The focus of the centre is our undergraduate programme in British Studies. For two four-month terms every Autumn and Spring, we teach British Studies to around 180 undergraduates from the University of Evansville and our various partner colleges from across the United States. The following outline by Dr Helen Snow was written for colleagues interested in the pedagogical principles of our course and was endorsed by all faculty members.

Living History, Building Scholarship:
The Aims and Objectives of BS 282/382

British Studies at Harlaxton offers a narrative history of Britain, it explores the when, who and what of British History. As each student encounters the British world around them: meeting the British, travelling on field trips and college sponsored trips, through independent travel, and every day in the rich surroundings of Harlaxton Manor itself, they are able reach out and touch, but because of British Studies they are also able to understand and question. Being in Britain allows their British Studies to come alive. This is Living History.

Our British Studies course offers more than just a narrative, however. It explores in a variety of ways the why of British history, society, and culture. By considering the past, the present and future(s) of Britain are illuminated and examined. The course resists a singular and unquestioned model. Assumptions, stereotypes, and  traditions are not only explored but also problematised. Students are asked to consider a variety of perspectives, approaches and ideas. One of the central ideas of the course is that there is not (nor has ever been) one Britain, that being British has always been (and remains) a matter for debate. One of the central goals of the course is to explain why this is so. In order to achieve this, we ask the students to be active participants in the consideration and in the writing of British History(ies).

British Studies offers a variety of approaches to this. The lecture series around which the course is organised offers a carefully constructed interdisciplinary narrative, one that is constantly modulated with commentary and reflective analysis from the faculty team. The accompanying seminar series then offers the students the opportunity actively to engage (under our guidance) with the documents, texts, images, ideas which are the building blocks of historiography. The complementary field trips offer the students the chance to touch, feel and consider concrete historical locations within the national culture under scrutiny. The Assessment Model tests the students’ ability not just to recall newly acquired information, but also to evaluate and assess that information orally and in writing. It invites students to engage in their own research. It also asks students to work independently, and as members of a team. This presents several opportunities for students to take responsibility for their own learning and that of their peers.

British Studies thus offers students a variety of academic challenges. In the best liberal arts tradition, the course asks its participants to read actively with critical engagement, to analyse and sythesise, to communicate effectively, to develop independent thinking and research skills. One of the central goals of the course is to help its participants in their success as students. Our students may not return to the subject matter of British Studies as they continue their careers, but the core academic component of their Harlaxton semester offers key transferable skills. The second of our major goals is thus quite generally Building Scholarship.

Detailed Objectives

In terms of concrete historical knowledge, of Living History, those students who have successfully completed the course should have gained a firm grasp of the chronology of British history, and also of the major political, social and cultural events, ideas, personalities and concepts that have shaped that history. They should be aware of contrasting and sometimes conflicting approaches to that history. They should have an awareness of how art, culture, politics, and society influence and reflect one another with the ability to provide specific examples to reflect this. They should be able to posit an informed opinion on the present and future of the United Kingdom based on an understanding of its past. They should be able to posit explanations for what makes Britain and the British what they are.

In the more general terms of Building Scholarship, the successful graduate of our British Studies course should also have

• demonstrated the ability to synthesise new information
• acquired skills in the analysis of primary sources from several media
• effectively engaged in original research
• demonstrated effective communication in writing through a long essay and under formal examination conditions
• demonstrated effective communication of information and ideas in indvidual and group oral presentation 
• demonstrated the willingness to take responsibility for their own learning in individual research, group work and classroom discussion

These transferable skills will assist students in their ongoing scholarship.

Assessment

The assessment model for British Studies reflects the various aims of the course. It rewards analysis, synthesis, independent thought, and good scholarship. It gives the student a variety of opportunities to shine. Whilst British Studies is a challenging course, its assessment model is designed to encourage consistent engagement with the course throughout the semester, and to reward student progress.

Students are required to take an active part in general seminar discussion. This demands an intellectual engagement with the course throughout the semester. Students are required to take an active part in several specifically directed group presentations. This means working as a member of a team, often conducting additional primary research. Students are required to give an individual presentation in seminar on a directed topic. This involves additional primary research, thus taking personal responsibility for a segment of the course. These three aspects of seminar participation are included in course assessment as 15% of the final grade.

Students are further required to write a term paper (20% of the final grade) which is designed to reflect the aims of the course.  Looking at a notable individual in British history, students are expected to place biographical research within wider contexts. This requires both synthesis of the course material and independent primary research. Students are required to submit a draft of the paper to their seminar leader for discussion, which allows for the development of research and essay writing skills.

Students are further required to sit three formal essay examinations (50% of the final grade). Each of these includes a section which requires the analysis of a text or image as well as questions which demand synthesis and analysis of material from all sections of the course. Feedback to students following examinations one and two is an important part of the teaching component of the course.

Students are required to sit five short-answer quizzes based on the course text book, timed to coincide with the reading schedule for the book (15% of the final grade). These help consolidate the factual basis required to tackle the wider issues raised by the course.

In terms of student response, finally, our overall goal is naturally to maximise positive evaluations such as the following.  

Examples from Student Evaluation Forms

“VERY GOOD – I feel like I understood where Britain came from so why it is as it is today. I really appreciated this aspect of the course, no matter how difficult it was” (Theatre Management Major)

“Glad to have an understanding about Britain’s history. When you were out on your own and you heard a name we talked about in class and could relate them to what they were talking about, you knew it was successful” (Legal Studies Major)

“It was an excellent introduction. Feel I know more about Britain than America now!!” (English Major)

“I loved this course. Made clear why “Britishness” is such a complex idea” (Theatre Performance Major)

“Interesting, diverse, unique – very well done. Very interactive material for all majors” (Mathematics Major)