Office of the Provost and Vice President for Academic Affairs
Department of History Academic Year 2014-15 Assessment Report MISSION STATEMENT
The History Department believes that the study of history has intrinsic value both as intellectual training and as a basic means of understanding human
character and the varied nature of human societies. Thus we desire our courses to acquaint students with history as a discipline and to stimulate
objective, evidenced analysis of the past, both in order to equip our students with the cognitive skills required to understand and affect the present, and to
provide them with a broader perspective for the future. We want students to perceive fundamental patterns of change that affect society’s institutions and
values and to improve their understanding of their own cultural heritage, of the nature and backgrounds of other contemporary civilizations, and of the
historical, multicultural and international dimensions of the human experience. We seek to offset parochialism and ethnocentrism by offering courses
dealing with as many as possible of the world’s civilization, nations, and peoples. To execute these several aspirations, the Department wishes to attract
and retain professors who are determined to embrace and promote high standards of teaching and scholarship, who pledge themselves to continuing
intellectual growth, who are committed to student growth and development, and who will offer themselves to service on campus and in the community at
large.
DEPARTMENT OBJECTIVES and ALIGNMENT WITH STRATEGIC ISSUES
1. We desire to acquaint students with history as a discipline and to stimulate objective, evidenced analysis of the past, both in order to equip our
students with the cognitive skills required to understand and affect the present, and to provide them with a broader perspective for the future (Partnering
for Student Success).
2. We want students to perceive fundamental patterns of change that affect society’s institutions and values and to improve their understanding of their
own cultural heritage, of the nature and backgrounds of other contemporary civilizations, and of the historical, multicultural and international dimensions
of the human experience (Dynamic Learning Environment).
3. We seek to offset parochialism and ethnocentrism by offering courses dealing with as many as possible of the world’s civilization, nations, and
peoples (Education for the Global Century).
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STUDENT LEARNING GOALS AND MEASUREMENT TOOLS
GOALS
MEASUREMENT TOOLS
1. History students will learn how to think critically, analytically, and
historically.
2. History students will learn how to frame historical problems.
3. History students will learn how to read and evaluate primary and secondary
sources.
blue book examinations
academic transcripts
Upper Division Writing Course papers
academic transcripts
response papers, review essays
academic transcripts
RESULTS AND MODIFICATIONS
Seven of the ten students for whom
portfolios were assembled showed
acceptable progress in learning to think
critically, analytically and historically. One
did not think critically or analytically but
could set issues in some historical context.
Others had trouble with specificity and
recall.
About seventy percent of history majors have taken the now required HSTR 200 course, which specifically
addresses all three of these learning goals. The portfolios do show improvement in the cases of students
who took HSTR 200. A number of courses specifically HSTR 400 have introduced earlier assessments of
students in form of written essays.
All of the students for whom portfolios
were assembled showed at least
acceptable progress in learning to frame
historical problems, although in one case
the only evidence was a grade of B in a
UDW course.
[see above and curriculum map]
Eight of the ten students for whom
portfolios were assembled showed
acceptable progress in learning to read
and evaluate primary and secondary
sources. Two lacked a strong grasp of the
importance of interpreting evidence.
[see above and curriculum map]
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APPENDICES
1. History Curriculum Map
2. UDW Assessment Template
FUTURE PLANS FOR CONTINUED ASSESSMENT
We will continue to collect data using the assessment template for UDW papers.
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HISTORY DEPARTMENT
Writing Evaluation
Very
Good
CITATION: Paper documents research findings
according to standard bibliographic and citation
formats
THESIS: Paper contains a clearly articulated and well
developed thesis supported by logical argument and
research findings
PROSE: Paper is written in clear, well-structured
prose
EVIDENCE: Paper makes appropriate use of a variety
of sources and distinguishes between primary and
secondary sources
ANALYSIS: Paper shows evidence of accurate
interpretation and analysis of the developments over
time
Good
Acceptable
Deficient
History Curriculum Map
Skills
100 Level
Courses
HSTR
200
200-level
courses
Upperdivision
History
courses
UDW
Capstone
course
Working with
historical sources
Introduced
Introduced
Reinforced
Reinforced
Assessed
Analysis and use
of evidence
Introduced
Introduced
Reinforced
Reinforced
Assessed
Effective written
communication
and
argumentation
Introduced
Introduced
Reinforced
Reinforced
Assessed
Disciplinary
ethics and
standards
Introduced
Introduced
Reinforced
Reinforced
Assessed