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Information for Current Students | |
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What are the Program Requirements? All Hagley Fellows are required to complete 30 credits (ten classes). Some of these classes must be selected to fulfill History Department requirements. Hagley Fellows must also take two Hagley courses which reflect student and faculty interests. Ph.D. students take a written comprehensive examination and write a dissertation. A thesis is optional for M.A. students. About half of all Hagley students also chose to complete a museum studies certificate. Doctoral Qualifying Examinations For Hagley Fellows --The doctoral qualifying examinations for Hagley Fellows will consist of a written examination followed by an oral examination. Their purpose is to assess a student's knowledge of four diverse and broadly defined reading fields to be framed by each student in conjunction with the faculty. --Toward the end of the fourth semester of coursework (or at least six months prior to taking examinations), it will be the responsibility of each student to consult with his or her adviser and to ask four professors to direct the individual reading fields and to serve as an examining committee. At least three of those professors will be members of the History Department faculty, and the student's adviser will serve as coordinator of the committee. If the adviser is not part of the examining committee, then a coordinator will be chosen by the consent of the committee. The student should then submit a completed Ph.D. Exam Planning Sheet (pdf) to Pat Orendorf, the Graduate Chair, and the UD-Hagley Coordinator at least two months prior to the exam date. The student will then consult with each faculty member of the examining committee to define his or her individual fields and to begin compiling reading lists. The length and organization of reading lists may vary, depending on the field and discussions between the student and the faculty member directing the field. -- Individual faculty members on the examination committee will help students prepare in each of the four fields. It is the responsibility of the examining committee as a whole to ensure that the student's four fields are sufficiently broad, diverse, and distinct and to approve all four final reading lists. The entire examining committee will also approve all questions for the written examination. Hagley Fellows in American history will follow the general format for the American history exam. Students who identify primarily as non-US historians may substitute exams on non-American nations or regions for the first two fields below, or may follow the format of the qualifying exam in European history. Students planning a transnational or comparative dissertation will make modifications as needed. --The four fields will include: 1) A field in early American
History (Pre-Columbian to mid-nineteenth century) divided into three
broad and diverse themes. (Examples might include consumption and
material life; political culture and political economy; religion;
and slavery.) 4. A broad topical or chronological field in a particular area of interest bearing on a possible doctoral thesis. A student may also choose comparative or transnational themes in defining this field. --Format for Doctoral Qualifying Examinations Examinees will begin the examination process four weeks before Thanksgiving week on a date set by the Graduate Studies Committee. Students will select the order in which they wish to write their four examinations, and they will receive serially (on a weekly basis) the questions set by the members of their examining committee for each of their four fields. Examinees will write two take-home essays in each of their four fields, choosing among three to five questions for each field. They will have five days to complete their essays in each of the four fields and to submit those essays to the examining committee in hard copy or by e-mail. Each essay will consist of no more than 3000 words. Examinees may use books, professional journals, and other resources in writing their essays. Throughout the examination process, students may not discuss their essays with faculty or other students; examinees are responsible for doing their own work in accordance with the code of academic conduct set forth on the website www.udel.edu/stuguide/06-07/code.html (and as updated). Members of the examining committee will read the student's essays in all four fields. The entire committee will then make a preliminary evaluation of the written examination as a whole. Except when a student is judged clearly to have failed the written examination, he or she will proceed, within two weeks, to the oral examination. Oral examinations of
about two hours in length and administered by the examining committee
will take place in the first half of December at a date set by the
Graduate Studies Committee. Those examinations may include questions
about the essays submitted for the written examination, the themes
designated by the student's reading lists, and his or her plans
for the dissertation. Those students who fail the examination will have one opportunity to repeat the examination process during the spring semester of their third year. Passing the doctoral
qualifying examination will constitute the final step before a student
submits his or her portfolio to the Graduate Studies Committee for
advancement to candidacy. (revised 8/15/07) Bios of Current Hagley Fellows (as of 10/22/07) Jennifer J. Armiger is currently completing her dissertation, entitled “The Women of Western Electric: Reconsidering Gender Discrimination, Deindustrialization and Title VII in Post-1960’s America.” She holds the American Association of University Women’s American Dissertation Fellowship, as well as the University of Delaware Women’s Studies Dissertation Fellowship. Jennifer’s specialized areas of interest include deindustrialization, women and work, gender, law, public policy, civil rights, traditions of liberalism and modern Chinese history. Jennifer will be presenting papers at the 2007 North American Labor History Conference and the 2008 Berkshire Conference of Women Historians. Jennifer holds a B.A. in History, with departmental honors, from The College of New Jersey, and an M.A in American History and the History of Technology and Industrialization from the University of Delaware. Andy Bozanic received his B.S. in History, Technology and Society with a minor in Music from the Georgia Institute of Technology in 2003 and his M.A. from the University of Delaware in 2005. He is currently at work on his dissertation, "The Acoustic Guitar in American Culture, 1880-1970," which examines the interplay between makers and users in the social construction of the acoustic guitar, an object that became the instrument of choice for the American masses in the 20th century. Among his other research interests are music recording technology, and historic preservation in the American Southwest. Andy's previous projects include studies in the sociology of music technology, the history of the recording industry in Atlanta, and the consumer culture of coal company stores. He also has a background in archaeology and has taken part in excavations in Italy as well as research projects for the National Park Service. After being awarded an E. Lyman Stewart internship with the Delaware Division of Parks and Recreation, Andy is currently contributing to a forthcoming institutional history of the Delaware State Parks. Outside of grad school he is an avid musician (voice, saxophone, guitar, bassoon, piano), tennis player, and softball coach. Amanda Casper is currently pursuing a PhD in History. In 2007 she received a MS in Historic Preservation from the University of Pennsylvania. While there she focused on architectural conservation and for her thesis conducted a qualitative analysis of statements of significance for National Historic Landmark designations in Philadelphia. In 2004 she received a BA in History from Florida State University. Her research interests include American social and cultural history of the nineteenth and early twentieth century, urban development, vernacular landscapes, building technology and the transfusion of technology and symbology through immigration. She aims to combine her background of historic preservation with her historic studies to better facilitate preservation goals, preferably by working within the federal preservation framework. Lucas R. Clawson has spent much time pondering brass bands, music, and popular culture in nineteenth-century America, all of which he intends to study while in the Hagley Program. He is a graduate of Appalachian State University's Public and Applied History program, where he gained valuable experience in museums practice, archival theory, and the art of history. Additionally, Lucas has volunteered with numerous museums, state parks, and the National Park Service doing public interpretive programs about life in eighteenth and nineteenth-century America. Jennifer Fang earned her B.A. in History from Reed College in 2004 and her M.A. from the University of Delaware in 2007. Her research interests include Asian American cultural and racial identity, citizenship, and consumer culture. In recent years, her research projects have focused on topics like, tourism, identity, and the commodification of race in the American Southwest, public festivals and tourism in mid-twentieth-century Chinatowns, and the construction of hybridized Asian-American identities after World War II. In her spare time, she enjoys cooking and rock and roll. Julie Mancine earned her A.B. in history from the Honors Tutorial College of Ohio University in 2004, and earned her M.A. in 2006 from Ohio University’s Contemporary History Institute. She has previously done research on conceptions of historical value among rural women in southeastern Ohio, and the impact of electricity and modern appliances on women’s household labor. In her master’s thesis, entitled “Making Electric Missionaries: The Rural Electrification Administration and Gendered Prescriptions of Labor and Leisure,” Julie examined the government’s changing efforts to sell an electrical lifestyle to rural women in the 1930s and 1940s. Her interests include the intersections of technology, gender, and consumer culture in 19th and 20th century America. Julie joined the Hagley program in 2006, and is working toward a Ph.D. in history of industrialization and technology, and a museum studies certificate as well. Alan Meyer, who joined the Hagley Program in 1998, is completing his dissertation: "Why Fly? A Social and Cultural History of Private Aviation in Post-WWII America." Alan has received a Guggenheim Fellowship at the Smithsonian National Air and Space Museum (2004-2005), a Smithsonian Pre-doctoral Fellowship at the National Museum of American History (2005), and a University of Delaware Competitive Graduate Fellowship (2005-2006) to support his project. He is also the recipient of the 2005 Kranzberg Dissertation Prize from the Society for the History of Technology (SHOT). Alan has presented numerous papers related to his topic, including two at annual SHOT meetings: "A New Air Age of Women? AOPA's 'Pinch-Hitter Course,' Masculinity, and Private Aviation in post-WWII America" (San Jose, 2002); and "Hangar Flying and Hundred Dollar Hamburgers: Flying for Pleasure after World War II" (Amsterdam, 2004). He has also presented papers and organized panels outside the SHOT community, including "Libérations et Limites: Aviation and Gender in France and the United States from the Interwar Era through the Cold War" for American Historical Association (Philadelphia, 2006); and "Not Just Another Airplane Talk: Popular Culture, Gender Norms, and the Creation of a 'Community of Pilots' in interwar and post-WWII America" for the Organization of American Historians (Washington, D.C., 2006). Most recently, he co-organized a historiographical panel for SHOT’s 50th anniversary meeting (Washington, D.C., 2007) entitled "'Aviation History in the Wider View' Revisited: An Assessment of the Field." Publications include updating the bibliography and co-editing the revised edition of Deborah Douglas's book American Women and Flight Since 1940 (University Press of Kentucky, 2003). Alan lives in the Washington, D.C. area where, in addition to finishing his dissertation, he works as a historian for the federal government. Adam Plaiss is currently obtaining his MA in history, as well as pursuing a museums studies certificate. Having grown up in the declining steel region of northern Indiana, he is very interested in postindustrial communities. Adam received a BA in philosophy, a BA in English, and a minor in religious studies from Indiana University. He graduated magna cum laude, and wrote a philosophy honors thesis entitled "The Limits of Knowledge: Objectivity and Subjectivity in Personal Relations in Kierkegaard." Outside of school, he enjoys creative writing and the guitar. Katherine Leonard Turner holds a bachelor's degree from Reed College and a Master's degree from the University of Delaware. Her dissertation is entitled, "Good Food for Little Money: Food and Cooking Among Urban Working-Class Americans, 1875-1930." She is the recipient of a Schlesinger Library Dissertation Grant, among others, and has publications in Food, Culture, and Society and the Journal of Social History. Jamin Wells received both his B.A. and M.A. in History from the University of Rhode Island. His masters research project, “Professionalization and Cultural Perceptions of Marine Salvors, 1850-1950,” sought to combine his interests in maritime history and underwater archaeology. He has also worked on numerous archaeological projects in Lake Huron, Long Island Sound, and Narragansett Bay, Rhode Island. Jamin’s current research interests include industrial America’s relationship to the sea; particularly the relationship between the environment, culture, and shipwrecks. |
