HIST 611 — History: Research Practicum

Purdue University — Department of History
Instructor: Dr. Zachary Loeb, Assistant Professor

Course Description

To earn a PhD in History, students must produce a dissertation—generally a book‑length work of original scholarship. Since historians are evaluated primarily on monographs but also on articles, this course introduces first‑year graduate students to the practice of writing history, with the goal of producing a publishable, archivally based scholarly article (7,000–9,000 words).

By the end of the semester, each student will:

• Develop an original research question
• Identify and interrogate archival collections
• Produce a partial draft, full draft, proposal, and conference‑style presentation
• Engage in constructive peer critique
• Understand how a stand‑alone article fits into a long‑term research agenda

Learning Outcomes

Students will be able to:

1. Develop an original research question suitable for a scholarly article
2. Identify archival collections relevant to their research
3. Analyze how archives are organized, described, and historically shaped
4. Critique peers’ writing constructively and revise their own
5. Explain how an article‑length project fits into their broader research trajectory

Required Texts

All readings are available on Brightspace as PDFs or via Purdue Libraries.

The course includes four books (digital versions allowed):

• Francis X. Blouin Jr. & William G. Rosenberg, Processing the Past (2011)
• Umberto Eco, How to Write a Thesis (any edition)
• Arlette Farge, The Allure of the Archives (2013)
• Thomas Mullaney & Christopher Rea, Where Research Begins (2022)

No textbooks need to be purchased.

Assignments & Evaluation

Final Paper — 30%

• Original, archivally based historical article (7,000–9,000 words)
• Due May 6

Final Presentation — 10%

• In‑class conference panel on April 29
• 15‑minute talk + Q&A
• Department members invited

Paper Proposal — 5%

Submitted 24 hours before Week 4 meeting
Must include:

• 250+ word abstract
• Thesis statement
• Research questions
• Partial bibliography
• At least one archival collection identified

Partial Draft — 15%

• Minimum 3,500 words
• Must include an outline/roadmap
• Distributed to classmates before the March 11 workshop
• Due March 13

Class Participation — 40%

Includes:

• Prepared discussion of readings
• Introductions of assigned articles
• Peer workshop engagement
• Informal presentations
  Attendance is essential for success.

Grading Scale

Course Policies

Freedom of Expression

• Students may express any academically grounded viewpoint
• Grades are based on performance, not opinions
• Disruptive behavior, threats, or harassment are not permitted and will be reported

Nondiscrimination

Purdue prohibits discrimination based on race, religion, sex, age, nationality, color, disability, veteran status, gender identity, and other protected categories.

Electronic Devices

• Physical copies of readings recommended
• Laptop/tablet use allowed for note‑taking and readings only
• Off‑task device use = marked absent

Communication

• Instructor email: zloeb@purdue.edu
• Expected response within 24 hours (not on Saturdays)
• Students should check Purdue email and Brightspace regularly

Attendance

• Class meets once weekly, so attendance is crucial
• Sign‑in sheet used
• Excused absences follow Purdue policy (illness, grief, jury duty, religious observance, etc.)
• Unexcused absences reduce grades; excessive absences may result in failure

Office Hours

Held in Beering 6116 (time TBD)

• Open hours: drop in anytime
• Week 4 and Week 14 include scheduled 1:1 meetings
• Additional appointments available in person or via Zoom

Classroom Expectations

• Complete readings
• Come prepared to discuss and listen actively
• Participate in peer workshop sessions
• Maintain respectful dialogue
• Ask for help early if falling behind

Re‑grading

• 24‑hour waiting period after receiving a grade
• Students may request clarification or attend office hours to improve performance

Classroom Integrity

• No photos, videos, or recordings without explicit permission
• Unauthorized recording = automatic F + report to Dean of Students

Academic Misconduct

• Purdue strictly prohibits plagiarism and cheating
• All cases reported to OSRR
• Using AI to generate text is considered misconduct

AI/Chatbot Policy

• No AI‑generated text may be submitted
• Violations = automatic failure of assignment and course + reporting
• If you are overwhelmed, talk to the instructor instead of turning to AI

Disability Accommodations

Students experiencing barriers should:

• Contact the instructor early
• Contact the Disability Resource Center (drc@purdue.edu, 765‑494‑1247)
• Begin the formal accommodations process as soon as possible

Mental Health Resources

Purdue Counseling and Psychological Services (CAPS)

• Phone: 765‑494‑6995
• Location: PUSH, 2nd floor
• Crisis support available

COVID‑19

• Do not attend class when symptomatic
• Mask‑wearing is supported though not required

Basic Needs

If you struggle with housing, food, or other essential needs, contact the Dean of Students (no appointment required).

Major Campus Emergency

If an emergency interrupts instruction, course requirements and deadlines may be adjusted.

Course Schedule

(Subject to change)

Week 1 — Jan 14

Course introduction and overview

Week 2 — Jan 21

Topic: Why does your research question matter?
Read: Eco Ch. 1 & 5; Mullaney & Rea Ch. 1–3
Be ready: 10‑minute presentation on two journals where you might submit your article

Week 3 — Jan 28

Topic: From abstraction to abstract
Read: Eco Ch. 2; Mullaney & Rea Ch. 4–6
Be ready: Discuss two recent articles from the journals you presented last week, focusing on their primary sources

Week 4 — Feb 4

No class — 1:1 meetings
Submit: Paper proposal at least 24 hours in advance

Week 5 — Feb 11

Topic: Archival basics
Read: Scanlan (2011); Schwartz & Cook (2002); SAA Dictionary
Be ready: Email a finding aid and discuss it in class

Week 6 — Feb 18

Topic: Why archives look the way they do
Read: Posner (1940); Duchein (1992); Cook (1997); Yale (2015)
Be ready: Explain the history of your chosen archive

Week 7 — Feb 25

Topic: Appraisal, acquisition, arrangement, description
Read: Eastwood (2002); Hudson (2004); Cook (2011); Christen (2015); Caswell et al. (2016)
Be ready: Discuss your finding aid and what you actually found in the folders

Week 8 — Mar 4

Topic: Preservation and digitization
Read: Kuny (1997); Conway (2010); Given & McTavish (2010); Jackson & Thompson (2010); Henderson (2020)
Be ready: Evaluate digital repositories you are using

Week 9 — Mar 11

In‑class writing workshop
Drafts circulated by March 6
Draft must be ≥ 3,500 words

Week 10 — Spring Break

Week 11 — Mar 25

Topic: Archival ethics
Read: Carter (2006); Greene (2013); Jimerson (2013); Ramirez (2015); Jules et al. (2018)
Be ready: Post‑break status update

Week 12 — Apr 1

Topic: Archivists and historians
Read: Blouin & Rosenberg (2011)
Be ready: Report on real archival experience so far

Week 13 — Apr 8

Topic: Archival allure
Read: Farge (2013)
Be ready: Share striking primary sources

Week 14 — Apr 15

No class — 1:1 meetings

Week 15 — Apr 22

In‑class writing workshop
“Close to final” drafts due April 17

Week 16 — Apr 29

In‑class conference panel
15‑minute talks + Q&A; department invited