Crafting Your Historical Pathway at Illinois Wesleyan
This is the text that describes the visuals in the diagram Crafting Your Historical Pathway at Illinois Wesleyan:
Start by learning the historian's craft in HIST 290: The Theory and Crafting of History.
During your time at Wesleyan, take four total .25-credit units of HIST 390 to equal one full credit – HIST 390: ARCHES (Archiving and Reflecting on Your History Education and Signature Experience).
Choose one of these pathways:
Media and the Arts This path is for students who want to take history to a more imaginative place, transforming history into:
GIS (Geographic Information Systems) and Historical Spatial Analysis
Non-fiction historical journalism
Dramaturgy (historical research for theatrical productions)
For this path, in the fall of your senior year, take HIST 451: Media and the Arts Seminar.
Public History The Public History path is perfect for students who envision themselves working in archives, museums, or historical societies, or who enjoy designing historical exhibits or working as an historical interpreter. Assignments Include:
Designing museum exhibits
Analyzing public historical memory in museums or monument sites
Creating oral histories
For this path, in the fall of your senior year, take HIST 452: Public History Seminar.
Collaborative Projects This path is for students who want to explore a significant historical issue in collaboration with:
Students in other disciplines
These projects can take the format of any of the other paths listed here, as long as students are working cooperatively with others in their historical research.
Take the class that is appropriate for your the path you choose: HIST 451, 452, 453, or 454.
Historical Research If you love to research compelling questions, analyze and synthesize information into a beautifully written argument, and craft a traditional research paper, then this path is for you.
These students will begin consulting with a mentor early on to identify areas of interest—or better, passion—to create an educational path that reflects this interest while still leaving room to explore broadly.
For this path, in the fall of your senior year, take HIST 453: Historical Research Seminar.
Secondary Education Students who want to teach high school will follow this path, which emphasizes:
Broad historical contexts and arguments
Encounters with living history and historical artifacts
History of education, formal or informal, in various periods and places
Acquiring the breadth of historical knowledge necessary to teach tomorrow's youth
For this path, in the spring of your junior year, take HIST: 454 Secondary Education Seminar.
Finally, no matter which path you follow, in the spring of your senior year, take HIST 490: Capstone Seminar in History.