956.

Ousman Kobo, Associate Professor. Ph.D., University of Wisconsin-Madison. Research and teaching interests include 20 th century West African history. Dissertation: “Promoting the Good and Forbidding the Evil: A Comparative Historical Study of the Ahl-as-Sunna Islamic Reform Movements in Ghana and Burkina Faso, 1950-2000.”

Thomas McDow, Associate Professor. Ph.D., Yale University. Research and teaching interests include African, transnational Islamic, and Indian Ocean history. Dissertation: “Arabs and Africans: Commerce and Kinship from Oman to the East African Interior, 1820-1890.”

Ahmad Sikainga, Professor. Ph.D., University of California, Santa Barbara. Research and teaching interests include Sudanese history and the history of slavery. Publications include  The Western Bahr al- Ghazal under British Rule, 1898-1956.

Sarah Van Beurden,  Associate Professor. Ph.D., University of Pennsylvania. Department of African American and African Studies. Research and teaching interests include African and transnational cultural history. Publications include Authentically African: Arts and the Transnational Politics of Congolese Culture.

AMERICAN HISTORY

Joan Cashin,  Professor. Ph.D., Harvard University. Research and teaching interests include nineteenth- century American history. Publications include The War Was You and Me: Civilians in the American Civil War .

DeAnza Cook,  Assistant Professor. Ph.D., Harvard University. Research and teaching interests include African American history. Dissertation: Soul Patrols: Race, Representation, and the Limits of Police Reform in America.

Bart Elmore,  Associate Professor. Ph.D., University of Virginia. Research and teaching interests include environmental history, preservation and conservation. Publications include Citizen Coke: The Making of Coca-Cola Capitalism.

Ryan Fontanilla,  Assistant Professor. Ph.D., Harvard University. Research and teaching interests include African American history, Caribbean history, and environmental history. Dissertation: Waters of Liberation: An Environmental History of Nineteenth-Century Jamaica.

Maria Hammack, Assistant Professor. Ph.D., University of Texas at Austin. Research and teaching interests include African American history and Latin American history. Publications include  Channels of Liberation: Freedom Fighters in the Age of Abolition.

Clayton Howard, Associate Professor. Ph.D., University of Michigan. Research and teaching interests include urban history, sexuality and politics in postwar America. Dissertation:  The Closet and the Cul de Sac: Sex, Politics, and Suburbanization in Postwar California.”

Hassan Jeffries,  Associate Professor. Ph.D., Duke University. Research and teaching interests include the Civil Rights and Black Power movements. Publications include Bloody Lowndes: Civil Rights and Black Power in Alabama’s Black Belt .

Margaret Newell,  College of Arts and Sciences Distinguished Professor. Ph.D., University of Virginia. Research and teaching interests include American colonial history. Publications include from Dependency to Independence: Economic Revolution in Colonial New England .

Daniel Rivers , Associate Professor. Ph.D., Stanford University. Research and teaching interests include Lesbian, Gay, Bisexual and transgender history, U.S. social movements and Native American history. Publications include Radical Relations: Lesbian Mothers, Gay Fathers, and their Children in the US since World War II.

Randolph Roth, College of Arts & Sciences Distinguished Professor. Ph.D., Yale University. Research and teaching interests include nationalist and pre-Civil War America, environmental and criminal justice history. Publications include The Democratic Dilemma: Religion, Reform and the Social Order in the Connecticut River Valley of Vermont, 1791-1850 .

David L. Stebenne,  Professor. J.D., Ph.D., Columbia University. Research and teaching interests include U.S. history since 1930, and especially political and legal history.” Publications include  Modern Republican: Arthur Larson and the Eisenhower Years.”

David Steigerwald,  Professor, Ph.D., University of Rochester. Research and teaching interests include U.S. intellectual and cultural history and recent U.S. history. Publications include  The Sixties and the End of Modern America .

Margaret Sumner,  Associate Professor, OSU Marion. Ph.D. Rutgers University. Research and teaching interests include early American history and women’s history. Her publications include Collegiate Republic: Cultivating an Ideal Society in Early America .

DIPLOMATIC AND MILITARY HISTORY

Bruno Cabanes, Professor and Donald G. & Mary A. Dunn Chair in Modern Military History. Ph.D., Université Paris I-Pantheon Sorbonne. Research and teaching interests include the French and European experiences in WWI and its aftermath. Publications include La victoire endeuillée, La sortie de guerre des soldats français (1918-1920) in Mourning: French Soldiers and the Postwar Transition, 1918-1920.

Mark Grimsley,  Associate Professor. Ph.D., The Ohio State University. Research and teaching interests include 19th century American military history. Publications include The Hard Hand of War: Union Military Policy Toward Southern Civilians 1861-1865 .

Peter L. Hahn, Professor. Ph.D., Vanderbilt University. Research and teaching interests include American diplomatic history. Publications include  The U.S., Great Britain, and Egypt 1945-1956: Strategy & Diplomacy in the Early Cold War .

Mitchell Lerner, Professor. Ph.D., University of Texas. Research and teaching interests include modern American diplomatic and political history. Publications include  The Pueblo Incident: A Spy Ship and the Failure of American Foreign Policy.

Peter Mansoor,  Professor and Raymond E. Mason, Jr., Chair of Military History. Ph.D., The Ohio State University. Research and teaching interests include military history and national security and policies studies. Publications include  The GI Offensive in Europe: The Triumph of American Infantry Divisions, 1941-1945.

Christopher McKnight Nichols, Wayne Woodrow Hayes Chair in National Security Studies. Ph.D., University of Virginia. Research and teaching interests include isolationism, internationalism, and globalization, as well as the role of ideas and ideologies in U.S. foreign relations. Publications include Ideology in U.S. Foreign Relations: New Histories .

R. Joseph Parrott, Assistant Professor. Ph.D., University of Texas at Austin. Research and teaching interests include the intersections of decolonization and the Cold War, the effects of transnational activism on Western domestic politics, and Pan-Africanism. Publications include “ ’A Luta Continua ’: Radical Filmmaking, Pan-African Liberation, and Communal Empowerment.”  Race & Class  57:1 (July- September, 2015): 20-38.

Lydia Walker, Assistant Professor and Myers Chair in Global Military History. Ph.D., Harvard University. Teaching and research interests include the international history of South Asia, Southern Africa, military intervention, and insurgent resistance. Publications include  States-in-Waiting: Global Decolonization and its Discontents .

EAST ASIAN HISTORY

Christopher A. Reed,  Associate Professor. Ph.D., University of California at Berkeley. Research and teaching interests include Qing, Republican, and People’s Republic periods (mid-18 th to late 20 th centuries). Publications include Gutenberg in Shanghai: Chinese Print Capitalism, 1876-1937 .

ENVIRONMENTAL HISTORY

Kent Curtis, Associate Professor, OSU Mansfield. Ph.D., University of Kansas, Research and teaching interests include environmental history and the history of technology. Publications include  Gambling on Ore: The Nature of Metal Mining in the United States, 1860-1910 .

Nicholas Breyfogle, Associate Professor and Director of the Goldberg Center. Ph.D., University of Pennsylvania. Research and teaching interests include Russian/Eurasian, European, and environmental history. He is editor of  Eurasian Environments: Nature and Ecology in Russian & Soviet History  (Univ. of Pittsburgh Press,) & co-editor (with John Brooke & Chris Otter) of a special issue of the Journal of World History,  “Health, Disease, & Environment in Global History,” vol. 24, issue 4 (December 2013). 

Marian Moser Jones, Associate Professor. Ph.D., Columbia University. Publications include The American Red Cross from Clara Barton to the New Deal  (Johns Hopkins, 2013), as well as numerous peer-reviewed articles that place maternal and child health, homelessness, and other topics in historical, ethical, and social context.

Christopher Otter,  Professor. Ph.D., University of Manchester. Research and teaching interests include British history, urban history, environmental history and the history of science and technology. Publications include “Liberty and Ecology: Resources, Markets, and the British Contribution to the Global Environmental Crisis,” in S. Gunn & J. Vernon (ed.)  The Peculiarities of Liberal Modernity in Imperial Britain .

Geoffrey Parker,  Distinguished University Professor and Andreas Dorpalen Professor. Ph.D. and Litt D., Cambridge University. Research and teaching interests include early modern Europe, European expansion, and military history. Geoffrey Parker has been working on aspects of the “seventeenth century crisis” throughout his career; his new book  Global Crisis: War, Climatic Change & Catastrophe in the Seventeenth Century ” was published by Yale University Press in 2013.

Randolph Roth, College of Arts & Sciences Distinguished Professor. Ph.D., Yale University. Research and teaching interests include nationalist and pre-Civil War America, environmental and criminal justice history. Publications include “Biology and the Deep History of Homicide,” British Journal of Criminology  and “Scientific History and Experimental History,”  Journal of Interdisciplinary History  and American Homicide .

EUROPEAN HISTORY

Greg Anderson,  Professor. Ph.D., Yale University. Research and teaching interests include ancient Greek history. Publications include The Athenian Experiment: Building an Imagined Political Community in Ancient Attica, 508-490 B.C.

Elizabeth Bond,  Associate Professor. Ph.D., University of California, Irvine. Research and teaching interests include the cultural history of the Enlightenment, social history, and the history of media. Dissertation: “Letters to the Editor in Eighteenth-Century France: An Enlightenment Information Network, 1770-1791.”

David Brakke,  Professor and Joe R. Engle Chair in the History of Christianity. Ph.D., Yale University. Research and teaching interests include late antiquity, ancient Christianity, Coptic and Syriac studies. Publications include The Gnostics: Myth, Ritual and Diversity in Early Christianity .

Sara Butler, Professor, King George III Chair in British History, and Director of the Center for Historical Research. Ph.D., Dalhousie University. Research and teaching interests include social law and women’s history in the Middle Ages. Publications include  Forensic Medicine  and  Death Investigation in Medieval England, Divorce in Medieval England; From One to Two Persons in Law,  and The Language of Abuse: Marital Violence in Later Medieval England.

Alice Conklin,  Vice Chair and Arts and Sciences Distinguished Professor. Ph.D., Princeton University. Research and teaching interests include France and its empire, comparative imperialism, and modern Europe. Publications include  A Mission to Civilize: The Republican Idea of Empire in France and West Africa, 1895-1930 . 

J. Albert Harrill,  Professor. Ph.D., University of Chicago. Research and Teaching interests include early Christianity, Greco-Roman world, and the New Testament. Most recent monograph is  Paul the Apostle: His Life and Legacy in Their Roman Context .

Tryntje Helfferich, Associate Professor, OSU Lima. Ph.D., University of California, Santa Barbara. Research and teaching interests include early modern Europe, Tudor-Stuart Britain, Medieval Islam, and Medieval Europe. Publications include A Documentary History of the Thirty Years War (1618-1648).

Stephen Kern,  Humanities Distinguished Professor. Ph.D. Columbia University. Research and teaching interests include modern European cultural and social history. Publications include  The Culture of Time and Space, 1880-1918 .

Christopher Otter,  Professor. Ph.D., University of Manchester. Research and teaching interests include British history, urban history, environmental history and the history of science and technology.

Publications include  The Government of the Eye: A Political History of Light and Vision in Britain, 1800- 1910 .

Geoffrey Parker,  Distinguished University Professor and Andreas Dorpalen Professor. Ph.D. and Litt D., Cambridge University. Research and teaching interests include early modern Europe, European expansion, and military history. Publications include The Military Revolution: Military Innovation and the Rise of the West 1500-1800.

Kristina Sessa,  Professor. Ph.D., University of California, Berkeley. Research and teaching interests include Ancient and Medieval history. Dissertation: “The Household and the Bishop: Establishing Episcopal Authority in Late Antique Rome.”

David J. Staley, Associate Professor and Public History Director. Ph.D., The Ohio State University. Director, The Goldberg Center, Department of History. Research and teaching interests include Historical Methods and New Media. Publications include  History and Future: Using Historical Thinking to Imagine the Future .

Heather J. Tanner,  Associate Professor, OSU Mansfield. Ph.D., University of California, Santa Barbara. Research and teaching interests include Medieval Europe; Medieval Flanders, Boulogne, the Anglo- Norman realm; and Tudor-Stuart England. Publications include Families, Friends and Allies: Boulogne and Politics in Northern France and England, c. 879-1160 .

JEWISH HISTORY

Matt Goldish,  Professor, Ph.D., Hebrew University of Jerusalem. Research and teaching interests include medieval and modern Jewish history. Publications include,  Judaism in the Theology of Sir Isaac Newton .

Robin E. Judd, Associate Professor. Ph.D., University of Michigan. Research and teaching interests include modern and medieval Jewish history, German history and gender history. Publications include Contested Rituals: Circumcision, Kosher Butchering, and German-Jewish Political Life in Germany, 1843-1933 .

Ori Yehudai,  Associate Professor and Schottenstein Chair in Israel Studies, Ph.D., University of Chicago. Research and teaching interests include the history of Zionism and Modern Israel, with special emphasis on migration and displacement, early Israeli statehood, transnationalism and the role of Zionism and Israel in the post-Holocaust reconstruction of the Jewish world. Dissertation: “Forth from Zion: Jewish Emigration from Palestine and Israel, 1945-1960.”  

LATIN AMERICAN HISTORY

Stanley E. Blake,  Associate Professor, OSU Lima. Ph.D., State University of New York at Stony Brook. Research and teaching interests include Latin American history, especially the History of Brazil.

Publications include  The Vigorous Core of Our Nationality: Race and Regional Identity in Northeastern Brazil .

Jessica Delgado, Associate Professor, Ph.D., University of California at Berkeley. Research and teaching interests include colonial Latin American and Mexican history; religion in Latin America; women, gender and sexuality studies; race, religion and spiritual status; and early modern Catholicism. Publications include: Laywomen and the Making of Colonial Catholicism in New Spain, 1630-1780 .

Alcira Dueñas,  Associate Professor, OSU Newark. Ph.D., The Ohio State University. Research and teaching interests include Latin American history, Andean history, Indigenous history and colonial literary history. Publications include  Indians and Mestizos in the ‘Lettered City’: Reshaping Justice, Social Hierarchy, and Political Culture in Colonial Peru .

Jennifer Eaglin,  Associate Professor. Ph.D., Michigan State University. Research and teaching interests include international economics and alternative energy development in the 20 th century. Dissertation is entitled Sweet Fuel: Ethanol’s Socio-Political Origins in Ribeirão Preto, São Paulo, 1933-1985.

Maria Hammack,  Assistant Professor. Ph.D., University of Texas at Austin. Research and teaching interests include African American history and Latin American history. Dissertation: Channels of Liberation: Freedom Fighters in the Age of Abolition.

Stephanie J. Smith,  Professor. Ph.D., State University of New York at Stony Brook. Research and teaching interests include Latin American history. Publications include Gender and the Mexican Revolution: Yucatan Women and the Realities of Patriarchy .

MIDDLE EASTERN, SOUTH ASIAN AND INDIAN OCEAN HISTORY

Yiğit Akin,  Associate Professor and Carter V. Findley Professor of Ottoman and Turkish History. Ph.D., The Ohio State University. Research and teaching interests include social and cultural history of the late Ottoman Empire and early Republican Turkey. Publications include When the War Came Home: The Ottomans’ Great War and the Devastation of an Empire .

Scott Levi, Professor and Chair. Ph.D., University of Wisconsin-Madison. Research and teaching interests include Central and South Asian history and world history. Publications include  The Indian Diaspora in Central Asia and its Trade, 1550-1900.

Amanda Respess, Assistant Professor, OSU Marion. Ph.D., University of Michigan. Research and teaching interests include premodern trade networks in the Persian Gulf, the South China Sea, and the Java Sea. Publications include “Herbs and Artifacts: Trade in Traditional Chinese Medicine,” in  China: Visions Through the Ages .

Mytheli Sreenivas, Professor, joint appointment with Women’s Studies. Ph.D., University of Pennsylvania. Research and teaching interests include India, south Asia, and women’s history. Publications include  Wives, Widows and Concubines: The Conjugal Family Ideal in Colonial India .

RUSSIAN AND EASTERN AND CENTRAL EUROPEAN HISTORY

Nicholas Breyfogle, Associate Professor and Director of the Goldberg Center. Ph.D., University of Pennsylvania. Research and teaching interests include Russian/Eurasian, European, and environmental history. Publications include  Heretics and Colonizers: Forging Russia’s Empire in the South Caucasus .

Mary W. Cavender,  Associate Professor, OSU Mansfield. Ph.D., University of Michigan. Research and teaching interests include Russian, Modern European, cultural and intellectual history. Publications include Nests of Gentry: Family, Estate, and Local Loyalties in Provincial Russia .

Theodora Dragostinova,  Professor. Ph.D., University of Illinois at Urbana-Champaign. Research and teaching interests include modern Eastern Europe and modern Western Europe. Publications include Between Two Motherlands: Nationality and Emigration among the Greeks of Bulgaria, 1900-1949.

David Hoffmann, College of Arts and Sciences Distinguished Professor. Ph.D., Columbia University. Research and teaching interests include Russian and Soviet history with a particular focus on the political, social, and cultural history of Stalinism. Publications include Stalinist Values: The Cultural Norms of Soviet Modernity, 1917-1941 .

WOMEN'S GENDER AND SEXUALITY STUDIES

Elizabeth Dillenburg, Assistant Professor, OSU Newark. Ph.D., University of Minnesota. Research and teaching interests include British Empire, childhood and youth, gender, migration and mobility, & labor history. Publications include: “Domestic Servant Debates and the Fault lines of Empire in Early Twentieth-Century South Africa and New Zealand,” in New Perspectives on the History of Gender and Empire .

Daniel Rivers,  Associate Professor. Ph.D., Stanford University. Research and teaching interests include Lesbian, Gay, Bisexual and transgender history, U.S. social movements and Native American history. Publications include Radical Relations: Lesbian Mothers, Gay Fathers, and their Children in the US since World War II.

Stephanie J. Shaw,  Professor. Ph.D., The Ohio State University. Research and teaching interests include women's history, women of color and U.S. history. Publications include  What A Woman Ought to Be and to Do .

Birgitte Søland, Associate Professor and Undergraduate Studies Chair. Ph.D., University of Minnesota. Research and teaching interests include European women's history, Scandinavian history, and the history of sexuality. Publications include Becoming Modern: Young Women and the Reconstruction of Womanhood in the 1920s .

Master's Thesis and Capstone Exam

For more information on Thesis and Capstone Exam Guidelines, the selecting of an advisor, and important dates, current students should consult  UEP Community Resources  on Canvas. Additional guidelines are published in the  Graduate Student Handbook .

For a complete list of outstanding, nominated and award-winning thesis projects, please see UEP's  Exemplary Thesis Library .

The thesis requirement affords students the opportunity to become proficient in framing a research question and carrying out an independent investigation on a topic of their choosing. Building on skills developed through course work and working closely with a faculty advisor, students present a well-reasoned analysis of a significant policy or planning problem. These may be technical studies, policy analyses, theoretical papers, evaluations, research studies, or planning documents. They are often an outgrowth of the student's internship experience. The department encourages applied theses that are solidly grounded in theory and informed by the existing literature. The master's thesis generally ranges in length from 60-80 pages and can be worth the equivalent of one or two classes.

For a complete list of outstanding, nominated and award-winning thesis projects, please see UEP's  Exemplary Thesis Library

Browse All Thesis Titles by Year:

• 2021 to 202 4
• 2011 to 2020
• 2001 to 2010
• 1991 to 2000
• 1981 to 1990
• 1975 to 1980

Capstone Exam

The capstone exam will be offered as an option parallel to the thesis and is designed to be both a substantive learning experience and a competency measure. It provides an opportunity for responding to the breadth of UEP students’ professional and intellectual needs, whereas the thesis has historically allowed students to explore a particular planning or policy subject in great detail. The capstone exam is not intended as a curriculum review of all of the core material acquired for the program, but instead represents a topic-based assessment of an individual student’s interests in the fields of policy and planning. Students choose major and minor topics in collaboration with a faculty advisor and reader(s) in a fashion similar to the selection of a thesis topic. There is also a comparable timeline for completion, although it is conceivable that the capstone exam could be completed in one semester; however, unlike the thesis, the capstone exam may only be worth the equivalent of one class. While student peer review and discussion of topic selection is encouraged, satisfactory completion of the capstone is solely an individual effort and will be determined on a pass/fail basis.

• Undergraduate Thesis
• 29 March 2023, 10.53
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• The Programme Educational Objectives (PEO) and the programme learning outcomes (PLO)
• Credit Semester
• Academic Supervision and Student Study Plans
• Lectures and Practicum
• Field Work Practice
• Academic Rule
• Academic Form

Course Specialization

At the end of the 4th semester, the students choose the topics and undergraduate thesis advisor from the department that they are interested in by filling the specialization form. Later, the Study Program will send the lists to the Head of Departments. Next, the head of the Department organizes the department meetings that are attended by the Heads of Laboratories to distribute and determine the thesis advisors. After getting the result, the Head of the Department sends a letter to the Head of the Study Program to inform the result of the Department meeting appended with the attachment of a specialization list of students along with their determined thesis advisor. Then, The Study Program proceeds the next step,which is the determination of thesis advisor for the student who has fulfilled the requirements. After it is done, the Decree of Thesis Advisor that indicates the student advisor alteration from previously the academic advisor changes to thesis advisor. The thesis proposal must be legalized by the Head of Study Program at the end of the 5th Semester.

Undergraduate Thesis Preparation

The undergraduate thesis preparation for the student of the Faculty of Animal Science UGM is one of the prerequisites to get the bachelor degree. Thesis must be written based on research. Before executing the research for a thesis, the student has to fulfil the prerequisite and have a legal thesis advisor. Students who have run research without implementing the procedure, will be announced as unauthorized.

Terms and Conditions for students to be able to do the research:

• Has completed semester 4 (semester 5 is able to begin the research)
• Has written the undergraduate thesis research proposal
• Obtain a minimum GPA of 2.00
• The number of D score in total credits is less than 25%
• No E score (from total 80 credits)

Undergraduate Thesis Advisor

The undergraduate thesis advisor has the duty to guide the students with the final assignment, starting from the proposal, research process, undergraduate thesis writing, and its research result. The thesis advisor comes from the department/laboratory of the course specialization. The thesis advisor does not have to be an academic advisor.

A seminar is a course that supports the finalization of the final thesis and to prepare the students to share the idea in terms of proposal or research result as the attempt to develop the student's knowledge. The proposal that will be presented in the seminar must be based on consultation results and approved by the thesis advisor. This seminar takes place in a whole semester, no postponement to next semester. This seminar course is organized parallel according to the department specializations.

Comprehensive examination

The comprehensive examination is mandatory to enroll in Judicium. The requirements to take the comprehensive examination is to pass compulsory credit with a total 103 without score E. The students who will take the comprehensive examination must register to the Student and Academic section. If they fulfill the requirements, they can take the comprehensive examination based on a schedule which has been arranged by the Student and Academic Section.

The undergraduate thesis defense

The undergraduate Thesis defense is arranged by the examiner board consisting of 3 (three) lecturers who are appointed by the Vice Dean for Academic and Student Affairs collaborated with the Head of Study Program by considering the thesis scope. The advisor and co-advisor acted as the chairman of the board examiners. The result of the undergraduate thesis defense will be directly announced by the examiner board after the defense finishes.

The requirements for taking thesis defense:

• No E score,
• D Score ≤ 25%
• Min GPA 2.00
• Submit the Undergraduate Thesis
• Submit the thesis advisory form
• Submit the thesis consultation form
• Submit the thesis defense request form
• Submit the proof of submission of the field work practice report
• Proof of PPSMB completion (for students who start from 2013 academic year)

The registration of thesis defense max 1 year after the research activity is done. If the student is late to register the undergraduate thesis defense, the student must do the remedial research. After being announced as having passed the examination, students still need to make a revision. Revision is given maximum for 2 (two) months. If within two months revision is not submitted, the score will be cancelled and the student must do the remedial examination. For those who have taken the thesis defense and still need to improve the score, they will be getting a tolerance for not attending a judicium for max 6 (six) months, with the condition that the study period is still active.

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An optimization model of undergraduate thesis examination scheduling in department of industrial engineering, Sebelas Maret University

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Endah Budiningsih , Cucuk Nur Rosyidi , Wakhid Ahmad Jauhari; An optimization model of undergraduate thesis examination scheduling in department of industrial engineering, Sebelas Maret University. AIP Conf. Proc. 23 April 2019; 2097 (1): 030040. https://doi.org/10.1063/1.5098215

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One of the major problem in examination timetabling is the difficulty to co-ordinate the examinations, invigilator, rooms, and timeslots according to set of operation rules of institution. The assignment of invigilators to each examination, timeslot, and room is an important administrative task that must be performed in each examination period. In this paper we developed an optimization model for examination timetabling problem at Department of Industrial Engineering, Faculty of Engineering, Sebelas Maret University. We formulated the problem as integer programming model. The purpose of this model is to minimize total deviation of the total assignments of each lecturer. The optimization result shows that the model can assign each lecture as invigilator for each examination into a specific timeslot efficiently and also offers fairness in the number of assignment for each lecture.

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SCI-Arc Breadcrumbs Home

SCI-Arc Breadcrumbs News

• May 13, 2024

UG Thesis 2024 Explores Architectural Frontiers with Bold Review Weekend

SCI-Arc’s 2024 Undergraduate Thesis has once again concluded with a remarkable exhibition of creative brilliance and architectural exploration. This year's showcase unveiled a dazzling array of projects that pushed the boundaries of design thinking and cultural discourse.

Spanning diverse themes and methodologies, the thesis projects on display offered a glimpse into the future of architecture and its intersection with society, technology, and the environment, as interpreted through the lens of this year’s graduating B.Arch class. From innovative housing solutions to speculative urban interventions, each thesis project reflected unique vision and ingenuity.

One project, titled "Urban Reclamation: Rethinking Public Spaces," reimagined abandoned industrial sites as vibrant community hubs, blending principles of sustainable design and social equity. Through thoughtful programming and adaptive reuse strategies, the project proposed a revitalization model that fosters inclusivity and community engagement.

Another compelling exploration, "Architecture of Memory: Mapping Collective Identity," delved into the role of architecture in preserving and commemorating cultural heritage. Drawing inspiration from local narratives and historical contexts, the project proposed a series of memorial structures that serve as anchors of remembrance and identity in rapidly evolving urban landscapes.

Innovative use of digital fabrication techniques was showcased in projects such as "Materiality in Flux: Exploring 3D Printed Structures," which experimented with novel materials and construction methods to create dynamic architectural forms. By harnessing the power of advanced technologies, the project pushed the boundaries of material expression and structural efficiency.

Environmental sustainability emerged as a recurring theme throughout the exhibition, with projects like "Resilient Habitats: Designing for Climate Change," offering visionary solutions to the pressing challenges of climate adaptation and mitigation. Through integrated design strategies and biomimetic principles, the project proposed resilient habitats that harmonize with nature and minimize ecological impact.

“The forty-seven thesis projects presented by this year’s undergraduate thesis class at SCI-Arc reveal architecture’s profound capacity to affect how we experience and think about the environments that surround us. The projects situate us provocatively at the intersection of multiple histories, presents, and futures with myriad modalities for researching, projective thinking, and designing,” shares Undergraduate Programs Co-Chair Marcelyn Gow.

Undergraduate Co-Chair Kristy Balliet had this to say of the weekend, “Undergraduate Thesis Spring 2024 was a vibrate display of a diverse range of ideas, inquiries, and close observations into issues that matter to communities large and small. The students hosted guests in conversation using immersive visual representation exhibited from small scale sketches, expansive animations, and models that invite you to enter. This class should be proud as it moves beyond these walls to make an impact in the world.”

SCI-Arc UG Thesis 2024 not only showcased the talent and creativity of its graduating students but also underscored the school's commitment to fostering innovative thinking and critical inquiry in the field of architecture. As these emerging architects embark on their professional journeys, their visionary projects serve as a testament to the transformative power of architecture in shaping the world we inhabit.

Department of Agricultural and Applied Economics

• Degree Programs

8.0. Department Policies

The following are department policies of particular importance to graduate students.

8.1. Advisory Committee

An advisory committee chair should be selected during the student's first semester in the graduate program. The student and committee chair will jointly select other members of the advisory committee. Advisory committees for M.S. and MAB students must have a minimum of three faculty members, at least two of whom must be graduate faculty members in the Department of Agricultural and Applied Economics. Advisory committees for Ph.D. students must have at least four faculty members, one of whom must be from outside the department.

8.2. Degree Plan

M.S. and MAB students should file a degree plan by the end of the first semester of graduate study. Ph.D. students should file a degree plan before beginning the second year of coursework. The student and committee chair should work out a tentative plan, which will be discussed and approved by the full advisory committee. Degree plans must be approved and signed by the department Graduate Advisor.

8.3. Research Topic

Students working on M.S.-thesis and Ph.D. degrees should begin discussions on possible research topics with their committee chair and other commit¬tee members during the first semester in their program.

8.4. Thesis and Dissertation Proposals

Each M.S.-thesis or Ph.D. candidate will develop a formal written thesis or dissertation proposal. The proposal should include a title, a statement of the problem and rationale for the proposed research, a statement of objectives, hypotheses to be tested, a review of the literature, and a detailed description of the design, data analysis, and procedures of the study. Proposals must also include a conceptual framework that applies relevant economic theory to an analysis of the research problem.

After your committee chair approves your draft proposal, you need to distribute copies to the other members of your advisory committee. You should allow at least two weeks for the committee to read and evaluate the proposal prior to your proposal defense.

8.5. Proposal Defense

Under the direction of your committee chair, you should prepare an oral presentation of your thesis or dissertation research proposal. This presentation is expected to be formal and scholarly. Your presentation should include a clear rationale for the proposed research, a concise statement of objectives, hypotheses, and a detailed description of the design and methods of the proposed study.

You should be prepared to defend your proposal during a question-and-answer period following the oral presentation. When the questioning has concluded, the committee will determine whether you have satisfactorily completed the defense/exam. They will also decide what modifications, if any, should be made to the proposal before proceeding with the research. All committee recommendations at the proposal stage should be appropriately reflected in the final thesis or dissertation submitted in preparation for the Final Examination.

8.6. Preparation of Thesis or Dissertation

In preparing even the earliest draft of the thesis or dissertation, you should follow style conventions currently accepted by the department and Graduate School.

8.7. Final Requirements for Graduation

Students who are within nine months of completing their graduate degree programs are advised to consult the Graduate School Web site, and personnel in the Graduate School for information on graduation requirements and deadlines. Students are responsible for meeting all of these requirements and deadlines.

8.8. Offices and Computers

Graduate student office space is assigned by the department Graduate Advisor. All funded students are provided office space. Other M.S. and Ph.D. students are assigned office space if available. Office space should be used or it may be reassigned.

The department has computer facilities which are available to all graduate students. Students with office spaces are often furnished with a computer. Students should use these computers for academic purposes only. Any relocation of departmental computers will be done by the department's computer support staff at the request of the Graduate Advisor.

8.9. Copying and Office Supplies

Office supplies are available to faculty and staff. They are available to graduate students only by special request from their graduate advisors and for use only on department business, not for the student's course or personal use.

The department copy machines are restricted to staff and faculty use. Graduate students gain access to the copy machines only when approved by the student's committee chair or work supervisor. The copy machines are intended to support research and teaching activities and are not intended for copying course work material or books

8.10. Vacations

Part-time research and teaching appointments do not carry provisions for vacation or sick leave. Absences from campus must be approved by your committee chair or work supervisor. If a requested absence conflicts with departmental needs it may be denied

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