BA/BS in History
Includes the following degree programs:
BA/BS/BSED in Social Sciences
Primary Contact Name/Info:
History: Laura Cruz, 222-C McKee, 828-227-3909
Social Sciences: Elizabeth McRae, 221-C McKee, 828-227-3481
Student Learning Outcome(s) Assessed in 2007-8
The desired student learning outcomes of the History Department are for students to:
• read, write, think critically, synthesize ideas, and create an argument
• have an understanding of historical methodology, including historical forces, cause and effect, and periodization
• possess a breadth of history sufficient to understand human historical development across time and place
Curricular and/or Co-Curricular Experiences that enable students to achieve these outcomes are taught in the classroom, in the library, on the internet, and through various forms of experiential learning including cooperative education and internships. The ability to read, write, think critically, synthesize ideas, and create an argument are taught in classes, especially in upper division courses that require research papers or their equivalent. Use of library and web sources are critical to achieving this learning outcome. Achieving an understanding of historical methodology, including historical forces, cause and effect, and periodization is taught in all courses but is especially emphasized in the required sophomore-level HIST 297 methods course.
Methods of Assessment:
Methods of assessment include portfolios and graduating senior surveys.
Portfolios include the methods paper written for HIST 297, a 400-level research paper, and a book review. These writings are rated on a scale of 1-5 (lowest to highest) for their mastery of quality of writing, technical skills, historiography, and historical method. This evaluation tracks how research and writing skills improve between the sophomore and later papers and how well the department is meeting its outcome objectives.

Graduating senior surveys are conducted at the end of every semester. They include questions designed to measure the Department’s success in meeting its stated outcome objectives. Several revisions to the major have been made in response to these surveys, including the elimination of tracks and the reduction of hours.
Implementation of assessment is the responsibility of the chair of the undergraduate program committee under the supervision of the department head. Data is collected at the end of each semester and is analyzed at the end of the spring semester.
Results of Assessment:
Portfolio Evaluation: The 2007-8 evaluation of portfolios revealed student success in 45% of the rated categories, no improvement in 36% of the rates categories and decline only in the category that involves proper use of citations.
Graduating Senior Surveys: The graduating seniors praised various strengths of the program, including the quality of faculty teaching and the quality and rigor of their learning. Those students who participated in experiential education
(internships, study abroad, NCUR) lavished particular praise on these experiences and their transformative qualities.
Their concerns this year focused heavily on advising, particularly in how well the department prepares its graduates for future job markets. They also expressed concerns about the perceived lessening of community among history students and within the department.
Implementation Plan:
Assessment Result: To improve scores on Sophomore Seminar papers regarding proper use of citations
Recommended Action: To coordinate instruction and enforcement of citation use
Until three years ago, HIST 297: Sophomore Seminar had been taught by one instructor who enforced a uniform set of criteria regarding citations. With increasing demand for the course (and the retirement of the instructor), the department decided to spread the teaching of Sophomore Seminar out among several different faculty members. This has resulted in an inconsistent message regarding the use of citations. Though the decrease in this criteria does not seem to fall with any particular instructor, the department has decided to be more proactive in coordinating the teaching of Sophomore Seminar and instigating a common set of criteria and assignments. The group of faculty who teach this course will meet in the late summer to establish and communicate these critieria.
Assessment Result: To be more intentional in our approach to career advising
Recommended Action: To restructure undergraduate advising
As a pilot program for the QEP, the history department has the opportunity to consider restructuring advising more broadly and creatively than it has in the past. The department

has offered career and graduate school advising in the past, but with the demise of its
Senior Seminar, those offerings have been scattered and no coordinated program has been in place. The department plans to spend the Fall semester considering various options for a major restructuring of its advising program to include career advising, major advising, and portfolio management. Career goals will also be considered as we construct our approved capstone project for all majors. The new advising program should be ready for a pilot study in Spring 2009.
Assessment Result: To expand experiential learning opportunities for majors
Recommended Action: To systematically expand in several areas
As a QEP pilot department, the history department has already been discussing multiple ways to expand its experiential learning opportunities. With the arrival of a new tenuretrack faculty member in public history, the department will be well-placed to have this individual expand and streamline our already thriving co-op/internship programs. The
International Programs office has already worked diligently to increase the number of study abroad programs available on this campus and, as this often particularly appropriate for history majors, an increasing number of history students are availing themselves of this option. Finally, QEP funds have been utilized to stockpile resources necessary to facilitate experiential learning at the level of the individual class. The use, for example, of digital tape recorders in oral history affords many opportunities to expand student experiences outside of the classroom. One option that the department is considering in terms of advising (see above) is to designate a position for portfolio management. It would be incumbent on this person to expose, coordinate, and encourage students to participate in more regional, national, and international, programs.
Assessment Result: To strengthen programs that contribute to departmental community
Recommended Action: To find new opportunities and activities for the History Club
As several students noted, the appeal of the history club rests heavily on those chosen to be its officers and on the support and encouragement of its faculty. At the time this report is being generated, there are no officers yet selected for the 2008-9 year. The department’s participation in the QEP could be linked to the expansion of the activities of the club, which would give its members more latitude to build meaningful and engaging activities into its annual program of events. The department intends to work closely with its faculty on providing a consistent, and repeated message, about the benefits of joining the club and will provide more timely and public notice of its activities.
Postscript:
The History Department plans to spend most of next year working through the structural changes needed to more directly address its role as a QEP pilot program. Assessment will be a vital aspect of that restructuring, as we will explore new methods for assessing how and what our students are learning as well as the logistics and practices used by the department/program more broadly.