Dissertation Proposal - (Updated 6-13-2011)

8/6/2019 Dissertation Proposal - (Updated 6-13-2011)

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MIDDLE TENNESSEE STATE UNIVERSITY

THE PROMISES AND PITFALLS OF CREATINGAN ONLINE PUBLIC HISTORY PROGRAM:

A STUDY OF SUCCESSFUL EXAMPLES OF THE PAST AND PLANS FOR THE FUTURE

A PROPOSAL SUBMITTED TO

THE HISTORY DEPARTMENT AS PART OF THE

REQUIREMENTS FOR THE PH.D. IN PUBLIC HISTORY

DEPARTMENT OF HISTORY

BY

ALBERT C. WHITTENBERG

MURFREESBORO, TENNESSEE

JUNE 2011


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Table of Contents

Abstract .. 03

Topic Overview .. 03

Dissertation Outline .. 12

Working Bibliography .. 13

First Chapter .. 13Second Chapter .. 15

Third Chapter .. 18

Fourth Chapter .. 20Fifth Chapter .. 22

Sixth Chapter .. 24

Dissertation Work Schedule 25


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Abstract

This study intends to investigate the possibilities of converting a graduate archival studies

or management program to one partially (or completely) online with the hope of expanding

student enrollment numerically and geographically. To do this, the research will not only focus

on traditional graduate programs in archives but also existing or recently developed distance

learning programs. This study will examine key test cases such as the online programs at the

University of Wisconsin-Milwaukee, New York University, Wayne State University, Drexel

University and the Archival Education Collaborative (of which Middle Tennessee State

University is a partner) in hopes of identifying best practices and detailing both the successes and

failures of trying to implement such programs. Examining trends in graduate education, online

education, archival studies and key interviews with both faculty and students from these various

programs will give a true working model for programs/courses to be developed for the future,

show key trends in archival education as well contribute to an overall learning model for

historians, public historians and specifically archivists teaching in university settings today.

Topic Overview

In the spring of 1996, Roane State Community College (where I was employed at the

time as an instructional technologist and webmaster) and three other community colleges created

the Tennessee Online Community College Consortium (TOCCC). Our goal was to create a

complete program to provide an eventual online degree. The cost of cutting edge hardware,

software and training was impractical for four small schools acting independently, but for

schools functioning as a unit, production and development expenses could become more

reasonable. By learning from each other's mistakes, the trials and tribulations of each individual

school should have built a stronger, more experienced base for future development. The TOCCC


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was replaced a few years later by the even larger Regents Online Degree Program (RODP)

which built upon that model even more by enlisting all the 45 institutions that comprise the

Tennessee Board of Regents (TBR) to produce several completely online degree programs. As

one of these early pioneers, I remember all too well those first days when five instructors came

into the lab at Roane State for online course training. After an entire day of HTML coding, three

of the five instructors had successfully created their first electronic syllabus. It was not long,

however, that feelings of accomplishment faded in the light of the enormous tasks ahead.

Comments like "I shouldve started last summer" and "how will I have time to create my

entire curriculum" created an overall atmosphere of anxiety. While times have certainly

changed (and perhaps improved), these feelings of anxiety remain far too common for faculty,

administrators and IT professionals. With this in mind, this study will investigate the pros and

cons of creating an online program (whether completely online or hybrid) in the field of archival

management.

Why look at archives (besides the obvious assumption that is my chosen field of study)?

There are three primary reasons for my focus. One, I have had the opportunity to take several

classes under the Archival Education Collaborative (AEC), which will be one of my case studies,

and I have seen the possibilities that such a collaboration can bring to the table. The second and

most personal to me was to merge what I have learned with the profession I have been engaged

in for over a decade. In 1986 when I was a senior at Cumberland County High School and

extremely wet behind the ears, my father sat down with me and asked that most dreaded question

of what are you going to do with the rest of your life? I remember looking into those dark blue

eyes and saying probably more meekly than I remember that I wanted to be a historian. My dad

was a manager of machinists and mechanics; he was someone used to working with his hands


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and comfortable with whatever new machinery was tossed his way. He was not a scholar or a

great speaker so he busted my balloon when he replied merely to forget the past and focus on a

job for the future. My plans changed that day despite my love of the past and I focused first on

computer programming, then web programming and eventually instructional technology. While

my fathers advice did not make me happy, it did always supply me with a job and the eventual

chance to move into higher education and work with many faculty. Thankfully, those jobs also

allowed the chance to return to school and get two masters degrees and finally enroll in the

public history program at Middle Tennessee State University. From the beginning, I was

determined to somehow bridge the gap between the profession I did currently and the one I

wished to do after I graduated. When I was approached about helping/researching possibilities

for the program to expand to the online arena, my goal suddenly seemed more realistic.

Third, the field of archives offers possibilities that other areas in public history do not.

Formed in December 1936, the Society of American Archivists has existed as a professional

organization with strong support and a lively sense of solidarity.1 One of the key goals of the

SAA from very early on was to "set training standards and advance archival administration

through its meetings and publications."2 Unlike countless other professions, the SAA has both

guidelines for any graduate program in archival studies and also for continuing education. There

are also key requirements under SAA for being a certified archivist:

In addition to a master's degree and a year of experience, certified archivists must

pass an exam that covers 1) selection, 2) arrangement and description, 3)reference service and access, 4) preservation and protection, 5) outreach,

advocacy, and promotion of documentary collections and archival repositories, 6)managing archival programs, and 7) professional, legal, and ethical

1 James M. OToole & Richard J. Cox, Understanding Archives & Manuscripts, (The Society of American

Archivists, 2006), 64.2 The Society of American Archivists Website: Introduction to SAA, Available at

http://www2.archivists.org/about/introduction-to-saa. Retrieved June 2011.


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responsibilities. Certified archivists must maintain their certification by

submitting evidence of ongoing continuing education, experience, and

professional participation.3

What does this mean? Archival programs are unique in that are nationally recognized standards

for any graduate program plus the opportunities for very specific data not only in graduation

rates but also those seeking and achieving certification. There are also two distinct schools of

thought in archival education with one based on a historians perspective and the other based on

library schools. Test cases will reflect both of these along with a brief but thorough study of how

these schools of thought developed and their positions recently.

Why online learning? In a 2010 study by the Sloan Consortium, a survey of over 2,500

colleges found that over five million students were enrolled in online courses in 2009. Along

with this, the study concluded four other main points:

1. Almost two-thirds of for-profit institutions now say that online learning is a

critical part of their long term strategy.

2. The 21 percent growth rate for online enrollments far exceeds the 2 percent

growth in the overall higher education student population.

3. Nearly one-half of institutions report that the economic downturn has increased

demand for face-to-face courses and programs.

4. Three-quarters of institutions report that the economic downturn has increased

demand for online courses and programs.4

These findings are not unusual. For my proposed research, I will not only do a review of how

the online arena has grown in the past 10 to 15 years but its continued entry into graduate

programs. While undergraduate online courses (and even programs) have become more

common place, the graduate world (with the possible exception of MBA programs) has been

3 http://www.archivists.org/glossary/term_details.asp?DefinitionKey=25504 I. Elain Allen & Jeff Seaman, Class Differences: Online Education in the United States, 2010, The Sloan

Consortium. Available at http://sloanconsortium.org/publications/survey/pdf/class_differences.pdf. Retrieved

November 2010.


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slower to jump on the online bandwagon. Recent findings over the past five years have shown

that this is changing.

Middle Tennessee State University is not unusual then in attempting to expand to the

online world. However, this goes beyond just putting some classes online but fundamentally

changing how we look at graduate education, public history and specifically archives. To ensure

that this research has the strongest possible foundation, I will begin not with just recent online

examples but chapters dedicated to the history of graduate education, distance education

(especially in terms of graduate education), the two schools of thought in archival programs and

numerous examples on online archival programs besides MTSU.

As I mentioned before, one of these test cases will be the schools of the Archival

Education Collaborative (AEC). I have had the opportunity both to take classes as well as teach

the History of Archives course for AEC using video conferencing. A brief history of the

collaborative is found on their website:

The AEC started as the SAEC, a pedagogical experiment. Four universities in the

Southeastern United States offering archival training came together to address one

glaring fact: Schools of library and information science (LIS) today educate two-

thirds of the new archivists in the United States, but most LIS schools do not have

the resources to provide the comprehensive program of professional education

recommended by the Society of American Archivists (SAA). The partner schools

proposed to combine the specializations and expertise of their faculties through

distance-education delivered by video conference transmitted over Internet 2.5

While definitely a synchronous solution, the universities involved consider these courses as

online. Recent conversations from member schools have approached the idea of offering more

asynchronous content, but this is still in the beginnings of discussion. Interestingly enough, two

5 Elizabeth Dow, Archival Education Collaborative Website: About Us. Available at

http://www.archiveseducation.info/about.html. Retrieved November 2010.


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need to have at least one strong history based program like NYU since this research is intended

to be of particular use for MTSU.

Finally, I intend to bring my study closer to home dealing with history faculty and

student experiences at Middle Tennessee State University. I was fortunate in my residency to

have the opportunity to teach both the AEC History of Archives course (HIST 6620) and the

Essentials of Archival Management course (HIST 6615). Working with Dr. Ellen Garrison, who

has taught both for numerous semesters, and Dr. Dianna Rust, who is an authority on online

learning and specifically distance learning models, I tried to use a number of online components

in both courses. I was somewhat limited in what I could do with the 6620 course since the AEC

has very specific guidelines (classes must meet at the specified times for instance). With the

6620 course being taught in spring 2011, I had considerable more freedom and intended on using

the Morrison, Ross and Kemp model (MRK) as detailed in the classicDesigning Effective

Instruction. This model breaks the process into a number of steps:

1. Identify instructional problems, and specify goals for designing an instructionalprogram.

2. Examine learner characteristics that should receive attention during planning.

3. Identify subject content, and analyze task components related to stated goals and

purposes.

4. State instructional objectives for the learner.

5. Sequence content within each instructional unit for logical learning.

6. Design instructional strategies so that each learner can master the objectives.

7. Plan the instructional message and delivery.

8. Develop evaluation instruments to assess objectives.


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9. Select resources to support instruction and learning activities.6

Along with this model, the AEC has also redefined what needs to be taught in this course and

their other partner schools. Calling it Archives 101, I intended to use these new guidelines along

with the MRK to develop a hybrid course with several key components being online including

using the recently purchased Elluminate software package. Elluminate is a virtual learning space

that allows students to connect remotely using a microphone or webcam (or both). It allows the

instructor to display video, audio, their computer desktop, website and any number of items.

MTSU history faculty have been experimenting with this package this academic year, and I hope

to gather some data from both faculty and student that used this tool. My attempts at using

Elluminate were met with frustration as I had no distance learners except one who refused to use

it. It is my hope to talk with her more and get a better understanding why she instead made the

long journey to campus each week. Was it because the environment is so different and also

perceived as being of less quality due to more limited interaction? Was it something else? I am

confident that there are many student stories to gather besides this one showing both positive and

negative reactions.

With a solid foundation in the history of graduate education, distance education and

education programs for archives along with the information from these test cases, I intend to

either prove the usefulness or futility in establishing an online program such at a location like

Middle Tennessee State University. While I am obviously passionate about online learning, I am

also realistic that some schools are not good fits. I also want to be very open about exploring

other schools that have either implemented or tried to start such programs. I may feel the need to

expand my test cases (or possibly drop some) as the research progresses. I have included both

6 G. R. Morrison, S. M. Ross & J. E. Kemp, Designing Effective Instruction (4th Edition), (New York: John Wiley

& Sons, Inc., 2004), 7.


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Wayne State University and Drexel University in the proposal as they are both listed as

established hybrid programs by the SAA and may provide useful data if NYU or UWM do not. I

have not listed any costs as I feel most of this work can be done electronically or over the phone

with little need for travel. However, this is always a possibility if visiting an institution would

give me access to greater resources.

In creating this proposal and looking at the guidelines given in the student handbook, it is

easy to realize that this is not a traditional proposal for this degree. While I intend to focus some

on the history of both graduate and online education (and specifically graduate programs in

archives), this is not a typical historiography, and there is probably very little research by

exclusively historians. However, I think the possible benefits of this study are great. One, this

could help Middle Tennessee State University and the history department by giving a strong

working model for online or hybrid courses. Second, it is relatively new research for this field

and could potentially contribute to the overall learning model for historian and primarily public

historians in other institutions and programs. Third, it may show an even greater trend (or

evolution) in the theory and practice in archives education, public history, history or even just

graduate studies. When I first approached my chair, Dr. Lisa Pruitt, about this research, she was

very encouraging that this would be something new and would certainly add to the overall body

of research for public history. I know it will be very exciting to work with her as well as Dr.

Rust, Dr. Martin and Dr. Garrison in this. All of them bring such a wealth of knowledge and

experience that I know I will benefit greatly. The rest of this document contains a first draft of

the dissertation outline, my work schedule and also my working bibliography (which I know will

continue to grow and evolve). It is my hope that you will accept this proposal and give me the

opportunity to finish this quest I started so long ago at Roane State.


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Dissertation Outline

I. Introduction

II. Background Information of Both Graduate and Distance Education Programs

a. History/Philosophy of Graduate Education

b. History/Philosophy of Distance Education

c. Distance Education for Graduate Programs (Primary Focus on Social Sciences)

III. Traditional Education Programs for Archives Studies/Management

IV. Distance Education Programs for Archives Studies/Management

V. Library Sciences Versus History Ownership of Archives Education(How This has Affected Programs Move to Online Environment)

VI. Specific Case Studies

a. University of Wisconsin Milwaukee (Library School Model)

b. New York University (History School Model)

c. SAEC/AEC (Archival Education Collaborative)

i. Auburn University

ii. Indiana Universityiii. Middle Tennessee State University

iv. Louisiana State University

v. University of Kentucky (if possible)

d. Middle Tennessee State University

i. Personal Experiences 2010/2011

ii. History Faculty and Students Experiences

iii. Distance Education (University College)

iv. Regents Online Degree Program (RODP/ROCC)

VII. Conclusion


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Working Bibliography (By Chapters)

Chapter One (Introduction)

Angelo, T. & Cross, P. K. Classroom Assessment Techniques (2ndEd.). San Francisco,

California: Jossey-Bass, 1993.

Briggs, L. J., Gustafson, K. L. & Tellman, M. H., Eds.Instructional Design: Principles

and Applications (2nd Ed.). Englewood Cliffs, New Jersey: Educational Technology

Publications, 1991.

Dick, W. & Carey, L. The Systematic Design of Instruction(4th Ed.). New York: Haper

Collins College Publishers, 1996.

Gagne, R. M., Briggs, L. J. & Wagner, W. W.Principles of Instructional Design (4th

ed.). Holt, Reihhart, and Winston Inc., 1992.

Gagne, R. M., Briggs, L. J. & Wagner, W. W.Principles of Instructional Design (4th

ed.). Holt, Reihhart, and Winston Inc., 1992.

Kellner, D. Technological Transformation, Multiple Literacies, and the Re-visioning of

Education. E-Learning, 1 (2004): 9-37.

Kemp, J. E. The Instructional Design Process. New York: Harper and Row, 1985.

Leshin, C. B., Pollock, J. & Reigeluth, C. M.Instructional Design Strategies and Tactics.

Englewood Cliffs, New Jersey: Education Technology Publications, 1992.

Levy, S. Six Factors to Consider When Planning Online Distance Learning Programs in

Higher Education. Online Journal of Distance Learning AdministrationVI(2003). Retrieved

November 2010 from http://www.westga.edu/~distance/ojdla/spring61/levy61.htm.

Li, Y. & Ranieri, M. Are Digital Natives Really Digitally Competent? British Journal

of Educational Technology 41 6(2010): 1029-1042.

Lim, D. H. Perceived Differences Between Classroom and Distance Education: Seeking

Instructional Strategies for Learning Applications.International Journal of Educational

Technology 3 (2002): 20-32.

Molenda, M. In Search of the Elusive ADDIE Model.Performance Improvement

(May/June 2003).

Morrison, G. R., Ross, S. M. & Kemp, J. E. Designing Effective Instruction (4th Edition).

New York: John Wiley & Sons, Inc., 2004.


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Nakamura, L. Cybertypes: Race, Ethnicity, and Identity on the Internet. New York:

Rutledge, 2002.

Ruark, B. E. The Year 2013: ARDDIE is IN, ADDIE is OUT, American Society for

Training & Development T+D (July 2008): 44-49.

Seels, B. & Glasgow, Z. Making Instructional Design Decisions. (2nd Ed.). Upper Saddle

River, New Jersey: Merrill, 1998.

Sinn, J. Electronic Course Delivery in Higher Education: Promise and Challenge. The

Journal of Technology Studies 30 (2004): 39-45.

Society of American Archivists. An Introduction to the SAA. Accessed June 2011.

http://www2.archivists.org/about/introduction-to-saa.

Wedman, J. & Tessmer, M. Adapting Instructional Design to Project Circumstance: The

Layers of Necessity Model.Educational Technology, 31 (1991) 48-52.

Williams van Rooij, S. Project Management in Instructional Design: ADDIE is Not

Enough.British Journal of Education Technology, 41 (2010): 852-864.


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Chapter Two (History of Graduate Programs & Distance Education Programs)

Allen, I. E. & Seaman, J. Making the Grade: Online Education in the United States. The

Sloan Consortium, 2006.

Bailyn, B.Education in the Forming of American Society. University of North CarolinaPress, 1970.

Beck, E. & Grieve, D. Going the Distance: A Handbook for Part-Time & Adjunct

Faculty Who Teach Online. Adjunct Advocate inc., 2005.

Bender, T.Discussion Based Online Teaching to Enhance Student Learning: Theory,

Practice & Assessment. Sterling, Virginia: Stylus Inc., 2003.

Bender, D., Wood, B. & Vredevoogd, J. Teaching Time: Distance Education VersusClassroom Instruction. The American Journal of Distance Education 18 (2004): 103-114.

Berge, Z. L., Muilenburg L.Y. & Haneghan, J. Barriers to Distance Education and

Training.Distance Learning Administration 3 (2002): 409-419.

Boettcher, J. V. & Conrad, R. The Online Teaching Survival Guide: Simple and Practical

Pedagogical Tips. Jossey-Bass, 2010.

Brubacher, J. S.Higher Education in Transition: A History of American Colleges and

Universities, 1636-1976. Brunswick, New Jersey: Transaction Publishers, 2004.

Burgess, J. Hearing Ordinary Voices: Cultural Studies, Vernacular Creativity, and

Digital Storytelling Continuum: Journal of Media & Cultural Studies, 20 (2006): 201-214.

Carr, S. As Distance Education Comes of Age, the Challenge Is Keeping the Students.Chronicle of Higher Education, 46(2000): A39.

Cavanaugh, J. Teaching Online A Time Comparison. Online Journal of DistanceLearning Administration VIII(Spring 2005). Available athttp://www.westga.edu/~distance/ojdla/spring81/cavanaugh81.htm . Retrieved November 2010.

Course Management Systems as Ongoing Classroom Memory: ANGEL as a Living

Archive. Available at

http://kairos.technorhetoric.net/praxis/index.php/Course_Management_Systems_as_Ongoing_Classroom_Memory:_ANGEL_as_a_Living_Archive . Retrieved November 2010.

Dahl, J. How Much Are Distance Education Faculty Worth?Distance Education 7

(2003): 5-7.

Gasman, M. The History of U.S. Higher Education Methods for Understanding the

Past. Routledge Publishers, 2010.


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Palfrey, J. & Gasser, U.Born Digital: Understanding the First Generation of DigitalNatives. New York: Perseus Books Group, 2008.

Rudolph, F. & Thelin, J. R. The American College and University: A History. Universityof Georgia Press, 1991.

Staley, D. Managing the Platform: Higher Education and the Logic of Wikinomics.

EDUCAUSE Review44 (2009): 36-47.

Strickland, A. W. Idaho State University College of Education ADDIE website.

Available at http://ed.isu.edu/addie/index.html . Retrieved October 2010.

The Herridge Group Website. The Use of Traditional Instructional Design Models for

eLearning. Available at http://www.herridgegroup.com/pdfs/The%20use%20of%20Traditional

%20ISD%20for%20eLearning.pdf . Retrieved October 2010.

Thelin, J. R.A History of American Higher Education. The John Jopkins UniversityPress, 2011.

Tucker, D. The Application of the Dick and Carey Systems Approach Model to a

Macromedia Flash Tutorial. Available at

http://www.emporia.edu/idt/graduateprojects/fall2002/TuckerDiane/tucker.pdf . Retrieved

October 2010.

Veysey, L. The Emergence of the American University. University of Chicago Press,

1970.


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Chapter Three (Traditional Education Programs for Archival Studies)

Bastian, J. A. Measuring the Success of Internships in an Archives Education Program.Journal of Education for Library and Information Science,43 (Spring 2002): 164-174.

Bastian, J. & Yakel, E. Are We There Yet? Professionalism and the Development of anArchival Core Curriculum in the United States.Journal of Education for Library and

Information Science,46(Spring 2005): 95-114.

Bemis, S. F. The Training of Archivists. The American Archivist, 2 (July 1939):154-

161.

Conway, P. Archival Education and the Need for Full-Time Faculty. The AmericanArchivist, 51 (Summer 1988): 254-265.

Duff, W. M. & Cherry, J. M. Archival Orientation for Undergraduate Students: An

Exploratory Study of Impact. The American Archivist, 71 (Fall/Winter 2008): 499-529.

Duranti, L. The Archival Body of Knowledge: Archival Theory, Method, and Practice,

and Graduate and Continuing Education.Journal of Education for Library and Information

Sciences, 34 (Winter 1993): 8-24.

Eastwood, T. Nurturing Archival Education in the University. The American Archivist,51 (Summer 1988): 228-252.

Eastwood, T. The Origins and Aims of the Master of Archival Studies Programme at the

University of British Columbia.Archivaria, 16(Summer 1983): 35-52.

Ericson, T. L. Professional Associations and Archival Education: A Different Role or aDifferent Theater? The American Archivist, 51 (Summer 1988): 298-311.

Goggin, J. That We Shall Truly Deserve the Title of Profession: The Training andEducation of Archivists, 1930-1960. The American Archivist, 47 (Summer 1984): 243-254.

Ham, F.G., Boles, F., Hunter, G. S. & OToole, J. M. Is the Past Still Prologue?: History

and Archival Education. The American Archivist, 56(Fall 1993): 718-729.

Hunter, G. S.Developing and Maintain Practical Archives (2nd Ed.).New York: Neal-

Schuman Publishers, 2003.

Jones, A. A. Public History Now and Then. The Public Historian, 21 (Summer 1999):

21-28.

Maher, W. J. Contexts for Understanding Professional Certification: Opening Pandoras

Box?American Archivist, 51 (1988): 408-427.


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OToole, J. M. & Cox, R. J. Understanding Archives and Manuscripts. Chicago: The

Society of American Archivists, 2006.

Society of American Archivists. Guidelines for Archival Continuing Education (ACE).

Accessed June 2011. http://www2.archivists.org/prof-education/ace-guidelines.

Society of American Archivists. Guidelines for a Graduate Program in Archival

Studies. Accessed June 2011. http://www2.archivists.org/gpas.

Stowe, N. J. Public Historians as Faculty: Roles and Rewards. The Public Historian,

21 (Spring 1999): 83-87.


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Chapter Four (Distance Education Programs for Archival Studies)

Bridges, E., Hunter, G. S., Miller, P. P., Thelen, D. & Weinberg, G. Toward Better

Documenting and Interpreting of the Past: What History Graduate Programs in the 21st CenturyShould Teach About Archival Practices. The American Archivist, 56(Fall 1993): 730-749.

Cook, T. Controlling the Past: Documenting Society and Institutions. Chicago: The

Society of American Archivists, 2011.

Cunningham, A. Digital Curation/Digital Archiving: A View from the National

Archives of Australia. The American Archivist, 71 (Fall/Winter 2008): 530-543.

Dearstyne, B. W. & Barlow, D. L. Archives, Records, and Information Management:

Creating a Dynamic Curriculum for the Next Century.Journal of Education for Library and

Information Science, 40 (Summer 1999): 134-141.

Duff, W. M., Marshall, A., & Limkilde, M. Digital Preservation Education: Educating

or Networking? The American Archivist, 69 (Spring/Summer 2006): 188-212.

Indiana University School of Library and Information Science. Archives and Records

Management Specialization Program. Accessed June 2011.http://www.slis.indiana.edu/degrees/joint/specrecords.html.

Julien, H., Robbins. J., Logan, E. & Dalrymple, P. Going the Distance: DistanceEducation in Library and Information Science Education.Journal of Education for Library and

Information Sciences, 42 (Summer 2001): 200-205.

Kent State University School of Library and Information Science. Learn About the New

eDegree Online Program! Accessed 2011. http://www.slis.kent.edu/.

New York University Archives and Public History Digital Collaborative Space.Program Description for M.A. Program in Archives and Public History. Accessed June 2011.

http://aphdigital.org/program/.

Reid, L. J. Electronic Records Training: Suggestions for the Implementation of the

CART Curriculum. The American Archivist, 58 (Summer 1995): 326-340.

Smith, V. R. Pedagogy and Professionalism: An Evaluation of Trends and Choices

Confronting Educators in the Archival Community. The Public Historian, 16(Summer 1994):

23-43.

Stearns, P. N. & Tarr, J. A. Curriculum in Applied History: Toward the Future. ThePublic Historian, 9 (Summer 1987): 111-125.

Tibbo, H. R. A Vision of Archival Education at the Millennium.Journal of Education

for Library and Information Sciences, 38 (Summer 1997): 221-225.


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Chapter Five (Library Sciences Vs. History Ownership of Archival Education)

Archives Education Collaborative. Intercollegiate Cooperation for Archival Education.

Accessed 2011. http://www.archiveseducation.info/.

Auburn University Department of History. The Archival Studies Program in the AuburnUniversity History Department. Accessed 2011.

http://media.cla.auburn.edu/history/gs/archival_program.cfm.

Berner, R. C. Archival Education and Training in the United States, 1937 to Present.Journal of Education for Librarianship, 22 (Summer/Fall 1981): 3-19.

Cox, R. J., Yakel, E., Wallace, D., Bastian, J. & Marshall, J. Educating Archivists in

Library and Information Science Schools.Journal of Education for Library and Information

Science, 42 (Summer 2001): 228-240.

Hardesty, W.W. A Proper Function of Library Schools: T.R. Schellenbergs Archives

Institute at the University of Texas, 1960.Libraries & the Cultural Record, 42 (2007): 129-150.

Julien, H., Robbins. J., Logan, E. & Dalrymple, P. Going the Distance: Distance

Education in Library and Information Science Education.Journal of Education for Library and

Information Sciences, 42 (Summer 2001): 200-205.

Louisiana State University School of Library & Information Science. Specialization &Joint Degrees: Archives Management. Accessed 2011.

http://slis.lsu.edu/academic/specializations.htm.

Luey, B. Teaching for Nonteaching Careers. The Public Historian, 4 (Spring 1982):

43-56.

Martin, R. S. The Development of Professional Education for Librarians and Archivistsin the United States: A Comparative Essay. The American Archivists, 57(Summer 1994): 544-

558.

Middle Tennessee State University History Department. Public History: The Four

Concentrations. Accessed 2011. http://www.mtsu.edu/publichistory/Four_Tracks.shtml.

Orr, W. J. Archival Training in Europe. The American Archivist, 44 (Winter 1981): 27-

39.

Potter, L. A. Education Programs in the Presidential Libraries: A Report from theField. The Public Historian, 28 (Summer 2006): 133-142.

Ribeiro, F. An Integrated Perspective for Professional Education in Libraries, Archivesand Museums: A New Paradigm, a New Training Model.Journal of Education for Library and

Information Sciences, 48 (Spring 2007): 116-124.


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Dissertation Work Schedule

Late June/July 2011

Receive final approval of dissertation proposal.

Begin chapters 1 and 2 along with continuing research.

Late July/Early August 2011

Conduct a series of IRB approved interviews with Amy Cooper Cary, Peter Wosh, Philip

Bantin, Elizabeth Dow and any MTSU Public History faculty that used Elluminate in the

their Fall 2010 or Spring 2011 classes.

Accumulate updated enrollment and student satisfaction data from AEC/SAEC schools

along with all distance learning courses at MTSU.

Begin chapters 3. Submit chapters 1 and 2 to Dr. Pruitt and the committee for

review/comments. Continue research as needed.

August 2011

Begin chapters 4 and 5. Again submit continued work to committee for review. If anyrewrites have been given, work on those as well.

September 2011

Assume that the start of the semester may slow down the process somewhat. Hopefully

start chapter six which should prove to be the largest of the chapters. Also, work onrewrites as needed.

October 2011/November 2011

Turn chapter 6 as well as conclusions to Dr. Pruitt and work on rewrites/corrections/edits

when returned. By end of the month, should hopefully have dissertation completed,

submitted and schedule defense for December if possible.

December 2011

Defend and potentially turn completed dissertation into Graduate Office.

Documents

Dissertation Proposal - (Updated 6-13-2011)