Family History - Genealogy BA
Program Purpose
The overall purpose of the BA in family history is to educate students in the resources and ethical methodologies used for historical family reconstitution. The program provides students an opportunity to explore how families function and change over time. It is designed to prepare students for careers and for community and church service in family history related fields. It is also designed to help students understand the diverse range of familial experiences and appropriately analyze the world with a historical perspective. At its core, the program is grounded in rigorous historical and genealogical methods and informed by scriptural injunctions. Specifically, to value each human soul (D&C 18:10) and to recognize that all people, no matter their background or historical moment, are children of divine parents (2 Ne 26:33).
Students successfully completing a family history major should demonstrate a significant range of skills and abilities in research, writing, and critical thinking. They should also possess a command of the key historical and genealogical terms and be able to identify and solve historical and genealogical problems through primary and secondary source research. By the end of the program, students should produce work that is clear, precise, and well-written. The program provides students practical family history research skills as well as theoretical background and ethical considerations in the discipline. Additionally, students gain genealogical and historical knowledge about the United States and other selected regions and nations, or particular populations within those regions/nations.
In terms of careers, the family history program is designed for the student who desires the specific skills of a genealogical researcher coupled with the broad liberal arts background that history traditionally offers. Careers tend to follow one of three broad paths: client research (freelance or for a company), corporate (FamilySearch, Ancestry, etc.), or archives/libraries. Each of these paths require excellent writing skills, competency in technological skills, and at least a basic understanding of genetic genealogy research.
Curricular Structure
After completion of History 205 (Introduction to Family History Doctrine and Practice) all Family History majors and minors take History 217 (The Family Historian's Craft). This foundational class provides fundamental family history methodology and writing, particularly focused on census and vital records around the globe as well as online research techniques. Students also enroll in History 200 (The Historian's Craft), which provides the historiographical background and research, writing, and analytical skills that help students succeed in upper-division courses. The students then complete History 218 (Family and Law in American History) that emphasizes genealogical and historical research in US records, particularly probate and property records. During their first two years students also complete at least one section of History 206R (Regional and Thematic Family History Research)- a one-credit class focused on a particular region or population. Each student must also take History 201, 202, two upper-division history courses, and History 490. Family History majors are also required to complete an internship.
Students then select courses from research methodology courses and skills courses. One of those courses must come from History 280, 281, or 282 (Northern US, Southern US, and Colonial US, respectively). The students then take three additional methodology and skills courses, drawn from Hist 280-287 and Hist 388 (Genetic Genealogy) as well as applied history skills courses, such as digital history, public history, and using computers in genealogical research. They also choose a paleography course that best compliments the research courses they have taken, or plan to take. In their senior year, students take three culminating courses: History 439, 490, and 496R. History 439 (Professional Family History Research) emphasizes analytical and evidentiary skills and covers professional pathways and opportunities in family history. History 490 (history capstone research seminar) is the senior thesis class for all majors housed within the history department. It focuses on historical research and writing, demonstrated through an expository paper that develops and proves a historical thesis.
Students enroll in History 496R (Family History Internship) typically in their last semester, or the term following the completion of all other coursework. Students work under direction of the internship coordinator and an appropriate professor who mentors the students' experience.
Learning Outcomes
Effective Genealogical Research and Analysis
Inspired by Restoration truths about the great worth of souls, students will demonstrate respect for the divinity and humanity of each person they study. Students will also develop their character and spiritual fortitude as they carefully consider how living people will be affected by their work.
Using primary and secondary sources, students will incorporate genealogical and historical knowledge in the following ways: analyzing genealogical questions and issues clearly, assessing genealogical information accurately, distinguishing different levels of evidence, and distinguishing between questionable and valid genealogical and historical assertions.
Demonstrate historical consciousness by applying knowledge of major developments in human history and by understanding key historical terms, theories, and interpretive frameworks. Students analyze historical questions, assess historical information accurately. Students will situate family history within broader historical context thus fostering empathy, perspective, and spiritual insights.
Skillfully integrate diverse forms of data into coherent written arguments presented in clear, precise written and oral communication. Students will share knowledge responsibly in professional, community, academic, and church settings, supporting lifelong learning and service beyond the university.
Evidence of Learning
Assessment Tools
This Family History program's assessment strategy seeks not only to measure whether students are achieving the department's learning outcomes, but to improve teaching and learning in our programs.
The keystone of our program assessment strategy is periodic comparison of the gateway family history course (Hist 217) and capstone family history course (Hist 439) – what is termed a student portfolio.
The History Department also indirectly measures how well students have met learning outcomes for all majors and minors in the Department, including family history students, through program specific questions on the college exit survey and through evaluation of History 200 and History 490. These questions ask students to report how much they have learned in the history program.
All assessment information is kept in files of the associate chair.
Direct Measures
Portfolio: The contents of the portfolio allow faculty to directly measure student success (using a locally created rubric) as outlined below:
1. Gateway course paper: Each family history student includes the final papers (research report and a compiled lineage) from Hist 217 (The Family Historian's Craft). Among other goals, Hist 217 seeks to provide students with the skills needed to work toward proficiency in all the program learning outcomes.
2. Advanced course papers: Each student includes their final research report from Hist 439 (Professional Seminar in Family History). This course allows students to demonstrate proficiency in all learning outcomes. Students also submit their most recent compiled lineage report.
Indirect Measures
Senior Surveys: The Family History program has partnered with the College of Family Home and Social Sciences to administer a survey to graduating seniors. The BYU Senior Survey is also used as an indirect assessment. The surveys ask students to rate various aspects of their experience in the program focusing on questions related to teaching and learning. Data are compiled by the college and forwarded to the department for review and evaluation. This is combined with the NSSE survey and BYU alumni surveys.
Learning and Teaching Assessment and Improvement
Analysis, Evaluation, and Improvement Process
The history department has a curriculum committee that is responsible for assessing and evaluating teaching and learning in the department and for reforming departmental curricula. The curriculum committee for the family history program consists of the Associate Chair, Undergraduate Coordinator, Family History Coordinator and appropriate family history and history faculty.
Under the direction of the curriculum committee, family history faculty review student portfolios using a standard rubric and report on general successes of student learning as well as areas where faculty should redirect their efforts. The curriculum committee also reviews the data gathered from the Senior exit survey, the FHSS survey, and the BYU alumni surveys. The committee recommends to the chair and department faculty areas that need improvement. The committee also reviews syllabi from Hist 205 and Hist 206R taught by adjuncts. Additionally, Hist 205 is available for regular review by Church History and Doctrine, as it fulfills an elective credit within Religious Education.