A.
Outcomes
There are five General Education Outcomes for students to acquire:
1.
To acquire a degree of mastery of both factual and conceptual (or thematic) knowledge in several geographical areas, diverse cultures and different time periods in human history, with particular sensitivity to change over time of a diverse, global society.
2.
To acquire the habit of the many analytical skills which historians use in recovering, researching and writing about the past.
3.
To develop habits of thinking like an historian, which means: appreciation for the complexity of both change and continuity over time and in different ages, cultures and areas of the world; an awareness of the inevitability of historical interpretation and of historiographical schools of thought; and an understanding of how events and ideas from the past affect the present.
4.
To become competent and confident in the oral and written skills needed to speak and write about historical questions with facility and sensitivity.
5.
To become an independent intellectual inquirer into the past, as well as a lifelong learner of history; and to locate oneself and one’s family, community and cultural traditions in history.
B.
Current Assessment Trends
Within the last two reporting periods, there has been a significant increase in the rates of students who pass pre-test and tests. Summary of these finding is indicated below.
Reports were received from 8 sections of History 131; The United States Since 1877.
Two instructors submitted assessment reports during this reporting period who administered US History exams. They integrated a standardized multiple choice exam consisting of twenty-five questions into their lectures and discussion. These questions are designed to determine factual historical knowledge, evaluate students’ understanding of continuity and change, and ascertain the students’ analytical skills
(Goals 1, 2, and 3).

Each instructor further selected and integrated significant essay questions on a trial basis into their classroom lectures and tests as assessment instruments for testing outcomes. One and two pending essay questions are being developed for future tests.
Consultation regarding this matter is pending. When standardized and utilized, these essay questions along with the standardized multiple portions, will determine a primary trait analysis paradigm to evaluate Outcomes 4 and 5.
C.
Method of Assessment
AS indicated above, a standardized exam was given to test the outcomes for the General
Education Assessment Program. However, it became necessary to update the multiple choice test to include essay questions for the formulation and use of a comprehensive assessment instrument that would effectively test two outcomes in History (Imperialism and Progressivism) for the History 1310 sections.
Proposed Essay questions History 1310
1.
Describe two national and two global conditions which influenced the emergence of
United States Imperialism.
2.
State two reasons why the message of Progressivism was accepted but its messengers were rejected.
D.
Grading Scale
History 131
A = 25-23; B = 22-20; C = 19-17; D = 16-13; F = 11-0
E.
Summary of Assessment Findings for History 131: Hannah Jones and Suzuko Morikawa,
Fall 2008
Number of students pretested: 89
Number of students tested: 106
Assessment grades:
Pretested grade scores
A = 0
B = 1
C = 9
D = 10
F = 69
Tested grade scores
A = 18
B = 20
C = 23
D = 9
F = 36
Total Summary
A = 18
B = 21
C = 32
D = 19
F = 115

Summary of Assessment finding for History 131: Hannah Jones Spring 2009
Number of students pretested: 49
Number of students tested: 55
Assessment grades
Pretested grade scores
A = 0
B = 0
C = 0
D = 17
F = 32
Tested grade scores
A = 16
B = 19
C = 13
D = 7
F = 0
Total Summary
A = 16
B = 19
C = 13
D = 24
F = 0
F.
Actual Assessment Findings/Interpretation/Conclusions
During the Fall 2008 pretesting phase 69 of 89 students failed with a grade. During the testing phase there was a significant increase in the rate of students who passed with 70 out of 106 students receiving grade of “C“ or better. When compared to Fall 2007 during the pretesting phase 72 students of 140 failed with a grade of “F”. During the testing phase there was also a significant increase in the rate of success with 114 students out of 165 receiving a grade of “C” or better. When also compared to Fall 2006 totals, 67 students out of 104 tailed with a grade of “F” and 121 students out of 156 passed the test with a grade of “C” or better.
During the Spring 2009 pretesting phase 32 out of 46 students failed receiving an “F” grade while during the testing phase 55 out of 55 students passed significantly receiving a grade of “C” or better. No comparative date for Spring 2008 was available and no additional data for Spring 2009 was available. However, when compared with data for
Spring 2007, 12 out of 33 students failed the pretest with a “F” grade and only 1 out of
31 students failed the test.
There are several variables which contributed to the disparities in the success and failure rates among the History 131 students such as the increased awareness of changes in the 21 st century in the United States and globally, the quality of the classroom experiences and out of classrooms experience with the internet and a heightened sense of seriousness with a corresponding attitude which has begun to impact the awareness of the centrality of the United States in global affairs as never before. Student scores certainly reflect these variables, the qualifications of their instructors and their previous historical experiences before enrolling at Chicago State
University.

G.
Plans for Assessment Modification/Approved Changes
Plans are being made to modify and update the assessment instrument. The objective is to make the instrument more relevant and comprehensive with the inclusion of two essay questions as an effective manner to analyze and determine historical thinking and outcomes.
H.
Results of Feedbacks/Improved Student Learning
As indicated, analysis of the scores indicates significant trend and progress in the process and performance of students in the General Education Assessment Program. It further revealed that students will respond to academic challenges when the assessment instruments for measuring their learning capabilities and performance are efficient and relevant.
I.
Resources Needed
The appointment of Department Coordinators fulfills a major resource need in the
General Education Program. Deadlines for the submission of assessment reports should be clearly established and distributed to all faculty members in consultation with coordinators.
RESULTS OF ASSESSMENTS (SUMMARY) FALL 2008 AND SPRING 2009 HISTORY 1310
Assessment Instrument Fall 2008: Suzuko Morikawa
History 1310 Section 01
Pre-test
A 25-23
B
C
D
F
22-20
19-17
16-13
12-0
Not tested
History 1310 Section 02
Pre-test
A 25-23
B
C
D
F
22-20
19-17
16-13
12-0
Not Tested
0
0
0
1
25
5
0
0
0
1
22
8
Test
A
B
C
D
F
Test
A
B
C
D
F
25 -23
22-20
19-17
16-13
12-0
Not tested
25-23
22-20
19-17
16-13
12-0
Not Tested
0
0
2
3
24
2
0
0
2
3
12
14

F
C
D
Grades
A
B
B
C
D
F
Enrollment: 30
Pre-test: 22
A
Enrollment: 30
Test: 26
Hannah Jones Fall 2008 Assessment Report
History 1310-Section 04
Grades
A
C
D
F
Scores
23 - 22
17 – 19
13 – 16
0 – 12
Enrollment: 38
Pre-tested: 28
A
B
C
D
F
Enrollment: 38
Tested: 34
23 -25
20 – 22
17 – 19
13 – 16
0 – 12
Hannah Jones Fall 2008 Assessment Report
History 1310 – Section 61
Scores
23 – 25
20 – 22
17 – 19
13 – 16
0 -12
23 – 25
20 -22
17 -19
13 – 16
0 – 12
Numbers
0
0
5
3
14
8
11
6
1
0
10
9
13
2
0
Number
1
4
5
18

Hannah Jones Spring 2009 Assessment Report
F
History 1310 Section 61
Grades
A
B
C
D
Scores
23 – 25
20 – 22
17 – 19
13 – 16
0 – 12
8
15
Numbers
0
0
0
B
C
D
F
Enrollment: 29
Pre-tested: 23
A 23 – 25
20 – 22
17 – 19
13 – 16
0 – 12
7
8
7
4
0
Enrollment: 29
Tested: 26
Hannah Jones Spring 2009 Assessment Report
History 1310 Section 03
Grades
A
B
C
D
F
Enrollment: 32
Scores
23 – 25
20 – 22
17 – 19
13 – 16
0 – 12 numbers
0
0
0
9
19
Pre-tested: 26
A
B
C
D
F
Enrollment: 32
Tested: 29
23 – 25
20 -22
17 – 19
13 – 16
0 – 12
9
8
9
3
0

HISTORY 131
ASSESSMENT INSTRUMENT
This test is objective in nature. Each question meets objectives 1 – 4 on the syllabus.
1.
While the United States debated whether to ratify the Treaty of Paris, American soldiers in the Philippines a.
Helped establish a Filipino-controlled government in the islands. b.
Were being quietly withdrawn from the islands. c.
Maintained a tense truce with the Filipino soldiers. d.
Helped the Filipinos celebrate the expulsion of the Spanish from the islands.
2.
During the late 19 th century, most Americans tended to believe that in world affairs the
United States a.
Should remain totally isolated b.
Should commit itself to maintaining world order c.
Should support the establishment of the League of Nations. d.
Had a special mission.
3.
The annexation of Hawaii to the United States was a.
Supported by President Cleveland. b.
Opposed by President Cleveland. c.
Opposed by President Harrison. d.
Supported by Queen Liliuokalani.
4.
In world affairs, by 1895 the United States had a.
Developed a consistent foreign policy for enlarging its role as a world leader. b.
An army smaller than Bulgaria’s. c.
One of the larger navies of the world. d.
A highly professional diplomatic corps.
5.
The historian who developed the thesis that “the dominant fact in American Life has been expansion” was a.
Alfred t. Mahan. b.
George Dewey. c.
Josiah Strong. d.
Frederick Jackson Turner.
6.
An important factor in promoting the shift in American foreign policy after the Civil War was a.
The search for markets for American products. b.
France’s invasion of Mexico. c.
Support for Secretary of State Seward’s expansionist policy d.
Great Britain’s refusal to pay the Alabama claims.

7.
During the 1890, a group of men led by Henry Cabot Lodge and Theodore Roosevelt a.
Opposed U.S. expansion outside the western hemisphere. b.
Promoted a highly nationalistic foreign policy for the United States. c.
Endorsed a policy of “continentalism.’ d.
Endorsed Bryan’s anti-imperialistic concepts.
8.
A major advocate for achieving national power through naval supremacy was a.
William Jennings Bryan. b.
John Dewey. c.
Alfred T. Mahan. d.
Josiah Strong.
9.
A fundamental cause of the Spanish-American War was a.
The heroic actions of the Cuban rebels. b.
The American public’s concern for the Cuban people. c.
Theodore Roosevelt’s actions as assistant secretary of the navy. d.
Publication of the De Lome letter by Mexico.
10.
An important event influencing the U.S. decision to declare war with Spain in 1898 was the a.
Zimmermann Note. b.
Republican defeat in the election of 1896. c.
Burning of the White House by Spanish terrorists. d.
Sinking of the battleship Maine.
11.
Theodore Roosevelt’s attitude concerning was with Spain in 1898 was to a.
Urge caution in U.S. relations with Spain. b.
Advise McKinley to avoid war at all costs. c.
Promote war with Spain. d.
Rescind the Secretary of the Navy’s message ordering Dewey to sail his fleet to the
Philippines.
12.
During the Spanish-American War the United States a.
Faced a major military challenge. b.
Defeated Spain relatively easily. c.
Attacked Japan. d.
Lost most of the battles against the Spanish navy.
13.
Acquisition of the Philippines by the United States a.
Encountered little opposition in the United States. b.
Was generally supported by the Filipinos. c.
Led to guerrilla warfare against American control. d.
Resulted in immediate independence for the islands.

14.
The major argument used by those who opposed annexation of the Philippines was that a.
It contradicted the republican traditions of the United States. b.
It was un-Christian to have colonies. c.
The Filipinos did not want American rule. d.
It would retard America’s economic growth.
15.
An issue of particular importance to Theodore Roosevelt was a.
Civil service reform. b.
Creation of a federal reserve system. c.
Women’s suffrage. d.
Conservation.
16.
Progressive Era reformers, in their efforts to aid the working class, a.
Generally cooperated closely with labor leaders. b.
Frequently had little understanding of working-class life. c.
Generally supported the use of the strike. d.
Generally opposed the organization of unions to achieve labor’s goals.
17.
In the late 19 th century, the American federation of Labor a.
Attempted to organize unskilled workers. b.
Generally opposed organizing women workers. c.
Was generally favored in decisions by the federal courts. d.
Embraced socialist principles.
18.
In their efforts to organize American workers during the progressive Era, the IWW a.
Stressed the use of the investigative committee to publicize the problems that workers faced. b.
Relied mostly on political solutions that emphasized protective labor legislation. c.
Proposed union tactics that many Americans considered radical. d.
Adopted the philosophy of Samuel Gompers.
19.
The AFL tended to be more successful in achieving its goals than was the IWW because the a.
AFL promoted socialism. b.
AFL appealed more to traditional American values. c.
IWW organized only skilled workers. d.
IWW refused to use the strike.
20.
During the Progressive Era, those who wanted to reform the American City a.
Generally opposed the commission form of city government. b.
Often feared the influence of immigrants on democratic institutions. c.
Generally supported working class values. d.
Supported essentially the same goals as the urban machines.

21.
Progressive reformers at the state level a.
Promoted efficiency in government to the exclusion of concern for social justice. b.
Rejected most populist ideas. c.
Opposed the use of the initiative and the referendum. d.
Supported laws regulating railroad and utility companies.
22.
In Wisconsin, the progressive reform movement a.
Failed to pass any regulatory legislation. b.
Was led by Woodrow Wilson. c.
Had mixed results. d.
Managed to achieve all its goals.
23.
For blacks, the Progressive Era a.
Brought a second Reconstruction. b.
Meant strong support from the executive branch. c.
Brought an end to segregation. d.
Coincided with the years of greatest segregation in the South.
24.
The novelist whose work helped encourage passage of the Meat Inspection Act and the
Pure Food and Drug Act was a.
Mark Twain. b.
William Dean Howells. c.
Upton Sinclair. d.
Lincoln Steffens.
25.
In the anthracite coal strike of 1902, Theodore Roosevelt a.
Showed that he would follow the policies of McKinley. b.
Supported use of the strike to achieve the workers’ goals. c.
Saw his role as that of a mediator. d.
Created public sympathy for the mine owners.

1.
Brooks, Lauren
2.
Butler, Daniell
3.
Chivers, Abigail
4.
Coleman, Reginald
5.
Davis, Dominique
6.
Dossous, Christa
7.
Garcia, Ana
8.
Gibson, Octavia
9.
Harper, Monica
10.
Hester, Terri
11.
Hilderbrand, Sharon
12.
Hill, Chad-Steven
13.
Hollister, Lequesha
14.
Johnson, Sierra
15.
Jones, Maxine
16.
Lawrence, Andrew
17.
Lawson, Janice
18.
Lewis, Jeneen
19.
Mackey, Shanice
20.
McNeal, Nadia
21.
Miller, Brandee
22.
Moore, Jasmine
23.
Nealon, Jacquetta
24.
Payne, Jarrell
25.
Rowe-Anderson, Lyla
26.
Short, William
27.
Smith, Erica
28.
Tindall, Jaimie
29.
Walters, Edith
30.
Warren, Candies
31.
Williams, Latonya
32.
Yates, Ashley
CHICAGO STATE UNIVERSITY
HISTORY 1310-03
U.S HISTORY SINCE 1877
DR. HANNAH JONES
SPRING 2009

1.
Alford, Wygilia
2.
Avery, Jennifer
3.
Centeno, Denise
4.
Coleman, Tawanna
5.
Diaz, Alejandro
6.
Dora Linette
7.
Foley, Monica
8.
Foley, Nicole
9.
Frazier, Sharlean
10.
Gray, Maurice
11.
Horton, Cieara
12.
James, Dionne
13.
Jones, Takeisha
14.
Kelly, Makeya
15.
Kyle, Latonia
16.
Lawal, Lookman
17.
Lee, Latricia
18.
McDonald, Shatara
19.
McKinney, Vanessa
20.
Pickett, Sherri
21.
Powell, Shatara
22.
Robertson, Sharon
23.
Smith William
24.
Thigpen, Tonisha
25.
Vital, Patrick
26.
Wall, Christian
27.
Warren, Alfred
28.
Williams, Ashley
29.
Wilson, Nicole
30.
Yu, Marie
CHICAGO STATE UNIVERSITY
HISTORY 1310-61
U.S HISTORY SINCE 1877
DR. HANNAH JONES
SPRING 2009