At long last, here is my ePortfolio framing statement. This statement outlines the UNE History Major Learning Outcomes, reflects my interpretation of them, as well as provides evidence of my proficiency through past work and my final revision project.
Please see my visual review:
UNE’s History Major Learning Outcomes
These are the official learning outcomes for a UNE History Major:
- 1. Apply and utilize the range of skills and historical methodologies it takes to decode the historical record because of its incomplete, complex, and contradictory nature.
- 2. Recognize the provisional nature of knowledge, the disciplinary preference for complexity, and the comfort with ambiguity that familiarity with history requires.
- 3. Create historical arguments and narratives.
My Interpretation of the Learning Outcomes:
1. Become proficient with different methodologies when conducting research in order to evaluate the historical record:
History is typically based on the written record, however, the victors (those of ruling class or status) typically have access to broadcast their version of the historical narrative. Under-represented groups tend to leave less of a footprint in the historical record. That is why it is crucial to utilize different research methodologies to fill in these gaps. Archival research, interviewing historians and others from diverse backgrounds work to provide a basis for a well-rounded historical narrative.
Examples: Archival work (HIS-290, Hands on War Letters), Interviewing historians (HIS 399: UNE Time Team)
2. Understand how historical knowledge is dynamic; acquire skill in analyzing numerous types of sources, while being aware of hidden or apparent perspectives and biases
History, a discipline that initially seems based on straight-forward facts, in reality, remains elusive. Although history is based on the documentation of events, the interpretation of the historical record depend on the views, biases, cultural, and socioeconomic status of the author of the primary source. Therefore, it is important to research and evaluate historical primary sources and secondary sources to understand these potential limitations.
Examples: Researching secondary source arguments (HIS 395, Witches, Women, and Witch Hunts), Historical newspaper project (HIS 22, US Hist. 1: Contact-Civil War)
3. Become competent in synthesizing information in order to compile a historical argument or narrative
Historians should be able to construct historical arguments or narratives, by first identifying a thesis, then conduct research using a diverse array of historical methodologies, while also being aware of biases/conflicts of interest. At that point, by sifting through data and identifying supporting evidence, historians can compile their argument or narrative.
Examples: Creating a historical podcast (HIS 150, Telling Tales of the Past), writing an academic paper (HIS 266, History of Drugs in the Americas)
Conclusions: Based on the learning outcomes above, and citing examples of my work that correlate with my UNE History classes, I can clearly identify that have met these outcomes. This has been a long journey-it has been 6 years since I took my first UNE History class, Telling Tales of the Past. The course was an excellent introduction to the history major and challenged me in various ways: writing an academic paper for the first time, writing a historical fiction story, and finally creating a podcast. Throughout the years I have created historical newspapers, been part of a historical role playing game (Kentucky 1861), developed museum panels for a historical exhibit, and presented numerous other projects. I consider that by completing these diverse projects, I have acquired a robust historical education.
