Proposal #
AY16-211R
(Academic Affairs use only)
Proposal #
(College use only)
REQUEST FOR A NEW COURSE
University of Central Oklahoma
Course Subject (Prefix), Number, and Title:
Course
Subject
Recommended
Number
HIST
5613
Course Title (maximum of 30 characters)
*Remember when abbreviating names, this is how they will appear on student’s transcripts.
Tudor-Stuart England
Course Title: (full title of course if longer than 30 characters)
For information regarding CIP codes contact your department chair or visit: http://www.uco.edu/academic-affairs/ir/program_inventory.asp
CIP Code: 54.0101
For graduate courses, please attach a syllabus for this course. (See syllabus requirement policy 2.2.)
Course description as it will appear in the appropriate catalog.
Course description only Do not include prerequisites or enrollment restrictions, these should be added under questions 6-12.
(Please use standard American English including full sentences.)
Tudor-Stuart England covers important political, military, cultural, and social developments in England from
Henry VII to Queen Anne (1485 to 1714).
History and Geography
Department submitting the proposal
Jessica A. Sheetz-Nguyen
Person to contact with questions
jsheetznguyen@uco.edu
5356
email address
Ext. number
Approved by:
Department Chairperson
Date
College Curriculum Committee Chair
Date
(Please notify department chair when proposal is forwarded to dean.)
College Dean
Date
Academic Affairs Curriculum or Graduate Council Date
(Please notify the department chair when proposal is forwarded to AA.)
Office of Academic Affairs
Academic Affairs Form
May, 2014
Date
Effective term for this new course
(Assigned by the Office of Academic Affairs.)
Functional Review ____________
undergraduate proposals only)
1. Does this course have an undergraduate / graduate counterpart?
x
Yes
No
2. Is this proposal part of a larger submission package including a program change?
X
Yes
No
3. Does this new course affect a teacher preparation program?
(All courses required for any teacher preparation
program must have approval from the Council on Teacher Education (CTE) before approval from AACC or Graduate Council.)
Yes
x No
If yes, send copy of proposal to the Director of Teacher Education, Dr. Bryan Duke.
CTE Approval (Stamp or initial)______________________
4. Has this course been previously taught as a common course (4910 seminar, 4960 institute, etc.)?
Yes
x No
If yes, when was the most recent offering?
5. Does this course affect majors or minors outside the department?
Yes
x No
If yes, provide name(s) of department chair(s) contacted, dates, and results of discussion.
6. Prerequisite courses:
Example 1: MATH 1213 and (MATH 2165 or MATH 2185) and CHEM 1213 Example 3: 8 hours of biology including BIO 1404
Example 2: (ACCT 2113 and 2213) and (MGMT 3013 or ISOM 3613)
None
7. Co-requisite(s):
Which of the above prerequisite courses, if any, may be taken in the same semester as the proposed new
course?
None
8. Concurrent enrollment:
None
Courses that must be taken the same semester. Example: lab courses.
9. Will this course have enrollment restrictions?
X
Yes
No
If No, go to question 13.
10. Specify which major(s) may or may not take this course.
Specifying a major, excludes all other majors from
enrolling.
Check one:
May
May not
Major Code:
11. Which of the following student classification(s) may enroll in this course?
Graduate
Graduate
Post Baccalaureate *
Senior
Junior
Sophomore
Freshman
Check all that apply:
X
(2) 19 + hours
X
(1) 0-18 hours
* Graduate level courses are not open to Post Baccalaureate students.
12. Check or list other restrictions for this course.
Admission to Graduate Programs
Admission to Nursing Program
Admission to Teacher Education
Other
Academic Affairs Form
May, 2014
Functional Review ____________
undergraduate proposals only)
13. Course objectives: Objectives should be observable, measurable and include scholarly or creative activities to meet the
course level characteristics. Course objectives should also be in line with the course description. (Please refer to instructional
objectives documents at: http://www.uco.edu/academic-affairs/faculty-staff/aacc.asp#FAQ/Helpful%20Hints.)
Course Competencies - by the end of the course students will:
1. Acquire a broad knowledge of the history of the British monarchy from 1485 to 1714.
2. Identify the monarchs of the Tudor-Stuart era.
3. Assess the role of political women, including Elizabeth I, Mary Tudor, Mary Queen of Scots, and
Queen Anne.
4. Explain the rise of Parliament from the age of Henry VII to Anne.
5. Critique the ways in which the English crown consolidated political, economic, social, and spiritual
powers during the English Reformation.
6. Analyze the power of the English crown that brought Scotland, Ireland, and Wales into the United
Kingdom.
7. Evaluate the concept of “imperium” or empire.
8. Compare and contrast historical interpretations of the English Civil War.
9. Outline the push factors for emigration from the British Isles to the colonies.
10. Demonstrate understanding of the historical cityscape of Tudor-Stuart London.
11. Research and write an analytical paper focused on the Tudor-Stuart era.
Course Detail Information:
14. Contact Hours (per week)
3
Lecture hours (in class)
Lab hours (also studios)
Other (outside activities)
15. Repeatable course.
1
Number of times this course can be taken for credit.
16. Schedule type: (select one only)
L
Activity P.E. (A)
Lab only (B)
Lecture/Lab (C)
Lecture only (L)
Recitation/Lab (R)
Student Teaching (STU)
Studio Art/Design (XSU)
17. List existing course(s) for which this course will be a prerequisite.
an existing course will likely cause enrollment problems.
Adding a “new course” as a prerequisite to
(Please submit a prerequisite change form for each course for
which this course will serve as a prerequisite.)
None
18. What resources, technology or equipment must be acquired to teach this course?
List items, which must
be purchased and estimated cost. (Be specific, e.g., technology software, equipment, computer lab; etc.)
No additional resources, technology or equipment must be acquired to teach this
course.
Academic Affairs Form
May, 2014
Functional Review ____________
undergraduate proposals only)
19. Does the UCO Library have the required library resources available for this new course?
No .
X Yes
Dr. Jessica A. Sheetz-Nguyen spoke to Shay Beezley, History Liaison in Chambers
Library on 8 March 2016. She confirmed that Chambers has an extensive collection of
British history sources, including British Periodicals, British Nineteenth Century
Pamphlets which are replete with sources on the Tudor-Stuart age. There are over 2000
Tudor-Stuart items on the shelves of Chambers; and we have the requisite and classic
English Historical Review, not to mention microfiche and microfilm with primary sources
for Tudor-Stuart Britain. In Ebrary, there are over 5000 documents relating to TudorStuart Britain.
If no, what additional library resources must be acquired for this new course?
List items which must be
purchased and estimated cost. (Be specific, e.g., books, magazines, journals, etc.)
20. Names of current faculty qualified to teach this course.
Dr. Jessica A. Sheetz-Nguyen
21. Additional faculty (adjunct or full-time) required and specific competencies required to teach this
course:
None
22. How will this course be staffed and equipped? Identify the additional costs associated with this
new course. If no costs, explain why not.
None
23. Identify the source(s) of funds for any additional costs for the new course.
i.e. internal reallocations,
special fees from students, etc. If you plan to propose special fees be assessed for this course, be aware there is a separate
approval process for special fees.
24. Projected enrollment for two academic years following approval of new course:
Semester
Fall
Spring
Summer
2017_
2018_
5
5
25. Using State Regents’ definition of liberal arts and sciences (quoted below), characterize the
course as follows:
x
Non-liberal arts and sciences
Liberal arts and sciences
“The liberal arts and sciences are defined as those traditional fields of study in the humanities; social and behavioral
sciences; communications; natural and life sciences, mathematics; and the history, literature, and theory of fine arts
(music, art, drama, dance). Courses in these fields whose primary purpose is directed toward specific occupational or
professional objectives, or courses in the arts which rely substantially on studio or performance work are not
considered to be liberal arts and sciences for the purpose of this policy. Courses required for the General Educational
Program are not necessarily synonymous or mutually exclusive with the liberal arts and sciences.” State Regents
Policy and Procedures. Chapter 2, Section 5, “Degree Requirements” part 1, (2). P. II-2-86
Academic Affairs Form
May, 2014
Functional Review ____________
undergraduate proposals only)
26. Please provide a concise, yet comprehensive, statement that explains the reasons for requesting
the new course. Include documentation or assessment information supporting the specific
request (if possible). Indicate the expected source of student enrollment (majors, minors,
programs etc.)
This course request is based on student interest in Tudor-Stuart England. A similar
course has been offered in the History program at a 3000 level for years. In addition,
every time the course is offered, graduate students, especially those studying British
History, ask to enroll; which is a highly complicated matter. This course will be taught in
conjunction with the new, if approved, 4613.
27. Which of the six transformative learning tenets does this course incorporate?
(check all that apply or
only those that apply) This question was a directive from the Provost and is used for informational purposes.
Discipline Knowledge
Leadership
Research, Scholarly and Creative Activities
Service Learning and Civic Engagement
Global and Cultural Competencies
Health and Wellness
x
x
x
28. Clearly explain how the characteristics of this course meet or exceed those outlined in Course
Level Characteristics. (Copy and paste table from “Course Level Characteristics” document for the appropriate course level
of proposed course. Document may be found on: http://www.uco.edu/academic-affairs/files/aacc/forms/CLCtable4-07.doc .
5000 LEVEL COURSES
Course Level Characteristics
Please describe how this course meets this
requirement.
1. It is assumed that students in these courses
have acquired the ability to use language
effectively, to engage in analytical thought and
creative processes, and to use information and
bibliographic sources with skill.
Students in this class will learn how to create an
annotated bibliography that addresses the
hierarchy of historical sources, from primary to
secondary, from manuscript to published
materials. Students in this class will be expected
to complete independent reading and analysis of
significant historical monographs on the topic.
Students will complete a research paper that
includes analysis of the important
historiographical developments in the literature
on Tudor-Stuart Britain.
Graduate students will work in concert with
their instructor to advance their knowledge and
understanding not only of English history but
also of the skills required to become a
professional historian. This will include a
research paper that is based on at least 30
percent primary sources. Students will also be
invited to present their work at LA Symposium,
Phi Alpha Theta, and the Western Conference
on British Studies.
2. It is assumed that students in these courses
have achieved a significant level of maturity in
the discipline, evidenced by a considerable
background of knowledge.
3. These courses should be more than a mere
extension of undergraduate courses. Rather,
they should be qualitatively different. At a
minimum:
a. Students should be required to undertake
original scholarly/creative activity.
b. Students should assume greater
responsibility for mastering the subject
matter.
c. Close working relationships should exist
between instructors and students.
Academic Affairs Form
May, 2014
Functional Review ____________
undergraduate proposals only)
Sp20XX UCO/CLA - Department of History and Geography – HIST 5XX3 Tudor-Stuart England 1
UNIVERSITY OF CENTRAL OKLAHOMA HIST 5XX3 – TUDOR-STUART
ENGLAND
CRN:
W – 4:30 to 7:15 p.m. in LA 225
INSTRUCTOR: JESSICA A. SHEETZ-NGUYEN, PH.D. EMAIL:
JSHEETZNGUYEN@UCO.EDU
OFFICE PHONE NUMBER: 405-974-5356 OFFICE
LOCATION: LA 204F
OFFICE HOURS: T– 3:30 TO 4:15 P.M.; W 1:30 TO 4:15 P.M.
AND BY APPOINTMENT
Course Description: Tudor-Stuart England students will learn, analyze, and write about important
political, military, cultural, and social developments in England from the reign of Henry VII (1485) to
Queen Anne (1714).
Course Rationale: The rationale for this course stems from historical and constitutional
ties between the United Kingdom and the United States; by studying the developments of a
parliamentary democracy during an era of English colonization in North America, we can
come to a deeper understanding of similarities and differences between these closely
affiliated political and national structures.
Prerequisites: There are no prerequisites required for this class. Course Competencies by the end of the course students will:
Course Competencies - by the end of the course students will:
1. Acquire a broad knowledge of the history of the British monarchy from 1485 to 1714.
2. Identify the monarchs of the Tudor-Stuart era.
3. Assess the role of political women, including Elizabeth I, Mary Tudor, Mary Queen of Scots, and Queen
Anne.
4. Explain the rise of Parliament from the age of Henry VII to Anne.
5. Critique the ways in which the English crown consolidated political, economic, social, and spiritual powers
during the English Reformation.
6. Analyze the power of the English crown that brought Scotland, Ireland, and Wales into the United Kingdom.
7. Evaluate the concept of “imperium” or empire.
8. Compare and contrast historical interpretations of the English Civil War.
9. Outline the push factors for emigration from the British Isles to the colonies.
10. Demonstrate understanding of the historical cityscape of Tudor-Stuart London.
11. Research and write an analytical paper focused on the Tudor-Stuart era.
CENTRAL SIX – TRANSFORMATIVE LEARNING OBJECTIVES
This course addresses the following UCO Transformative Learning Objectives.
1.
First, students will add to their disciplinary knowledge of the history of the English
monarchy, Reformation, Civil War, and Glorious Revolution. Academic Affairs Form
May, 2014
Functional Review ____________
undergraduate proposals only)
2.
The characteristics of leadership will be a topic for discussion, from Henry VII,
Henry VIII, Elizabeth I, James I, and Charles I, Thomas Cromwell, and Oliver
Cromwell. Religious leadership will be explored in the lives of Cardinal Wolsey,
Archbishop Cranmer and Thomas More. 3.
Students will engage in problem solving, or research, scholarly and creative
activities by exploring the history of the Tudor and Stuart monarchies and the
historical geography of London. Sp20XX UCO/CLA - Department of History and Geography – HIST 5XX3 Tudor-Stuart England 2
4.
Students will focus on civic engagement, which re-emerges particularly in the
seventeenth century, as English philosophers and constitutional historians begin to
point to the significance of the Magna Carta. This principle document of the Western
World, establishes the groundwork for participatory democracy. 5.
The study of Tudor-Stuart England lends itself nicely to global and cultural
threads because this era begins the rise of the English and then British Empire that
will stretch around the Globe by the mid-1750s. REQUIRED BOOKS FOR CLASS:
Collinson, Patrick, ed. Short Oxford History of The British Isles: The Sixteenth
Century. Oxford: Oxford University Press, 2002.
Guy, John. Tudor England. Oxford: Oxford University Press, 1990.
Kishlansky, Mark. A Monarchy Transformed: Britain, 1603-1714. New York: Penguin,
1997.
Wormald, Jenny, ed. Short Oxford History of The British Isles: The Seventeenth
Century. Oxford: Oxford University Press, 2008.
ADDITIONAL TEXTBOOKS AND READINGS:
Ackroyd, Peter. Rebellion: The History of England from James I to the Glorious
Revolution. New York: St. Martin’s Press, 2014.
——. Tudors: The History of England from Henry VIII to Elizabeth I. New York: St.
Martin’s Press, 2012.
Haigh, Christopher. English Reformations: Religion, Politics, and Society under the
Tudors. Oxford: Oxford University Press, 1993.
Academic Affairs Form
May, 2014
Functional Review ____________
undergraduate proposals only)
Hill, Christopher. The World Turned Upside Down. New York: Penguin,
1984.
Hobbes, Thomas. Leviathan: Norton Critical Edition. Eds. Richard E. Flathman
and David Johnston.
New York: W. W. Norton & Company, 1997.
Mantel, Hilary. Wolf Hall. New York: Henry Holt, 2009.
——. Bring Up the Bodies. London: Fourth Estate, 2012.
More, Thomas. Utopia: Norton Critical Edition. Ed. and Trans. George M. Logan. New
York: W. W. Norton & Company, 2011. ‘
Pincus, Steven C.A. England’s Glorious Revolution, 1688-1689: A Brief History with
Documents. Boston: Bedford/St. Martin’s, 2006.
Roberts, Clayton, David Roberts, and Douglas R. Bisson. A History of England:
Volume 1 Prehistory to 1714. 5th ed. Upper Saddle River, NJ: Pearson, 2009.
Shakespeare, William. The Tempest: Norton Critical Edition. Eds. Peter Hulme and
William H. Sherman. New York: W. W. Norton & Company, 2004.
REQUIRED MATERIALS FOR CLASS:
1.
Pocket notebook 2.
Spiral notebook with pockets for handouts. D2L STATEMENT:
Students are required to submit writing assignments on the Desire 2 Learn platform. We
are in this one together.
STYLE SHEET STATEMENT - CHICAGO MANUAL OF STYLE 16TH EDITION:
The style sheet for this course requires all students to follow the Chicago Manual of Style
16th Edition for writing and documentation of all submitted documents. In addition, follow
the Sheetz-Nguyen Style Sheet developed for history classes at UCO.
Sp20XX UCO/CLA - Department of History and Geography – HIST 5XX3 Tudor-Stuart England 3
Course Expectations: To succeed in this course, you should:
1.
Take notes in a notebook on lectures while in class. Academic Affairs Form
May, 2014
Functional Review ____________
undergraduate proposals only)
2.
Read assigned textbook materials. 3.
Complete book dissections by deadlines. 4.
Prepare for in-class discussions. How to prepare for weekly reading and presentation assignments.
5.
Read your chapters carefully. 6.
Write a ten-sentence summary of your chapter. 7.
Select three – three-sentence quotations that every one of us must absolutely
read to understand the author’s message. 8.
Explain how you think this chapter relates to the overall theme of the class. 9.
Submit your work on D2L; bring a hard copy to each class. 10. Prepare for small group presentations.
Tests, Quizzes, Homework Assignments, and Attendance
Women’s History Film
Reviews: Students will analyze the films “Anne of a Thousand Days,” “Mary
Queen of Scots,” and “Elizabeth R” from the perspective of this course in a summative
essay.
Chapter Presentations: Students will read and present assigned chapters to class and
submit summary and quotes to D2L, bi-weekly.
Annotated Bibliography: Students will research, analyze, and develop an annotated
bibliography, to include primary sources, monographs, and journal articles published in the
last fifteen years focusing on a topic of their choice that relates to the Tudor-Stuart era.
Research Quotes: Students will research and develop fifteen three-sentence quotations
that relate to research topic.
Historiographical Essay: Students will write an historiographical essay relating to their
topic, based on the annotated bibliography.
Research Paper: Students will write a fifteen-page research paper based on annotated
bibliography and historiography. The paper will include the historiographical essay and
bibliography.
Academic Affairs Form
May, 2014
Functional Review ____________
undergraduate proposals only)
Presentations: Students will prepare and present ten-minute presentation in final class and
at the College of Liberal Arts Symposium.
TABLE 1: GRADED ASSIGNMENTS
Task
Due Dates
Attendance and Participation
Chapter Presentations – this includes summaries and quotes focusing on
chapters in books. Students will present on their assigned chapters. Upload
summary and quotes to D2>Dropbox.
Summative Film Review
Annotated Bibliography
Research Quotes - fifteen – three sentence quotes that form foundation of final
paper
Historiographical Essay
Sp20XX UCO/CLA - Department of History and Geography – HIST 5XX3 Tudor-Stuart England 4
Final Paper
10
0
Presentations
10
0
Total
10
00
TABLE 2: PLAN OF STUDY
Date
Week
Lecture and Discussion Topics
Activities
Week 1
Week 2
Academic Affairs Form
May, 2014
Chapter and Obje
Syllabus Review
Review - Lecture
from Henry VII (
Course Introduction
Read selected chapters from Collinson,
Discussion –sixte
Functional Review ____________
undergraduate proposals only)
.The Sixteenth Century
Week 3
Read John Guy, The Tudors, chapters 4-15
Discussion – The
Week 4
Read John Guy, The Tudors, chapters 16 –
26; complete online worksheet for Utopia
Discussion – The
Week 5
Annotated Bibliography Due
Week 5
Film – Anne of a Thousand Days
Week 6
Read John Guy, The Tudors, chapters 2741.
Week 7
Research Quotes Due
Week 7
Film – Mary Queen of Scots
Final Discussion
Week 8
Week 9
Week 10
Week 10 Week 11
Week 11
Week 12
Week 13
Week 13
Week 14
Week 15 Week 16
Read Wormald, The Seventeenth Century
Read Wormald, The Seventeenth Century
Academic Affairs Form
May, 2014
Functional Review ____________
undergraduate proposals only)
Historiographical Essay Due
Film – Elizabeth R
Historical Women as Portrayed in Film Discussion
Read Kishlansky, Monarchy Transformed, chapters 1-6
Read Kishlansky, Monarchy
Transformed, 7-13 and Epilogue Five-page film discussion paper due
Research Paper First draft – Narrative – five pages due Research Paper Second Full Draft
Due
Discussion – Chapters 1-3 Discussion – Chapters 4-Conclusion
Discussion of feminist journal articles relating to Anne Boleyn, Mary Queen of Scots, and
Elizabeth I.
Discussion – the Stuarts
Discussion – the Stuarts
Discussion and Editing
Discussion and Editing
In Class Presentation on Research Project Due Final Draft – Research Paper
TABLE 3: GRADING TABLE – ALL GRADES CALCULATED IN D2L
Sp20XX UCO/CLA - Department of History and Geography – HIST 5XX3 Tudor-Stuart England 5
Grade
Percent
Defined
A
90–100
Excellent performance – accomplished course objective
the test, assignment, attendance, and participation scores
of the total possible points.
B
80–89
Above average – accomplished the course objectives wi
assignment, attendance, and participation scores must be
C
70–79
Average – accomplished course objectives with compete
assignment, attendance, and participation scores must be
the total possible points.
D
60–69
Below average – accomplished course objectives with a
assignment, attendance, and participation scores must be
Academic Affairs Form
May, 2014
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undergraduate proposals only)
the total possible points.
F
59 or less
Course objectives below minimum acceptance. The sum
attendance, and participation scores is below 60 points.
TABLE 4: DR. SHEETZ-NGUYEN’S OFFICE HOURS
CLASSROOM MANAGEMENT
GENERAL ACADEMIC EXPECTATIONS:
1.
Take notes in on lectures while in class. 2.
Take notes on DVDs/videos. 3.
Read assigned textbook materials. 4.
Complete assignments by deadlines. GENERAL EXPECTATIONS ON DEPORTMENT
5.
You may not use your computer in this classroom, unless and until the professor
gives permission. 6.
Do not bring excessive amounts of food to class. 7.
Do not put on makeup, including Chapstick in class. 8.
Turn off cell phones, while in class. 9.
Put all iPhones and iPods away. 10.
Do not bring iPods to class. 11.
Remove all baseball caps and hats. 12.
Do not sleep in this class. Tuesday
3:30 to 4:15 p.m.
Wednesday
1:30 to 4:15 p.m.
Academic Affairs Form
May, 2014
Functional Review ____________
undergraduate proposals only)
By appointment – please email or call in advance.
Sp20XX UCO/CLA - Department of History and Geography – HIST 5XX3 Tudor-Stuart England 6
13.
Do not talk when others are presenting. 14.
Do not jump up from your seat until your professor signals that class is ended. 15.
Do not yawn in the face of your professor; please place hand over mouth. 16.
Please do not address me as Mrs. Sheetz; she is my mother. I am not Ms. Nguyen,
either – she is my mother-in-law. I am Dr. Sheetz-Nguyen. 17.
When emailing, you can shorten my name to Dr. JSN. 18.
Please do not use capital letters when emailing me – most people regard that as
shouting or worse, cursing at the recipient. ATTENDANCE POLICY: You will start with 150 points in the Gradebook; you will have
five points deducted for each absence. Class attendance is required. Each class is worth
five points. Acting out in class, bringing your computer to class, texting in class will
reduce the total number of points available. If you arrive late or leave early, you will lose
points. This is non-negotiable.
LATE AND MAKE-UP WORK POLICY: Regarding work that is submitted late – all
documents will be submitted online in the D2L platform. If you submit your homework
after the due date, you will lose points. If you submit late work, no matter how high its
quality, you will in not earn an A in this course.
STYLE SHEET: All assignments require students to follow the UCO Department of History
Style Sheet based on the latest edition of the Chicago Manual of Style 16th ed. Paper
formatting should follow – precisely – the JSN Style Sheet. Any and every single
assignment requires footnotes and bibliographical references.
RESOURCES:
Time – this class will require at least three to four hours of weekly preparation time. In
class, we will spend our time in discussion, student presentations, and group activities.
D2L: In the past, I posted a great deal of information and assignments in D2L. This
semester, I will restore my classes, but it will be incremental. I will ask you to upload
your short papers and your City Projects to D2L. As soon as I set up those links. I
will let you know. I will also post the PowerPoints for each class on D2L. We will be a
Academic Affairs Form
May, 2014
Functional Review ____________
undergraduate proposals only)
true learning community in this case. I will learn with you!
Student Information Sheet
Academic Affairs Form
May, 2014
Functional Review ____________
undergraduate proposals only)