Surviving Master's-Level History Programs at Norwich University: A ...

It is never too early to begin thinking about your capstonepaper. The capstone is an original research paper ofapproximately 45-50 pages due at the end of Seminar 6.We encourage students, if possible, to use primary sourceand archival materials for this project. While travel tothe National Archives, Center for Military History andLibrary of Congress in Washington, DC might not bepossible, state and local historical societies and archivesare often overlooked resources. I encourage you to visitthem and speak to the archivists about their holdings.You might be pleasantly surprised at what is available inyour locality. Many archives are also digitizing substantialamounts of primary source documents and posting themon their websites. It is possible to obtain large amountsof primary source documents online if you know whereto look. I encourage all graduate students to attend theinformation literacy sessions hosted by the Norwichreference librarians.Students may petition the Program Director to undertakea traditional MA thesis. This degree completion projectrequires letters of recommendation and support fromNorwich graduate faculty, an approved research questionand extensive use of primary source materials. Dependingon the nature of the topic, the thesis may also requirereading competency in a foreign language. Given thedemands of the thesis option, additional time is allowedto complete this project. Those approved for a thesis willhave an extended period of enrollment in the programand should not expect to graduate earlier than 24 monthsfrom the beginning of their graduate studies.3. An introduction to historical pedagogy. One of thegoals of the program that is closely related to developinga broad and deep base of historical knowledge, andthe ability to analyze and synthesize, is to learn how toimpart that information to senior high school and collegestudents as well as the general public. Students who areprofessional educators and do not plan on pursuinga PhD in history may want to consider (with yourinstructors permission) developing military history syllabiand course lectures in lieu of an end-of-seminar paper.Student projects might also be aimed at “public history”or how to interpret military history for the general public.State and local historical societies and museums mightprovide excellent opportunities for those interested in thefield of public history.An understanding of the historiography of a topic isan essential element in teaching at the college leveland a vital part of being a professional historian. Anunderstanding of the various issues and interpretationsof a particular topic or historical era will help youimpart an appreciation of the past.4. Building the foundation for a professional identityas a history. This foundation includes knowledge ofthe development of the field of history, including itsethical standards and practices. Historians must alwaysbe open and honest about the sources they use in theirwriting, carefully document all of the information theyuse, and avoid plagiarism at all costs. Part of being aprofessional historian involves collaboration with otherhistorians, and accepting the critical feedback otherhistorians may provide about your work. Criticismoften emerges when discussing historical problemsand research with one another, informing others ofuseful source material, and reviewing and proofreadingdrafts of papers. We encourage students to solicit thefeedback of their classmates on seminar projects. Youcan learn as much from your classmates as you canfrom your instructors. A fresh set of eyes can usuallydetect errors of grammar or logic and make a goodpaper even better. Debating with your classmates aboutyour readings as well as drafts of your papers will makeyou a better historian.5. Learning to think like a historian. This elementrequires the development of “historical habits of mind”and “historiographic sensibilities.” This means we shouldappreciate that all interpretations have their flaws andour understanding of the past evolves and changesover time. Historians also have to be aware of their ownprejudices and biases when examining history. Historiansmust have an appreciation for the enormous complexityof human events, and understand that no matter howmuch evidence we might have about an event, ourknowledge and understanding of the past is extremelylimited. Finally, historians must be prepared to argue andprovide significance for their interpretations. Professionalhistorians use the written and spoken word to provideanalysis, synthesis, argument, and significance (ASAS)regarding past events. If you are not engaging in ASAS,you are not thinking like a professional historian, butinstead a “history buff” or amateur.4