Abraham Baldwin Agricultural College - University System of Georgia

Institution: Abraham Baldwin Agricultural College
BACCALAUREATE AND MASTER'S DEGREES
Institutional Contact: Dr. Niles Reddick, Vice President of Academic Affairs
Date: November 16, 2010 RECEIVED
School/Division: School of Liberal Arts
Department: History and Political Science
Institutional Contact: Dr. Bobbie Robinson, Dean, School of Liberal Arts
Name of Proposed Program/Inscription: Bachelor of History and Political Science
Degree: BA/BS in History and Political Science
Major: History and Political Science
APR 20 2011
M.MIDDlETON
CIPCode: Anticipated Starting Date: Fall 2011
1. Program Description and Objectives:
Responding to national trends in interdisciplinary curricula and the need for integrative studies to prepare students
for a complex work and academic life, ABAC Abraham Baldwin Agricultural College (ABAC) seeks to offer the
Bachelor of Arts (BA) and the Bachelor of Science (BS) degrees in History and Political Science. National models
support interdisciplinary degrees in virtually all diSciplines. ABAC patterned this degree proposal on programs
nationwide that similarly combine the disciplines of History and Political Science, among them Drexel University,
Appalachian State University, Texas Women's University, Bowie State University, Ashland University, and others.
This cross-disciplinary degree is unique in the USG. It will provide students with the opportunity to
• combine complementary disciplines that enable them to set contemporary political problems in their
historical perspective
• approach the study of the past with the conceptual rigor derived from the politics of the day
• develop a broad education in politics and history
• develop and practice critical thinking and analytical skills essential in many professions
• pursue an internship that supports their career goals.
The current economic climate requires that employees entering any profession be skilled in thinking locally and
globally simultaneously, possessing a nimbleness of mind to integrate disparate social and cultural paradigms that
affect decision making. These degrees follow the contemporary national trend toward interdisciplinary programs.
The program
• emphasizes interdisciplinary connections, global perspectives, and cross-cultural interactions
• combines political and legal analysis grounded in historical processes that showcase complex deciSion
making, forces that produce historical change, and diverse intellectual traditions.

The BA requires foreign language and a broader liberal arts core curriculum; the BS incorporates a
broader social sciences core curriculum. Both degrees require computational math skills in the core.
The proposed degrees will augment ABAC's mission and role as a state college. They will further the
mission of ABAC as a transfer and baccalaureate degree granting institution by adding a degree program
that will be an attractive option for responding to state and regional workforce needs. The proposed
degree supports several of the University System of Georgia's strategic goals and focuses on building
capacity to meet Georgia's need for higher education, research, and economic development.
Specifically, the proposed degree will meet
• Goal 1: renewing excellence in undergraduate education to meet students' 21 st century
educational needs by providing access and opportunity to pursue a baccalaureate degree
program on ABAC's campus.
• Goal 2: creating capacity in the University System to meet the needs of 100,000 additional
students by 2020. Providing the proposed degree allows ABAC to enhance the sector of
comprehensive state colleges by expanding its offerings, thus expanding the System's capacity
to meet the educational needs of Georgia's citizens.
• Goal 5: focusing on maintaining affordability so that money is not a barrier to participation in
the benefits of higher education http://www.usg.edu/strategicplan/two/index.phtml.
The proposed degree program will further the mission of ABAC as an access institution by adding an
attractive option for responding to state and regional workforce needs. The proposed degree is aligned
with ABAC's strategic planning, targeting five individual projects, one of which includes transforming
academic programs. In keeping with this project, the goal of the institution is to "Earn a strong state,
regional and national reputation for academic excellence and positive student experience by developing
unique and acclaimed 2-year and 4-year academic programs and by recruiting and retaining the very
best in faculty, staff and student talent." Additionally, the program meets the first and third goals of
ABAC's Strategic Plan: to achieve excellence in undergraduate education to provide for students' 21 st
century educational needs and to increase the USG's participation in research and economic
development to the benefit of a Global Georgia http://www.abac.edu/ir/Strategic Planning/sp2008.cfm
Situated as it is at the intersection of four major highways, 1-75, US 41, US 82, and US 319, Tifton is the
economic and transportational hub for most of south central Georgia. The proposed degrees will
contribute to ABAC's offering baccalaureate programs to meet the educational, civic, and economic
needs of the community and region, particularly the areas north and east of Tifton. As the growing
population becomes more and more economically and demographically diverse, trained professionals
with skills in policy formulation; legal services delivery; cultural, historical, and political literacy;
leadership; and problem solving are in high demand.
The Georgia Museum of Agriculture on the ABAC campus will provide an auxiliary instruction site as well
as internship opportunities. It will provide both a teaching/learning laboratory and living history
museum on campus for students interested in museum work, as well as regional or period history.
Opened July 4, 1976, the grounds consist of 5 areas: a traditional farm community of the 1870s, an
1890s progressive farmstead, an industrial sites complex, rural town, national peanut complex, and the
Museum of Agriculture Center. Over 35 structures have been relocated to the site, restored, and
preserved. Costumed interpreters explain and demonstrate the lifestyle and activities of this historical
period in rural Georgia http://www.agrirama.com/.
The proposed degree will be offered on the ABAC campus, relying on standard delivery methods that
incorporate face-to-face instruction and technology.
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Graduates of the program will
• evaluate the dynamic social, political, and cultural issues affecting local, national, and global
political institutions
• describe events and persons that have shaped human civilizations
• analyze the political process in the US and the relationship among federal, state, and local
government
• describe the emerging global environment and the necessity of international relations
• evaluate the correlation between historical events and contemporary social issues and problems
• use empirical research methods effectively that are appropriate to the disciplines
• demonstrate effective written communication skills
Assessment methods in ABAC's currently-offered history and political science courses include pre-post
test analysis, use of rubrics, embedded test questions, and standardized end of course exams. These
tools are considered appropriate and necessary measures for evaluating the accomplishment of student
learning outcomes according to SACS and USG best practices www.abac.edu/ir . As part of its
institutional mission, ABAC "engages in a comprehensive planning and assessment process"
http:Uwww.abac.edu/President/mission.cfm . Towards this end, any new courses added as part of a
baccalaureate program in History and Political Science will include assessment plans and measures tied
to course outcomes and will support the program outcomes.
2. Description of the program's fit with the institutional mission and nationally accepted trends in the
discipline.
The proposed degree program will further the mission of ABAC as a transfer and baccalaureate degree
granting institution. The Rural Studies Program has already established ABAC as a college of choice for
students who want to remain in rural Georgia with a goal of revitalizing these once thriving areas.
Individuals with the appropriate education background in public policy, historic and cultural
preservation, and government service will be instrumental in this process also. According to the US
Department of Labor, the need for workers with bachelor's degrees in multiple areas of community and
social development and other government sectors will increase by 15.7% by 2018,
http://data.bls.gov:8080/oep/servlet/oep.noeted.servlet.ActionServlet. A 2008 survey of regional
community leaders indicated that "The need for trained professionals in government is growing. As
local governments face new challenges, a trained work force will be needed. Stable good paying jobs
are and will be available." Employers and government agencies want professionals with baccalaureate
degrees that focus on the issues that will help merge local interests into the global marketplace in order
to enhance opportunities for community development.
Graduates from Liberal Arts programs possess multiple skill sets that employers seek. A survey by the
National Association of Colleges and Employers (NACE) shows that "most hiring managers care more
about a job candidate's skills than they do about a college major. And the skills employers say they want
most in a candidate, such as communication and critical thinking, are precisely those for which liberal
arts students are known" (http:Uwww.bls.gov/opub/oog/2007/winter/artOl.pdf). Additionally, everchanging
technology and the current economic climate require a broad set of skills that allow individuals
to mold resumes into what particular jobs require. According to CNN Money, "A liberal-arts degree, plus
good communications and computer skills, signal to recruiters that you'll be adaptable to a wide range
of jobs. It's the students who graduate with very specialized degrees and little job experience who
struggle to find a position"
http:Umonev.cnn.com/2006/04/12/news/economv/annie/fortune annie0412/index.htm.
The program's objectives conform to the standards set by the American Historical Association and the
National Council for History Education. The American Political Science Association does not specify
3

program outcomes, but offers significant information on outcomes and assessment for departmental
programs http://www.apsanet.org!content 13026.cfm. The program's objectives also conform to
these guidelines. See Appendix A.
3. Description of how the program demonstrates demand and a justification of need in the discipline
and geographic area and is not unnecessary program duplication.
To grow as a state college, ABAC must offer four-year programs that serve the needs of the state and
the USG. Baccalaureate programs at ABAC have an established record of success. Since 2007, the
college has launched three baccalaureate programs. In Fall 2008, the Diversified Agriculture program
enrolled 33 majors; this Fall (2010), majors increased to 99, a 200% increase. Turfgrass and Golf Course
Management enrolled 31 majors in 2008; Fall 2010 majors increased to 53 students, a 70% increase.
Furthermore, the success of the Rural Studies Program is indicative of the success of Bachelors' degrees
in the Liberal Arts. Fall semester 2009, the program began with 14 students in the major; Fall 2010
majors grew to 42, an increase of 200% in just one year. These 42 are unduplicated students taking
junior and senior level courses and do not include lower division students who have declared Rural
Studies as a major but who are currently taking no upper division coursework. These majors represent
students who graduated with an associate's degree from ABAC and wished to remain for the
baccalaureate, students who transferred from other institutions to pursue these particular degrees, and
students who chose ABAC because of these specific baccalaureate programs.
A recent survey (September 2010) of 614 ABAC students from across campus (19% of the current
student population) revealed that 34.3% of students (211 students in the survey) are interested in
remaining at ABAC for a baccalaureate degree in History and Political Science.
Currently, 132 History and Political Science majors have matriculated in the AA History and AA Political
Science transfer programs. These students provide the immediate recruitment pool for majors. The
survey reveals, however, that far more students are interested in declaring History and Political Science
as major for a baccalaureate degree than for an associate's degree that would require them to transfer.
ABAC's new program seeks to supplement USG institutions in the region to serve the needs of the state
and the System. While other schools in the area offer the BA/BS degrees in History or Political Science,
the interdisciplinary program is unique and prepares students for broader and more flexible
employment prospects in business, nonprofit and private sector organizations, museum archival
services, public history, all levels of government or community service, public education, and the arts; or
to enter graduate programs in areas such as international relations, public administration, law, public
policy, history, political science, museum or archival studies, or historical preservation. Additionally, it
allows ABAC to service the rural regions north and east of Tifton that are not close to another campus
offering baccalaureate degrees.
The DOL's Workforce Trends: An Analysis ofLong-term Employment Projections to 2014,
http://www.dol.state.ga.us/wp/areaworkforcetrends.htmindicates that job openings for the next
two years include local and state government, exclusive of education and hospitals, among the top 20
industries with the most expected annual job openings in the state of Georgia.
According to Forbes Magazine, students often choose majors based on perceived job training. However,
workplace truth realizes that employers can train new hires in specialized skills on the job; what they
cannot train are those habits of mind instilled in Liberal Arts Majors: critical-thinking skills, problemsolving
skills, and the capacity for lifelong learning that constantly changing and evolving contemporary
work requires http://www.forbes.com/2010!08/01/college-education-liberal-arts-opinions-bestcolleges-l0-randall.html.
Today's workers likely will change careers five to seven times in a lifetime;
4

thus, specialized skills may be of limited value in the long run, The depth and breadth of liberal-arts skills
remain constant and train students to see the big picture. Additionally, language skills and sensitivity to
multicultural issues are highly marketable skills in the current employment picture
http://www.quintcareers.com/marketingliberal-artsdegrees.html.
Internships: To meet the needs of the workforce, students in the History/Political Science program will
have an option, and be strongly encouraged to pursue, internships that advance career goals.
Internships blend theoretical and practical knowledge and provide students with the opportunity to
make contacts as they focus on employment. They can gain actual work experience in business,
industry, government agencies, NGOs, non-profits, and service organizations directly related to their
studies. Through the Rural Studies Program, ABAC has a strong and established reputation for placing
student interns. In the two years since inception of the Rural Studies program, interns have served in US
Senator Saxby Chambless' office in Washington, DC; a city development authority, the Georgia Museum
of Agriculture, a regional land development company, city historical society office, the Department of
Defense, Air Force, and a regional medical center. This summer interns will serve with Representative
Austin Scott, regional non-profit agencies, and a state cultural and historical magazine, Georgia
Backroads. The success of current students in the workforce has manifested in employers seeking out
ABAC interns. This trend renders the internship option for History/Political Science majors highly
attractive. See Appendix B for internship documents.
4. Brief description of institutional resources that will be used specifically for the program (e.g.,
personnel, library, equipment, laboratories, supplies & expenses, capital expenditures at program
start-up and when the program undergoes its first comprehensive program review.
Institutional resources for the program are adequate to begin the degree program, requiring minimal
capital expenditures. Members of the Department of History and Political Science in the School of
Liberal Arts will provide instruction in the upper-division courses. Faculty are sufficient to inaugurate
the program. Their usual teaching load is 24-30 hours per year; faculty with upper division courses
teach 12 hours per semester. Because a number of the courses in the proposed curriculum are also part
of the Rural Studies curriculum, those section sizes will increase without increasing faculty load in every
instance.
To meet load requirements to teach new courses, hiring more faculty to cover some of the lowerdivision
core will be necessary in future. The new degrees will require hiring a non-western specialist
historian in FY 2012. Beginning Fall 2011, we will share a faculty member with the Museum of
Agriculture to augment offerings in public history and archival work, with a goal of growing this portion
of the program over time. This faculty member will be assigned half time to archival and curatorial work
at the Museum and halftime as a faculty member in the BA/BS degree programs.
Library resources are sufficient, except in some areas of modern Europe and in volumes and journals
related to Public History, through actual volumes and journals housed in Baldwin library and available
through all electronic media. The Baldwin Library's Director conducted a study on the availability of
library resources for the proposed courses in the program, concluding that current holdings can support
the proposed new degrees (with the' exception of modern Europe and public history, as noted). The
collections of Baldwin Library will provide local access to substantial print resources for students seeking
a BA/BS in History and Political Science. In addition to print, numerous electronic resources are
available to ABAC students; all of these resources are available on campus and many are available offcampus
as well. The library has electronic access to Academic Search Premiers journals
http://www.abac.edu/librarY/ .
5

ABAC houses a unique first editions and limited printings special collection that focuses on Georgia and
Southern History volumes and a collection of 850 volumes on the Civil War.
ABAC students, as all students in Georgia, have access to all electronic resources provided through
GAL/LEO, the statewide virtual library, http://www.galileo.usg.edu . Because ABAC is part of the
University System of Georgia, students here participate in the GIL Express program, which allows them
to search library catalogs of all other member institutions and to submit requests for books to be
delivered to them in Tifton. These requests are usually filled within four days. Students needing
resources not held within USG libraries can request material via Interlibrary Loan. The time required to
fill an ILL request varies, but most are delivered within two weeks.
In addition, materials requested often through Gil Express and Interlibrary Loan are considered for
purchase if current and available. Materials identified as essential through CHOICE (the premier
academic book reviewing service) are also identified as candidates for purchase by the library director.
Baldwin Library encourages faculty members to schedule librarians for bibliographic instructional
sessions within all classes requiring research. Baldwin Library currently has 5 MLS-prepared librarians (1
part-time) and 1 additional staff member with an IT degree, so no additional staff are required to handle
requests for instruction resulting from inauguration of the new degree.
Institutional memberships in several professional associations pertinent to History and Political Science
will enhance the program: the American Political Science Association (APSA), Southern Political Science
Association (SPSA), American Historical Association, Organization of American Historians, Southern
Historical Association, American Association for State and Local History, and National Council on Public
History. When the program is established, ABAC will initiate chapters of Phi Alpha Theta (History) and Pi
Sigma Alpha (Political Science) Honor Societies. Already, the faculty sponsor College Democrats, College
Republicans, the Political Science Club, and Phi Theta Kappa Honor Society.
Currently, ABAC Liberal Arts faculty have two grant proposals under review that are pertinent to this
degree proposal. Both grants have the Museum of Agriculture as the locus. The Picturing America:
Tracing America's Rural Roots grant project (Appendix C) focuses on the rural story of America as
depicted in many of the images within the National Endowment for the Humanities' Picturing America
collection. Teachers attending the conference will come from 40 schools in a twelve-county area in
Southwest Georgia-public, private, and homeschools-to work with ABAC Liberal Arts faculty in a
workshop/conference environment. This grant project has 4 goals: 1. increasing public school teachers'
knowledge of integrating art and visual images into their classroom curriculum; 2. increasing the use of
the Picturing America collection in schools; 3. incorporating materials and content knowledge from the
conference into teachers' classroom lesson plans; and 4. helping classroom students connect to their
own sense of place through the critical analysis of art. The grant request is for $72,500.
The Digital Start-Up Grant is designed to launch The Rural Chronicle (see Appendix DJ, a digital record of
place that offers a moderated, user-constructed website that publishes rural life artifacts from South
Georgia and across the globe. Contributors record their personal stories at the Rural Chronicle exhibit
with microphones and audio recording; scan primary source documents with high-end scanners;
photograph authentic objects; and describe their personal stories at the Video Journal Station. Student
interns will examine the artifacts for inclusion on the website to ensure quality artifacts are presented,
and an intern will update the website annually. The user-friendly website will include interactive
timelines, maps, and video journals that increase the understanding of rural life. The grant request is for
$65,000.
Together these grants will bring $137,500 to ABAC.
6

The Georgia lVIuseum of Agriculture, http://www.agrirama.com/. is located on the ABAC campus, thus
providing a ready and ample learning laboratory and research and internship opportunities. The
Museum of Agriculture will also allow students to explore ways to make the past useful to the public
and will foster historical engagement outside the classroom, thus allowing them to practice history in
the public sphere. Further enhancement for the degree programs is the nearby location of several
national and regional historical centers, including the Jimmy Carter National Historic Site, the Albany
Civil Rights Institute, the Tubman African-American Museum, and the Rosalyn Carter Institute for Human
Development.
Substantial capital expenditures are not required to begin the program. Attrition and internal
reassignment will mitigate the cost of adding a full-time faculty member in the second year and Yz of a
faculty position in the third yea. The first comprehensive program review will occur in 2016 and should
indicate little additional capital expenditure.
5. Curriculum: List the entire course of study required and recommended to complete the degree
program. Provide a sample program of study that would be followed by a representative student.
7

Bachelor of Arts in History and Political Science
Suggested Program of Study
124 hours. - 4 hours (Health and Wellness and 2 PE activities) = 120 semester hours for major
FIRST YEAR
Fall Semester Hrs Spring Semester Hrs
ENGL 1101 English Compo I
MATH 1101 or higher
AREA E Elective (RELG 1100 preferred)
CISM 2201
HIST 2111 (AREA F required)
Activity PE
Total
3
3
3
3
3
1
16
ENGL 1102 English Compo II
HIST 2112
Lab Science (BIOL 1003/lab preferred)!
POLS 1101
HUMN 1100
Activity PE
Fall Semester
SECOND YEAR
Hrs Spring Semester Hrs
ENGL 2111 OR 2112 World Literature 3 AREA D Elective (MATH 2000 Statistics
required; lab optional)
3
AREA E elective (HIST 1111 preferred) 3 SPAN 2001 (Session A; Area F required) 3
SPAN 1002 (AREA C required) 3 SPAN 2002 (Session B; Area F required) 3
POLS 21011ntro to Political Science (AREA
F required)
Total
3 POLS 2201 State and Local OR 2401 Global
Issues (AREA F required)
Lab Science (BIOL 1004/lab preferred)! 4 COMM 1100 3
PHED 1100 2
Total 16 Total 17
Fall Semester
THIRD YEAR
Hrs Spring Semester Hrs
POLS 3550 Survey of Political Theory 3
POLS 3050 Rural Political Development 3
RLST 3060 Quantitative Research Methods 3
POLS/HIST 3110 Writing for the Disciplines 3
HIST 3410 American History I 3 HIST 3420 American History II 3
GEOG 4001 Political Geography 3
POLS 3300 Survey of Comparative Politics 3
Elective' 3
Elective' 3
Total 15 Total 15
Fall Semester
FOURTH YEAR
Hrs Spring Semester Hrs
POLS 3400 Survey of International
Relations
3 POLS 3570 Introduction to Public Policy 3
HIST 3610 Western Civilization I 3 HIST 3620 Western Civilization II 3
HIST 3430 American History III 3 HIST 3800 Latin America OR HIST 3810
Middle East OR HIST 3820
3
Elective' 3 Elective' 3
Elective' 3 Elective 3 or HISTjPOLS 4790 Internship 3
Total 15 Total 15
This suggested program of study is to be used with an advisor to develop the best academic plan for each student.
Some changes and adjustments may be necessary to meet different program requirements.
lAREA D Science for a non-science major
2AREA F Group 2 electives: ECON 2105, ECON 2106, GEOG 1101, HIST 1111, HIST 1112, HIST 2201, POLS 2101, POLS 2210, POLS
2401
3Upper Division Electives (Choose 5): GEOG 4001, HIST 3000, HIST 4000, HIST 4200, HIST 4410, HIST 4610, HIST 4620, POLS
4220, POLS 4240, POLS 4310, POLS 4410, POLS 4420, POLS 4530, RELG 3000, HIST/POLS 4790 (Internship)
3
3
4
3
1
1
15
3
9

Bachelor of Science in History and Political Science
Curriculum Plan
Courses is bold already exist
Core Curriculum Discipline Curriculum
Area A - Essential Skills - 9 hrs. Discipline Core Courses - 42 hrs. required
ENGL 1101 English Composition 1* 3 POLS/HIST 3110 Writing for the Discipline
ENGL 1102 English Composition 11* 3 RLST 3060 Quantitative Research Methods
MATH 1101 or MATH 1111 3 POLS 3050 Rural Political Development in
America
POLS 3300 Survey of Comparative Politics
Area B -Institutional Options - 4-5 hrs. POLS 3400 Survey of International Relations
I CISM 2210 3 POLS 3550 Political Theory and Philosophy
SOCI1100 1 POLS 3570 Public Policy
HIST 3410 American History I: Colonialism to 1815
HIST3420 American History II: 1815 to 1900
Area C - Humanities/Fine Arts ­ 6 hrs. HIST 3430 American History III: 1900 to Present
ENGL 2111 OR 2112 World Literature 3 HIST 3610 Western Civilization1: Pre-History to
1500
Area C Fine Arts elective 3 HIST 3620 Western Civilization11: 1500 to Present
HIST 3800 Modern Latin America 1700 to Present
OR
HIST 3810 Modern Middle East 1890 to Present OR
HIST 3820 Modern Asia: 1890 to Present
Area D - Science/Math -11-12 hrs. GEOG 4001 Rural Geography
Lab science + lab
i
Lab science + lab Electives-1S hrs., choose 5 (3 hrs each)
MATH 2000, lab optional 3 POLS 4220 Civil Rights and Liberties
POLS 4240 Political Parties, Elections, and
Voting Behavior
Area E - Social Science -12 hrs. POLS 4310 Regional Comparative Politics
Geopolitics
POLS 1101 American Government 3 POLS 4410 U.S. Foreign Policy
HIST 2112 US History II 3 POLS 4420 International Governmental/Non-
Governmental Organizations
i Area E elective 3 POLS 4530 American Political Theory
• Area E elective 3 RELG 3000 Religion in Rural America
HIST 3000 Rural History of America
HIST 3100 Public History
i Area F - Major -18 hrs. HIST 4000 Slavery in North America
HIST2111 3 HIST 4100 Fundamentals of Archival Theory and
Practice
POLS 2201 OR POLS 2401 3 HIST 4200 Native Peoples of the Americas
POLS 2101 3 HIST 4410 American Multicultural History
COMM 1100 3 HIST 4420 American Military History
3 HIST 4610 Modern Europe
3 HIST 4620 Renaissance and Reformation
HIST/POLS 4790 Internship
Other- PE 4hrs
PHED 1100 Health & Wellness
PH ED xxxx Activity (2 courses)
2
2
r)
Total Hours - Excluding P.E. 60 Program Total (Excluding P.E.)
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
,:)
K= -
-
3
3
3
3
3
3
3
3
3
3
3
3
60
120
10

HISTORY AND POLITICAL SCIENCES FIELD COURSES
Existing Courses:
GEOG 4001 Geography of Rural North America. Prerequisite: GEOG 1101
This course focuses on continental and regional variations in terrain, climate, and economic and social
life of the United States, with emphasis on geographical principles, sources of data, and techniques of
investigation. A comprehensive overview of the region will emphasize physical landscapes as well as
economic and industrial environment. Agricultural and industrial areas will also be discussed.
HIST 3000 History of Rural America. 3 hours. Prerequisite: HIST 2111 and HIST 2112
A general introductory course to provide the student with a basic understanding of Rural America,
including the history, future, impact and influence of Rural America on American Society. Fall.
HIST 4000 Slavery in North America. 3 hours. Prerequisite: HIST 2111and HIST 2112
An extensive and multifaceted exploration and analysis of the origin, evolution, and development of the
institution of slavery in North America from the mid-fifteenth century to the end of the eighteenth
century, with particular focus on the plantation system's influence on rural values, attitudes, human
interactions, and culture. Students will also study how both pro-slavery thought and abolitionism during
this epoch shaped the social, economic, and political life ofthe US in later years. Students will
demonstrate a familiarity with the seminal works and outstanding scholars whose research continues to
make the study of slavery one of the most controversial and interesting topics in the academy. Spring.
HIST 4200 Native Peoples of the Americas. 3 hours. Prerequisite: HIST 2111 and HIST 2112
This course is designed to give the student a better understanding of the history of the Native American
peoples of North, Central and South America, their culture, and impact on modern society in the
Western Hemisphere. With an emphasis placed on the rural aspect of the modern Native Americans in
the various regions they inhabit ofthe Western Hemisphere.
POLS 3050 Rural Political Development in America. 3 hours. Prerequisite: POLS 1101
This course surveys the effect of broad political issues in the United States as they have developed over
time. Through the examination of major federal institutions, the contemporary political arena, and
historical political accounts, this survey course seeks to explain political outcomes and puzzles in the U.S.
as the product of a continuing debate between competing interests present in the various regions of the
nation. Topics include how these contentious interests shaped the Founding, political institutions (such
as the Presidency, Congress, and Courts), the Civil War, the Populist/Progressive movement, the New
Deal Era, and contemporary American politics. The course emphasizes student interaction and activity.
RELG 3000 Religion in Rural America. 3 hours. Prerequisite HIST 2111 and HIST 2112
This course is an introduction to the study of religious beliefs and customs in its various forms in the
major rural regions of the United States. An emphasis will be placed on the role of the church in rural
America from the early westward movement through the present day, the specific movements,
doctrines, ideologies, and individuals and their impact on American religion, history, society and culture.
RLST 3060 Quantitative Research Methods. 3 hours. Prerequisite: MATH 2000
A research methods course for students in the major emphasizing critical thinking and practice. Fall.
New proposed courses:
HIST 3100 Public History. 3 hours. Prerequisite: HIST 2111 and HIST 2112
A survey of the field of public history emphasizing three major areas: museums, archives, historic
preservation.
12

HIST 3410 American History I: Colonialism to 1815.3 hours. Prerequisite: HIST 2111 and HIST 2112
Explores the events, issues, ideas, and personages that shaped America from the pre-colonial era to the
end of the War of 1812.
HIST 3420 American History II: 1815 to 1900. Prerequisite: HIST 2111 and HIST 2112
Explores the rise of America as a modern capitalistic and democratic state to the end of the late
nineteenth century-expansionism.
HIST 3430 American History III: 1900 to Present. 3 hours. Prerequisite: HIST 2111 and HIST 2112
Examines America as a global economic, political, and military power as well as the internal sociocultural
forces that shaped America as a major leader in world affairs.
HIST3610 Westem Civilization I: Pre-History to 1500. 3 hours. Prerequisite: HIST 1111
This course introduces students to the study ofWestern eMlization and culture at the baccalaureate level by surveying
the most significant political, economic, and social trends in European history from pre-history to the Renaissance.
Students will learn about the ancient Greeks and Romans, the beginning of the Middle Ages, the rise ofthe Christian
unity ofEurope, the Carolingian Empire and Medieval Climate optimum, up through the Renaissance.
HIST 3620 Western Civilization II: 1500 to Present. 3 hours. Prerequisite: HIST 1111
This course introduces students to the study of Western civilization and culture at the baccalaureate
level by surveying the most significant political, economic and social trends in European history since the
Renaissance. The course focuses on the Renaissance and Protestant Reformation, the Age of Discovery,
the Enlightenment, the Wars of Empire and the French Revolution, the evolution of Modern Europe and
the 20 th century.
HIST 3800 Modern Latin America: 1700 to Present. 3 hours. Prerequisite: HIST 2111 and HIST 2112
Explores the major political, social, economic, and cultural developments that shaped Latin America
from its independence movements to the present.
HIST 3810 Modern Middle East: 1890 to Present. 3 hours. Prerequisite: HIST 2111 and HIST 2112
A survey of the historical, religiOUS, political, social, and cultural aspects of the Middle East since 1890.
This study will incorporate European interaction and colonization of the region, the various religious
movements and the Middle East's role in the modern world.
HIST 3820 Modern Asia: 1890 to Present. 3 hours. Prerequisite: HIST 2111 and HIST 2112
A survey of the historical, religiOUS, political, social and cultural aspects of Asia 1890. This study will
incorporate European interaction and colonization of the region, the various religious movements, and
the Asian role in the modern world.
HIST 4100 Fundamentals of Archival Theory and Practice. 3 hours. Prerequisite: HIST/POLS 3110
An introduction to archival theory and practice. The course explores archival history and the profeSSion,
including legal issues, standards and ethics, terminology and concepts, research tools, and methods and
practice.
HIST 4410 American Multicultural History. 3 hours. Prerequisite: HIST 2111 and HIST 2112
Explores the significance and impact of the ethnic, racial, and cultural aspects of American life and
history from the colonial era to the present.
HIST 4610 Modern Europe, 1517-Present. 3 hours. Prerequisite: HIST 1111 and HIST 1112
This course surveys the history of Europe from approximately 1517 to the present. During this period,
intense conflicts - political, religious, social, and intellectual - tore through European society, thereby
creating the "modern" world. One of the aims of this course is to examine the meaning of "modern"
13

history, in terms of war and peace, economics, culture and society, and how that definition applies to
the European paradigm.
HIST 4620 Renaissance and Reformation. 3 hours. Prerequisite: HIST 1111 and HIST 1112
A survey of Renaissance culture as it emerged in the northern Italian city-states. Topics include
republican and despotic governments, war and diplomacy, humanism, art, individualism, religion, the
growth of secularism, gender, the family, and the Northern Renaissance. The second half of this course
deals with the Protestant Reformation and its European context.
POLS 3300 Survey of Comparative Politics. 3 hours. Prerequisite: POLS 2101
This course introduces students to the multi-faceted nature of political science. It takes a broad overview of the
field and examines all the sub-fields of the discipline including International Relations, International Political
Economy, American Government, and Political Theory. The course engages in comparative analysis of the
executive and legislative relationships, electoral systems, political ideologies, and political parties. Various
regions and countries from around the world illustrate the application and consequences of different
institutions and ideas.
POLS 3400 Survey of International Relations. 3 hours. Prerequisite: POLS 2201 or POLS 2401
This course introduces key theories and salient themes in international relations, including the problems of war
and peace, conflict and cooperation, and human rights. It examines various methodologies and theoretical tools
used to study the field of international politics. Attention is focused on several prominent security issues in
modern international relations, such as the cold war and post-cold war world, nuclear weapons proliferation,
nationalism, and international terrorism. Additionally, the course examines economic aspects of international
relations, such as globalization, world trade, and environmental pollution.
POLS 3550 Survey of Political Theory. 3 hours. Prerequisite POLS 1101 and POLS 2101
This course surveys the broad cannon of political theory, reviewing ancient, modern, and contemporary
political thinkers. The primary objective is to introduce students to the fundamental ideas and
hypotheses of government and society that have shaped the Western world. The second objective is for
students to understand that political theory is not a unified whole. Rather, it is a discussion and debate
that has taken place over the past 2000 years. By asking the very simple question, "Who are we and how
ought we relate to one another," this conversation has defined humanity's experience in the world. By
examining classic literature within this exchange, the goal of the course is to provide students with the
tools necessary to find their place in the conversation.
POLS 3570 Introduction to Public Policy. 3 hours. Prerequisite: POLS 2101
An introductory examination of theoretical and practical approaches to policymaking and
administration, the essential steps in the process, and the roles of key actors at all levels. This course
analyzes various steps taken in the policy making process including promulgation, budgeting,
implementation, cost analysis, and evaluation.
POLS 4220 Civil Rights and Liberties. 3 hours. Prerequisite: POLS 1101 and POLS 2101An examination ofthe
relationship of individuals to government, relying primarily upon the case method of study, with specific
consideration of problems of equal protection, due process, privacy, and freedoms of speech and religion.
POLS 4240 Political Parties, Elections, and Voting Behavior. 3 hours. Prerequisite: POLS 1101 and POLS
2101
A study of political parties and elections as they influence the decision making process, the formulation
of government policy, and the selection of official personnel. Also considered are American voting
behavior and what factors influence the choices voters make. Topics will include what influences voter
turnout and participation, the origins of party identification, and the impact of issues, race, and
ideology on vote choice.
14

POLS 4310 Regional Comparative Politics and Geopolitics. 3 hours. Prerequisite POLS 1101 and POLS 2101
Geopolitics will give students an increased appreciation for the influence of geography on political decisionmaking.
This course will help students visualize world politics and understand how geography affects both
national and transnational political behaviors. Students will learn to think and write critically about such issues
and forces as globalization, development, and conflict. Students will develop an understanding of how interests
and perceptions are shaped by geography.
POLS 4410 U.S. Foreign Policy. 3 hours. Prerequisite POLS 1101 and POLS 2401
Through studies of the levels of analysis, personal political psychology, bureaucratic politics, decision-making
theory, and various international relations frameworks, this course examines the processes of American foreign
policy formulation, promulgation, and implementation. It explores the objectives, methods, and consequences
of major U.S. foreign and military policies.
POLS 4420 International Governmental/ Non-Governmental Organizations. 3 hours. Prerequisite POLS 1101
and POLS 2401
This course focuses on the increasingly influential and varied roles international organizations (both
governmental and non-governmental) play in the world today from peace keeping and security to international
development, human rights, and environmental protection. It traces the evolution of the thinking behind and
efforts to establish international organizations, and analyzes not only their promise and challenges, but also
their successes and failures to date. Although particular attention is paid to the United Nations and its many
affiliated bodies, regional organizations (e.g. European Union, Organization of American States, African Union,
NATO), international nongovernmental organizations (NGOs), and multinational corporations are also assessed.
POLS 4530 American Thought in Contemporary Political Theory. 3 hours. Prerequisite POLS 1101 and
POLS 2101
This course provides a thorough analysis of the primary texts and political thinkers that informed the
Founders in their creation of the American state. In reviewing such thinkers as Plato, Aristotle,
Machiavelli, Smith, and Locke, this course will consider the ideas fundamental to the structure of
American politics as evidenced in the debates surrounding the constitutional convention. Further, in
reviewing such thinkers Burke, Rousseau, Marx, and others, this course will discuss how political theory
continues to shape the conservative and liberal ideological perspectives in the United States. Finally, in
reviewing the work of Butler, Baudrillard, Foucault, and Rawls, students will encounter contemporary
philosophical challenges to the ideas that dominate America thought.
HIST/POLS 4790 History/Political Science Internship. 3 hours. Approval by Department Head required.
This course is designed to offer students an opportunity to gain practical work experience in a field
related to their study within the History or Political Science discipline. Internships are supervised by a
faculty member. Students and the employer/supervisor must complete additional paperwork
{submitted as a final portfolio} as part of the Internship process, to include a project plan that details
students' goals, work hours, responsibilities, expected outcomes; a summative evaluation by the
supervisor; and an experiential report from the student.
d. Provide documentation that all courses in the proposed curriculum have met all institutional
requirements for approval.
The ABAC Curriculum Committee reviewed all proposed programs of study for the BA/BS in History and
Political Science 15 October 2010 and voted unanimously to submit proposal to the Board of Regents for
review. Pending approval at all levels, including the Board of Regents, it is anticipated that the degree
programs will begin to offer new courses during fall semester 2011. See Appendix E.
15

e. Append materials available from national accrediting agencies or professional organizations as they
relate to curriculum standards for the proposed programs.
See appendix A
f. Indicate ways in which the proposed program is consistent with national standards.
The objectives of the Bachelor of Science in History and Political Science conform to the standards set by
the American Historical Association and National Council for History Education.
The American Political Science Association http:Uwww.apsanet.org/ does not specify objectives for
Political Science education, but offers significant information on outcomes and assessment for
departmental programs http:Uwww.apsanet.org/content 13026.cfm. See Appendix A.
h. indicate the adequacy of core offerings to support the new program.
As a state college, ABAC offers the full complement of lower division core curriculum courses to meet
the needs of our students. The Department of History and Political Science currently provides the two
required History and Political Science courses that meet legislative requirements, as well as 8 other
courses that meet core electives. The Schools of Business and Human Sciences currently offer all other
electives in the Core that fill Area F requirements for the degree program.
6. Admissions criteria. Please include required minimal scores on appropriate standardized tests and
grade point average requirements.
Students seeking to enter the BA/BS in History and Political Science must meet all admissions
requirements to ABAC and remain in good academic standing. Transfer students must meet transfer
requirements for the College.
7. Availability of assistantships (if applicable). N/A
8. Student learning outcomes and other associated outcomes of the proposed program.
Students who complete the program of study for the BA/BS in History and Political Science will be able
to
• evaluate the dynamic social, political, and cultural issues affecting local, national, and global
political institutions
• describe events and persons that have shaped human civilizations
• analyze the political process in the US and the relationship among federal, state, and local
government
• describe the emerging global environment and the necessity of international relations
• evaluate the correlation between historical events and contemporary social issues and problems
• use empirical research methods effectively that are appropriate to the disciplines
• demonstrate effective written communication skills
Assessment methods in ABAC's currently-offered history and political science courses include pre-post
test analysis, use of rubrics, embedded test questions, and standardized end of course exams. These
tools are considered appropriate and necessary measures for evaluating the accomplishment of student
learning outcomes according to SACS and USG best practices www.abac.edu/ir. As part of its
institutional mission, ABAC "engages in a comprehensive planning and assessment process"
http:Uwww.abac.edu/President/mission.cfm . Towards this end, any new courses which are added as
part of a Bachelor's program in History or Political Science will include assessment plans and measures
tied to course outcomes and will support the program outcomes.
16

9. Administration of the program:
The program will reside within the School of Liberal Arts, under the Department of History and Political
Science. The program administrator is the Head of the Department of History and Political Science.
10. Waiver to Degree-Credit Hour (if applicable):
The BS/BA will require a total of 120 credit hours, exclusive of ABAC's current 4-hour requirement for
Health and Wellness and physical education activity courses.
11. Accreditation: Describe disciplinary accreditation requirements associated with the program (if
applicable).
Abraham Baldwin Agricultural College is accredited through the Southern Association of Colleges and
Schools-Commission on Colleges (SACS-CaC) and was most recently reaffirmed in 2007. (The next
anticipated SACS-CaC review will occur in 2012 for the Fifth-year compliance Certification.) The agency
evaluated the College for a Substantive Change in 2008, which resulted in the successful launch of a
Bachelor of Arts and Bachelor Science degrees in Rural Studies.
12. Projected enrollment for the program especially during the first three years of implementation.
Please indicate whether enrollments will be cohort-based.
The success of ABAC baccalaureate Liberal Arts programs to date indicate that a 200% increase in
students from the first to the second year is entirely likely, and perhaps conservative. Projection
indicates that 25 students will matriculate Fall 2010, increase to 40 2012, and 65 in Fall 2013.
Enrollments are not cohort based. Currently there are 132 declared History and Political Science majors
in transfer programs.
17

13. Faculty
a. Provide an inventory of faculty directly involved with the administration of the program. For
each faculty member, provide the following information:
I ! Highest Degrees Academic i Current
Faculty Rank I Degree Earned Discipline I Workload
Name i
HISTORIANS I
Dr. Larry Professor of History • PhD MA History 24-30 hours
McGruder ! BA History
Dr. James ! Associate Professor of PhD MA History 24-30 hours
Galt-Brown History BA History
Andrew Assistant Professor of MA BA History and 24-30 hours
Wright History PhD in
progress,
Biblical
Studies,
concentration
Anthropology
i
. in history
Dr. Bobbie • Professor of English I phD MA History 3 hours;
· Robinson MA English Dean of
• BA
English, History School
I
i minor
• Crystal
Parten
POLITICAL
Adjunct instructor/
History
I MA
I
BA History
I
6 hours per
, semester I
· SCIENTISTS
Dr. Joseph
NJoroge
!
Professor of Political
SCience
PhD MA
• BA
Political Science
..
• Political SCience
24-30 hours
Mouyyed • Associate Professor of MA BA Middle East 24-30 hours
Hassouna · Political Science and ABO Urban Studies, minor
Geography Planning Political Science
• Hans Instructor of Political PhD expected MA Political Science 24-30 hours
Schmeisser Science August 2011 BA Political Science
! Catherine Adjunct MA • BA • Speech 3-6 hours
• Funk instructor/International Communication per
• Relations
semester
History Assistant Professor of EdD MA • History . 24-30 Hours
• Education • Education · BS • History, with
Dr. Shelley Social Studies
Fandel Certification
Archival
Librarian
Dr. Lisa Assistant Professor of PhD MA English 24-30 hours;
Lishman English ! MLS expected BA English education
August 2011
. leave 2010­
2011
Explanation of how workload will be impacted by the new program: Faculty currently teach upper
division courses in the Rural Studies Program and have a reduced load (12 hours/semester); workload
18

will remain constant at the current credit hours of 24-30 per semester. New upper division courses will
be added to the mix of courses. Some sections of lower division courses will be assumed by incoming
• and part-time faculty.
Expected responsibilities in the program:
HISTORIANS
Dr. Larry McGruder: Teach one course already developed: HIST 4000 Slavery in North America. Develop
and teach HIST 3430 American History III: 1900 to Present; HIST 3800 Survey of Latin American History;
HIST 4410 American Multicultural History
Dr. James Galt-Brown: Teach one course already developed: HIST 3000 History of Rural America.
1 Develop and teach HIST 3610 Western Civilization 1: Pre-History to 1500; HIST 3620 Western civilization
II: 1500 to Present; HIST 4620 Renaissance and Reformation
I Andrew Wright: Teach two courses already developed: RELG 3000 Religion in Rural America and HIST
14200 Native Peoples of the Americas. Develop and teach HIST 3410 American History I: Colonialism to
1815; HIST 3420 American History II: 1815 to 1900
Dr. Bobbie Robinson: Develop and teach HIST 4610 Modern Europe
• Crystal Parten: Develop and teach HIST 3100 Public History
Dr. Shelley Fandel: Develop and teach POLS/HIST 3110 Writing for the Discipline
r-­
POLITICAL SCIENTISTS
i Dr. Joseph Njoroge: Teach one course already developed: RLST 3060 Research Methods. Develop and
• teach POLS 3570 Public Policy; POLS 4410 U.S. Foreign Policy; POLS 4420 International
Governmental/Non-Governmental Organizations
Mouyyed Hassouna: Teach one course already developed: GEOG 4001. Develop and teach POLS 3300
Survey of Comparative Politics; POLS 4310 Regional Comparative Politics and Geopolitics; POLS 4220
Civil Rights and Liberties
Hans Schmeisser: Teach one course already developed: POLS 3050 Political Development in America.
3 tc h y p y,
i Voting Behavior; POLS 4530 American Political Theory
Catherine Funk: Develop and teach POLS 3400 Survey of International Relations
Develop and teach POLS 550 Poli i al T eor and Philoso h . POLS 4240 Political Parties Elections and
ARCHIVAL LIBRARIAN, anticipated addition FY 2013
Dr. Lisa Lishman: Develop and teach HIST 4100 Fundamentals of Archival Theory and Practice
Total Number of Faculty: _11____
See full representation of faculty credentials in Appendix F
b. If it will be necessary to add faculty in order to begin the program, give the desired
qualifications of the persons to be added, with a timetable for adding new faculty and plan for
funding new positions.
Though no new faculty are required to begin the program, delivery of the full range of courses will
necessitate addition of 1 Y2 faculty members in the second and third years of the program. By FY 2012
the addition of an historian with a non-Western specialty will be required. By FY 2013, needs will
mandate the addition of Y2 of a position shared by the Museum of Agriculture, a librarian/archivist who
19
I
i

will have teaching responsibilities in the BA/BS programs. These positions will be filled through attrition
or internal reassignment.
14. Fiscal, Facilities, Enrollment Impact, and Estimated Budget
a. Provide a narrative that explains how current institutional resources will be expended
specifically for this program. Provide a narrative that explains how the institution will fiscally
support the establishment of the new program through the redirection of existing resources and
acquisition of new resources. Indicate whether the institution will submit a request for new
funds as part of its budget request. The narrative also needs to explain the basis of the
institution's projections with regard to anticipated EFT, head count, student enrollment,
estimated expenditures, and projected revenues.
Existing facilities and qualified faculty already on staff will render the BA/BS in History and Political
Science relatively inexpensive to initiate. The largest expected new expenditure will be $21,000 per year
allocated for part-time faculty to cover 10 courses ($2100/3 credit hours) vacated by fulltime faculty
who will teach upper division courses. The addition of a fulltime faculty member in the second year
(non-Western specialist historian) and }'2 of a faculty position in the second year (librarian to be shared
with the Museum of Agriculture) will be funded through attrition and internal reassignment and
redirection. These faculty will also assume several courses vacated by fulltime faculty who teach upper
division courses.
This program will not require an increase in state appropriations. The second year of the program should
be the highest cost year because of the addition of a fulltime faculty position (as already noted, covered
by internal attrition and redirection). The total cost of the new program FY 2014 is $141,638, more than
off-set by anticipated revenue from new enrollment of $198,650.
No new facilities or equipment are required. The start-up funds in the first year will come from
reallocation of current state funding. Sasaki Associates, a master-planning firm from Boston, Mass., has
determined that the college has classroom space to handle extra student growth. Because the Liberal
Arts faculty deliver the largest number of core curriculum classes in all disciplines, adequate classroom
space is allocated to the School of Liberal Arts in 5 buildings across campus for these courses. ABAC
already supports a schedule that begins at 8:00 a.m. and runs until 9:30 p.m. New courses will be
threaded into the existing schedule.
The new ABAC Lakeside complex and ABAC Place apartments provide housing for current and future
students. The library facilities, dining facilities, and the Health Center at the new Health Sciences
building are sufficient to serve new students. The college has a successful Academic Achievement Center
where students receive free tutoring in all courses taught on campus.
All Liberal Arts classrooms in Conger Hall, King Hall, Bowen Hall, the Music Building, and Ag Sciences,
where all course delivery will take place, were equipped in 2003 with the most up-to-date, technologybased
instructional hardware, including the following: a PC, CD/DVD drive, VCR access, data projector
with input from the previous sources, remote mouse, projection screens (five feet in width), and
connectivity to Local Area Network (LAN) and the Internet. In addition nearly every classroom has a
document camera, which allows display of transparencies, 3D objects, texts, etc. Classroom technology
is maintained and upgraded regularly.
The History and Political Science classes delivered at the college are already among the most
technologically enhanced on campus. All faculty employ websites and WebCT to offer students constant
access to handouts, PowerPoint presentations, and other supplementary materials. The School of
Liberal Arts provides two technology liaisons as constant first response to technology needs arising in
classrooms and faculty offices.
20

Facilities Information for New Academic Programs
Proposed Location for the Program: ABAC's current facilities are sufficient to deliver program courses.
Classes will be taught in Bowen Hall, Conger Hall, King Hall, and Health Sciences. Additionally, the
Georgia Museum of Agriculture is part ofthe ABAC campus and will serve as auxiliary space for
living/public history, museum studies, and student internships.
Floor area required for the program (gross and net square feet): 6490 square feet for classes and
offices:
10 classrooms X 528 sq. ft. of typical classroom; current facilities sufficient
11 offices X 110 sq. ft. of typical office; current facilities sufficient
Museum of Agriculture on ABAC campus: grounds consist of 5 areas: a traditional farm community of
the 1870s, an 1890s progressive farmstead, an industrial sites complex, rural town, national peanut
complex, and the Museum of Agriculture Center. Over 35 structures have been relocated to the 95-acre
site and restored or preserved.
Type of spaces required:
• Number of classrooms 10 per year; current facilities sufficient
• Number of labs o
• Number of offices 11; current facilities sufficient
• Other spaces Physical resources of Georgia Museum of
Agriculture, already located on ABAC campus
Place an "X" beside the appropriate selection:
_X__ Existing facility will be used as is (area square footage):
Existing facility will require modification (area square footage):
Projected renovation cost:
Estimated relocation cost:
Total funding required:
Source of Funding:
Construction of new facilities will be required (area square footage):
Estimated construction cost:
Estimated total project cost:
Proposed source of funding:
List any infrastructure impacts that the program will have (Le., parking, power, HVAC, etc.) and indicated
estimated cost and source of funding.
Infrastructure costs covered by indirect cost rate, 53% of all direct costs (primarily salaries)
By FY 2015 total salaries based on EFT for program $114,138 X .53 ;;; $60,493.14
Other comments: Current facilities are adequate for program delivery.
24

APPENDIX A
American Historical Association
CRITERIA FOR STANDARDS IN mSTORY/SOCIAL STUDIES/SOCIAL SCIENCES
A large number of states are in the pl'Ocess of defining or redefining standards for student learning in History and
related fields. The American Historical Association has reviewed a number of efforts, contributing in several cases to
some useful revisions and also confirming the quality of several completed standards statements. As the effort
continues, it is clear that a statement of basic criteria for adequacy will be helpful.
The Association recognized the validity of various specific approaches. It also commends the example of several
existing standards, to states that are still in the development process. State standards in this cuniculum area must of
course include appropriate goals for social studies and/or several particular social sciences, in addition to history.
Indeed, one mark of satisfactory state standards is the capacity to relate other social science and civics goals to the
core standards for History.
In addition, standards relating to History should:
1. Strongly emphasize a number of analytical skills, beyond standard critical thinking skills. Such
skills can be variously stated and must be adapted to different grade levels, but they generally
include capacities relating to the interpretation of change and continuity, ability to utilize and
assess historical documents, and ability to evaluate different historical interpretations. In world
history, comparative skills form a desirable analytical category.
2. Provide clear emphasis on chronology and periodization. Because historical developments
occur in time, the ability to deal with sequences is crucial to historical coherence and to the capacity
to assess relationships between past and present. Students should gain from their historical work
experience in seeing how various historical developments relate to form historical periods and how
changes distinguish one period from the next.
3. Delineate a balance among various major facets ofthe human experience in the past. Adequate
standards may vary greatly in how they indicate appropriate factual coverage, and in what detail.
They should nevertheless indicate the importance of dealing with social, cultural, economic,
technological and political components and with their mutual relationships, and they should define
these with clarity to include, for example, religion and science (cultural) and groupings such as
race, class and gender (social). Balance ofthis sort is vital to linkage between History and learning
goals in fields like geography, economics or literature.
4. Provide systematic global perspectives in history, so that several major societies (including but
not confined to Europe and the United States) and major international trends will be treated over
several major time periods. Developing an approach to world history standards that meets this
criterion, often by sketching progressive levels of achievement in several different grades, is a
challenge that can and must be met.
5. Build a curriculum sequence in History from the early grades through the high school years. A
sequenced series of courses is vital to train in the progressive analytical skills capacities and to
provide the necessary experience in chronology/periodization, global perspectives and topical
range.
6. Include input from practicing historians and history teachers, who can help attune standards
to current research findings and best teaching practices in the field.
The American Historical Association recognizes that a number of state standards largely meet these six criteria.
Through its Teaching Division and through members of the Association in each state, the Association stands ready to
collaborate ill the development offuture standards in any useful manner.
Approved by AHA Teaching Division,
Approved by AHA Council
http://www.historians.org/teaching/policy/CriteriaForStandards.htm
The American Political Science Association http://www.apsanet.org/ does not specify objectives for
Political Science education, but offers significant information on outcomes and assessment for
departmental programs http://www.apsanet.org/content 13026.cfm.
25

'-, Appreciate the force of the nonrational, the irrational, the accidental, in history and human affairs,
* Understand the relationship between geography and history as a matrix of time and place and as context for
events.
* Read widely and critically in order to recognize the difference between fact and conjecture, between evidence
and assertion, and thereby to frame useful questions.
http://www.nche.netiwhat we do
The American Political Science Association http://www.apsanet.org/ does not specify objectives for
Political Science education, but offers significant information on outcomes and assessment for
departmental programs http://www.apsanet.org/content 13026.cfm.
27

APPENDIX B: Internship Documents
Abraham Baldwin Agricultural College
History/Political Science
Tifton, GA
Internship Training Agreement
This internship agreement is between the student, the employer, and Abraham Baldwin Agricultural
College. The purpose of the internship is to provide the student with experiential learning activities
in their specified major of study at a reputable and agreeable site while exposing the student to
responsibilities in the workplace.
The hours of productive training and work are to be the same as those of the other employees of
the organization unless otherwise approved by the employment supervisor and ABAC representative.
The intern is enrolled as a student of ABAC and subject to the same rules and regulations as all
other students. The student will receive 3 semester credit hours for the internship. The student is
expected to commit a minimum of 10 hours per week for each 3 hours of academic credit received
during the regular academic year (160 hours). Adjustments to the time commitment will be made
for summer term commensurate with the reduced number of weeks for summer instruction; under
normal conditions, an intern would likely be expected to work 20 hours per week during the summer
for 3 hours academic credit.
Requirements
• All parties will negotiate no more than 3 specific goals or objectives that the student will be
expected to complete during the internship.
• Students will keep a log of work activities and evaluate their progress toward the
objectives.
• Prior to receiving final credit for the internship, the student will prepare a written synopsis
of the experience, with observations about the value and quality of the experience and the
concepts learned. The report of 3 to 4 pages is due at the end of the internship.
• If the supervisor thinks the intern is not making sufficient progress to warrant continuing
the internship, he/she may contact the coliege representative and, upon proper review, the
student may be withdrawn from the placement site.
• At the end the supervisor should provide a letter of completion and a brief assessment of
the work accomplished during the internship. This assessment should address such potential
topics as work personality, judgment, initiative, motivation, industry, reliability, cooperation,
determination, and leadership.
By signing this document, each party agrees to terms for the specified period of time as identified
in the attached Information Form.
Signature of Student Intern Date
Signature of Employer Representative Date
Signature of ABAC Professor Date
28

APPENDIX C: Picturing America Grant Summary
The Picturing America: Tracing America's Rural Roots grant project focuses on the rural story of America
as depicted in many of the images within the National Endowment for the Humanities' Picturing
America collection. This rural story is one that is shared by most conference participants and their
students as they work and live in rural South Georgia communities.
This grant project is a collaborative project between the Tift County School System and Abraham
Baldwin Agricultural College (ABAC), Georgia's State College of Choice. The administrating institution is
the Tift County School System. The conference portion of the project will be held at ABAC's Georgia
Museum of Agriculture and Historic Village, a 95-acre living history museum with 35 restored buildings
from late 19th-century rural South Georgia. The museum will host a rural art exhibit for the conference,
and participants will be able to tour the site and connect strategic site locations to the images in the
focal collection.
There are four goals for this grant project: 1. increasing teacher knowledge of integrating art and visual
images into their classroom curriculum; 2. increasing the use of the Picturing America collection in
schools; 3. incorporating materials and content knowledge from the conference into teachers' classroom
lesson plans; and 4. helping classroom students connect to their own sense of place through the critical
analysis of art.
Project Director and Grant Administrator Dr. Julie H. Rucker of the Tift County School System will plan a
two-day conference for teachers grades K-12 in June 12-13, 2012, at the Georgia Museum of Agriculture
and Historic Village. Dr. Lisa Lishman of Abraham Baldwin Agricultural College is the Conference Director
who will coordinate with the ABAC faculty and museum site and supervise a college student intern
dedicated to the project.
Four plenary sessions are planned for the conference, one each morning and one each afternoon
following the noon meal. The principal scholar for the project is Dr. Graham Corray Boettcher, the
William Cary Hulsey Curator of American Art at the Birmingham Museum of Art in Alabama. Other
keynote speakers and their areas of expertise include Dr. Darren Crovitz of Kennesaw State University
(media/visual literacy and digital technology), Arthur Wayne Roberts and Ali van den Broek
(photographers and digital artists specialiZing in rural subjects), and Dr. Susan Kirby Roe of Abraham
Baldwin Agricultural College (Music and Vocal Performance).
Breakout sessions will be led by Humanities and Rural Studies faculty members from Abraham Baldwin
Agricultural College and Kennesaw State University. Other important personnel for the project include
Paul Willis, Executive Director of the Georgia Museum of Agriculture, and Polly Huff, Assistant Director
of the Abraham Baldwin Agricultural College Arts Connection and Tifton-Tift County Arts Council.
Teachers attending the conference will come from a twelve-county area in Southwest Georgia; forty
schools-public, private, and homeschools-in this area own the Picturing America collection and will be
invited to send up to five teachers per school to the conference. The conference capacity is 125
teachers. Prior to the conference, teachers are asked to familiarize themselves with the Picturing
America Teachers Resource Book on the NEH's Picturing America website. For attending the conference
and participating in post-conference activities, teachers will receive two continuing education credits as
well as a $150 stipend. For their post-conference activity, teachers will design a standards-based lesson
plan, utilizing materials and knowledge gained at the conference, that they can use within their
classroom curriculum. These lessons will be submitted and posted to a dedicated public webpage on the
Tift County School System website and promoted to schools statewide.
30

APPENDIX D: Rural Chronicle: A Digital Record of Place for Rural Life Abstract
Abstract
The Rural Chronicle is housed at the Georgia Museum of Agriculture on the campus of Abraham Baldwin
Agricultural College in Tifton, Georgia. A joint partnership between the museum and the college's Rural
Studies Program, The Rural Chronicle is a digital record of place that offers a moderated, userconstructed
website that publishes rural life artifacts from South Georgia and across the globe.
Contributors record their personal stories at the Rural Chronicle exhibit with microphones and audio
recording; scan primary source documents with high-end scanners; photograph authentic objects; and
describe their personal stories at the Video Journal Station. Rural Studies students examine the artifacts
for inclusion on the website to ensure quality artifacts are presented, and a Rural Studies intern updates
the website annually. The user-friendly website includes interactive timelines, maps, and video journals
that increase the understanding of rural life.
Statement of Innovation
The Rural Chronicle adapts the existing technology of a user-edited website to museum curation. Rural
Studies students and community members collaborate to create a digital record of place. This
reconceptualizes museum curation by allOWing those with the most intimate connections and authentic
memories and artifacts to determine the content of the site. The variety of authentic content that will
be collected, the unforeseen connections discovered between articles, and the creative ways that users
construct the site speak to the scope of its innovation.
31

APPENDIX E: Curriculum Committee Approval
Curriculum Committee Minutes
E-Mail Vote on Degree Proposals
Thursday, October 14,2010
Voting Members responding via e-mail: Amy Howell, Becky Beaver, Bobbie Robinson, Cathy Rogers, Darby Sewell, Debra
McCrary, Diantha Ellis, Donna Webb, Geoff Clement, James McCrimmon, Jeff Gibbs, Jewrell Rivers, Michael Arena, Midge
Galentine-Steis, Ray Barber, Tami Dennis, Tanner Newhouse, Tim Marshall, Wanda Golden
BA and BS in History
and Political Science Send to University System of
A Liberal Arts BS in History and NIA Georgia Board ofRegents for
Political Science with and expand our state review and approval
secondary certification college mission.
Developing new
BA in English
baccalaureate degrees to Send to University System of
B Liberal Arts BA in English with better serve our students
NIA Georgia Board ofRegents for
secondary certification and expand our state
college mission.
review and approval
C
Science &
Mathematics
BS in Biology
Developing new
baccalaureate degrees to
BS in Biology with seeondary certification
better serve our students
and expand our state
college mission.
Send to University System of
NIA Georgia Board of Regents for
review and approval
Proposals were submitted to the Committee for an e-mail vote prior to sending to the University System Office for consideration.
The proposals were unanimously approved on October 15,2010.
32

APPENDIX F: Detailed Faculty Credentials
Historians
Dr. Larry McGruder
Professor of History
Ph.D., Miami University, 1984 History
Dissertation:" Kelly Miller: Life and Thought of a Black Intellectual, 1863-1939"
Specialization fields: American Intellectual History, American South, African American History; Minor:
Political Science
MA Miami University 1981, American Constitutional History
Course expectations in new program: HIST 4000 Slavery in North America. Develop and Teach; HIST
3430 American History III: 1900 to Present; HIST 3800 Modern Latin American History; HIST 4410
American Multicultural History
Coursework included but not limited to: American Constitutional Developments, Studies in American
History, Civil War and Reconstruction, History of American Frontier, American Intellectual History,
American Sectionalism, Sectionalism and Civil War, Study in Black American History, Mid-Nineteenth
Century America, United States History, 1865-1900, Recent American History, Early American Republic,
Latin American History in 19 th Century, Latin American History in 20 th Century, Latin American History in
20 th Century, Historical Methods and Research, American Historiography, American Intellectual History,
Colloquium in Applied History, Colloquium in College Teaching of History
Conference Presentations
• "Donnie D. Bellamy: The Historian and Social Advocacy," Annual Social Science Colloquium, Fort
Valley State University, 2008
• "Preparing Teachers to Teach the New Georgia Performance Standards," Georgia Department of
Education and the University System of Georgia, 2006
• " African Americans and the Implications the Debate over Reparations for Slavery," MASDA club,
Abraham Baldwin Agricultural College, 2005
• "African Americans and African Relations in the 1990s," Second Annual Workshop on World
Affairs, Abraham Baldwin Agricultural College, Georgia Humanities Council grant, 2003
• Invited Discussant, The South East Africanists Network Annual Conference; University of Florida,
2003
• " The Meaning of the Emancipation Proclamation, Mt. Olive Baptist Church, Tifton, 2001
• Discussant," Environmental Racism", Banks-Pierro-Rutland Eighteenth Annual Sodal Science
Colloquium, Fort Valley State University, 1998
• IIA Brief Discourse on the Meaning of Conservatism Today," Proceedings and Papers ofthe New
Black Conservative, Georgia Humanities Council and the National Endowment for the
Humanities, 1992
• "Kelly Miller and the Status of Race Relations in the United States, 1920-1929,Banks-Pierro­
Rutland Social Sciences Colloquium, Fort Valley State University, 1990
Awards
• Pacesetter Award, in Recognition of Exemplary Service to the ABAC Community, ABAC 2000 .
• Pacesetter Award, in Recognition of Exemplary Service to the ABAC Community, ABAC 2001
• W. Bruce Donaldson Award for Teaching Excellence, 2000
• Invited speaker to represent USG Faculty at inauguration of Chancellor Stephen Portch
• Phi Theta Kappa Excellence in Teaching Award, 1993
• Fort Valley State University Alumnus ofthe Year Award in History, 1986
• Phi Alpha Theta Honor SOciety
• Alpha Kappa Mu Honor SOciety
33

Professional Memberships
• Association for the Study of African Life and History
• Georgia Historical Association
• Referee for Journal ofGeorgia Historians, Official Proceedings of the Georgia Historical
Association
Dr. James H. Galt-Brown
Associate Professor of History
PhD Mississippi State University 2002, History.
Dissertation: IIBaden-Powell's Boy Scouts: The Reasons for their Creation, Growth and Success in
Great Britain, 1906 -1920"
Doctoral Examination Fields: Early European History, Modern European History
Secondary fields: American Military History, History of Science and Technology
MA, Murray State University 1989, Modern European History
Thesis: "Baden -Powell's Boy Scouts: The Premier Youth Organization in Edwardian England"
Course expectations in new program: HIST 3000 History of Rural America. Develop and teach HIST 3500
Western Civilization 1: Pre-History to 1500; HIST 4420 American Military History; HIST 4620
Renaissance and Reformation
Coursework included but not limited to: French Revolution and Napoleonic Era, Comparative Topics in
European History, Reading Seminar in Modern European History, Russian Revolution and Soviet
Regime, Seminar in European History, Medieval Civilization, Europe, 1789-1914, Seminar in
European History since 1789, Renaissance and Reformation, Reading Seminar in Renaissance
and Reformation, History of the Vikings; War, Peace and Society (American Military History),
History of Science and Technology, Reading Seminar in American Military History, Seminar in
Quantitative Methods I, Seminar in Quantitative Methods II, Development of Historical Thinking,
Graduate Historiography
Publications
• "Introduction, "Theory ofKnowledge and War, by It. Col. Gray Rinehart, (publication pending,)
Strategic Studies Institute, Army War College.
• "Toward Space War." HIGH FRONTIER: Air Force Space Command's Professional Journal, Winter
2005, in cooperation with the USAF/DTRA Space Warfare Colloquium.
• Review: "From Maine to Mexico: The History of the Civil Air Patrol in World War II Journal of
Mississippi History, Spring 1999.
• In progress: "Limitations of Command: Robert Baden-Powell's Military Experiences and Their
Impact on his Founding of the Boy Scouts in Great Britain"
Conference Presentations
• Teaching Roundtable, Graduate Alumni and Faculty, Murray State University, Southern
Historical Association Annual Conference, Birmingham, Alabama, 2006
• Session chair and discussant: "Attacking Communism During the Cold War" Jackson Purchase
Regional Student History Conference, Murray State University, 2002
20 th
• Annual Presidential Forum on History, "The Civil War," Mississippi State University "The Boy
Scouts of America: The Professional background of its leadership, 1912 1926" Ohio Valley
Historical Conference, Murray State University,2000
• Panel discussion: "Vietnam in the Context of the Cold War," 16 th Annual Presidential Forum on
History, "Rethinking the Cold War, " Mississippi State University, 1997
• "The lusitania: A Reexamination of the Guilt Question," Phi Alpha Theta Regional Conference,
Presbyterian College, 1987
34

Research Grants and Awards
• Pacesetter Award, in Recognition of Exemplary Service to the ABAC Community, ABAC, 2010
• Pacesetter Award, in Recognition of Exemplary Service to the ABAC Community, ABAC, 2006
• Snellgrove research grant, Mississippi State University, 1998
Andrew Wright
Assistant Professor of History and Religion
Ph.D. in progress, Southern Christian University, Biblical Studies with historical concentration
M.A. Valdosta State University 1997, History
Thesis: 19 th century Religious Leaders in England: The Second Great Awakening in the United
States
Course expectations in new program: RELG 3000 Religion in rural America. Develop and Teach HIST
3410 American History I: Colonialism to 1815; HIST 3420 American History II: 1815 to 1900
Coursework included but not limited to: Critical Introduction to the Old Testament, Critical Introduction
to the New Testament, Elementary Hebrew I, Elementary Hebrew II, Hebrew Reading, Religious
Research and Evaluation, Theism & Humanism, Study of the World Religions, History of the Bible,
Contemporary China, Contemporary Middle East, History of Presidential Elections, Contemporary
America, Southeast Asia in the Modern World, History of the Vietnam War, Historical Research,
North American History: The South Since Reconstruction, Seminar in Asian History: China and Asia,
Seminar in European History
1993-1995 Curator and Blacksmith, Georgia Museum of Agriculture
Languages: German, Hebrew, Japanese
Dr. Bobbie Robinson
Professor of English
Ph.D. Baylor University 1989, English
Dissertation: "'Playing Her Part in a Duet: The Creation of the Self in Jane Austen, Elizabeth
Gaskell, and George Eliot
MA Valdosta State University 1979, History
MA Valdosta State University 1974, English
Thesis: "The Relation of Love and Esteem in the Novel of Jane Austen
Course expectations in new program: Develop and Teach HIST 4610 Modern Europe
Coursework included but not limited to: Modern England, Seminar in English History 1, Seminar in
English History 2, Naziism, Socialism, Modern India, Europe in the 20 th Century, Historiography
Publications
• "From Classroom to Community: A Rural Studies Class Project of Community Redevelopment," Journal 0/Rural
and Community Development, with Niles Reddick, forthcoming
• "Playing Like the Boys: Patrida Cornwell Writes Men," Joumalo/Popular Culture 39.1 (2006): 95-108.
• "Rex Stout." Dictionary 0/Literary Biography: American Mystery and Detective Writers. Vol. 306. Ed. George
Parker Anderson. Detroit: Gale Group, 2005. 346-360.
• "James M. Cain." Dictionary 0/Literary Biography: American Hardboiled Crime Writers. Vol. 226. Eds. George
Parker Anderson and Julia B. Anderson. Detroit: Gale Group, 2000. 48-69.
• "Teaching from the Edge: The Student Centered dassroom." Reaching ThraughTeaching, Winter 1996.
• "Surfing Disciplines: Team Teaching in Multidisciplinary Honors Courses," Community College Humanities
Review, Dec. 1996. With S. Hammons-Bryner.
• "Excitement in Core Curriculum Classes," College Teaching, Summer 1994. With S. Hammons-Bryner.
35

Conference Presentations
• Invited Participant, McGraw-Hili Symposium on Freshman Composition, Amelia Island, February 2010
• "From Classroom to Community: Service Learning, Not Community Service," Governor's
Teaching Fellows Reunion Conference, Athens, January 2010; with C Rogers
• ((Returning from the Edge: English Teacher Survives Math, Improves Teaching," USG 32 nd
Learning Support Conference, St. Simons, March 2008
• ((Developing Student Learning Outcomes, Part 2: Assessment of Outcomes," South Georgia
College, November 2007
• "Developing Student Learning Outcomes, Part 1: Creating and Using SLO's," South Georgia
College, October 2007
• "Through the Academic Looking Glass: Two Instructors Become Students," Conference for
Teachers of Undergraduates, Gordon College, March 2007; with L. Vassiliou
• ((Playing Uke the Boys: Patricia Cornwell Writes Men," Southern Women Writers Conference,
Berry College, Oct. 2003
• "A Good Man is Hard to Find: Patricia Cornwell Writes Men," SAM LA, Baltimore 2002
• "Measuring and Increasing our Success in the Teaching of Writing," Georgia NADE Conference,
Apr. 2002
• "Measuring and Increasing our Success in the Teaching of Writing," Student success in First-Year
Composition Conference, Georgia Southern University, Feb. 2002
• "Not Drowning but Swimming: Using the Buddy System in the Portfolio Current," Student
Success in First-Year Composition Conference, Georgia Southern University ,Feb. 2000
• "Drawing Ufe-Water from the Well: Alamand and His Picture in Janice Daugharty's Earl,"
Southern Women Writers Conference, Berry College, Apr. 1998
• "Just Kinfolks: Family Relationships in the Early Novels of Janice Daugharty," Women's Studies
Conference, Valdosta State University, Feb. 1997
• "What's Color Got to Do with It? The Politics of Beauty in the Novels of Bebe Moore Campbell
and Tina MeElroy Ansa," Southern Women Writers Conference, Berry College, Apr. 1996
• "The Politics of Beauty in the Novels of Zora Neale Hurston and Dorothy West," Women's
Studies Conference, Valdosta State Univeristy, Mar. 1996
• "The Shirley Temple Syndrome: Issues of Power, Gender, and Color in Contemporary Novels by
Black Women," National Women's Studies Conference, Western Kentucky University, Sept.
1994
• "Teaching about War through Poetry: A Model for How to Conduct an Interdisciplinary Team­
Taught Approach to a Required History Course," Georgia Association of Historians Conference,
Clayton State College, Apr. 1994, with S. Hammons-Bryner
• "Effective Interdisciplinary Team Teaching Techniques," Georgia Conference on College and
University Teaching, Kennesaw State College, Apr. 1994
• "How to Increase Both Teacher and Student Interest in Writing," Georgia Write Now
Conference, Georgia State University, Jan. 1994
• ((Voiced, but Unvoiced: Dorothea Brooke's Failed Search for Self," National Women's Studies
Conference, Western Kentucky University, Sept. 1990
• "Memory as Healer in Wordsworth's iTintern Abbey'," Conference on Christianity and
Literature, Ouachita Baptist University, Oct. 1986
Honors
• 2008-2009 Governor's Teaching Fellow, USG
• 2007 E. Lanier Carson Leadership Award, for Leadership Excellence
• W. Bruce Donaldson Faculty Award for Teaching Excellence, Abraham Baldwin College
• Board of Regents Distinguished Professor for Teaching and Learning
• NISOD Teacher of Excellence
36

Professional Memberships
• South Atlantic Modern Language Association
• South Central Modern Language Association
• National Council of Teachers of English
• Conference on Christianity and Literature
• Georgia Association of Historians
• Jane Austen Society
• Toni Morrison Society
Crystal Parten
Adjunct Instructor, History
MA Georgia College a nd State University 2009
Thesis: Enduring Kiokee: Merging Religion and Culture in the Frontier of Georgia, 1771-1832.
Course expectations in new program: Develop and Teach HIST 3100 Public History
Coursework included but not limited to: Public History, Historical Methods and Interpretation, Cultural
History of Central Europe 1300-1900, Sectionalism in US: 1840-1860, Era of Segregation, Advanced
Topics in American History
Political Scientists
Dr. Joseph Njoroge
Ph.D. University ofTennessee, 1999, Political Science
Dissertation: "Dilemmas and Prospects for Democratization in Sub-Saharan Africa: Democratic
Transition and Consolidation in Kenya and Zambia"
Major Fields: American and Comparative Politics; International Relations; Public Administration; and
Research Methods Quantitative and Qualitative.
M.A. Eastern Kentucky University, 1992
Thesis:
MA Religion and Theology, Church of God Theological Seminary, 1989
Course expectations in new program: Teach one course already developed: RLST 3060 Research
Methods. Develop and Teach POLS 3070 Public Policy; POLS 4410 U.S. Foreign Policy; POLS 4420
International Governmental/Non-Governmental Organizations
Coursework included but not limited to: Quantitative Political Analysis I, Quantitative Political Analysis
II, Research, Scope, and Methodology in Political Science, Statistical Methods, Applied Statistical
Inference, Political Theory, Empirical Theory and Methodology, Comparative Governments and Politics,
Politics of Development (Third World Development Theories), International Politics, Special Problems in
Public Policy, Comparative Government and Politics: East Asia and Africa, Teaching Political Science,
Administration, Ethics, and Public Policy, Contemporary International Relations Theory, Ecology of State
and Local Government Decision Making
Publication
• Njoroge, Joseph G. and Hans E. Schmeisser. 2011. Georgia Politics in an Era ofPolitical Change.
Cengage Learning Press: Mason, OH., forthcoming
Conference Presentations
• '7he Kenya Diaspora and the changing immigration policies in the U.S." International Year
Program, Kennesaw State University, Fall 2009
37

• '7he Kenya Diaspora career opportunities, and professional development" at the 2 nd Diaspora
Conference, Kennesaw State University, Atlanta, Fall 2009
• "Kenya Politics: Party Evolution and Transition to Democracy," Year of Kenya Conferenc,
Kennesaw State University, September2006
• "U.S Africa Policy: Carter to Bush Administrations," Georgia Political Science Association Annual
Conference, Savannah, November 2005
• "The Role of the church as a civil society organization in helping to build a stable democracy in
Kenya," Kenya Christian Fellowship in America Annual Conference, Virginia, July 2005.
• "U.S. - Middle East Policy: Obstacles to Israel-Palestinian Peace Initiatives", World Affairs
Conference: Focus on the Middle East, ABAC , March 2004
• "Building Democracy: National and Regional Achievements in African Development," Valdosta
State University World Affairs Series, Spring 2004
• "U.S. Africa Policy in the Context ofGlobalization Georgia Political Science Annual Conference,
Savannah, November 2004
• "Globalization and Africa," GPSA Conference, Savannah, February 2002
• "Clinton - Bush Administration's Africa Policy", Southeast Africanist Annual Conference,
University of Florida, Gainesville, April, 2002
• "U.S. Foreign Policy and Central Asia," Focus on Asia Conference, ABAC, February 2002
• "Linkage Politics: Foreign Aid and Political Changes in Sub-Saharan Africa, II I nternational Studies
Association Annual Conference, San Diego, California, Spring 1996
• "Democratic Transitions in Sub-Saharan Africa: The Case of Kenya and Zambia," Southern
Political Science Conference, Atlanta, November 1996
Awards
• High Five Award, for excellence in service to college and community 2004
• Pi Sigma Alpha "1997 Instructor of the Year Award," for outstanding teaching and dedication to
students, Department of Political Science, University ofTennessee
• Member of Pi Sigma Alpha, Political Science Honor Society
Professional Memberships
• Chairman, Kenya Christian Fellowship in America Board of Trustees, 2005 Current
• Chair, USG Board of Regents I Academic Advisory Committee for Political Science, 2006-2009
• National President, Kenya Christian Fellowship in America, 1997-2005
• Vice President, Knoxville African Community Organization, 1994-1996
• American Political Science Association
• International Studies Association
• African Studies Association
• Pi Sigma Alpha
Mouyyed Hassouna
Associate Professor of Political Science
Doctoral course work, University of Cincinnati, Geography, ABO
MA University of Cincinnati, 1988, Political Science
Thesis: "Medieval Political Thought: AI Farabi"
Languages: English, French, Arabic and Hebrew
Course expectations in new program: Teach one course already developed: GEOG 4001. Develop and
Teach POLS 3300 Survey of Comparative Politics; POLS 4220 Civil Rights and Liberties
38

Coursework included but not limited to: History and Philosophy of Geography, Population
Geography, International Development, Community Planning, Introduction to Land Use, Soils, Location
Theory, Cultural Geography, Multinational Corporations, Government and Politics of Japan, Government
and Politics of Latin America, Politics of Western Europe, US Foreign Policy, Political Development,
Political Philosophy, Middle East Politics, National Government, Economic Development in Third World
Countries, History of Economic Thought, Economic Development, Government and Politics of Korea,
Government and Politics of Russia, Planning Issues in Developing Nations
Conference Presentations
• "The Palestinian Right to Self Determination," Discussant, "Indigenous Peoples' Voices in War
Times," United Nations World Peace Conference, Valdosta State University, 2009
• "Faith and Politics in the Holy Land," Department of Philosophy and Religion Annual Conference
on Interfaith Dialogue, Valdosta State University, 2009
• "The Road Map and the Bush Policy in the Middle East," Georgia Political Science Association,
Savannah 2007.
Professional Presentations and Activities
• Acquired and presented Native Cree Arts Exhibit, with Anthony Ditier, Valdosta, May 2009
• Developed Argentina Study Abroad Program for ABAC!VSU/USG. Routinely travels with
students to Argentina
• Advocate for Migrant community, Lowndes County, Georgia
Hans Schmeisser
Instructor, Ph.D. expected August 2011, University of Florida, Political Science
Dissertation: "Minorities within the Majority: Republican Party Governance in the House 1994­
2006."
M.A. University of Florida 2008, Political Science
Specialization fields: American Politics, Political Theory, Research Methodology
Course expectations in new program: Teach one course already developed: POLS 3050 Political
Development in America. Develop and Teach POLS 3500 Political Theory and Philosophy; POLS 4240
Political Parties, Elections, and Voting Behavior; POLS 4530 American Political Theory
Coursework included but not limited to: Seminar in American Politics, Ancient Political Thought, Data
Analysis, Content Analysis, Quantitative Analysis, Qualitative Analysis, Congressional Politics, Modern
Politics and Theory, Judicial Politics, Political Judgment Theory, Political Thought, Postmodern
Thought, Presidency and Prime Ministers, American. Political Development, Network Analysis,
Political Advertising / Communications, Institutional Development Theory, Epistemology, Political
Behavior
Publications
• Njoroge, Joseph G. and Hans E. Schmeisser. 2011. Georgia Politics in an Era of Political Change.
Cengage Learning Press: Mason, OH., forthcoming
• Schmeisser, Hans E. 2010. Visceral vs. Cerebral Campaigning - Sexual Predators, Gender Identity
Rights, and the Framing of Divisive Politics in Local Elections. The Graham Center for Public
Service, Civic Library: http://www.graham.centers.ufl.edu/civic/civic-library.Gainesville. FL.
• Schmeisser, H.E. 2008. "Legislative Committee" in Political Encyclopedia of u.s. States and
Regions. Edited by Donald P. Haider-Markel. CQ Press: Washington D.C.
• Schmeisser, H.E. 2008. "Legislative Rules" in Political Encyclopedia of u.s. States and Regions.
• Schmeisser, H.E. 2008. "The American Voter" in Encyclopedia of Political Communication. Eds.
Lynda Lee Kaid and Christina Holtz-Bacha. SAGE Publications: New York, NY.
• Schmeisser, H.E. 2008. "!\Iewt Gingrich" in Encyclopedia ofPolitical Communication.
39

• Schmeisser, H.E. 2008. "Political Action Committee" in Encyclopedia ofPolitical Communication.
• Rosenson, Beth A., and Hans E. Schmeisser. 2007. "Elitism" in International Encyclopedia of the
Social Sciences. Ed. William A. Darity. GALE Reference: United Kingdom.
• Schmeisser, H.E. 2007. "Upton Sinclair" in Encyclopedia ofActivism and Social Justice. Eds. Gary
L. Anderson and Kathryn Herr. SAGE Publications: New York, NY.
Conference Presentations
• "From Virtue to Vice: Smithian Ethic and Contemporary American Culture," Midwestern Political
Science Association Annual Meeting, Chicago, April 2-5 2009
• "Emerging Trends in Youth Voter Behavior: Social Networking Websites and the 2008 General
Election," with Kimberley D. Martin, Political Science Association Annual Meeting, New Orleans,
January 8-10,2009.
• "The Effects of Social Networking Websites and Youth Voter Participation," with Kimberley D.
Martin, American Political Science Association Annual Meeting, Boston, August 28-31, 2008.
• "Strategery Miscommunicated: An Analysis of President Bush's and the Media's Representation
of the Iraq War," Southern Political Science Association Annual Meeting, New Orleans, January
3-7,2007.
Research Grants and Awards
• Impact Award, for Recognition of Outstanding Contribution to the Student Body, ABAC, 2010
• Pacesetter Award, in Recognition of Exemplary Service to the ABAC Community, ABAC, 2010
• The Graham Center for Public Service Case Study Grant, University of Florida, 2009
• ManningJ. Dauer Fellow at UF 2007-2008
• Manning J. Dauer Fellow at UF 2004-2005
Professional Memberships
• American Political Science Association
• Midwest Political Science Association
• Southern Political Science Association
Catherine Funk
Adjunct Instructor, International Relations
MA Webster University 2009, International Relations
Course expectations in new program: Develop and Teach POLS 3400 Survey of International Relations
Coursework included but not limited to: Research Methods and Perspectives, US Foreign Policy, Issues
in International Politics: Terrorism and Extremist Activity, Globalization, Emergency Planning,
Politics of development, Humanitarian Issues in International Politics
Dr. Shelley Fandel!
EdD Teacher Leadership Walden University, 2009
Dissertation: The Impact ofTeacher Training and Professional Development on Novice Teachers'
Beliefs about Parental Involvement
MA Valdosta State University 2006, History
Presentations
• "Novice Teachers' Perceptions of the Importance of Parentallnvolvement," Georgia Educational
Research Association Conference, Savannah, Georgia, October 2010
• "Reflective Teaching Practices," National On-Course Workshop, Raleigh, North Carolina, April
2010
• "ABAC Early Childhood Education Program, an Interactive Focus," Georgia Family, Consumer,
and Community Leaders of America Convention (FCCLA), Athens, Georgia, March 2010.
• "Multiple Teaching Strategies," ABAC Retention Task Force. Developed a hand-out on suggested
40

teaching strategies that is being disseminated across campus. Currently preparing to present the
session to various campus groups, November 2009
• "Creating Active Learning Environments in College Classrooms" Presented to the faculty of
Abraham Baldwin Agricultural College at Fall Conference, August 2008
• "Motivating Students for College Math Success" Presented to the Math faculty of Abraham
Baldwin Agricultural College, October 2007
Awards
• Bruce and Rosalyn Ray Donaldson Excellence in Advising Award 2010
• Pacesetter in Recognition of Exemplary Service to the ABAC Community, ABAC, 2001
Professional Memberships
• Professional Association of Georgia Educators (PAGE)
• Kappa Delta Pi (Education), Phi Alpha Theta (History), Blue Key, Mu Alpha Theta, and Phi Theta
Kappa Honor Societies
Archival Librarian
Dr. Lisa Lishman
Assistant Professor of English
MLS expected, Valdosta State University, August 2011
Ph.D., Western Michigan University 2007. Major: Creative Writing, Fiction.
Dissertation: Cottonlandia (original short stories), Major Areas: Contemporary Fiction, Realism
and Naturalism, British Modernism.
M.A., Mississippi State University, 1997. Emphasis: Creative Writing.
Thesis:_"The World Smells More Like Fish Than Cypress"
Course expectations in new program: HIST 4100 Fundamentals of Archival Theory and Practice
Coursework includes but not limited to: Foundations in Library and Information Science, Cataloging
and Classification, Archival Theory and Practice, Collection Development, Library Management,
Computer Applications Information for Professionals, Online Searching: An Introduction to Methods of
Information Retrieval Used in Commercial Databases and on the World Wide Web, Digital Libraries,
Archival Preservation
Currently working with the Georgia Museum of Agriculture to inventory their collection of Tift papers
(founder of Tift County)
Coursework for Ph.D. includes but not limited to: Essay Writing, Fiction Writing, Forms in Fiction,
Nonfiction Writing, Forms in Nonfiction, Language Dialects and SOCiolinguistics, Form and Theory of
Poetry, Craft of Poetry, Studies in English Lit to 1485, American Literature of the Civil War, Studies in
Commonwealth Lit, Studies in English Lit 1832-1900, History of Literary Criticism, Seminar American Lit
to 1900, 20 th Century English Lit, Studies in Shakespeare, Seminar 20 th Century English Lit, Seminar 20 th
Century American Lit.
Publications
• 2004 "Winter Trapping" published in debut issue of The Los Angeles Review, a
• 2003 Book review of Holocaust Girl published in Rain Taxi, an online journal of book reviews.
Awards and Publications
• 2003 Honorable mention for short story, "Winter Trapping," in the AWP's nationallntro Awards
contest
• 2001 $3,500 stipend from Kalamazoo's Irving Gilmore Foundation for time off work to complete
a novel-in-stories
41

• 2001 Associated Writing Program (AWP) Intro Award for nonfiction essay, ((Wind." Subsequent
publication in Winter 2001 issue of Willow Springs, a national literary journal
• 2001 Finalist in Glimmer Traids new writer's competition for "Wild Dogs"
• 2001 First place for short story, "Wild Dogs," in Western Michigan University's graduate
creative writing contest, judged by writer Wendell Mayo; tie for first place for creative
nonfiction( "Wind," judged by writer Sue Silverman
• 1993 Chapter of Phi Beta Kappa, Millsaps College
• 1993 Eugene Butler Award in Creative Writing, Mississippi State University
• 1991 Dora Lynch Hanley Awardfor Excellence in Writing, Millsaps College, Gwin Scholarship for
Excellence in Writing, Mississippi State University
Conference Presentation
• Non-fiction essay, flWind," Southern Humanities Arts Council Conference, "Home in Literature,"
Knoxville Spring 2008
42