Newberry Seminar: Research in the Humanities

Access Unparalleled Collections

As a full visiting scholar at the Newberry Library, you can use this seminar to kickstart a senior thesis, showcase your skills for graduate school applications, or lay the foundation for a career in research.

Participate in a collaborative research seminar

The seminar, which varies in topic each year, will guide your core development as a researcher.

The seminar meets every day during the first few weeks of the program. In those first weeks you’ll learn how to use the Newberry’s primary collections while becoming familiar with the individual research process.

The seminar meets less frequently throughout the semester so that you can focus on your research. However, periodic check-ins with instructors and full-time librarians at the Newberry will help you stay on track with your project. By the end of the term, you’ll produce a comprehensive independent research project to present to your fellow Newberry scholars!

Dig into rare primary sources and explore a universe of topics

As more libraries start to maintain digital collections, fewer researchers have the opportunity to work hands-on with a diverse collection of materials like those at the Newberry Library. You’re encouraged to shape your project around these unique collections, which includes materials related to:

• American Indian and Indigenous Studies,
• The history of Chicago,
• Maps and other cartographic collections, and
• Medieval, Renaissance, and Early Modern artifacts.

What topics have students researched in the past?

Past Newberry students have traced the history of Chicago’s “gayborhoods,” investigated stereotypes in media from Pocahontas to The King and I, examined the symbolism of nationalism in the song “Dixie”, compared cartographic representations of Paris during the 17th century, and unpacked the roles of transcontinental railroads in mythologizing the American West.

The ACM prioritizes your well-being during your time in Chicago. While it is your responsibility to communicate your health and safety concerns to the program faculty and staff, you will be equipped with the proper resources to ensure that you have a safe off-campus semester, allowing you to thrive in your studies and beyond.

The educational cost ACM charges for the Newberry Seminar includes:

• The academic curriculum
• Program field trips to museums and historic sites in Chicago
• Symposiums for researchers and visiting scholars at the Newberry
• Presentations by Newberry librarians of rare materials from the library’s collections
• Opportunities for paid internships with departments at the Newberry Library.

Cost Information for Newberry Seminar: Research in the Humanities

• If you are a student at an ACM or GLCA institution, the program educational cost that ACM charges students and their college for the Newberry Seminar is automatically discounted by $5,000.
• If you are a student at a college that is affiliated with the program, ACM discounts the program educational cost by 5%. See ACM Program Affiliates for a list of colleges affiliated with the Newberry Seminar.

Applying for an ACM program is free. Educational costs for your semester at the Newberry Library will vary based on your individual financial aid package and your school’s procedures, as schools may charge based on either the cost of the ACM program or the college’s tuition price. Additionally, some schools may assess special fees for off-campus study.

Notes:

* Discounts apply to educational costs only. Program-sponsored field trips and excursions are included in the educational costs.
** The program fee covers housing and local transportation. The $50 non-refundable deposit will be applied toward the program fee.
*** Many colleges assess additional fees or charge students full home college tuition instead of the ACM educational costs. This typically relates to expenses for academic support services and the awarding of academic credit and/or financial aid. Please consult your Financial Aid office or Off-Campus Study office for more details about your college’s policies, and to find out what you will be charged for the program.

Paid Internships at the Newberry

Newberry Seminar students have the opportunity to work as assistants in various departments at the Newberry Library. These are paid positions and are limited to 10 hours per week maximum, so as not to interfere with seminar and research time. See Internships at the Newberry for a list of positions typically available for Newberry Seminar participants.

Personal Expenses

With their passion for research and teaching experience, your professors will infuse your studies with a complex, interdisciplinary perspective. Two visiting faculty directors will lead the Newberry Seminar and mentor you throughout your independent research project.

As a participant in the seminar, you will be part of the vibrant research community at the Newberry Library, which includes the Newberry’s staff of librarians, archivists, and specialists, as well as scholars who are visiting the library to conduct their own research.

In an atmosphere that encourages an open exchange of ideas, members of the Newberry community support seminar participants by offering suggestions about source materials and possible areas of inquiry.

At the beginning of the program, Newberry staff will give your seminar group a library orientation and will educate you about the library’s various collections. Throughout the semester, the librarians will be among your most knowledgeable sources. They’re prepared to help you find information about the Newberry’s holdings and to recommend bibliographic and primary sources.

Please see below for a listing of Newberry Seminar faculty co-directors in previous years.

The fall 2017 seminar theme explores the themes of nature and culture within the context of Chicago. Whether you’re studying anthropology, geography, environmental history, or another subject in the liberal arts, you will gain valuable research experience while growing as a writer.

What is social reform? Who are reformers and what are their motivations? What is the relationship between “words and deeds,” literature and action?

The fall 2016 Newberry Seminar will operate at the intersection of literature, social movements, and the public humanities. In readings from America’s “Age of Reform” to contemporary reform efforts, we will explore the relationship between literary and social movements that address multiple systems of oppression and discrimination.

Students will gain hands-on experience with the Newberry Library’s unique collections and will trace Chicago’s long history of social action through visits to historic sites such as Hull House and neighborhoods where activists are currently working to effect social change.

By connecting literature to context and to practice, students will investigate the complex web among writers, communities, social issues, and social change and will embark upon their own research projects as acts of civic engagement. Training as independent researchers, students will learn to share, test, challenge, and develop new ideas within a strong scholarly community of faculty, librarians, archivists, writers, and activists.

With its focus on the relationship between literature and society, the fall 2016 Newberry Seminar will raise questions about the social function of writing and how students’ own archival projects can contribute to the public humanities.

The Newberry’s resources

The course will draw on many of the Newberry’s core collections, including its unparalleled collection of manuscripts related to settlements, social action, and clubs and organizations; vast holdings on the library’s own history; and cartographic materials relevant to Progressive-era Chicago. Working with these collections will teach students about many activist-writers and organizations they may want to research beyond those in our case studies.

The Newberry holdings related to this interdisciplinary topic can lead to fascinating independent projects for students interested in literature, sociology, anthropology, history, urban studies, women’s studies, African-American studies, and even philosophy and religion. Secondary themes such as the home, immigration, and civil rights, will thread through all of the units and provide springboards for student projects, as well.

For information about the Newberry’s holdings, visit www.newberry.org/research.

• View the Syllabus

Faculty

Tori Barnes-Brus
Cornell College
Sociology and Anthropology

The information age has increasingly privileged the virtual over the real, from social media to digital archives. Historically, however, humans have defined themselves in part through a sense of place, both geographical and social, and we continue to inhabit physical places and warm bodies. The sense of physical or geographical place as the foundation for cultural and individual identity permeates texts throughout Western history. Society has been dominated by the tension between a sense of belonging and community implied in having a place and the oppression implied in being told to know one’s place.

The fall 2015 seminar will use the resources of the Newberry Library to explore the documentary evidence of a sense of place from the ancient world to the modern era, to interrogate the current trend away from the embodied and toward the virtual, and to examine the role of the archive itself in a digital era. We also will draw on Chicago itself — the place the students will be living — with its neighborhoods, festivals, architecture, and rich place-specific history.

In addition to serving as a tantalizing introduction to the variety of collections at the Newberry and to the abundant conceptual possibilities inherent in “place,” the seminar material is also designed to develop students’ skills as scholars and writers, enabling them to turn ideas, interests, and curiosities into full-fledged scholarly projects. Writing will be a large part of our teaching strategy, including in-class “write-to-learn” moments and a required research blog in which students will constantly articulate their claims, their methods, and the challenges they encounter.

The Newberry’s resources

Students will find the library’s collections to be a vast and stimulating resource for their research. Since “place” is so often tied to geography, we plan to explore the Newberry’s remarkable cartographic collections. To back our discussions about the seminar’s physical location in Chicago, we will draw on the library’s extensive historical and literary materials related to the city. As we develop the symbolic and metaphorical associations of place, including constructions of race and class, the Newberry’s strength in Native American and American materials (notably the Ayers collections) will be valuable, as will its holdings in 19th century popular periodicals and in early modern literature of exploration and travel.

For information about the Newberry’s holdings, visit www.newberry.org/research.

Syllabus

Faculty

Ian MacInnes
Albion College
English

Who produces knowledge? How is it organized? Who has access to it? This seminar will explore the relationship between knowledge, technology, and power, and provide students with a chance to reflect upon and engage in the activity of creating, organizing, and accessing knowledge in a digital age.

Knowledge and technology undergird both the content and the form of the seminar, and the seminar’s cross-disciplinary readings represent literary, philosophical, historical, and religious perspectives.

We will trace the dominant trajectory in Western thought regarding knowledge that begins with the ancient Greeks and then, drawing upon the work of Nietzsche and Foucault, critically interrogate how our categories come to seem natural, beyond history and human agency.

At the same time, we will discuss the interplay of knowledge and technology in the 21st century, the value of the archive in a digital age, collaborative knowledge-creation online, and the ethics of digitization and digital preservation. We will consider the digital humanities not only as a way of using digital tools to conduct humanities research, but as a way of using humanities questions to address the digitization of culture.

Students will be encouraged to explore the possibilities of digital publishing for their own research, complementing traditional research papers with digital maps, interactive timelines, multimedia texts, online forums, and dynamic web pages to supplement their arguments.

By experimenting with new forms of digital publishing, students will actively engage and participate in the democratization of knowledge in a digital age.

The Newberry’s resources

Students in the fall 2014 Newberry Seminar will find the library’s collections to be a vast and stimulating resource for their research.

For example, students may wish to explore the Newberry’s extensive holdings on book arts and book history, the history of printing and publishing, and the history of libraries and archives.

The library’s collection extends well beyond books, encompassing a world-class assemblage of maps, letters, diaries, scrapbooks, broadsides, ephemera, music, photographs, paintings, prints, drawings, and much more.

For information about the Newberry’s holdings, visit www.newberry.org/research.

• See a list of student research topics from the Fall 2014 seminar.
• View the Syllabus

Faculty

Bridget Draxler
Monmouth College
English

The Fall 2013 Newberry Seminar in the Humanities will focus on encounters between the “Old” World and the “New” World from the early-modern period to the 20th century.  We will examine maps, literary and philosophical texts, images, as well as historical and anthropological records, as a means of discovering how the encounter with the “new world” became a transformative force that would leave the Old World forever tormented by the haunting specter of the “other” just as it had dramatic, and often shattering consequences for indigenous peoples.

Together we will consider such questions as: How did this new world, this new paradise, come to be transformed?  How did Europeans and indigenous American groups view each other at first and over time?  What were the long-term environmental and cultural changes wrought from these repeated encounters as Old World met New World?  How did European thinkers deploy this vision of otherness in particular forms of cultural representation?  What was the response from indigenous communities?  How did the notion of the other change with the arrival of African peoples into the Americas?

In the first half of the semester students will study texts relevant to this topic, as they also become familiar with methods of conducting research in general and working in the Newberry Library specifically.  In the second half of the semester students will conduct their own research, and create their own document of their findings, drawing on the rich resources the Newberry Library has to offer.

Throughout the semester faculty and students will work closely together in the process of framing a topic of investigation, conducting research, and creating scholarly texts that can share our discoveries with a wider audience.

The Newberry’s resources

Participants in the Fall 2013 Seminar will find the Newberry Library’s collection to be a vast and stimulating resource for exploring encounters between the Old and New Worlds.

The Library’s huge collection of maps will interest students working in a number of areas beyond geography itself.  We might wish to consider how Europeans chose to represent the Americas, what they put in, left out, invented and imagined.  These maps are also aesthetic objects in themselves—artistic encounters, if you will, with the New World.

The Hermon Dunlop Smith Center also offers specific support for the study of cartography and the amazing map collections the Newberry holds.

The Edward E. Ayer Collection is one the best collections focused on Native Americans and indigenous peoples in the world.  Scholars from across the globe, who are interested in history and representations of Native Americans, come to the Newberry to take advantage of this collection.

• View the Syllabus

Faculty

William Davis
Colorado College
Comparative Literature & German

The Fall 2012 Seminar will examine the history, literature, and geography of the new mega-cities that emerged in the Americas between 1850 and 1950, taking Chicago and Buenos Aires as its point of departure and exploring two distinct but interrelated understandings of what made the modern metropolis “wild.”

• The first is environmental.  Although seemingly divorced from nature, modern cities developed their own ecology, extracted considerable resources from their natural surroundings, and remained perennially subject to natural disasters.
• The second is cultural.  Thanks to its colossal size, unstable politics and populations, and artistic dynamism, the modern metropolis came to be seen as a new kind of wilderness, complete with its own distinctive flora — skyscrapers, monuments, factories, parks — and fauna, with workers, bosses, flâneurs, bohemians, street vendors, prostitutes, and neighborhood toughs.

While some at the time feared this new “wild” side of the city, others embraced its creative potential or sought to channel its energy.

During the first half of the semester, the seminar will meet regularly to explore the Newberry’s collections and to discuss common historical and theoretical texts, urban literature, city maps and plans, and popular music — especially tango and jazz.  In the second half of the semester, students will conduct original, extensive research using the Newberry’s multi-disciplinary and cross-cultural resources.  Throughout, faculty and students will examine the role of conversation and debate in shaping scholarly inquiry (framing questions), research (investigation into the sources), and writing (developing conclusions).

The Newberry’s resources

Participants in the Fall 2012 Seminar will find the Newberry Library’s collections endlessly stimulating.  There are vast holdings relating to various aspects of Chicago, including environmental and ecological themes, booster literature and guidebooks, diverse materials on westward expansion, and the personal papers of artists, writers, city planners, and activists.

• Like Theodore Dreiser, in writing The Titan (1914), students may want to research Charles T. Yerkes, Chicago’s streetcar Czar and the model for Dreiser’s protagonist Frank Cowperwood, offering insight into Chicago’s amazing economic development.
• Those of a literary bent can consult the Newberry’s extensive holdings in regional literature, exploring the cultural relationship between hub and frontier tied to this development.  The city’s giddy expansion in the late 19th and early 20th centuries is further illuminated by the Chicago Region Map Collection, along with photographic resources.
• Popular culture enthusiasts will find a motherload of material in the Driscoll Collection of American Sheet Music.
• Students interested in the settlement house movement can examine the extensive papers of Graham Taylor, a leading figure in this effort to “tame” the city’s wildness.
• Those who instead wish to focus their research on Buenos Aires will find plenty of materials relating to their interests in the Edward E. Ayer and William B. Greenlee collections as well as elsewhere.

Faculty

Brian Bockelman
Ripon College
History

The Fall 2011 Seminar will focus on geographic, national, racial/ethnic, and gender role boundaries and the myriad ways in which those boundaries were crossed and re-crossed between 1492 and 1900 as Europeans traversed the Atlantic, indigenous people con-fronted newcomers, and Africans crossed the ocean and cultures, usually by force. It will also emphasize the constructions and representations of identities in the border spaces.

Frontiers, borders, and “middle grounds” define the geographic and cultural spaces that shape the experiences of people living in locations where interactions with “others” are common. “Boundary crossing” is an especially rich topic for research in the humanities and social sciences—and especially for the unique collections of the Newberry Library.

During the first half of the semester we will meet regularly to explore the Newberry’s collections and to discuss common texts including Native Americans’ representations of Europeans, slaves’ own accounts of their lives, popular fiction, photographs, and music. We will also study maps to understand how people and ideas “flowed” across geographic and national boundaries.  In addition we will study theories about boundaries, their crossings, and the cultural genesis that occurs in those border spaces.

During the second half of the semester, students will conduct original, extensive research using the Newberry Library’s multi-disciplinary and cross-cultural resources.  Throughout the semester we will examine the role of scholarly conversation and debate in shaping inquiry (the questions scholars ask), research (investigation into the sources), and writing (framing conclusions).

Newberry Resources

For participants in the Fall 2011 Seminar, the Newberry Library’s collections hold extraordinary riches for exploring the topic of boundary crossing. Countless opportunities exist for significant independent research in many fields.  History majors and Art students can investigate the Edward E. Ayer Collection which contains 1,350 single manuscripts and manuscript collections written by both whites and Indians as well as photographs and art works.  Students from any discipline with a reading knowledge of French, German, Spanish, Latin or Portuguese will be able to delve into seldom-used texts in those languages by individuals who crossed geographic borders throughout the Americas such as Humboldt’s 1811 account of Mexican culture including its technological achievements, Dominican friars’ accounts of their missions among the Mixtec and Chochona peoples of Mexico, or early French accounts of their settlements in the Caribbean, Canada, or New Orleans. Creative Writing majors can examine nineteenth-century mid-western literary journals such as the Prairie Flower.  Women’s/Gender Studies students can compare the ways in which gender roles operated among groups that met in the “borderlands” of contact.  Religion majors might want to explore new acquisitions from Lane Theological Seminary in the context of antebellum American Protestantism.  And Music students can explore the Driscoll collection of early U.S. printed sheet music.

Syllabus

From explorers to immigrants to tourists, ours is a world in motion. Ancient peoples followed the movement of wild game. Native Americans migrated across the continent. Africans were brought to the Western Hemisphere against their will. Nineteenth-century Americans looked for whatever was beyond the frontier, while their children and grandchildren visited Europe to soak up the culture. Whatever the motive, humans are rarely still.

The Fall 2010 Newberry Seminar in the Humanities will take a cross-cultural and interdisciplinary look at travel and travel writing – surveying Europe, Latin America, and the United States – across more than 400 years of history. The seminar will compare European experiences and texts with their New World counterparts from the United States and Latin America.

The first five to six weeks of the seminar will focus on group reading and discussion, looking at travel narratives from the ages of European discovery and conquest, the American frontier, and modern tourism. Through these readings and discussions, seminar participants will encounter a representative body of travel accounts while being introduced to the Newberry’s extraordinary collections, refining their individual research projects, and developing critical perspectives.

The heart of the seminar will be students’ independent research. While research projects need not be about travel, the Newberry’s holdings are a splendid resource for the study of travel and travel writing. The collections about the European exploration and settlement of North America are virtually bottomless. Students can explore Cortes’s first reports from the Americas, discover how American Indians’ maps of the land compared to John Smith’s, trace how the Grand Canyon – described by early explorers as a wasteland – was rehabilitated as a national treasure and tourist destination.

The Newberry offers extensive holdings in European and North American travel guides, rare accounts of U.S. tourists abroad, and documents and ephemera relating to the development of the railroads in North America. The Library’s extensive cartography collection has a wealth of maps and atlases, from 15th-century portolan charts that guided sailors through the Mediterranean to 20th-century tourist road maps of the American West.

This seminar will present many opportunities for students in a variety of fields. Historians will be able to delve into voyages of discovery and conquest, colonial life, independence movements, slavery, and the experience of Native Americans. Philosophers can consider how travel accounts influenced Rousseau’s conception of human nature. Students interested in literature can look at fictional and non-fictional travel narratives, including first editions of More’s Utopia, Swift’s Gulliver’s Travels, Baum’s The Wonderful Wizard of Oz, Carroll’s Alice in Wonderland and many more.

For students particularly interested in Latin America, the Newberry’s Edward E. Ayer Collection on the American Indian and the William B. Greenlee Collection on Portuguese and Brazilian history will be very useful. Here they will find material relating to travel in the Spanish and Portuguese colonies and subsequent republics. Those in religious studies will be able to look at 400 years of Catholicism in Spain and the Americas, religious practices of Native Americans, and African traditions in the New World such as vodun, santería, and macumba.

The Newberry seminar can be a decisive experience for humanities majors who consider a future in graduate study. It fosters a collaborative spirit among its participants who live and work together on Chicago’s Gold Coast, and offers the opportunity to work closely with Newberry staff as well as with the two ACM faculty members who lead the program.

Faculty

David George
Lake Forest College, Modern Languages and Literatures (Ph.D. University of Minnesota)

Benjamin Goluboff
Lake Forest College, English (Ph.D. University of Pennsylvania)

• 2007: Words and Deeds: Speech and Action in Western Culture – Kevin Miles (philosophy, Earlham College) and Robert Southard (history, Earlham College)
• 2006: On the Road: Intercultural Encounters in Europe and the Americas – David George (foreign languages and literatures, Lake Forest College) and Benjamin Goluboff (English, Lake Forest College)
• 2005: The Problem of Slavery and Visions of Freedom in Western Culture – Robert Bennett (classics, Kenyon College) and Glenn McNair (history, Kenyon College)
• 2004: Encountering Worlds: Human Views of Nature – Carol Neel (history, Colorado College) and John Horner (psychology, Colorado College)
• 2003: Picturing the Past: Studies in the Visual Representation of History – Clay Steinman (communication studies, Macalester College) and Paul Solon (history, Macalester College)
• 2002: Confluence of Cultures: Histories and Fictions of the Americas – Gilberto Gómez-Ocampo (modern languages, Wabash College) and James Fisher (theatre, Wabash College)
• 2001: Religion and Secularism – David Spadafora (history, Lake Forest College) and Richard Mallette (English, Lake Forest College)
• 2000: Enlightenment Dreams/Enlightenment Realities – James Diedrick (English, Albion College) and Deborah Kanter (history, Albion College)
• 1999: Art and Culture – James Martin (music, Cornell College) and Susan Wolverton (theater arts, Coe College)
• 1998: Unmasking Gender – Carla Zecher (French, Coe College) and Terry Heller (English, Coe College)
• 1997: The Contested Past: Histories and Fictions of Human Conflict – Robert Warde (English, Macalester College) and Paul Solon (history, Macalester College)
• 1996: Landscape and Culture – Juliana Mulroy (biology, Denison University) and William Nichols (English, Denison University)
• 1995: The Paradox of Slavery and Freedom in the Western World – Harry M. Williams (history, Carleton College) and Darrell LaLone (anthropology, DePauw University)
• 1994: Frontiers of the Land, Frontiers of the Mind – Lance Factor (philosophy, Knox College) and Laurel Carrington (history, St. Olaf College)
• 1993: The Self in Context – James Cook (English, Albion College) and James Diedrick (English, Albion College)
• 1992: The Dialogue with Progress – (David Hopper (religion, Macalester College) and James Fisher (theater, Wabash College)
• 1991: Concepts of Freedom in the Modern Age – Paul Cohen (history, Lawrence University) and Deborah VanBroekhoven (history, Ohio Wesleyan University)
• 1990: Distant Encounters: Journeys and the Image of the Other – Kathleen Adams (anthropology, Beloit College) and Charles Stoneburner (English, Denison University)
• 1989: The Self in Context: Exploration of Selfhood in Western Culture – James Cook (English, Albion College) and Peter Frederick (history, Wabash College)
• 1988: Cultural Encounters in the New World – Pamela Jensen (political science, Kenyon College) and Donald Irving (English/American studies, Grinnell College)
• 1987: The Ruling Taste: Governmental Influence on European and American Culture – Debra Mancoff (art, Beloit College) and Lyman Leathers (history, Ohio Wesleyan University)
• 1986: Cultural Ideals and Realities in History and Literature – Steve Fineberg (classics, Knox College) and Roy Wortman (history, Kenyon College)
• 1985: Play and Society in Literature and History – Phyllis Gorfain (English, Oberlin College) and Clark Halker (history, Albion College)
• 1984: Crime and Justice in Literature and History: the 16th-20th Centuries – Joseph Musser (English, Ohio Wesleyan University) and Charles Flynn (history, Denison University)
• 1983: Love, Marriage and Family in Western History, 1100-1914 – Penny Gold (history, Knox College) and Warren Rosenberg (English, Wabash College)
• 1982: Literature and Politics – Catherine Zuckert (political science, Carleton College) and Michael Zuckert (political science, Carleton College)
• 1981: Cycles of Change: The Concept of Revolution in History, Politics, Art and Literature – Susan McCarthy (French, Hope College) and Peter Weisensel (history, Macalester College)
• 1980: Public vs. Private: the Dilemma of Liberalism in England and America – William Frame, (political science, Kenyon College) and Randall Schrock (history, Earlham College)
• 1979: Changing Concepts of Nature in the Western Tradition: Enlightenment in the 20th Century – John Riker (philosophy, Colorado College) and Charles Miller (political science, Lake Forest College)
• 1978: Individualism and Community: Studies in the Relationship of Self and Society, 1750-1900 – Robert Fogerty (history, Antioch College) and Rosemary Jann (literature, Ripon College)
• 1977: All Coherence Gone: the Modern World Emerging – Paul Solon (history, Macalester College) and Lowell Johnson (English, St. Olaf College)
• 1976: Art and Capital: the Creative Arts in a Commercial World – Robert Shimip (history, Ohio Wesleyan University) and William Nichols (English, Denison University)
• 1975: Myth and History: the Social Uses of the Imagined Past – E. Gordon Whatley (English, Lake Forest College) and Tom K. Barton (history, Colorado College)
• 1974: The Machine in the Garden: the Impact of Industrialization on Society and Social Ideals – Richard Gamble (English, Coe College) and George Tselos (history, Monmouth College)
• 1973: Alienation & the Search for Community: Studies in Literature and Social History – Robert Hellenga (English, Knox College) and Kirk Jeffrey (history, Carleton College)
• 1972: Radicalism and the Radical Temperament: Studies in the American and English Traditions – Harley Henry (English, Macalester College) and James Stewart (history, Macalester College)
• 1971: Eighteenth Century Enlightenment – Jean Kern (English, Coe College) and John Treon (history, St. Olaf College)
• 1970: Origins of Anglo-American Culture, 1576-1688 – William Schutte (English, Lawrence University) and Thomas Schlereth (history, Grinnell College)
• 1969: Renaissance –- Focus on the Elizabethan Court – Milton Krieger (history, Cornell College) and William Schutte (English, Lawrence University)
• 1968: Nineteenth Century Studies – Michael Crowell (English, Knox College) and Henry Fritz (history, St. Olaf College)
• 1967: Eighteenth Century Studies – Thomas Gilmore (English, Cornell College) and J. Lynn Osen (history, Beloit College)
• 1966: Seventeenth Century Studies – Robert Irrmann (history, Beloit College) and Sheldon Zittner (English, Grinnell College)
• 1965: Renaissance Studies – John J. Murray (history, Coe College) and Richard VanFossen (English, Cornell College)