History 509,510,512,516 (CCAS-HIS)

History 509,510,512,516

Website: Here

Major requirements in history can be completed either through daytime or evening attendance.

Department of History

Chair: Andrew Shankman

Professors:

Margaret Marsh, University Professor, B.A., M.A., Ph.D., Rutgers

Charlene Mires, B.S, M.A., Ph.D., Temple

Andrew Shankman, B.A., Northern Illinois; M.A., Ph.D., Princeton

Wendy Woloson, B.F.A., Iowa State; M.F.A., Montana State; M.A., Bowling Green State; Ph.D., Pennsylvania

Associate Professors:

Katherine Epstein, B.A., Yale; M.Phil., Cambridge; Ph.D., Ohio State

Nick Kapur, B.A., M.A., Stanford; M.A., Ph.D., Harvard

Susan Mokhberi, B.A., M.A., Ph.D., California (Los Angeles)

Lorrin Thomas, B.A., Columbia; Ph.D., Pennsylvania

Assistant Professors:

Kendra Boyd, B.S., Ph.D., Rutgers

Carly Goodman, B.A., Ph.D., Temple

Evan Jewell, BA., M.A., M.Phil., Ph.D., Columbia

Emily Marker, B.A., New York; M.A., Ph.D., Chicago

Emeritus Faculty:

Laurie Bernstein, B.A., Sonoma State; Ph.D., California (Berkeley)

Rodney Carlisle, B.A., Harvard; Ph.D., California (Berkeley)

Jeffery M. Dorwart, B.A., Connecticut; M.A., Ph.D., Massachusetts

Howard Gillette, B.A., Ph.D., Yale

Wayne Glasker, B.A., M.A., Ph.D., Pennsylvania

Janet Golden, B.A., M.U.A., Ph.D., Boston

Joseph Held, B.A., Ph.D., Rutgers

Andrew Lees, B.A., Amherst; M.A., Ph.D., Harvard

Kriste Lindenmeyer, B.A., Ph.D., Cincinnati

Charlene Mires, B.S. Ball State, Ph.D. Temple

James Muldoon, B.A., Iona; M.A., Boston, Ph.D., Cornell

Philip Scranton, Board of Governors Professor, B.A., M.A., Ph.D., Pennsylvania

Allen L. Woll, B.A., Chicago, M.A., Ph.D., Wisconsin

Staff:

Sharon A. Smith, Administrative Assistant

History is the memory of humanity. The study of the past puts us in touch with the hopes, the accomplishments, and the failures of people other than ourselves. It also shows us how and why the world we inhabit today has developed over time, from the birth of civilization up to the age of high technology. It thus enlarges our awareness of the possibilities open to us now and in the future. As an intellectual discipline, it requires students to analyze evidence and to think clearly, relating particular events to general trends. Historical study is one of the essential cornerstones of a broadly based education. It provides not only knowledge and training that are worthwhile in their own right but also excellent background for many graduate programs (including the study of law), for business, and for life as an informed citizen.

Normally, students begin with courses at the 100 or 200 level and then move on to 300- and 400-level courses. Some students may be prepared to begin at the more advanced level, but first-year students may not enroll in any advanced course without permission of the instructor; sophomores may enroll in 300-level courses but not in 400-level courses without similar permission.