MASTER OF ARTS IN GENEALOGICAL STUDIES Introduction Mission and Objectives Target Audience Admissions Requirements Tuition and Fees Degree Requirements Transfer Credits and Course Waivers Credit by Prior Learning Assessment Program Faculty Course Descriptions Advanced Learning Resources Submit Your Application Today! Non-degree students welcome In recent years, the professional field of genealogy has grown dramatically as evidenced by the increasing membership of the Association of Professional Genealogists, which has a current membership of over 1800, including twenty-four regional or local APG Chapters (1). Samford University’s Institute of Genealogy and Historical Research (IGHR), the most prestigious of all genealogical institutes in the United States, now enrolls approximately 300 serious genealogists for residential, week-long courses in June each year. More often than not, most of the eleven tracks are filled to capacity. Only the IGHR’s desire to retain small intimate classes with personal interaction between students and instructors keeps the enrollment as low as it is. Most courses are filled to capacity within weeks of opening registration. Steadily increasing interest in this type of high quality genealogical instruction encouraged the implementation of four additional tracks at IGHR over the past few years, with even more being considered for the future. All IGHR courses are taught by the world’s leading scholars of genealogy, and some, coordinated by Ph.D.s, are offered for college credit. The first full Bachelor of Arts in Family History was developed at Brigham Young University(2), where several options were given to students. In addition to a Family History major or a Family History minor, students could earn a Certificate in Family History. In 2000, the Heritage Genealogical College(3) began its Associate and Bachelor's Degree in Genealogical Studies. However, these full undergraduate programs did not incorporate an underlying theory to support genealogical studies as a field of inquiry in higher education. Then, in 2004, Dr. Carolyn Earle Billingsley published a theoretical framework for kinship and introduced historians to the efficacy of genealogical methodology. Her work has demonstrated that the field of genealogy, applied rigorously, can be an equal to, and meets all the criteria of, academic disciplines such as history, anthropology, sociology, and other social sciences(4). Soon after this major breakthrough, which legitimized genealogical studies as a valid field of inquiry in higher education, Dr. LaWanna Lease Blount, Director of the School of Education and Literacy at Akamai University, a virtual university headquartered in Hilo, Hawaii, designed the unique and academically legitimate Bachelor of Arts in Genealogical Studies. Dr. Billingsley is now the Program Director for the Genealogical Studies program, and an instructor in Kinship Theory in Genealogical Studies. Completion of the first two years of the Bachelor of Arts program can be recognized by award of an Associate degree in Genealogical Studies. Today this program is steadily growing, demonstrating the need for, and interest in, scholarship among the genealogical community. The Akamai Genealogical Studies Program has students enrolling in extramural courses and has experienced an increasing enrollment in the total program. Now, students are inquiring about a Master of Arts in Genealogical Studies, after having obtained their Bachelor of Arts at other universities, including Brigham Young University. Many of these inquiries are from students with many genealogical transfer courses from a variety of schools, institutes, and universities. Thus, because of this apparent and rapidly growing need for higher levels of education in the many fields of genealogical work, Akamai University has founded a Master of Arts in Genealogical Studies for the interested and serious career-minded genealogist with the goal of pursuing a variety of foci in the area of genealogical studies. References Sharon Tate Moody C.G. The State of the Association, APG Quarterly, Vol. xxii, 4, p. 153, 154. Brigham Young University Webpage Accessed July 13, 2008. Heritage Genealogy College Webpage Accessed July 14, 2008 Carolyn Earle Billingsley, Communities of Kinship: Antebellum Families and the Settlement of the Cotton Frontier, Athens, Ga., and London: University of Georgia Press, 2004 Return to Top MISSION AND OBJECTIVES The Master of Arts in Genealogical Studies Program is designed to develop a high level of skills, knowledge, and professional and ethical attitudes among the participants in the area of genealogical kinship theory, research, writing, teaching, scientific and legal impacts and applications, evidence analysis, and ethics of the profession. The participants in the program will demonstrate a high level of knowledge of the foundational structures of genealogical research as well as its underlying theoretical anthropological kinship foundations and structures. Participants in the program will demonstrate a high degree of skills in finding, evaluating, and interpreting significant data from a wide variety of sources for genealogical and other scientific and historical data. Participants in the program will demonstrate a high level of ability to use the Internet, library, and archival resources and the published literature of related scholarly disciplines and are able to knowledgeably evaluate a collected body of evidence bearing on kinship. Participants in the program will be able to design research projects and resolve problems to meet the high standard of proof required to determine genealogical relationships with a high level of confidence. Participants in the program will have a sound knowledge of a variety of research methodologies in the social, physical, and biological sciences, law and the humanities, and be able to design research projects appropriate to specific research objectives. Participants in the program will demonstrate competence in genealogical writing in course papers and projects. Participants in the program will demonstrate by applications in their teaching, a sound background of principles and theories of teaching and learning. Participants in the program will demonstrate a sound background in the principles of course development in designing and evaluating their courses of study to teach in genealogy. TARGET AUDIENCE This Master of Arts in Genealogical Studies is developed for librarians, teachers, genealogy professional researchers, business owners, archivists, genealogical society administrators, DNA Project managers, forensic genealogists, writers, editors, journalists, and the many other scholars in the wide-ranging field of genealogy, adult educators, genealogical society administrators, writers, editors, journalists, and the many other scholars in the wide ranging field of genealogy. ADMISSION REQUIREMENTS As prerequisites for acceptance to the Master's degree, applicants should have completed the equivalent of a recognized baccalaureate degree in an appropriate field of study and have several years of meaningful professional experience. The baccalaureate degree requirement is never waived. However, on occasion, well qualified applicants are accepted to the Master's program lacking elements of preparation. Under these conditions, the student would be required to add the missing competencies to their program. Applicants are expected to be proficient in collegiate English language skills. A second language English applicant should submit records of TOEFL examination with scores of 550 minimum. Students are expected to have access to a computer, email and the Internet and other outside library resources for the full extent of their program. Return to Top DEGREE REQUIREMENTS Master's participants by coursework and thesis complete a minimum of 40 credits above the baccalaureate degree including the thesis. Your coursework requirements include the academic major and the academic minor and, as appropriate, field studies, directed studies, research preparation competencies, and additional electives to satisfy the minimum credit requirements. In addition to Akamai University coursework, credit may be applied from transfer courses completed at outside colleges and training organizations. As a Master's student, you will complete a comprehensive examination at the conclusion of your academic coursework. You will prepare a formal thesis proposal, complete the thesis project, and prepare the manuscript for faculty review. You will also complete an oral review of thesis at the conclusion of the research review. Degree Requirements (40 credits) Core Academic Requirements(Required: 18 credits minimum) Major Concentrations (Required: 9 credits minimum) Research Preparation (Required: 3 credits minimum) EXM 880: Master's Comprehensive Examination (Required: 2 credits) RES 885: Thesis Proposal (Required: 2 credits) RES 890: Thesis (Required: 4 credits) EXM 895: Oral Review of Thesis (Required: 2 credits) Duration of Degree Program Core Academic Requirements (18 credits) These courses represent the core competencies and essential elements, which define your field of study and establish the underlying foundations upon which you may base your advanced professional development. Required: Six of the following seven course modules are required: GEN 591: Foundations of Genealogy (3 credits) GEN 500: Advanced Kinship Theory (3 credits) GEN 501: Legal Aspects of Genealogy Applied (3 or 4 credits) GEN 502: Advanced Land and Property Records Research (3 credits) GEN 503: Understanding and Using the Genealogical Proof Standard and Other Conventional Practices (3 credits) GEN 504: American Paleography (3 credits) GEN 791: Field Study in Genealogy (3 credits) Major Concentrations (9 credits) Master's students complete a 9-credit major concentration comprised of a rational set of courses that support their core academic studies. The concentration may include additional modules in genealogical studies or another appropriate field of study, as listed below. The concentration may also be interdisciplinary in nature. Students are encouraged to select concentrations that serve their individualized academic needs and professional interests, under the advisement of their primary academic advisor. Available concentrations: Genealogical Studies Sociology Internet Learning Technologies Interdisciplinary Studies Genealogical Studies GEN 505: DNA and Molecular Biology (3 credits) GEN 506: Molecular Biology With Applications to Genealogical Research (3 credits) GEN 507: Diplomatics – Authenticity of Historical Documents (3 credits) GEN 508: Government Documents (3 credits) GEN 509: Publishing Genealogy Materials (3 credits) GEN 510: Genealogical Writing Skills (3 credits) GEN 511: Using the Family History Library: Salt Lake City &Local FHLs (3 credits) GEN 512: Curriculum Development for Genealogy (3 credits) GEN 792: Special Topics in Genealogy (3 credits) Sociology (9 credits) SOC 530: Sociology of the Family (3 credits) SOC 531: History of the Family (3 credits) SOC 505: Social Gerontology (3 credits) SOC 791: Advanced Readings in Sociology Internet Learning Technologies (9 credits) ILT 501: Psychology and E-Learning (3 credits) ILT 503: Applying Adult Learning Models to the Online Environment (3 credits) ILT 530: Creating the Online Classroom (3 credits) Or ILT 531: The Effective On-Line Instructor (3 credits) Interdisciplinary Studies (9 credits) Student may select courses totaling 9 credits from any of the concentrations listed above to build the major concentration, or they may select any approved 9 credits for concentration from any Center in the University. Return to Top Research Preparation (3 credits) Master's students must pursue studies providing advanced research knowledge necessary for success in their final projects (thesis). At least three semester credits of research preparation coursework is required and this might focus upon quantitative and qualitative methods or participatory action research techniques including subject selection, research design, and statistical analysis, as appropriate to each student’s proposed project. Through this requirement, students learn to effectively define applied problems or theoretical issues and articulate the rationale for the study. They should learn to present an effective scholarly review of the academic literature and implement quantitative, qualitative or participatory action methods for evaluating academic issues. Required:: One three-credit course selected from among the following: ERE 500: Research Methods in Social Sciences (3 credits) OR: One of the following research preparation courses, selected under guidance from the senior faculty advisor: RES 600: Qualitative Research (3 credits) RES 500: Survey of Research Methods (3 credits) RES 501: Basic Research Statistics (3 credits) RES 653: Transpersonal Research (3 credits) RES 600: Qualitative Research. This course is a course on how to conduct Qualitative Research. Students will learn how to define a problem, develop the problem statement, write the research questions, identify sources of data as appropriate for their investigation, plan the collection of the data and how they will analyze the data. This course is designed for students who are ready to undertake their proposal for their Master Degree project. Students will develop a draft proposal for their Master Degree Thesis in the course. (Author and Instructor: Dr. LaWanna Lease Blount.) ERE 500: Research Methods in the Social Sciences (3 credits) Research methodology, it has been said, defines research activity, deploys methods for measuring a study's progress, evaluates the processes and biases related thereto, and expresses outcomes based upon effective research. The course will include discussion of qualitative and quantitative data, the design of research projects, ethical conduct by practitioners, analysis of data and the presentation of research findings in various venues and forms. (Dr. David McDonald CG, instructor) Return to Top Comprehensive Examination Once you have completed the coursework elements of your degree, you will be asked to schedule the Comprehensive Examination. Your primary mentor and a faculty member representing the secondary academic area conduct both the written and oral components of the examination. The written portion is open book style with selected essay questions requiring creative responses that reach for the higher levels of cognition. Your answers are expected to draw from both the primary and secondary competencies of your program with proper referencing of the scholarly literature. The oral component of the examination is normally completed by telephone conference and is intended to allow detailed investigation of your written responses. Required: The following two-credit course: EXM 880: Comprehensive Examination (Required: 2 credits) Return to Top Thesis Proposal You are expected to prepare a formal proposal related to your concept for research under the direction of your primary mentor and according to University expectations. At a minimum, your research proposal should clarify the thesis statement and methodology (including the data gathering instruments and data analysis techniques) and provide an effective overview of the scholarly literature that sets the foundation for the thesis. Your research proposal should also include a brief manuscript outline that demonstrates how you will present in written form the various elements of the research project. Required: The following two-credit course: RES 885: Thesis Proposal (Required: 2 credits) Return to Top Thesis Project Following approval of your thesis proposal, you will begin your research project. Your thesis may take the form of a traditional research project or it may be a major scholarly project of the type appropriate to the discipline. Whichever approach to the thesis is chosen, the resulting project must demonstrate mastery of a body of knowledge in the major field of study, be your original work and represent a meaningful contribution to the betterment of the human condition or an improvement to the professional field. Your thesis research may be conducted via quantitative, qualitative, or participatory action research. The body of your thesis manuscript, structured according to a set of approved manuscript guidelines, should exceed 75 double spaced, typewritten pages. If your thesis takes the form of a scholarly project, it must follow the guidelines provided by the University for such projects. Required: The following four-credit course: RES 890: Thesis Project (Required: 4 credits) Return to Top Review of Thesis Once you have prepared the thesis manuscript, you will be asked to schedule the formal review process. Your primary mentor and a faculty member representing the secondary academic area will conduct both the formal physical review of the thesis manuscript and the oral review of thesis. The physical review of the thesis manuscript usually takes the review committee four to six weeks. Each reviewer will prepare questions and commentary relative to your underlying review of the literature, the thesis methodology, the mechanics of your project, and your presentation of the findings, conclusions and recommendations. The Oral Review of Thesis is conducted under the direction of your primary mentor with the assistance of one qualified member of the faculty. The examination is carried out by telephone conference call and is designed to allow detailed investigation of your thesis. The faculty reviewers explore with you issues related to your thesis including methodology, review of literature and interpretation of the findings. One outcome of the thesis review process is a set of final expectations directing you through the remaining tasks for completing the thesis manuscript. Once your final manuscript is approved, you will submit the formal document to an approved bindery and later ship the bound thesis to the University for permanent archival storage. Required: The following two-credit course: EXM 895: Oral Review of Thesis (Required: 2 credits) Return to Top Duration of Degree Program As a minimum degree requirement, Master's students must maintain enrollment at Akamai University for at least one calendar year. Most students complete their program within two years. After two years, a small continuation fee is assessed each calendar quarter. Up to four years is allowed to finish all requirements for the degree. TRANSFER CREDITS AND COURSE WAIVERS As an important part of your program, you may petition your primary mentor to transfer coursework previously completed at accredited education and training institutions, provided the coursework satisfies meaningful elements of your program of studies. As a Master's student, you may have a maximum of six semester credits of transfer coursework applied toward your degree. Courses applied to your prior degrees will not be granted credit in transfer but may be eligible for course waivers. There are no limits to the number of course waivers that may be applied, so long as they address required elements of your program. You should carefully review the University's guidelines regarding transfer credits and course waivers and explore the details with your primary mentor. Return to Directory CREDIT BY PRIOR LEARNING ASSESSMENT As a Master's student, you may earn a maximum of 12 semester credits toward your degree through assessment of prior learning by portfolio evaluation and challenge examination. Your portfolios should be developed relative to creditworthy elements of your professional background for which sufficient credible evidence exists to correlate effectively with college-level learning objectives. The source of your prior learning might be advanced employment experience, non-college training, continuing education, seminars and conferences, professional achievements, employment training, language training, technical classes, training leading to special certificates, diplomas and licenses or other advanced level learning obtained from personal and professional achievements. College equivalency credit may also be earned through course challenge examinations. You are allowed to undertake course challenge examinations when it is clearly demonstrated you have acquired sufficient knowledge and expertise from prior experiences and training to satisfy the learning objectives of the course under examination. Duplicative credit may not be awarded. Each course approved for prior learning assessment is evaluated independently by the most appropriate Akamai University mentor. You are advised to carefully review the University's guidelines covering prior learning assessment and discuss these matters in detail with your primary mentor early in your progress toward the degree. Return to Directory PROGRAM FACULTY LaWanna Lease Blount, Ph.D. Center Director, Education and Literacy Dr. Blount has had a long career in education, and sociology. She was one of the founders of Akamai University, especially the Center for Education and Literacy and the Division of Continuing and Professional Education, and was among the senior faculty establishing the Academic Council. Previously she taught sociology at Connors State College, Muskogee, Oklahoma, and taught in the graduate program of Human Resource Management at Chapman University, Carlsbad, California. She taught at the Western Australian College of Advanced Education (Edith Cowan University), in Perth, Western Australia where she was also the founder and chair of the Master’s Degree Program in Educational Administration. She was a Research Officer and an Education Officer with the Technical Education Division in Perth, Western Australia, and an Associate Fellow of the Australian Institute of Management. Her early career was spent teaching in Venezuela and Libya for Exxon Corporation. Dr. Blount has written and published two family history/genealogy books titled: The History of the Blount Family, Bountiful, Utah: Family History Publishers, 2001 and The Leases and Related Families, Bountiful, Utah: Family History Publishers, 1998. She is a member of the Association of Professional Genealogists and the Lone Star Chapter of the Association. She has served as editor of the Muskogee County Genealogical Society Quarterly. She has presented papers and written many articles in education, educational administration, and genealogy. In 2006 she compiled Notable Women of Polk County, Texas, a book sponsored by the Polk County American Association of University Women (AAUW). In 2007, Dr. Blount was invited to participate in the "People to People" delegation to China of "Women in Higher Education". Dr. Blount’s BS in Education is from the University of Wisconsin, Platteville. Her M.S. in Educational Administration and her Ph.D. in Higher Educational Administration and Sociology are from the University of Wisconsin, Madison. LaWanna Lease Blount, Ph.D., Center Director Tel:(936)632-0145 Carolyn Earle Billingsley, Ph.D., M.A. Program Director, Genealogical Studies Carolyn Earle Billingsley has an M.A (1999) and a Ph.D. (2001) from Rice University of Houston, Texas, with fields in Southern History, Colonial American History and Anthropological Kinship Theory. At Rice, she was also an editorial intern with both the Journal of Southern History and the Jefferson Davis Papers project. Her B.A. was awarded at the University of Arkansas at Little Rock (1994), where as part of the honors program, she majored in history, with minors in German and Arkansas Studies. After graduating summa cum laude and as outstanding history major, she was awarded both a Phi Kappa Phi scholarship and a Fulbright Scholarship. After accepting the latter, she spent two years studying the German language, translation, and history at the Universität Graz in Austria (1994-1996). She is the author of Communities of Kinship: Antebellum Families and the Settlement of the Cotton Frontier (Booker Worthen Literary Prize Winner 2005; published University of Georgia Press, 2004),and other books and articles, both genealogical and historical in nature; teaches upper-level history at UALR; is Coordinator of Course 3: Research in the South, for Samford University's IGHR; co-editor of the Arkansas Genealogical Society Ezine; Arkansas Genealogical Society Board Member, and past president; founder of the Saline County [Arkansas] History and Heritage Society and editor of their quarterly The Saline (1986-1991); a frequent lecturer on genealogical and historical topics, and the Butler Center for Arkansas Studies Fellow for 2007. Dr. Billingsley was elected to the Association of Professional Genealogists Board of Directors in 2007. See Dr. Billingsley’s Website for more information, including a complete curriculum vita. Donn Devine, J.D., AICP, CG, CGL Starting with an undergraduate degree in chemistry (University of Delaware, B.S., 1949), Mr. Devine soon left the laboratory to become a writer and editor. Later during parallel careers as a planner and as a lawyer (U.S. Army Command and General Staff College, diploma 1967; Widener University School of Law, J.D., 1975, American Institute of Certified Planners, 1985), he focused on the use of data from a broad array of physical and social sciences to understand complex relationships among interacting physical and social forces, in order to achieve planned objectives. Building on this foundation, as a professional genealogist (certified since 1987, Board for Certification of Genealogists) he employs a broad interdisciplinary approach to address genealogy’s dual challenges--unambiguous identification of evidence with specific individuals, and credible determination of their family relationships. His genealogical research reflects sound traditional methodology combined with cutting-edge advances in the physical and life sciences and the most recent understandings from the social sciences. His work has appeared in leading peer-reviewed journals, and he writes regularly on research methods for popular genealogical magazines. Note: CG and CGL are service marks of the Board for Certification of Genealogists® and are used by its certificants under license. Rev. Dr. David McDonald, CG The Rev. Dr. David McDonald, CG, has held credentials as a Certified Genealogist under the auspices of the Board for Certification of Genealogists, Washington DC, since 2004. He is a director of the National Genealogical Society, former trustee of the Association of Professional Genealogists, and is currently a trustee of the Board for Certification of Genealogists and the International Society for British Genealogy and Family History. His research interests include colonial New England, the states of the Old Northwest Territory, the Great Plains, and Great Britian. Dr. McDonald lectures widely on church records and migration patterns in the United States. Dr. McDonald also teaches on matters of genealogical research, methods and reasoning, and has published articles in a number of regional and national publications, including the National Genealogical Society Quarterly. He is an ordained minister serving in the United Church of Christ Gordon S. Harmon, BS, MPH Gordon Stewart Harmon has been a practicing family historian and genealogist since 1977 when he began to ask his paternal grandmother about his Italian heritage. After some early information from these discussions, he began the journey. Growing up in Arkansas and Oklahoma, he completed his undergraduate degree from Northeastern State University and obtained his graduate degree at the University of Oklahoma. He retired as a Lieutenant Colonel from the US Army Special Forces/Special Operations in 1996 after serving for 29 years on active duty and the Army Reserve. He was assigned to various positions and in joint command assignments. A graduate of the Command and General Staff College, he did tours in Viet Nam and later, Operation Desert Storm (Gulf War) and Operation Enduring Freedom (Bosnia) where he served with the Special Operations Command, Europe - this completed his military service. He taught as an Assistant Professor at the University of Kentucky, Colleges of Medicine (Department of Community Medicine) and Allied Health (Department of Community Health). He served on the faculty with the Academy of Health Sciences, Department of the Army. He has published several copyrighted books and articles on his family history and other family surnames including client’s genealogical research reports. Gordon currently serves as President of the Endecott-Endicott Family Association, Inc., an international family association. He completed (December, 2006) the requirements for the Certificate Program with the Heritage Genealogy College based in Salt Lake City and is now on the faculty. Currently, he is near completion of submitting his formal portfolio for his credentials as a Certified Genealogist SM with the Board for Certification of Genealogist based in Washington, DC. He is an active member of several national, state and local genealogical and historical societies and currently is a member of the Association of Professional Genealogists. Gordon is a regular contributor to several family surname newsletters and genealogical forums. He resides in Springfield, Missouri, USA. Anthony R. Maranto, Ph.D. Dr. Maranto currently serves as an environmental consultant and program manager for the U.S. Army Environmental Center at Aberdeen Proving Grounds, MD. He is also the Director of the Institute for Scientific Advisement, a scientific and educational consulting firm in Westminster, MD. Dr. Maranto received his BA in Biochemistry and Molecular Biology from the University of Maryland, Baltimore County; his MA in Environmental Science from Goddard College and his Ph.D. in Environmental Science from the Union Institute. As a researcher and educator, Dr. Maranto has a wide range of experiences and interests. He was formerly the Director of the Maryland Department of Natural Resources' Radioecology Laboratory. Additionally, he has held posts in the Department of Chemistry and Biochemistry at the University of Maryland, Baltimore County and in the Department of Biology at Essex Community College in Baltimore. He has published and presented on numerous topics including carcinogenic risk assessment, environmental management, radioecology, health physics, data quality control and neurological receptor modeling. Antonio Cardona, MPA, MA, CPM, CWDP, GCF Mr. Cardona holds the Executive Master's in Public Administration from Rutgers University and Master of Arts in Community Counseling from The College of New Jersey. He has been actively involved in diversity and race relations, and the development of anti-discrimination programming for over 10 years. Mr. Cardona is a native speaking Spanish language communicator and has served as an EEO Investigator for the State of New Jersey, including placement within the Office of the Attorney General for assurance of compliance and diversity administration. He is a human resource professional with the New Jersey Department of Human Services and a Workforce Development Coordinator and Career Counselor. Mr. Cardona coordinates mediation scheduling and training for Union County and serves as a professional mediator with the court systems in Union and Somerset Counties. He is an Associate Professor of Psychology with Mercer County College, and an adjunct faculty member with the Human Resource Development Institute, Union County College. Mr. Cardona serves the State of New Jersey as a diversity expert, holds government certifications in EEO/AA, Diversity Programming and Training, Mediation and Employment Dispute Issues, and holds workforce development credentials including Certified Job Counselor, Training-the-Trainer, and Managing Workplace Diversity. He is an active radio and television presenter, trainer and speaker and serves on a number of state boards and community advisor boards. Return to Top Henry Zeidan, Ph.D. Dr. Zeidan received his Ph.D in Biomedical Sciences “Biochemistry” at The University of Hawaii, School of Medicine in 1979. He did his postdoctoral training in Medicinal chemistry and Pharmacognosy at the Medical Center of The University of Illinois, School of Pharmacy. Dr. Zeidan then joined the University of Michigan, the clinical chemistry division at Cleveland State University, as an assistant Professor of Biochemistry and Clinical Chemistry. He then joined the biomedical faculty at Atlanta University Graduate School. He served as a major Professor for five graduate students. Two received a Ph.D in Biochemistry under his mentorship. He was promoted to Associate Professor in 1988. In 1991, he moved to Life University, Basic Sciences Division and was promoted to Professor in 1996. He was known among his students as a talented professor with a chess game approach and was awarded a “Ph.T” (putting him or her through) degree by numerous Professional students. Dr. Zeidan held positions as Visiting Professor in St. Matthew School of Medicine, University of Texas, Kuwait University, and Professor of Biomedical Sciences at St. Christopher’s School of Medicine, Greenwich University, and Graduate School of Health Sciences. He served as a major Professor of two graduate students who obtained their Ph.D in Preventive Medicine and Human Physiology. He served as an Educational Mentor at Creighton University, School of Pharmacy, and Pharm D Program. He received recognitions as outstanding teacher, Smith Kline & French Laboratories faculty award for outstanding faculty and Fulbright Scholar. He acted as a consultant to Cairo University, National Research Center, Cairo and Kuwait University. Dr. Zeidan also acted as a clinical Laboratory Director to several Reference Laboratories. Henry is a Fellow of National Academy of Clinical Biochemistry, Diplomat of American Board of Bioanalysis, and a Fellow of the Association of Clinical Scientists. Dr. Zeidan has numerous publications. His major research focused on the application of Spin Labels in Biomedicine and Pharmacology, the molecular mechanisms of biogenic amines degradation and Sickle hemoglobin. Dr. Zeidan accepted a Position as Professor of Pharmaceutical Sciences at Nevada College of Pharmacy in 2003. Henry enjoys spending his leisure time with his dedicated wife and lovely five children. He enjoys playing tennis, swimming, traveling, chess and hunting two birds with one stone. COURSE DESCRIPTIONS GEN 591: Foundations of Genealogy (3 credits) This course is intended for advanced students of genealogy whose prior formal education is in a field, or fields, largely unrelated to genealogical studies. Students should be able to communicate in written form clearly, and have the capacity to engage in thoughtful reflection on the texts and to actively engage in genealogical research. The class may be taken concurrently with GEN 500 with the consent of the program director. (Instructor and author: Dr. Dave McDonald, CG) GEN 500: Advanced Kinship Theory (3 credits) Students will learn the basics of genealogical kinship theory by reading Communities of Kinship: Antebellum Families and the Settlement of the Cotton Frontier, by Billingsley, if they have not already taken undergraduate courses GEN 200 or GEN 201. Other readings and discussions, drawn from anthropology, sociology, and genealogy, will take students beyond the basics of kinship theory to the level of knowledge required for a Masters of Arts degree. A final paper, demonstrating mastery of kinship theory is required, and it may be based on a family history, a community study, a church or cemetery study, or any other approved relevant group study. (Instructor: Dr. Carolyn Earle Billingsley.) GEN 501: Legal Aspects of Genealogy Applied (3 or 4 credits) In this course, students will demonstrate their ability to derive genealogical evidence from legal documents, interpreting records based on the law applicable at the time and place they were created. Students who have not taken GEN 203 or equivalent will be required to first complete, to the satisfaction of the instructor, a three-week module covering the legal concepts that are the basis for interpreting documentary evidence, for a total of 4 credits. Documents affecting land, distribution of property after death, and court litigation records will be used to establish family relationships or identity at a particular time and place, with emphasis on finding the legal provisions then and there applicable. Students will produce a research paper using legal interpretation of one or more such documents to resolve a problem of kinship or identity, of a quality suitable for submission to a peer-reviewed genealogical research journal. (Author and Instructor: Donn Devine, Esquire, J.D.) GEN 502: Advanced Land and Property Records (3 credits) The graduate student will be required to demonstrate the basic principles and techniques in land and property research in a three lesson module before proceeding with this course. This course is designed so that the student will be able to demonstrate the knowledge and expanded skills beyond the basic skills acquired in the GEN 207 course or equivalent. Advanced techniques will be taught to provide additional and expanded methodologies in land and property research. The student will be assigned special projects (on one of their ancestors and on one assigned by the instructor) both relating directly to the application of these advanced methodologies in land and property research. These special projects will demonstrate the student's advanced skills acquired in this course.(Author and Instructor: Prof. Gordon S.Harmon) GEN 503: Understanding and Using the Genealogical Proof Standard and Other Conventional Practices (3 credits) Students will learn how genealogical standards, including the Genealogical Proof Standard, and other standards and conventions have evolved and won acceptance, and will compare them with usages in other social, physical and life sciences. (Author and Instructor: Donn Devine, Esquire, J.D.) GEN 504: American Paleography (3 credits) (To be taught starting in Fall,2009) This course will focus on reading and understanding American Paleography from colonial times (1600’s) through the early 1900’s. The student will be able to decipher and accurately transcribe what the author of an historical document has written and be able to determine its intent. Students will analyze manuscripts with a variety of script styles from various locations and time periods within America. Documents examined will be government, church & familial. Student needs in deciphering overseas documents will also be addressed. (Instructor: Student Asst. Kelly Summers, BA, AG/Dr. Carolyn Billingsley) GEN 505: DNA and Molecular Biology (3 credits) The main objective of this course is to provide first year graduate students with the basic concepts and techniques of molecular biology. The primary focus will be on the basic mechanisms of DNA replication, transcription, repair, recombination and the molecular mechanisms of the regulation of gene expression. State of the art techniques and most updated experimental approaches that are commonly used in molecular biology such as genetic engineering will be addressed and reviewed in this course. The student will be able to address and comprehensively analyze and critically understand the molecular basis of cellular function, cellular signaling, catalytic RNA and RNA editing, molecular biology techniques that include restriction endonucleases, cloning, recombinant DNA, cDNA, DNA sequencing, PCR, northern and southern blots, in situhybridization, protein synthesis and its regulation, and numerous other molecular biology topics. Students will be required to write a weekly report addressing one single topic. (author and instructor: Dr. Henry Zeidan) GEN 506: Molecular Biology, with Applications to Genealogical Research (3 credits) Scheduled for enrollments in 2010. Students will use recent published findings in molecular biology, to explore the application of human chromosomal and mitochondrial sequencing to the problem of kinship determination. Some understanding of basic concepts in genetics, DNA sequencing, evolutionary biology, and statistics is necessary for effective use the assigned reading material and successful completion of this course. As a prerequisite to the course students are required to study Nancy Custer's web intro to DNA http:www.contexo.inforDNA Basics. (Author and Instructor: Donn Devine, Esquire, J.D.) GEN 507: Diplomatics- Authenticity of Historical Documents (3 credits) Students will analyze case studies and then apply to more recent documents the classic methodology of diplomatics to determine the authenticity of historic documents, including consideration of materials, graphology and orthography, language, style, and internal inconsistencies. (Instructor: Dr. David McDonald.) GEN 508: Government Documents (3 credits) (under development) GEN 509: Publishing Genealogy Materials (3 credits) (under development) GEN 510: Genealogical Writing Skills (3 creditd) The modern genealogical researcher needs many skills, but the most important of those is writing. The genealogical researcher must be able to translate research and analysis into a cogent, complete, correct, and readable narrative style. In Genealogical Writing Skills (MA level) we will begin with a short sample of the student's work and, over the course of the semester, work on accomplishing the goals of this course as stated below. The result should be a correctly formatted, twenty-thirty page paper, with a proper format (title page, introduction), footnotes, and endmatter (bibliography, appendices), written in an engaging style with a minimum of technical or grammatical errors. In this class, students will use completed genealogical research on a family or individual of their choice, in order to learn how to (1) find and use primary sources, (2) integrate primary and secondary sources to provide both data and historical context, (3) write an historical narrative, properly documented, (4) achieve understanding of kinship's effect on southern society from the colonial era through the present, and (5) relate to history from a personal perspective. The research paper will demonstrate students' mastery of these skills, particularly in conjunction with at least two of the areas in which kinship theory facilitates research (as noted in the previous paragraph). (Author and Instructor: Dr. Carolyn Earle Billingsley) GEN 511: Using the Family History Library- Salt Lake City &Local FHLs (3 credits) To be taught starting in Fall, 2009) Learn to use the Family History Library to its fullest. Understand the collections, resources and services available in the Family History Library in Salt Lake City and through each Family History Center. The student will learn search strategies and the research planning skills needed to successfully locate records in the FHL collection. In addition, learn of the wealth of genealogical knowledge available as we delve into the Family Search website and other resources available in tandem to FamilySearch.org . (FamilySearchWiki, FamilySearch-Record -Search&Family Search Indexing). (Instructor: Student Asst. Kelly Summers, BA, AG/Dr. Carolyn Billingsley) GEN 512: Curriculum Development for Genealogy (3 credits) This course will initiate the field of curriculum development in genealogical studies. The student will analyze classic and post modern models of the curriculum development process and learn how to develop a situational analysis, write objectives, explore various modes of organizing the content of a curriculum, identify and apply criteria in selection of methods and develop a curriculum evaluation. Students will be required to write a curriculum for a beginning genealogy program in continuing education at a community college. (Author and instructor: Dr. LaWanna Lease Blount) GEN 513: Contemporary Adult Learning Theories and Practical Applications (3 credits) This course will explore contemporary adult learning theories, that can be applied to the participants teaching in genealogy in the changing world of our information society. The emphasis of the course will be an analysis of the contemporary learning theories, models and strategies. Participants will explore the philosophical, historical and legislative bases of these theories. Participants will learn a wide variety of accepted principles, techniques and theories that they can apply to their teaching and presentations in genealogy. Adult learning theories related to past techniques of learning will be investigated for opinions, interest, and thinking about successful teaching and presentations in professional genealogical work. (Author and Instructor: Dr. Ruth Huffman- Hine. GEN 791: Field Study in Genealogy (3 credits) Graduate students in Genealogy investigate core aspects of the discipline within the professional environment through close contact with practitioners and “real world” situations. Students may pursue field study through a supervised practicum, apprenticeship, professional practice, advanced field study or other external exploration under the direction of a qualified mentor and an approved field site sponsor. Such a practical opportunity might be located in archives, genealogy library, a private genealogy business, and courthouse or, student may work with a DNA testing team. Graduate students participate in the field study for a minimum 50 contact hours with the subject matter for each semester credit awarded. The field placement is expected to afford students appropriate practical hands on experience and in-depth knowledge of a focus in genealogical study. Students complete a daily journal and prepare a scholarly paper summarizing their findings for the field study. Field Study may be repeated provided the scholarly topics are non-duplicative. For each field study course, a specially selected instructor will be appointed. (Field study mentor assigned by the Program Director) GEN 792: Special Topics in Genealogy (3 credits) Students pursue a directed study project in genealogy under the direction of qualified faculty. This course is designed to allow students at the Master’s Degree level to select a topic of their choice for a special project of interest, or to begin their Thesis Proposal Literature Review. Students begin the course with the preparation of a brief proposal for their study and pursue selected foundational readings in support of their project. Students write a scholarly paper, research report or special project presentation of the quality suitable for publication. This course may be taken by a non degree student who has a special project in mind in the genealogical field . However, the course normally is to be taken during the final stage of the course work and must be approved by the Center Director and Program Director. (Instructor to be assigned.) SOC 505: Introduction to Social Gerontology (3 credits) This course is an introduction to the new field of social gerontology which is the non-physical aspects of aging. Social gerontology includes concepts from the psychological, social psychological and social aspects of aging. Topics to be explored will include basics of individual aging and health, psychological aspects of aging, social adaptation of individuals to the aging process, family and support systems, retirement and employment, lifestyles, religion, needs and resources, health care, social policies and aging, and careers in social gerontology. Students will be required to write a paper on health care policies for the aging and present their view on the issue. (Author and Instructor: Dr. LaWanna Lease Blount) SOC 530: Sociology of the Family (3 credits) The social institution of the family has undergone many changes over the past decades. We will explore these changes in this course with Andrew Cherlin's text, Public and Private Families. The current social policies related to the family is a major focus of the course. The aim in the Sociology of the Family is to provide the opportunity to study the history of the family and the larger social structures into which family relations are included, as social class, racial and ethnic divisions, families and the work place, and the consequences of power, inequality, and kinship structures and its importance both historically and currently. Violence and conflict in the family are explored, as are divorce, remarriage, and building stepfamilies. The topic of how the public family is meeting the responsibilities of caring for children and the elderly and immigrant families will be examined. Students will be required to write a paper on a current issue of the family as a social institution. (Author and Instructor: Dr. LaWanna Lease Blount) SOC 531: History of the Family (3 credits) The focus of this course will be on the history of the American Family, its evolution and change . We will explore family life in Plymouth Colony, written from research of material artifacts, wills, and colony records. Through research findings, we will dispel the myths of the media-created image of the family of the 1950’s. We study the role of kinship of migrant families of French Canadian immigrants to Manchester, New Hampshire, during the 1880’s through the 1930’s, and how the power of kinship structures assisted them to adjust to their work at the industrial plants. We will fit this research to the Billingsley theory of kinship and how this research of kinship power compares with the Billingsley kinship theory. We will explore the companionate family of the 1900’s through the 1930’s and the impact of the family during the depression years, the war years, and the increasing changes since the 1960’s to the current state of the family of today. (Author and Instructor: Dr. LaWanna Lease Blount, Ph.D.) SOC 792: Advanced Readings in Sociology (3 credits) This course provides students with opportunities for directed study covering advanced aspects of the professional area of Sociological Study. Students study under the mentorship of qualified faculty assigned to guide the advanced reading course. In collaboration with the Instructor, students select and pursue exhaustive advanced readings in study of a carefully defined aspect of the professional field. The course is intended to allow students to add in a significant manner to the body of knowledge in the field of sociology. A scholarly paper of the quality suitable for publication is required. The goal of this course is to open for closer student inspection a selected and defined area of Sociology which the student will pursue in their thesis project. (Instructor: Dr. LaWanna Lease Blount) EXM 880: Comprehensive Examination (2 credits) Masters students complete this comprehensive examination as a required element of their academic program, prior to undertaking the thesis. The examination usually includes both written and oral components and is confined to the programs of studies completed by the student. RES 885: Thesis Proposal (2 credits) This course is required of all Master's students designed to guide them through the formal research proposal process for their final projects, including the development of the research methodology, data gathering device and data analysis techniques. Students also prepare annotated bibliographies of the major scholarly works underlying their project. RES 890: Thesis (4 credits) This course governs the conduct of the thesis project for the Master's level student. The Masters thesis is the demonstration of the mastery of a body of knowledge in a given field and is presented in a manuscript usually 75 or more pages in length. The final project may take any of several forms, depending upon the field of study and the expectations of faculty. This may be quantitative or qualitative research, participatory action research, or a major project demonstrating excellence. Master's students may re-enroll for this course for no-credit, as needed. EXM 895: Oral Review of Thesis (2 credits) This examination is an oral review of the Masters thesis conducted by the graduate committee immediately following their reading of the thesis manuscript. Return to Top