Major History Panel Meeting Summary for September 2013


To Facilitate Interinstitutional Transfer
Illinois Board of Higher Education
431, East Adams, Second Floor
Springfield, IL 62701-1418
tel: 217/557-7355
fax: 217/782-8548
Illinois Community College Board
401, East Capitol Avenue
Springfield, IL 62701-1711
tel: 217/524-5503
fax: 217/785-0090
Minutes for Major History Panel Meeting
ISU Alumni Center, Room 119 Friday, September 27, 2013
Members present: : Steve Alvin(Illinois Valley Community College), Tom Carroll(John A. Logan College), Ron Gifford(Illinois State University), David Golland(Governors State University), Greg Gordon(College of Lake County), Michael Harkins(Harper College), Krista Jackson(iTransfer System), Janice Leuchtenberg(iTransfer System), James McIntyre(Moraine Valley Community College), Rick Pearce(Heartland Community College), Joe Sramek(Southern Illinois University)
Members present virtually: Valerie Garver(Northern Illinois University), Marsh Jones(Parkland College), Steve Rea(Southeastern Illinois College)
Members Absent: Malinda Aiello(Illinois Board of Higher Education), Ed Carroll(Heartland Community College), Ute Chamberlin(Western Illinois University), Dan Cullen(Illinois Board of Higher Education), Brian Durham(Illinois Community College Board), Matt Greider(Lake Land College), Tishly Herrington(Western Illinois University), Adam Julian(iTransfer System), John Randolph(University of Illinois at Urbana-Champaign), Samuel Wheeler(Illinois Community College Board), Amanda Winters(Illinois Board of Higher Education)



  1.  Introductions and make sure technology is working.


  1.  Review Course Recommendations for Major
    1. Are the Course Recommendations correct and appropriate?
      1. Yes, but Option 1 won’t work for SIU.  They need Option 2 – there aren’t enough students taking Western Civ, so it will be dropped at SIU.


  1. Discuss GECC Panels with History Courses
    1. In the past, this panel has requested a writing requirement for IAI approval of courses of 10-15 pages Research.
    2. GECC panels differ on enforcing writing.  They don’t want to return courses if they are shy on writing when the rest of the course is fine.
    3. History Panel suggests change the requirement to say “formal writing” or “final graded writing”.
    4. Krista will provide to the GECC Panels looking at History courses a copy of History Learning Outcomes with the formal writing addition so they can keep these in mind when voting on History Courses.  A copy of these outcomes is at the bottom of these minutes.


  1. Updates
    1. Updates
      1. Changes to the site will be rolled out in January – should hopefully be visually insignificant to users
    2. Training and Orientation
      1. 5 year review will now be Ongoing Review.  We are also hoping to simplify the process so multiple documents are not required.
      2. Effective with the new iManage System in January there will be a step-by-step orientation session required for new users and anyone who hasn’t logged in for 6 months.
      3. We are working on having some YouTube videos on our channel at
      4. The memo at the following link was sent out this summer regarding multiple changes made during the summer to IAI and
    3. Personnel Changes
      1. Both boards are fully staffed
        1. Sam Wheeler at ICCB
        2. Malinda Aiello at IBHE
    4. Elect 2-yr Co-Chair
      1. Thank you to Tom Carroll who has been on this panel since its inception.  Tom is retiring.
      2. Krista will handle the election of a new 2-yr Co-Chair via email after the Boards decide who will be remaining on the Panel(s) and who will be rotated off.
    5. Other items from members


  1. Next meetings will be held Friday, September 26, 2014 and Friday, September 25, 2015 at either ISU Alumni Center or Heartland Comm. College.



 History Course Assessment Criteria

The study of history exposes students to the complexities of human nature and the development of diverse cultures, values, institutions, and major events. Upon satisfactory completion of one or more history courses, students will:

- distinguish between primary and secondary sources as the foundation of modern historical scholarship:

- interpret primary sources critically by analyzing their historical contexts

- formulate historical interpretations, both orally and in writing, and defend them critically with reference to primary and secondary sources:

- incorporate into historical interpretation, both orally and in writing, an understanding of historical causation reflecting a) knowledge of important figures and events and their chronological relationship to each other and b) an awareness of the contingent relationships among social, political, religious, intellectual, cultural and economic variables;

- acquire at one and the same time a comprehension of diverse cultures and of shared humanity, as evidenced both orally and in writing.


We direct both teachers and students of history to the National History Project’s delineation of “History’s Habits of the Mind” as a guide to the discipline’s expectations for “interpretation”.

These are Learning Outcomes for the Core History Courses as indentified by various sources. See below for references.

History's Habits of the Mind

The perspectives and modes of thoughtful judgment derived from the study of history are many, and they ought to be its principal aim. Courses in history, geography, and government should be designed to take students well beyond formal skills of critical thinking, to help them through their own learning to:

1. understand the significance of the past to their own lives, both private and public, and to their society.

2. distinguish between the important and the inconsequential, to develop the "discriminating memory" needed for a discerning judgment in public and personal life.

3. perceive past events and issues as they were experienced by people at the time, to develop historical empathy as opposed to present-mindedness.

4. acquire at one and the same time a comprehension of diverse cultures and of shared humanity.

5. understand how things happen and how things change, how human intentions matter, but also how their consequences are shaped by the means of carrying them out, in a tangle of purpose and process.

6. comprehend the interplay of change and continuity, and avoid assuming that either is somehow more natural, or more to be expected, than the other.

7. prepare to live with uncertainties and exasperating, even perilous, unfinished business, realizing that not all problems have solutions.

8. grasp the complexity of historical causation, respect particularity, and avoid excessively abstract generalizations.

9. appreciate the often tentative nature of judgments about the past, and thereby avoid the temptation to seize upon particular "lessons" or history as cures for present ills.

10. recognize the importance of individuals who have made a difference in history, and the significance of personal character for both good and ill.

11. appreciate the force of the non-rational, the irrational, the accidental, in history and human affairs.

12. understand the relationship between geography and history as a matrix of time and place, and as context for events.

13. read widely and critically in order to recognize the difference between fact and conjecture, between evidence and assertion, and thereby to frame useful questions.


Habits of Mind taken from:

Bradley Commission on History in Schools. Building a History Curriculum: Guidelines for Teaching History in Schools. Westlake, OH: National Council for History Education, 1995. p. 9.

National Council for History Education, Inc.

Files associated with this meeting

No files associated with this meeting

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