Southern University

Southern University

We are searching data for your request:

Forums and discussions:
Manuals and reference books:
Data from registers:
Wait the end of the search in all databases.
Upon completion, a link will appear to access the found materials.

Officially known as Southern University and A&M College, the institution is part of the only historically black Land Grant university system in the United States. Fully accredited by the Southern Association of Colleges and Schools, it offers four-year, graduate, professional, and doctoral-degree programs.The comprehensive institution is located on 512 acres overlooking the Mississippi River in the northern section of Baton Rouge, Louisiana, and includes Lake Kernan, the campus centerpiece. An experimental station is situated on an additional 372-acre site, five miles north of the campus.Southern University was chartered by the General Assembly of the State of Louisiana, in 1880. Among the original locations of the early campus in New Orleans, Louisiana, was the former Israel Sinai Temple Synagogue on Caliope Street, between St. Charles and Camp streets.In 1890, Southern University became a land grant school. The school was relocated to its current site in Baton Rouge in 1914, owing to the institution's continuing growth and lack of land for expansion.The university includes the following colleges: Arts and Humanities, Business, Education, Engineering, Sciences; Agricultural, Family, and Consumer Sciences; and the Graduate School. Currently, it offers three associate's, 40 bachelor's, 19 master's, and two doctoral degrees. The university enrolls an average of 9,000 students a year.The John B. The holdings include the Camille Shade African-American Collection, archives, music, art, and architecture.The Smith-Brown Memorial Union, a 66,200-square-foot multipurpose building known on campus as the “living room,” is a major center for extracurricular activities.Another wing, called the Nelson Mandela School of Public Policy and Urban Affairs, provides programs that enable undergraduate and graduate students to understand major social, political, and economic developments in society.The university also is known for its sports activities. It competes in the Southwestern Athletic Conference in such sports as football, baseball, men's and women's basketball, and women's volleyball.

Southern Jaguars football

The Southern Jaguars are the college football team representing the Southern University. The Jaguars play in NCAA Division I Football Championship as a member of the Southwestern Athletic Conference. The Jaguars started collegiate football in 1916, and played in the Gulf Coast Athletic Conference before joining the SWAC in 1934.

Every year, they play their last regular season game against Grambling in the Bayou Classic in New Orleans, Louisiana in late November.

Southern University’s Dancing Dolls: 50 years of grace, style and beauty

Forever Dolls from the 1990s pose at the Dancing Dolls 50th anniversary celebration at Southern University’s 2019 homecoming. Monique Molizone-Morgan

By now, you&rsquove seen Homecoming, Beyoncé&rsquos film adaptation of her two-night 2018 Coachella performance. The film&rsquos opening credits feature clips of Southern University&rsquos Fabulous Dancing Dolls, the dance team that performs with the school&rsquos Human Jukebox marching band.

From the mimic of their famous catch-on step (stepping to jazz eight-counts that the leader begins while others catch on), fans wondered whether Beyoncé had been lurking on social media for their halftime performances. But long before the social media pandemonium, the Dancing Dolls were the pride of Southern University and model dance team for bands at historically black colleges and universities (HBCUs).

The Battle of the Bands at the Bayou Classic in 1993 was when Monique Molizone-Morgan, then a high school junior and dancer, first saw the Fabulous Dancing Dolls. There in the Superdome, Molizone-Morgan, who was accustomed to pompom choreography, fell in love with their eclectic style and began studying them.

&ldquoWhen I saw the strut and the way they carried themselves and their arms, I said, &lsquoI want to be that.&rsquo That moment was a moment in time,&rdquo she said.

Molizone-Morgan, a doll from 1996-1998, took a nontraditional route to dance, but her experience reflects the Dolls&rsquo tenets: tenacity, discipline and womanhood. Her college plans didn&rsquot include attending Southern, just an hour away, or any HBCU. Her family expected her to attend Tulane University in New Orleans instead.

Now she&rsquos working in higher education in Houston as a coordinator for community outreach and board services.

Dancing Doll Monique Molizone in 1997.

More than 20 years later, she has hung up her sequined unitard and white gloves, and her life has come full circle. Starting as an inner-city student, escaping a rocky home life to follow her dreams from college to adulthood, she continues to give back to the young people in whom she sees herself.

Recently, she and more than 100 of her Forever Doll sisters from every era got to relive some of their dancing days during the Dancing Dolls 50th anniversary celebration for Southern&rsquos homecoming against Alabama A&M University.

Between practices for the historic halftime performance and raising her two daughters with her husband, Jabari, Molizone-Morgan is also finalizing her dissertation for a doctorate in human services. Her belief, from her own experiences, is that education will lift you out of poverty, and true to her HBCU roots, she will continue to help African American students through higher education.

&ldquoMy dissertation focus is on how administrators engage with the LGBQT, but I wanted to look into a disenfranchised population within the black community from a student services perspective,&rdquo she said.

As Molizone-Morgan recalls her own life, she credits exposure &mdash pursuing postsecondary education, and through that, becoming a Dancing Doll, for changing her life.

Jeffrey Holmes, a Los Angeles-based educational administrator and mentor, says Molizone-Morgan has transcended her circumstances by being spiritually grounded, which helps her connect with the people she serves through her work. &ldquoThat&rsquos the quintessential element that keeps people on track,&rdquo he said. &ldquoShe really has empathy for the people who are involved. She makes deep connections with everything.&rdquo

Tenacity, discipline and womanhood

In the mid-1990s, there was more to her life than dancing. Due to her father&rsquos drug abuse, she and her mother moved from their uptown neighborhood to New Orleans&rsquo 9th Ward to live with her grandmother temporarily in 1993. &ldquoI basically felt like I&rsquod lost my home because we were living with a family member,&rdquo she said.

By her senior year, a decorated dancer, Molizone-Morgan was still at odds with her mother over where she&rsquod attend school. Becoming rebellious because of the upheaval in her life, she intentionally botched admission applications to universities. She ultimately ended up at a local community college, just miles away from her home.

After a first semester of heavy partying, she flunked out of community college. But after she came to understand that education was a priority, her mother gave her permission to enroll at Southern.

When she&rsquod finally enrolled in fall 1995, she&rsquod missed tryouts by two days. She met band staff, becoming an apprentice of sorts while performing with other dance groups on campus. She tried out again in spring 1996 and was denied.

She returned to New Orleans for the summer, working as a hotel waitress, but a surprise call from longtime band director Isaac &ldquoDoc&rdquo Greggs requesting her presence to practice as a Doll made her future official. Once apprehensive, her mother dropped her off at the Dubose Music Hall, but her housing wasn&rsquot ready, so she moved in with a fellow freshman Doll Shawn Lagarde and her family until the fall. They became fast friends.

&ldquoShe was the one who kept us together and kept us in line,&rdquo said Lagarde, also a former competitive gymnast. &ldquo She was that overall good friend who had a good spirit.&rdquo

It was challenging, but rewarding adapting to Doll life.

At the Dancing Dolls 50th anniversary event, from left to right: Lauren Brumfield-Bates, Monique Molizone-Morgan, D&rsquoTara Frank-Malone and Chrisdelin Kelly-Lyles.

To know the Dancing Dolls, though, is to first know Southern&rsquos Human Jukebox marching band and its history. Like its motto, &ldquoOften imitated, never duplicated,&rdquo the band likens itself to a jukebox, having the ability to play any genre of music from Top 40, rhythm and blues, gospel, pop/rock and even trap music at the drop of a dime. Rather than twirlers and flags, a special kind of movement was needed to fit the band&rsquos musical repertoire.

Back then &mdash even now &mdash there were lessons and rules to keep students focused on campus. Back then Southern was the largest HBCU in the country. For example, the band directors taught Molizone-Morgan that first impressions are lasting impressions and looking the part is half the battle. The other half is delivering academically and through dance, understanding that every encounter is an opportunity for advancement, whether it be for a dance team or a job.

Year after year during Molizone-Morgan&rsquos tenure on the team, she came into her o wn, traveling across the country for band performances at New Orleans Saints games, bowl games and other entertainment events and being exposed to the diversity of black people, even while attending an HBCU.

&ldquoIt taught me a lot about the different cultures in the African American community,&rdquo she said. &ldquoI was coming from an inner-city family &mdash full of love, but I didn&rsquot know we were poor because my family was just loving like that.

&ldquoWhen I got to Southern and got in that Dancing Doll room, and I was with families who looked like the Cosbys and girls who had really good relationships with their fathers, girls who grew up with professionals in their families. My family was a lot of laborers. Going to college exposed me to what I wanted to become.&rdquo

And so she cultivated lifelong friendships with her fellow Dolls. &ldquoWe were more like sisters. That camaraderie led to people being each other&rsquos weddings, forever best friends, sharing the most intimate things in college to adulthood.&rdquo

There was time for only two things: coursework and dancing, but she still managed to create friendships, becoming a member of Delta Sigma Theta Sorority Inc. and meeting her future husband, Jabari, a band member. She met him in the College of Business, not on the field.

After three years of dancing with the Human Jukebox marching band as a Doll, Morgan graduated in 2000, but the impact of the Dolls would continue to manifest in her life.

In 2002, while working as a recruiter for the university and in graduate school, she was tapped by Louisiana state Sen. Cleo Fields to build a dance team for the Louisiana Leadership Institute, an after-school program to nurture academics and the arts in high school students statewide.

A marching band was being formed as a part of the programming, and Fields didn&rsquot consider it complete without a dance team. A Southern alumnus, he knew the reach of the Dancing Doll legacy, so selecting her was a no-brainer.

&ldquoMonique was the icon of dancing in Baton Rouge at the time,&rdquo Fields said. &ldquoShe started, and she did a remarkable job. She brought the program from zero to 100 in a matter of months.

&ldquoEverything they did was with class, from when they walked out on the field to the time they took their capes off,&rdquo he said. &ldquoAnd when they were on the field, and they did it with class.&rdquo

Her biggest challenge, according to Fields, was feedback from parents when girls couldn&rsquot uphold the standards of the team. Failure to maintain grades or attend practices led to members being &ldquozipped.&rdquo

Southern University A&M College

&ldquoShe ran a very tight ship,&rdquo Fields said. &ldquoNo-nonsense, and when I realized the first few calls from parents complaining were just about the rules, I was like, &lsquoman, I love this woman.&rsquo &rdquo

Molizone-Morgan took dancing seriously because she knew it was an indication of how to navigate other parts of life, from school to work.

&ldquoIt was more about than just being on the dance team,&rdquo she said. &ldquoThis was your job. You&rsquore a small-town celebrity, and you are an ambassador of the institution and we need you to act accordingly at all times. Even though I may have come from a different background, I had to mature.&rdquo

Growth was a byproduct of dancing as a Doll. &ldquoYour attitude is your most important asset, and it would carry you from being a Dancing Doll to your work ethic,&rdquo said Gracie Perkins, 78, a co-founder of the Dolls.

The expectation of each Doll and band member was to be respectful and exemplary students and dancers/band members or be &ldquozipped,&rdquo which means removed from the organization.

&ldquoWe were fair, but we were firm,&rdquo said Perkins.

Their style and routines were special

By the 1990s, the Dancing Dolls had been in existence for 20 years, but their popularity had skyrocketed after taking a national platform during the Bayou Classic, &ldquothe granddaddy&rdquo of HBCU football classics. The inaugural game was hosted in 1974 and broadcast on NBC from 1991-2014 until it was moved NBC Sports Network in 2015.

Over the last 50 years, the Dolls&rsquo style has evolved to incorporate more complex choreography, ballet and jazz, using their signature white gloves and parasols in routines, a nod to the New Orleans second line while keeping the tradition of beautiful outfits and the kick line, reminiscent of the Radio City Rockettes.

The original Dancing Dolls in 1969.

Southern University A&M College

In those 50 years, 168 women have been Dolls. Forever Dolls have gone on to become education professionals (teachers, school board members, higher education), professional choreographers and performers, owners of dance studios and more.

Perkins, along with Greggs, the longtime band director, selected eight young women fresh out of high school to dance along with the band in 1969. The marching band then was all-male, so the young women would add excitement to the field shows and provide another form of entertainment to the crowd.

Greggs and Perkins knew exactly what they wanted and their focus on style and precision would continue to set the Dolls apart from other HBCU teams. The women would not be majorettes, but dancers. Despite majorettes&rsquo popularity at that time, there would be no batons, tasseled boots or high steps from the women on the field, but classic dancing.

&ldquoMajorettes &mdash that&rsquos what Doc didn&rsquot want. Doc wanted something totally different that would be more like pageantry,&rdquo said Perkins. And so the young women would experiment with various forms of dance from jazz to tap, but one element was nonnegotiable: the kick line.

In their debut performance, they wore sequin hats, a gold leotard, shiny high boots and long gloves. They began performing at Southern and in Scotlandville, an African American community in Baton Rouge, at debutante balls, sorority and fraternity pageants and other society events.

2019 Dancing Dolls at Southern University.

Southern University Jukebox Media

Over the next 40-plus years, the teams along with the band gained popularity, performing at the Rose Bowl, President Clinton&rsquos inauguration, the Macy&rsquos Thanksgiving Day Parade, NFL games and every Bayou Classic game since 1974. The Dancing Dolls earned acclaim in their own right, dancing in two Super Bowls, including with Madonna in 2012 and later behind Beyoncé in her Lemonade visual album.

Perkins says she and Greggs, who died in 2014, didn&rsquot imagine the Dancing Dolls would grow into the historic institution it is today. &ldquoWe had no idea it would be like this, and I think it&rsquos because we had so much discipline and the discipline was carried over into the community.&rdquo

Practices closed to the public and the band, a tradition that remains today. And so does teaching excellence in their appearance and attire. That discipline rendered excellence on and off the field and soon more dance groups in the community began to pattern themselves after the team.

Even more, that discipline and teaching would help young women from all walks of life, like Molizone-Morgan, blossom into young women.

Casey Greggs, granddaughter of Isaac Greggs, was one of those young girls. Raised around the Dancing Dolls much of her life, she says despite her proximity to them, she was still in awe of them.

&ldquoI know that I had a different privilege that most little girls don&rsquot get, but I was just as shocked as every other little girl watching them,&rdquo Greggs said. &ldquoThey were so classy and poised, nice and sweet. They were women that little girls could look up to.&rdquo

Before becoming a Dancing Doll in 2009, she was a Louisiana Leadership Institute Starlette dancer in high school under Molizone-Morgan&rsquos leadership. She says her guidance was a direct influence of her Doll experience.

&ldquoEverything that she learned from Dolls, she brought those same values and principles over to us when we danced for Louisiana Leadership,&rdquo Greggs said. &ldquoShe taught us a lot of sisterhood. She taught us fellowship. We learned a lot from her, and she gave us great experiences.&rdquo

Molizone-Morgan and her dance teams, though not affiliated with a university, continued to compete nationally, even performing in the Rose Bowl in 2007 and a dance-intensive program hosted by performing arts icon and actress Debbie Allen.

Molizone-Morgan went on to become a Dolls&rsquo adviser for two years as a volunteer, coaching and advising teams while continuing to work in higher education in other roles, completing her master&rsquos degree in public administration in 2007.

What&rsquos 🔥 Right Now

From left to right: Monique Molizone-Morgan with daughters Mackenzie and Peyton and husband Jabari, a former Southern University band percussionist.

Now two decades later, as she recalls her own life, she credits exposure &mdash pursuing postsecondary education, and through that, becoming a Dancing Doll, for changing her life.

&ldquoIf it weren&rsquot for influences on my life, where would I be? I would be a stereotype,&rdquo she said. &ldquoBut my mom, regardless of my surroundings, decided that she would allow me to be around others, and that exposure provided me a landscape to say this isn&rsquot what you&rsquoll grow up to be.&rdquo

What's New at Southern

This website uses cookies to ensure site visitors get the best experience on our website. By continuing to use this site, you accept our use of cookies and Privacy Statement. To find out more, please visit Southern University's Privacy Statement.

  • Southern University and
    A&M College
  • Baton Rouge, Louisiana
  • Phone: (225) 771-4500

Southern University and A&M College is accredited by the Southern Association of Colleges and Schools Commission on Colleges, SACSCOC, to award baccalaureate, masters, and doctoral degrees. Contact the Southern Association of Colleges and Schools Commission on Colleges at 1866 Southern Lane, Decatur, Georgia, 30033-4097 or call 404-679-4500 for questions about the accreditation of Southern University and A&M College.

Our History, Our Future

Southern University opened its doors in 1880 in New Orleans, Louisiana, with 12 students, five faculty members and a budget totalling $10,000. in 1914, the University was relocated to Louisiana's capital city - Baton Rouge. The Southern University and A&M College System was created by the state legislature under the management of the Southern University Board of Supervisors. The University expanded to other cities in the state, establishing Southern University, New Orleans (SUNO), Southern University Shreveport (SUSLA), the Southern University Law Center and the Southern University Agricultural Research and Extension Center (SUAREC). The Southern University Ag Center was established on July 1, 2001 out of the need to enhance the impact of our land-grant programs on the citizenry of the state of Louisiana. The mission of the Center is to conduct basic and applied research and disseminate information to the citizens of Louisiana in a manner that is essential in addressing their scientific, technological, social, economic and cultural needs of its clientele. SUAREC encompasses the Center for Small Farm Research, which was established in 1983, the Cooperative Extension Program, the SU Livestock Show and its state-of -the-art arena with a 385-acre agricultural research experiment station and the Southwest Center for Rural Initiatives, a satellite entity located in Opelousas. In recent years, the College of Agricultural, Family and Consumer Sciences at Southern University in Baton Rouge has been relinked to the Southern University Ag Center with an inaugural Chancellor-Dean taking office effective September 1, 2016. In the near future, a potential acquisition of more than 400 acres of land from the former Jetson Center for Youth will be formalized making it part of the Southern University Agricultural Experiment Station. The College of Agriculture, Agricultural Research and Cooperative Extension are now under one management and will be commonly known as the Land-Grant Campus focusing on teaching, research and extension to fulfill its statewide land-grant mission.


History teaches students to understand the origins and transformations of diverse peoples and societies. It allows us to compare differences among societies and recognize what makes us all human. Examining the past provides insight into the present world in which we live and fosters good citizenship. Students prepare to interpret the complexities of our interconnected planet and develop practical skills in critical analysis, solid writing, research methods, oral presentation and the use of evidence.

What Will I Learn?

History course offerings are broad, but the curriculum is designed so that students may specialize in specific regions and time periods. There are opportunities to explore and develop skills in:

  • Analytical, Research, Writing and Verbal skills
  • World History
  • The History of Human Interactions
  • Histories of North America, Africa, and Europe
  • Study of War and Society
  • Study of the Gulf South
  • Oral History & Cultural Heritage
  • International Studies
  • History Education

Students may receive college credit for internships in a variety of professional and public history settings. Licensure students will spend time in numerous Mississippi classrooms, working with mentor teachers, History faculty and area principals. Their final semester will be spent student teaching in an area school.

History was the founding department of the Undergraduate Research Symposium and our classes promote primary research skills. Our students have written Honors theses and presented at national academic conferences. The Social Studies Licensure program is designed to prepare students to teach in middle and high school, but it also develops the research, writing, and analytical skills necessary for law school, graduate school and other non-teaching career paths

History offers seven undergraduate History scholarships and awards based on both merit and financial need.

  • Dr. John E. Gonzales Award
  • Dr. John E. Gonzales Scholarship
  • Dr. John E. Gonzales Study Abroad Scholarship
  • Claude E. Fike Scholarship
  • Dr. Kenneth G. McCarty History Scholarship
  • Nolena Love Stephens Memorial Secondary Education History Licensure Scholarship
  • Carroll Warren & Parker History Scholarship

Visit the USM Foundation for more information.

History faculty lead Study Abroad programs to England, Cuba, France and Vietnam.

Visit the Office of Study Abroad for more information.

Professional Licensure Disclosure

Programs at the University of Southern Mississippi that prepare students for initial licensure as educators are designed to meet the licensure standards set by the Mississippi Department of Education. Students seeking licensure in another state are advised to contact the appropriate licensing board in that state to determine specific requirements of guidelines for reciprocity. The University of Southern Mississippi cannot confirm whether a particular licensure program meets requirements for licensure outside of the State of Mississippi. For specific information, please contact Jennifer Wild (Jennifer.wildFREEMississippi). For a list of the state departments of education that oversee professional teaching licensure, see the U.S. Department of Education website - State Contacts page.

Undergraduate Program

Greetings! Thank you for visiting our website and considering Southern University and A & M College. The Southern University History Program is a student friendly unit of academic excellence offering an accessible, long-standing, nurturing, and inspiring educational experience for students pursuing the study of history. Our unit remains steadfast in its effort to produce qualified students who can demonstrate a wide-ranging knowledge of the histories and peoples of the world and use the tools of historical research to expand the fields of knowledge. A number of our graduates have gone on to pursue graduate degrees and professional school training in a conscientious effort to better serve our communities, states, the nation, and the world. Make our program yours of choice, and rank among prepared, effective, and proud Southern alumni.

The mission of the Southern University History Program is to produce students who can demonstrate a wide-ranging knowledge of the histories and peoples of the world and use the tools of historical research to expand the fields of knowledge. Students completing the baccalaureate in History will adequately demonstrate a competency in history by expressing themselves orally, and in writing, in any given arena.

Programs and Degrees Offered

Bachelor of Arts in History


Freshman Year


Course No. Cr. Course No. Cr.

Freshman Composition ENGL 110 3 Freshman Composition ENGL 111 3

College Mathematics I MATH 130 3 College Mathematics II MATH 131 3

General Biology BIOL 104 3 General Biology 105 BIOL 105 3

History of Civilization HIST 114 3 History of Civilization HIST 115 3

Freshman Seminar FRMN 110 1 Freshman Seminar FRMN 111 1


Sophomore Year


Course No. Cr. Course No. Cr.

Techniques of Speech 210 3 English Elective 3

Philosophy 3 Physical Science PHYS 101 w/Lab 4

English Elective 3 Arts Elective 3

Foreign Language Sequence FOLG 100 3 Foreign Language Sequence FOLG 101 3

American Govt. POLS 200 3 Geography Elective 3

Intro. to Sociology SOCL 210 3


Junior Year


Course No. Cr. Course No. Cr.

History of the U.S. HIST 224 3 History of the U.S. HIST 225 3

History (Non U.S.) 3 History (Non U.S.) 3

Principles of Economics ECON 200 3 Computer Science 3

History HIST 400 3 Historiography HIST 414 3


Senior Year


Course No. Cr. Course No. Cr.

Foreign Language FOLG 200 3 Free Elective 3

Free Electives 6 Health/PE Activity 3

History Electives 9 Humanities Electives 6


Courses Offered and Descriptions

HIST 104. AMERICAN HISTORY (Credit, 3 hours). A survey of American history from the European settlement of North America to 1865.

HIST 105. AMERICAN HISTORY (Credit, 3 hours). A continuation of HIST 104 with emphasis upon the period from 1865 to the present.

HIST 114. HISTORY OF CIVILIZATION (Credit, 3 hours). A survey of world civilization from prehistoric time to circa 1500.

HIST 115. HISTORY OF CIVILIZATION (Credit, 3 hours). A continuation of HIST 114 with emphasis on civilization from 1500 to the present.

HIST 224. HISTORY OF THE UNITED STATES (Credit, 3 hours). A broad examination of the major political, social, and economic movements and philosophies that contributed to American thought and development from colonial times to 1865.

HIST 225. HISTORY OF THE UNITED STATES (Credit, 3 hours). A continuation of HIST 224 with emphasis upon the period from 1865 to the present.

HIST 230. LOUISIANA HISTORY (Credit, 3 hours). A survey of colonial and antebellum Louisiana with emphasis on the relationship of these periods to problems and issues facing the state today.

HIST 235. INTRODUCTION TO AFRICAN-AMERICAN STUDIES (Credit, 3 hours). an interdisciplinary survey of the black experience in the United States.

HIST 306. AMERICAN MILITARY HISTORY (Credit, 3 hours). A survey of the military history of the United States from the American Revolution to the present.

HIST 311. AFRICAN-AMERICAN HISTORY (Credit, 3 hours). A survey of the history of African Americans in the United States from their African background to the present. Emphasis on the changing status of African Americans and their contribution to the American society.

HIST 320. HISTORY OF THE FAR EAST (Credit, 3 hours). A survey of Oriental history. Emphasis given to internal developments and intercultural action of one country upon another.

HIST 325. HISTORY OF THE CIVIL RIGHTS MOVEMENT (Credit, 3 hours). An examination of the Civil Rights Movement in the United States with emphasis on its origins, goals, philosophies, events, tactics, organizations, and personalities.

HIST 354/355. AMERICAN CONSTITUTIONAL HISTORY (Credit, 3 hours each). Constitutional development from 1781 to the present. Emphasis on executive, legislative, and judicial evolution as they affect the social economic system of the United States.

HIST 385. CONTEMPORARY LATIN AMERICA (Credit, 3 hours). Current domestic problems and international issues confronted by the republic of Latin America.

HIST 400. INTRODUCTION TO THE STUDY OF HISTORY AND WRITING IN THE SOCIAL SCIENCES (Credit, 3 hours). Designed for education majors with a concentration in history. Course provides the students the opportunity to study and write interpretively about major events and issues.

HIST 401. HISTORY OF AFRICAN-AMERICANS TO 1877 (Credit, 3 hours). An intensive study of African Americans to the end of Reconstruction in 1877.

HIST 403. AMERICAN DIPLOMATIC HISTORY (Credit, 3 hours each). An examination of the United States relationship with the rest of the world from the Declaration of Independence to the present.

HIST 404. THE HISTORY OF SCIENCE (Credit, 3 hours).An analysis of scientific thought from the ancient Orient to the present.

HIST 405. ANCIENT EGYPT (Credit, 3 hours). A survey of the historical and archaeological records of ancient Egypt, including Nubian and Kemetan (Egyptian) culture, to the Roman conquest.

HIST 410. CIVIL WAR AND RECONSTRUCTION (Credit, 3 hours). A study of the causes of the Civil War, problems of both the North and South during the War, and problems of Reconstruction.

HIST 414. HISTORIOGRAPHY (Credit, 3 hours). Fundamentals of historical research and writing.

HIST 419. HISTORY OF AFRICAN-AMERICAN EDUCATION IN AMERICA (Credit, 3 hours). Examination of the education of black America from 1619 to the present. Emphasis placed on major events and personalities shaping black educational experiences in the United States.

HIST 420. READINGS AND PROBLEMS IN HISTORY (Credit, 1-3 hours). Independent selected study offered for special programs or projects.

HIST 422. SECTIONAL CONTROVERSIES IN THE UNITED STATES (Credit, 3 hours). An intensive review of the social, political, and economic issues that led to the division within the United States and eventually caused the Civil War.

HIST 423. HISTORY OF THE NEW SOUTH (Credit, 3 hours). An intensive study of the South since Reconstruction.

HIST 430. A CULTURAL AND SOCIAL HISTORY OF LOUISIANA (Credit, 3 hours). A survey of Louisiana cultures and the political, social, and economic forces that helped to shape them. Prerequisite: HIST 230.

HIST 463. INDIANS OF NORTH AMERICA (Credit, 3 hours). A historical and anthropological survey of the Indians of North America, with one-half of the semester devoted to a study of Native American culture and the other half devoted to the relations between the federal government and Indian tribes.

HIST 474. HISTORY OF EUROPE (Credit, 3 hours). A detailed narrative of characteristic and institutional development from the Italian Renaissance to Napoleon&rsquos Waterloo.

HIST 475. HISTORY OF MODERN EUROPE (Credit, 3 hours). Continuation from Waterloo to the present with emphasis on Europeanization of the world.

HIST 481. HISTORY OF RUSSIA (Credit, 3 hours). A study of Russian history from earlier times to present.

HIST 482. EUROPEAN IMPERIALISM (Credit, 3 hours). A study of colonial and modern imperialism and the impact of neocolonialism.

HIST 483. HISTORY OF EAST AFRICA (Credit, 3 hours). A study of ancient, colonial, and modern East Africa.

HIST 484. PROBLEMS IN AMERICAN SOCIAL AND INTELLECTUAL HISTORY SINCE 1900 (Credit, 3 hours). Major social and intellectual problems in American life and thought.

HIST 485. PROBLEMS IN POLITICAL AND DIPLOMATIC HISTORY SINCE 1900 (Credit, 3 hours). Emphasis on the rise of the United States as a dominant world power and advent of the Great Society.

HIST 486. AFRICAN-AMERICANS IN THE TWENTIETH CENTURY (Credit, 3 hours). An intensive study of the changing economic, social, and political status of African-Americans since 1900.

HIST 487. HISTORY OF THE MIDDLE EAST (Credit, 3 hours). A study of the Middle East from the rise of Islam to modern times.

HIST 488. URBAN HISTORY (Credit, 3 hours). A survey of urban development in the United States from the early colonial towns to the 20th century megalopolis.

HIST 490. HISTORY OF WOMEN IN AMERICA (Credit, 3 hours). An examination of shifts in the perception of women&rsquos roles from a social, political, economic, and intellectual perspective.

HIST 491/547. HISTORY OF SOUTH AFRICA (Credit, 3 hours each). Aims to outline, clarify, and amplify socio-economic and political developments in the Cape region after the European intrusion and their repercussions to the modern era.

HIST 493/548. AFRICAN CIVILIZATIONS IN LATIN AMERICA (Credit, 3 hours each). An examination of the culture, politics, economy, and other social aspects of black people in Latin America from the voyages of Columbus to the present.

HIST 494/545. AFRICAN HISTORY (Credit, 3 hours each). A study of the history of Africa from prehistoric times to circa 1800.

HIST 495/546. AFRICAN HISTORY (Credit, 3 hours each). A continuation of HIST 494, 545 with emphasis on African history from 1800 to the present.

HIST 496. AFRICAN-AMERICAN WOMEN IN AMERICA (Credit, 3 hours). A study of the history of the African-American female in America from the Colonial period to the Civil War.

HIST 497. AFRICAN-AMERICAN WOMEN IN AMERICA (Credit, 3 hours). A continuation of HIST 496, with emphasis on the African-American female in America, from Reconstruction to the present.

HIST 499/550. WEST AFRICAN HISTORY (Credit, 3 hours). A survey of West African history from 1000 A.D. to the present.

Professors: Shawn Comminey, Wanda Jackson, Charles Vincent

Associate Professors: Peter Breaux

Assistant Professors: Michael Firven, Don Hernandez

Adjunct Professors: Emmitt Glynn, Dena Davis, Terrell Johnson, Latrenda Williams-Clark, Fred-Alan Williams, Sanford Robins, Shala Washington, Derrick Cavasos (Online), Tia Mills (Online)

A Brief History of SAU

Southern Arkansas University (SAU), a comprehensive regional public university, was founded more than a century ago as the Third District Agricultural School (TDAS). It was one of four such schools established by Act 100 of the Arkansas legislature on April 1, 1909, a date celebrated at SAU as Founder’s Day. It opened on January 3, 1911, as a residential secondary agricultural school for Southwest Arkansas after local citizens had raised funds to match state financing to locate the institution in Magnolia (Columbia County). A Progressive Era educational reform urged by the Farmers Educational and Cooperative Union, the school taught rural youngsters scientific agricultural practices, modern home economics, and academic subjects equivalent to a high school degree. The legacy of the Farmers Union continued as the school evolved into a university. SAU operates one of the state’s largest collegiate farms, and the school’s colors—Blue and Gold—are those of the union. SAU’s agricultural roots are also evident in its unique symbol—Muleriders–adopted in 1912 when its football players rode mules, ubiquitous and essential to Southern agriculture, to practice and games. The student yearbook was named The Mulerider in 1922, and the newspaper The Bray in 1923. At each home football game, a student rider on a mascot mule celebrates team successes.

Old Main from 1925 Mule Rider (Click photo to enlarge)

To increase the supply of rural schoolteachers, Arkansas elevated TDAS and the state’s other residential agricultural schools to junior college status with Act 229 in 1923 and Act 45 in 1925. Officially renamed State Agricultural and Mechanical College, Third District, the school was known everywhere as Magnolia A&M. The North Central Association of Colleges and Secondary Schools accredited Magnolia A&M in 1929, and the institution afterward maintained continuous accreditation through its later transformations. In the fall of 1949 the Board of Trustees, exercising authority vested in it by the state legislature, decided to change the junior college into a four-year, degree-granting institution. By Act 11 on January 24, 1951, the legislature confirmed this change in renaming the institution Southern State College (SSC). Enrollment grew from a few hundred students during the junior college years to well over two thousand during SSC’s twenty-five year history. The Arkansas legislature in Act 171 on February 14, 1975, created a three-campus SSC system by adding two junior college branches at El Dorado and Camden to the main campus at Magnolia. The El Dorado branch became an independent institution in 1991. Having gained accreditation from the North Central Association in 1973 to offer graduate courses in education, SSC began a Division of Graduate Studies on June 2, 1975. Legislative Act 343 granted SSC permission, subject to approval by the State Board of Higher Education, to change to university status. On July 9, 1976, SSC was renamed Southern Arkansas University. An Honors College for undergraduates and additional masters degrees in agriculture, business, computer science, counseling, and public administration in a School of Graduate Studies established at the beginning of the Twenty-First Century increased enrollment to more than 3,000 students.

See also James F. Willis, “Southern Arkansas University (SAU),” in the online Encyclopedia of Arkansas


California Southern University was born out of necessity.

The 100% online university was founded in 1978 by an engineer who struggled to earn his master’s and doctoral degrees while juggling a full-time-job, 40-mile commute, and family commitments.

Dr. Donald Hecht was convinced there had to be an easier and more affordable way for working professionals to supplement their education and earn a degree to meet their personal and professional goals.

So, he set out to create a new type of university designed for fully-employed adults with busy lives. After seeing firsthand the power of one-to-one mentoring, Hecht committed to providing all students with a personal touch not often associated with online education, and one that remains a hallmark of the CalSouthern learner experience.

The University established itself as a pioneer in distance learning through the 1980s and 1990s, growing its curriculum to more than 25 associate, bachelor’s, master’s and doctoral degrees, and certificate programs in the behavioral sciences, business, nursing, education, and criminal justice. Responding to the expanded offerings, learners came from across the country – and the world.

Also during this period, CalSouthern faculty more than tripled, attracting not only credentialed educators, but also experienced practitioners in every field of study.

By 2007, the University was among the first to offer an all-online format. It incorporated the latest technologies to create one of the largest research databases in distance education along with a master lecture series that allowed learners to interact virtually with leading scholars, authors and practitioners.

History of Southern

Life began for Southern Connecticut State University on September 11, 1893, when three teachers and 84 students met at the old Skinner School in New Haven to create a two-year teacher training school, New Haven State Normal School. By 1937, Southern had grown into a four-year college with the power to grant bachelor's degrees.

Ten years later, Southern teamed up with Yale University's Department of Education to offer a master of science degree. In 1954, the State Board of Education authorized the institution -- then known as New Haven State Teachers College -- to assume complete responsibility for this graduate program.

In 1959, six years after the institution had moved to its present location on Crescent Street, state legislation expanded Southern's offerings to include liberal arts programs leading to bachelor's degrees in the arts and sciences. At the same time, New Haven State Teachers College became Southern Connecticut State College.

For the next 24 years, Southern grew, modernized, and diversified, expanding its undergraduate and graduate programs and opening up entirely new fields of study and research. But March 1983 brought even greater changes: Southern Connecticut State College was rechristened Southern Connecticut State University, and made part of the Connecticut State University System, along with Central Connecticut State University in New Britain, Eastern Connecticut State University in Willimantic, and Western Connecticut State University in Danbury.

Southern University [New Orleans] (1956- )

Southern University is a historically black university with a main campus located in Baton Rouge, Louisiana. Originally founded in 1880 in New Orleans as Southern University in New Orleans, it began its mission of providing post-secondary education for African Americans with 12 students and 5 faculty members. In 1890 the school’s name was changed to Southern University, and in 1892 it was recognized as a land grant college. In 1912 the school awarded its first baccalaureate degree, and in 1914 the campus was moved to the state capitol in Baton Rouge.

The new campus in Baton Rouge included 884 acres of land, which now supports the Agricultural Experiment Farm, the site of the school’s agricultural teaching and research programs. Other programs at this campus include arts and humanities, home economics, business, education, law, nursing, public policy and urban affairs, the sciences, and Army and Navy ROTC. In 2009 the Baton Rouge campus had 10,300 students. This campus focuses on research and classic liberal arts training for students to prepare them for careers.

The Southern University System also includes another four-year campus in New Orleans, a two-year campus in Shreveport, and a law school in Baton Rouge. The four campuses were united as a system in 1975 by the state legislature, creating the largest historically black university in the United States. The combined enrollment of the four campuses in 2009 was 16,229.

During the civil rights movement, Southern University, Baton Rouge was a focus for student protests. On November 16, 1972, two students were shot and killed by police who were trying to remove them from an administration building that protesters had occupied. Although this happened only two years after the Kent State shootings, the Southern University shootings received much less media attention.

Southern University, New Orleans (SUNO) was established in 1956 and is one of the first historically black schools to be established after the 1954 Brown v. Board of Education decision which officially desegregated educational institutions across the nation. Southern University, New Orleans, however was seen by many desegregation advocates as a thinly veiled attempt to keep African Americans out of the white system of higher education. Nonetheless, the institution opened in 1959 with 158 students, 88% of whom were from New Orleans.

Southern University, New Orleans awarded its first baccalaureate degrees in 1963 and soon developed into a four year mostly commuter-centered university with numerous evening and weekend study programs. Undergraduate majors include liberal arts and sciences, business, education, substances abuse, journalism, transportation, criminal justice, and social welfare. SUNO is smaller than the Baton Rouge campus and in 2005 it was badly flooded in Hurricane Katrina and has struggled to restore its student body and campus infrastructure. In 2009 its enrollment was 3,105.

Southern University’s Shreveport campus is smaller and had a less controversial founding. Established in 1964 as a small junior college for Northwest Louisiana, it had at its founding about 750 students. The college features a low student to faculty ratio of 15 to 1, and offers two programs in business, humanities, natural science, social science, and general education in preparation for transfer to a four year university. It also offers remedial education and one and two year courses for careers in technical or semiprofessional fields. The campus enrollment in 2009 was 2,337.

The Southern University Law Center in New Orleans was founded in 1947 partly to avoid the racial integration of the Louisiana State University Law School. It had an enrollment of 487 in 2009.

Watch the video: Southern University No Fkin With + IDGAF Raw And Uncut 2019 Crank Fest Edition!