RESEARCH GROUPS

You have now been placed into research groups of three to four students whose projects are related thematically and who will put together a panel presentation during one of the last four meetings of the seminar.  These groups will meet both in class and outside of class.  Members of the group are expected to:

    * help one another narrow research topics (i.e., Can you really do that in 6 weeks or in a 15-page paper?)

    * suggest primary and secondary sources (i.e., I came across a collection of serrmons of Ambrose of Milan that you might find helpful; or, I was surfing on the web the other day and came across a really interesting site on art and architecture in late antiquity.)

    * share knowledge of and experience using research tools (i.e., Did you know you could do this on WebLUIS?  Have you had any luck using Inter-library loan?  I can't find bound volumes of periodicals--where are they?)

    * discuss sources (ie, What do you make of this document?  Do you think this historian has a valid intepretation of the role of aristocratic women in conversion?)

    * define and focus the problematic (i.e., So what is the central question you're asking?  What, precisely, is the issue you're analyzing?)

    * formulate and clarify arguments (i.e., What are the components of an effective historical argument?  What exactly do you mean when you say ...?)

PANEL PRESENTATIONS

Each research group is also responsible for putting together a panel presentation of the type one would see at a historical conference.  Typically, a panel has a chair, three or four presentations, and a commentator.  In this case, the professor will serve as the chair, and the other students in the class as the commentators.  Presentations should be approximately 15 minutes long and should deal with one aspect of your overall paper.  Do not attempt to provide a boiled-down version of your 20-page paper.  Focus on one question or issue, discuss any relevant historiographical debates, make an argument, and provide evidence to back up your claims.  The point of the panel is to present your work in progress and to receive feedback that will help you as you proceed with your research and writing.

Research groups should think about a theme that connects the presentations.  It may be broad or specific.  Come up with a title and feel free to assign a short reading (one chapter or article) if you think it will facilitate the discussion.

Students will make their presentations in succession, and then the floor will be open for discussion of all three or four papers.  Other students in the class should take notes on the presentations and be prepared with reactions, comments, criticisms, praise, and questions.  Part of students' participation grade for the course will be determined by their thoughtful, respectful, and helpful participation in these discussions!