2014-15
History Unit Self-study
History Self-study Committee
Truckee Meadows Community College
2014-15of Program/Unit
Program/Unit Review Self Study | Description
0.1
TRUCKEE MEADOWS COMMUNITY COLLEGE
PROGRAM/UNIT REVIEW
SELF-STUDY SUMMARY
PROGRAM/UNIT REVIEWED: HISTORY_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
School: WebCollege Division
Year of Review: =2-=-01=-4_,_--=1=5_ _ _ _ _ _ _ _ __
Self Study Committee Members:
Name
Title
Erika Bein
English Professor
Joseph Gonzalez
History Professor
John Kemp
History Professor
Charlotte Lee
Classified Staff
Sharon Lowe
History Professor
Lawrence Wilson
TMCC Grad/UNR Student
Self Study Committee Chair:
Name
Title
John Reid
History Professor,
Department Chair
Date Submitted to Dean:
Date
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/,~/ci
Date
1/-/f/--'/(/
Executive Summary (Two paragraph maximum):
The History discipline has a number of significant strengths; first and foremost, the four full-time faculty members are
among TMCC's most popular faculty members, and each brings the highest level of academic training and significant
passion into the classroom. The faculty has begun assessing its five survey courses (90% of the courses offered) on a regular
basis, and significant curricular and instructional modifications have been made it response to assessment findings. The
discipline is run efficiently with one of the highest student-faculty ratios on campus. Enrollment has kept pace with TMCC's
overall enrollment trends.
This self-study uncovered several areas in need of attention over the next five years. In curriculum, the history faculty
members need to expand the assessment of student learning to ensure that all its offerings are regularly assessed. To facilitate
and manage this, a committee has been created (History Assessment and Course Standards Committee).Regarding
demographics, the unit needs to increase its marketing and recruitment efforts to increase the number of students in general
and women in particular. In addition, History emphasis needs to produce more graduates. The unit has created a capstone
course and careful tracking of declared students to facilitate this. Regarding resources, the resources are adequate at this
time. The size of the full-time faculty will be decreased by 25% in the next two years due to scheduled retirement, but there
is no need to replace this position at this time due to enrollment declines of the last few years. The biggest challenge faced
by the unit is the upcoming general education revision at UNR. At this time, we have no idea what changes will be made
and how they will impact this unit.
Self-Study Summary
HISTORY
2014-15
History
DESCRIPTION OF PROGRAM/UNIT
The Associate of Arts degree emphasis in History is designed for students seeking careers in history or
related fields. The degree includes general education requirements to gain a breadth of knowledge in a wide
array of disciplines. Students will also specialize in the theoretical, methodological, and topical concerns of
the History discipline. This course of study is designed as a university transfer degree, but it can be tailored
for those wishing to gain critical analysis skills. The Associate of Arts degree emphasis in History is fully
accepted at any baccalaureate-granting institution in the NSHE system, and it is fully transferable to almost
all four-year schools in the nation.
Mission Statement
The mission of the History discipline at Truckee Meadows Community College (TMCC) is



to provide students with the knowledge and understanding of society produced through historical
research;
to build analytical thinking skills and written communication skills; and
to provide intellectual and cultural enrichment to our community.
More specifically, the history discipline serves the college and community by:



providing the instruction in the U.S. and Nevada Constitutions that is required of every NSHE
graduate;
providing intellectually challenging general education and diversity courses to transfer students; and
training future K-12 social studies teachers.
In all of these endeavors, the HPL department aligns with TMCC’s mission and values by making teaching
excellence and student success our first priority and enduring commitment.
Degrees, Certificates, and/or Non-Credit Courses offered
 Degrees: A. A. emphasis in History (since 2009-10).
 Currently all History courses may be used to fulfill the general education social science requirement
for the AA, AS, AAS, AGS, and Certificate of Achievement.
 All History courses transfer to all four-year NSHE institutions either as general education core,
electives, or as meeting core requirement for a B. A. degree in History (TMCC Catalog 2014-2015).
Program/Unit Review Self Study | Description of Program/Unit
1.1
HISTORY
2014-15
Primary Goals and Objectives
The primary goal of the History discipline is to provide a quality educational experience that promotes
students’ ability to understand, interpret, and evaluate the meaning of the human past. This goal is supported
by introducing students to basic qualitative analysis and research methods that are the foundation of the
discipline.
Factors Expected to Affect Future
Since most students in history courses at TMCC eventually transfer to the University of Nevada, Reno, the upcoming
general education revisions there are of great concern. The role of history in the new “Silver Plan” is unclear at this
time.
Program/Unit Review Self Study | Description of Program/Unit
1.2
HISTORY
2014-2015
CURRICULUM
A. Degree/Emphasis Assessment Reports
2016-17
2015-16
2014-15
2013-14
2012-13
X
2011-12
SS
2010-11
2009-10
2008-09
2007-08
2006-07
2005-06
Title(s) of past Program/Unit Reviews;
include programs (degrees, emphases,
and certificates) and disciplines.
Degree/Emphasis:
Associate of Arts: History Emphasis
Program and Discipline Assessment
Report: History
APR APR
X
Analyze the results of the previous PUR report and describe any modifications that were implemented as a result of the
previous PUR.
SS=Self Study APR=Annual Progress Report
The most recent History Program/Unit Review (PUR) was conducted in 2009. Five major findings and
recommendations came out of that report (then called the PDR), and action on all five recommendations is
complete. The table below lists the recommendations, status, and the actions that were taken in response.
Unit Strategies
Status – i.e.
ongoing,
complete
Action
Recap of accomplishments
Work to do
The department
Complete
can be seen and
used as
consultants for
other departments
in the areas
implementing
basic ability
skills and
prerequisites in
college level
courses.
College-wide general education prerequisites have been designed
and were implemented in F13 (although though they have been put
on hold due to enrollment concerns)
Develop a
specific plan to
promote how
students can take
US and Nevada
Constitution
requirements.
Complete
Revised catalog contains clear instructions
Continue
working on
Continuing
Faculty members meet yearly and communicate frequently
Program/Unit Review Self Study | Curriculum
2.3
HISTORY
2014-2015
curriculum with
UNR colleagues.
Faculty should
Complete
attend training
sessions related
to assessment to
enhance their
skills in this area
and take time to
formally develop
a specific plan for
assessment of
courses.
All history faculty members completed assessment training sessions
in 2011 and 2012
Review with the
Dean human
resource issues to
prepare for
possible
upcoming
retirements.
A plan is in place. No need for additional faculty members is
imminent
Complete
B. Course Assessment Report Summaries
SLO
Review
Prefix
Number
101
Title
U.S. History to 1877
Last Term
Course had
Enrollments
102
U. S. History Since
1877
Fall 2011
F'11, F'14
Spring 2013
S'13, F'15
Fall 2014
HIST
HIST
Most Recent
Date of
Approved
CAR
Established
CAR
Assessment
Cycle
Date(s)
Fall 2014
Course
Modifications (if
course was revised as a
result of assessment,
provide a brief
summary of the results
and the modifications)
Instruction
modified to
include more
instructional time
devoted to
discussion of and
practice with
evaluation of
primary and
secondary sources
and their use as
supporting
evidence in an
analytical essay.
Same as HIST
101, but in
addition it was
Program/Unit Review Self Study | Curriculum
(The date listed
is the last
recorded
update to
learning
outcomes and
measures.
Please review
the ones in
bold and
submit update
to CAP)
2/24/2014
2/24/2014
2.4
HISTORY
105
European
Civilization to 1648
Fall 2014
HIST
106
European
Civilization Since
1648
HIST
HIST
111
208
HIST
Fall 2011
F'11, S'15
Fall 2013
S'13, F'13,
S'16
Fall 2014
Survey of U.S.
Constitutional
History
Fall 2012
course
reactivated.
No
enrollment.
World History I
Fall 2014
S'15
As Taught
2014-2015
discovered that the
use of “model
essays” instruction
made a significant
difference in
student
performance.
Strategy
implemented as
regular practice
Same findings as
HIST 101. In
addition, it was
discovered that the
learning outcome
statements were
far too broad.
These statements
were subsequently
revised.
Same as HIST
101 and HIST 105
(including revision
of outcome
statements). In
addition, the
assessment
committee noted a
problem with the
wording of the
assessment used.
The phrasing of
the question did
not lead students
to a synthesis of
material, but rather
encouraged a
descriptive
approach. An
effort to refine the
construction of
essay assignments
was
implementedacross
the curriculum.
New course -- has
not been offered as
of Fall 2014.
Course was
without an
instructor for three
years and has just
been revived.
Program/Unit Review Self Study | Curriculum
2/24/2014
2/24/2014
2/24/2014
2/24/2014
2.5
HISTORY
209
World History II
Spring 2011
HIST
As Taught
217
Nevada History
Fall 2014
HIST
HIST
HIST
Spring 2011
225
227
Introduction to the
Vietnam War
Introduction to
Latin American
History & Culture I
As Taught
Spring 2009
As Taught
Spring 2014
As Taught
2014-2015
Assessment will
take place in F14
Course was
without an
instructor for two
years (two
instructors quit).
Course will be
revived in S15 and
will be assessed
then.
Objective 1:
assessment found
that student
understanding of
Nevada
government in
general and the
initiative process
was low.
Instruction was
converted from
lecture to group
exercise
Objective 2:
student scores
were very high and
satisfied the
committee. An
exception was
“clear, cogent
writing.” Since
this was an inclass essay, the
committee decided
that it was not an
ideal assessment to
measure writing
skill.
Objective 3:
Students showed
weakness in the
area of the history
of mining
technology. This
part of instruction
was significantly
increased.
Not taught –
being considered
for removal from
catalog
Taught for one
semester by a parttime instructor
who subsequently
Program/Unit Review Self Study | Curriculum
2/24/2014
2/24/2014
7/9/2007
11/13/2012
2.6
HISTORY
HIST
228
Introduction to
Latin American
History & Culture II
Spring 2009
As Taught
HIST
HIST
HIST
HIST
HIST
248
251
273
288
289
Introduction to the
American Civil War
Fall 2014
Introduction to
Historical Methods
Fall 2012
approved as
new course.
No
enrollment.
Intro to the History
& Culture of the
Cold War
Fall 2012
Hitler & Stalin:
Studies in Tyranny
Fall 2014
Introduction to the
History of The
Middle East
Spring 2012
As Taught
S'17
As Taught
As Taught
As Taught
HIST
HIST
291
294
Intro To Women's
History & Literature
in the U.S.
Spring 2011
Introduction to
African American
History II
Fall 2007
As Taught
As Taught
295
HIST
Special Topics in
History
Spring 2014
As Taught
2014-2015
left TMCC.
Instructor did not
collect data. Date
of next offering
unknown.
Taught for one
semester by a parttime instructor
who subsequently
left TMCC.
Instructor did not
collect data. Date
of next offering
unknown
Will be assessed
for the first time in
Fall 2014
New course – first
offering in Spring
2015
Data not collected
in F12. Will be
assessed when
next offered
(Spring 2015)
Data to be
collected and
assessed F14
Part-time
instructor did not
collect data. Will
be assessed when
next offered (date
unknown)
Data will be
collected and
assessed in Spring
2016
Due to low
enrollment, this
course has not
been taught since
2007. Will be
assessed when
next offered (date
unknown)
Data not collected
in Spring 2014.
Data will be
collected and
assessed in Fall
2015
Program/Unit Review Self Study | Curriculum
1/30/2009
6/25/2005
11/2/2012
11/7/2011
7/9/2007
7/9/2007
7/9/2007
7/10/2007
11/13/2012
2.7
HISTORY
2014-2015
Learning outcomes assessment has been a major challenge for this academic unit. When Vice President Laguerre
first implemented a systematic assessment process in 2006, the History faculty resisted in both active and passive
ways. The two most senior members of the history faculty at that time – both now retired – were vocal opponents
of the process that they ascribed to “political motivations.” The junior faculty members, though less vocal, did
little to further compliance. In addition, the resistance to this process was mirrored by the History Department at
the University of Nevada. For some reason, it seems, this type of thinking about education was at odds with the
culture of the history discipline as a whole (a very conservative discipline in general).
Upon the retirement of the senior faculty members, the history faculty began to take action on learning outcomes
assessment in 2011. The department chair decided to focus on assessment of the most frequently taught courses –
the survey courses that satisfy general education requirements (HIST 101, HIST 102, HIST 105, HIST 106, and
HIST 217). Combined, these courses comprise the vast majority of history course offerings. For example, of the
21 HIST sections offered in Spring 2014, 19 (or 90%) were survey courses. Although progress has been slow
compared to many other disciplines within the TMCC community, the implementation of a systematic and
meaningful assessment process in courses that comprise 90% of the course offerings in the area is a significant
step forward.
As can be seen in the table above, assessment of these five core courses has yielded significant findings that have
led to meaningful improvements to instruction. Although there were some variations in the findings, a pattern can
be seen. In all of these courses, the history faculty discovered a general weakness in the ability of students to
apply primary source evidence in support of a complex argument. In other words, students showed awareness of
but not excellent facility with the analytical thinking skills employed by historians.
Click here to enter text.
C. Assessment Driven Improvements
Since the assessment findings thus far have involved thinking skills (as opposed to specific historical content), the
improvements could be and have been applied to all instruction in the discipline. In other words, the assessment
of the five survey courses has had a cumulative effect. Each assessment has built on the assessments before and
has generated instructional changes across courses. Although listed above, it might be helpful to summarize the
general direction of improvements here. They are
a) Focus significant amounts of instructional time on explicit discussion of historical thinking skills
b) Use “model essays” (excellent, fair, poor) to show students what we mean by a well-argued and well
written analytical essay
Click here to enter text.
D. Evaluating Relevancy of Curriculum
Course Content
In August of 2014, a new department committee was created to oversee and manage history course assessment,
curriculum, and methods of instruction. The committee is the History Assessment and Course Standards
Program/Unit Review Self Study | Curriculum
2.8
HISTORY
2014-2015
Committee (HACS). This committee is permanent and will meet regularly. In addition, it will report its work to
the department at each of the four yearly department meetings. See Appendix F for the committee description
and charge.
In the fall of 2014, this committee chose to look at the curriculum and methods of instruction in online sections
as the first and most pressing issue. The committee found that assignments, grading practices, and rigor varied
greatly between sections. In particular, the committee found that (1) the majority of assignments in some
courses did apply to the learning outcomes for that course; (2) grading practices sometimes did not provide
feedback to students on analytical thinking, organization of thinking, use of evidence, or quality of written
expression; and (3) a disturbing level of grade inflation in some sections.
The committee committed to creating a set of required standards and practices for all history sections
(traditional and online) that would meet the following requirements:
Assessment
 Full implementation of assessment across all sections and all instructors (including part-time) including
completion of Course Assessment Reports (CAR) for every course each semester
 Systematic sharing of findings with all instructors (including part-time) to ensure that all faculty are
constantly improving the delivery of instruction
 Development of a master course structure that provides minimum standards for topics to be addressed,
appropriate assessments, and appropriate grading rubrics
The master course will be required to maintain these minimum standards:
 Level and rigor that exceeds high school common core social studies standards
 Level and rigor that approximates standards in equivalent courses taught at UNR
 Level and rigor that approximates the standards set by AP exams in the field
 Curriculum that aligns with demands in 300/400 level courses in the field
Degree/Certificate Requirements
The History Assessment and Course Standards Committee (or HACS, described above) will review the degree
requirements yearly as part of its program assessment efforts. The results of the assessment of the program
emphasis will drive any changes to degree requirements.
Although the HACS Committee was not in place earlier, the history faculty managed this informally (for
example, a capstone course – History 251 – was added in the fall of 2012). The HACS Committee, though, will
provide a structure that will ensure a systematic review of degree requirements.
Methods of Instruction
The HACS Committee is charged with the review and management of course standards. As part of this charge,
the HACS Committee will evaluate the methods of instruction that are current, appropriate, and effective for
the discipline. Once again, this task falls neatly under the committee’s management of assessment at both the
course and degree emphasis level. While the history faculty has made changes to methods of instruction as a
result of assessment results before (see “assessment driven improvements” above), the HACS Committee
provides a regular structure and accountability to this process. In addition, the HACS Committee is charged
Program/Unit Review Self Study | Curriculum
2.9
HISTORY
2014-2015
with ensuring that all assessment results, in particular those that suggest changes to the methods of instruction,
are communicated to part-time faculty on a yearly basis.
Faculty Qualifications
The faculty qualification to teach any history course is a Master’s Degree in history (or a closely related
discipline, i.e. American Studies). This requirement has been stable for years and will not change in the
foreseeable future.
E. Post Completion Objectives (transfer, job placement, university transfer, graduate survey
outcomes)
History is a transfer program. Currently history at TMCC has transfer agreements in place with UNR, NSC, and
UNLV (see Appendix G).
F. Secondary Student Preparation Efforts
N/A
G. External Review
No efforts have been made at this time.
H. Non-credit Training Offered
N/A
I. Curriculum Strategies
The following section summarizes the findings above related to curriculum and outlines the self-study
committee’s recommended targets for improvement to be implemented over the next five year period.
1. Assessment Findings and Strategies
Thus far, the assessment process in history has revealed a general weakness in the ability of students to apply
primary source evidence in support of a complex argument. In other words, students showed awareness of but not
excellent facility with the analytical thinking skills employed by historians (and generally applicable to any
complex problem-solving task). In response, the history faculty has implemented more direct instruction in
various aspects of analytical thinking and writing into course instruction.
Outcome Review Plan
Courses to
Review
HIST 101
Evaluation of Existing Outcomes
101 outcomes/measures were approved as part
of general education on 2/24/2014. History
faculty members reviewed outcomes/measures
during the drafting of the PUR report (Oct.
2014) and found that they would like to revise
outcomes to measure thinking skills rather
than specific content.
In addition, the history faculty would like to
move the Nevada Constitution requirement
from HIST 102 to HIST 101. Currently, the
Timeline
January/Feb 2015:
discuss changes to
outcome statements
March/April 2015:
submit revised
outcomes for approval
CAR Assessment
Cycle
2015-16
2018-19
2021-22
2024-25
Program/Unit Review Self Study | Curriculum
2.10
HISTORY
2014-2015
placement in HIST 102 makes no sense
because the Nevada Constitution was written
and passed in 1864. HIST 102 begins in 1877.
We’re told, though, may make some
adjustments to this as they revise their general
education requirements.
HIST 102
HIST 105
HIST 106
HIST 111
101 outcomes/measures were approved as part
of general education on 2/24/2014. History
faculty members reviewed outcomes/measures
during the drafting of the PUR report (Oct.
2014) and found that that they would like to
revise outcomes to measure thinking skills
rather than specific content.
101 outcomes/measures were approved as part
of general education on 2/24/2014. History
faculty members reviewed outcomes/measures
during the drafting of the PUR report (Oct.
2014) and found that they remain relevant.
101 outcomes/measures were approved as part
of general education on 2/24/2014. History
faculty members reviewed outcomes/measures
during the drafting of the PUR report (Oct.
2014) and found that they remain relevant.
101 outcomes/measures were approved as part
of general education on 2/24/2014. History
faculty members reviewed outcomes/measures
during the drafting of the PUR report (Oct.
2014) and found that they remain relevant.
January/Feb 2015:
discuss changes to
outcome statements
March/April 2015:
submit revised
outcomes for approval
2016-17
2019-20
2022-23
2025-26
N/A
SLO 1: 2015-16
SLO 2: 2016-17
SLO 1: 2018-19
SLO 2: 2019-20
N/A
SLO 1: 2016-17
SLO 2: 2017-18
SLO 1: 2019-20
SLO 2: 2020-21
N/A
As Taught: Next
offering F16
2016-17
HIST 208
101 outcomes/measures were approved as part
of general education on 2/24/2014. History
faculty members reviewed outcomes/measures
during the drafting of the PUR report (Oct.
2014) and found that they remain relevant.
N/A
2019-20
2022-23
2025-26
2016-17
HIST 209
101 outcomes/measures were approved as part
of general education on 2/24/2014. History
faculty members reviewed outcomes/measures
during the drafting of the PUR report (Oct.
2014) and found that they remain relevant.
N/A
2019-20
2022-23
2025-26
2015-16
HIST 217
101 outcomes/measures were approved as part
of general education on 2/24/2014. History
faculty members reviewed outcomes/measures
during the drafting of the PUR report (Oct.
2014) and found that they remain relevant.
N/A
2018-19
2021-22
2024-25
HIST 225
This course was last offered in the spring of
2009, and the instructor responsible for
creating the course retired. Due to the
Course to be deleted in
Fall 2015
N/A
Program/Unit Review Self Study | Curriculum
2.11
HISTORY
2014-2015
specialized subject matter, no new instructor
has been located.
During the PUR drafting process, the history
faculty members met and decided to delete the
course.
The CAP Committee approved the
outcomes/measures relatively recently
(11/13/2012). History faculty members
reviewed outcomes/measures during the
drafting of the PUR report (Oct. 2014) and
found that they remain relevant.
N/A
As Taught: Next
offering unknown
HIST 228
This course was last reviewed in January of
2009; therefore, it is due for re-approval by the
CAP Committee before being offered again.
Course
outcomes/measures to
be submitted to CAP
Committee in Spring
2016
As Taught: Next
offering unknown
HIST 248
This course was last reviewed in June of 2005;
therefore, it is due for re-approval by the CAP
Committee before being offered again.
Course
outcomes/measures to
be submitted to CAP
Committee in Spring
2016
As Taught. On
schedule to be
assessed in F14
HIST 251
The CAP Committee approved the
outcomes/measures relatively recently
(11/2/2012).History faculty members reviewed
outcomes/measures during the drafting of the
PUR report (Oct. 2014) and found that they
remain relevant.
N/A
All SLO: Sp 2015
All SLO: Sp 2017
All SLO: Sp 2019
All SLO: Sp 2021
(course taught only
in spring of odd
years)
N/A
All SLO: As
Taught. Next
offered in Sp 2015
HIST 288
This course was last reviewed in July of 2007;
therefore, it is due for re-approval by the CAP
Committee before being offered again.
Course
outcomes/measures to
be submitted to CAP
Committee in Fall 2016
As Taught. On
schedule to be
assessed in F14,
Next offering
scheduled for S17
HIST 289
This course was last reviewed in July of 2007;
therefore, it is due for re-approval by the CAP
Committee before being offered again.
Course
outcomes/measures to
be submitted to CAP
Committee in Spring
2017
As Taught: Next
offering unknown
HIST 227
HIST 273
The CAP Committee approved the
outcomes/measures relatively recently
(11/2/2012).History faculty members reviewed
outcomes/measures during the drafting of the
PUR report (Oct. 2014) and found that they
remain relevant.
During the drafting of the PUR document, it
was discovered that the HIST 273 MCO is
missing from the Academics Database. The
issue was resolved through the office of the
Associate Dean of Assessment and Planning
Program/Unit Review Self Study | Curriculum
2.12
HISTORY
This course was last reviewed in July of 2007;
therefore, it is due for re-approval by the CAP
Committee before being offered again
HIST 291
During the drafting of the PUR document, it
was discovered that the HIST 273 MCO is
missing from the Academics Database. The
issue was resolved through the office of the
Associate Dean of Assessment and Planning
This course was last reviewed in July of 2007;
therefore, it is due for re-approval by the CAP
Committee.
Before the course is offered again, though, a
common course numbering problem needs to
be solved. In the recent past, UNR changed
this course from a two-semester sequence
(HIST 293/94) to a one-semester survey. This
one-semester course uses the number 293.
HIST 294
Since seamless transfer to UNR is a goal of the
TMCC history department, this course will
need to be altered to match the UNR offering
as follows:
Title: HIST 293 AFRICAN AMERICAN
EXPERIENCE IN AMERICA
2014-2015
Course
outcomes/measures to
be submitted to CAP
Committee in Fall 2015
All SLO: As
Taught. Next
offered in Sp 2016
Course revision to (1)
revise course to match
UNR’s changes and (2)
to review/approve
student learning
outcomes/measures to
take place in Fall 2017
As Taught: Next
offering unknown
N/A
As Taught. Next
offering F15, F16,
F17
Course Description: Survey of the history of
African Americans in the United States from
colonial times to the present. (Diversity
course.)
HIST 295
The CAP Committee approved the
outcomes/measures relatively recently
(11/13/2012). History faculty members
reviewed outcomes/measures during the
drafting of the PUR report (Oct. 2014) and
found that they remain relevant.
Click here to enter text.
2. External Resource Recommendations and Implementation Plans
Over the next five years, we expect technology to continue to become more integrated with instruction. For
example, the history faculty members know several high school social studies teachers who are employing
tablets in the classroom (dedicated for classroom use only). These are very helpful in active learning and
project-based assignments. The history faculty plans to apply for internal grants for a mobile “cart” of such
devices to be shared as part of a pilot program.
Program/Unit Review Self Study | Curriculum
2.13
HISTORY
2014-2015
3. Anticipated Factors Affecting Curriculum and Strategies
Three factors are anticipated to shape history curriculum and instructional strategies over the next five (5) to
seven (7) years. First, the acceptance and integration of the Common Core in Nevada’s K-12 schools affirms
the history faculty’s focus on critical analysis and effective writing skills. We expect students to come to us
with improved skills in this area. The challenge is to ensure that (a) all history courses are conducted at a level
of difficulty and rigor that goes beyond the Common Core standards for social studies and (b) maintaining and
increasing retention of students, particularly those who (despite the efforts of WCSD) come to us
underprepared. Second, we expect technology to continue to become more integrated with instruction. Third,
and most important, we await implementation of the “Silver Plan” at UNR. Preliminary contact with the UNR
History department about this has left us confused. For example, one email stated that they intend to add the
U.S. Constitution requirement to Nevada History (HIST 217), a move that makes no sense to us. These
changes are out of our control, though, so we must wait for them to go through the UNR curriculum process.
Almost certainly, we will need to make adjustments to align with their changes.
Program/Unit Review Self Study |
2.14
HISTORY
2014-2015
III. DEMOGRAPHICS AND ENROLLMENT
A. General Student Demographics
Age
5 -year Average Headcount
History
TMCC
59%
54%
25% 25%
9%
0%
13%
7%
2%
Under
18 yrs.
18-24 yrs.
25-34 yrs.
Under
18 yrs.
Fall 09
Spr 10
Fall 10
Spr 11
Fall 11
Spr 12
Fall 12
Spr 13
Fall 13
Spr 14
History Avg
TMCC Avg
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
%
%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0%
2%
18-24 yrs.
13
65%
19
61%
35
78%
35
59%
42
66%
29
49%
39
54%
35
60%
34
56%
30
53%
59%
54%
35-49 yrs.
25-34 yrs.
5
25%
9
29%
8
18%
18
31%
13
20%
17
29%
18
25%
14
24%
15
25%
13
23%
25%
25%
35-49 yrs.
1
5%
3
10%
2
4%
4
7%
5
8%
8
14%
9
13%
4
7%
6
10%
7
12%
9%
13%
6%
50+ yrs.
50+ yrs.
1
5%
0
0%
0
0%
2
3%
4
6%
5
8%
6
8%
5
9%
6
10%
7
12%
7%
6%
Total
20
100%
31
100%
45
100%
59
100%
64
100%
59
100%
72
100%
58
100%
61
100%
57
100%
100%
100%
Analysis: The age cohorts of 18-24 and 25-34 years old represent the largest age demographic at TMCC and
history enrollment for those groups matches or exceeds college percentages. Students in those cohorts are most
likely seeking associate degrees and transfer credits to 4-year institutions, therefore taking history classes helps
Program/Unit Review Self Study | III. Demographics and Enrollment
2.15
HISTORY
2014-2015
meet graduation requirements. History enrollment exceeds TMCC percentage for age 50+ students, who are
probably taking classes that interest them and for personal enrichment rather than to achieve specific academic
or employment goals. History enrollment is weaker among high school (below 18) and in 35-49 age group. For
the latter, those students are probably returning to school for specific fields or classes that would upgrade
educational credentials and improve chances for promotion or changing professions in an economy that is restructuring, downsizing, or changing job requirements or to finish an earlier attempt at a degree ( “The Nation
Students: Enrollments and Demographics,” Chronicle of Higher Education 56:1 (2009), 8-10; Rowan-Kenyon,
Heather, “Predictors of Delayed College Enrollment and the Impact of Socio-economic Status,” The Journal of
Higher Education 78:2(2007), 188-214). TMCC demographics on that age group reveal that preference – the
bulk of students of the 35-49 age group are in the Apprenticeship Program, Technologies Programs, or
Nursing. (“Demographics by Program,” Office of Institutional Research, Analysis, and Effectiveness, TMCC)
History classes may not benefit students with those educational goals and plans. TMCC High School students
simply do not have to take college history. They take high school history classes as part of the high school
program, and high school students seeking an AA take the humanities and social science courses as
recommended or required in their discipline. As is clear in the TMCC Catalog, history classes are never listed
as specifically recommended, highly recommended, or required (except for a History major).
Program/Unit Review Self Study | III. Demographics and Enrollment
2.16
HISTORY
2014-2015
Gender
5-year Average Headcount
History
TMCC
65%
56%
44%
35%
15
17
Female
Female
Fall 09
Spr 10
Fall 10
Spr 11
Fall 11
Spr 12
Fall 12
Spr 13
Fall 13
Spr 14
History Avg
TMCC Avg
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
%
%
Male
Male
7
35%
11
35%
18
40%
23
39%
21
33%
17
29%
23
32%
19
33%
22
36%
22
39%
35%
56%
Unreported
13
65%
20
65%
27
60%
36
61%
43
67%
42
71%
49
68%
39
67%
39
64%
35
61%
65%
44%
Total
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0%
0%
20
100%
31
100%
45
100%
59
100%
64
100%
59
100%
72
100%
58
100%
61
100%
57
100%
100%
100%
Analysis: Even though recent studies point to the fact that, over the past thirty years, women have surpassed
men in college enrollment and, by 2016, may represent 60% of college students, and that the female/male ratio
at TMCC is identical to national college enrollments (Wells, Ryan et al. “Why do More Women than Men
Want to Earn a Four-Year Degree?” The Journal of Higher Education 82:1 (2011), 1-32), the number of
female students in history classes over the past five years has been alarmingly low. Recent studies indicate that
women in college seek professions that lead to civic involvement and social benefit and therefore gravitate
toward degrees in biological/environmental sciences, social sciences (psychology, sociology, and
anthropology) , education, and medical sciences ( nursing and medical technologies at TMCC), and also tend
Program/Unit Review Self Study | III. Demographics and Enrollment
2.17
HISTORY
2014-2015
decide career paths on the basis of a rational cost-benefit calculation (Gaston-Gayles, Joy. “The Impact of
College Experiences on Degree Completion in STEM Fields at Four-Year Institutions: Does Gender Matter?”
The Journal of Higher Education 85:4 (2014), 439-468; Glenn, David, “Helping Students Go To College: The
Value of a Degree,” Chronicle of Higher Education 50:34, A18; Op Cit Wells). The career and academic
choices of women at TMCC align almost perfectly with what is argued in those studies – female students make
up 95% of enrollment in the Vet Tech program, 84% in Nursing, 71% in Biology, 68% in the Allied Health
Program, 63% in Social Sciences, and 56% in Business (“Demographics by Program,” Office of Institutional
Research, Analysis, and Effectiveness, TMCC). History classes may not calculate in as beneficial or, with the
exception of Biology, are not recommended or required for the career fields/educational objectives that degreeseeking woman at TMCC prefer.
Program/Unit Review Self Study | III. Demographics and Enrollment
2.18
HISTORY
2014-2015
Ethnicity
5-year Average Headcount
History
TMCC
74%
65%
20%
11%
5% 3%
African
American
1%
5%
Asian
Hawaiian or
Pacific
Islander
A f ric a n
A m e ric a n
Fall
09
Spr
10
Fall
10
Spr
11
Fall
11
Spr
12
Fall
12
Spr
13
Fall
13
Spr
14
History Avg
TMCC Avg
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
A s ia n
0
0%
2
6%
2
4%
3
5%
5
8%
4
7%
4
6%
3
5%
1
2%
2
4%
5%
3%
1
5%
1
3%
1
2%
1
2%
2
3%
1
2%
0
0%
0
0%
0
0%
0
0%
1%
5%
5% 3%
2% 2%
0% 1%
Hispanic
H a wa iia n
o r P a c if ic
Is la n d e r
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0%
1%
Native
American
H is p a n ic
3
15%
5
16%
4
9%
6
10%
4
6%
5
8%
9
13%
8
14%
8
13%
8
14%
11%
20%
White
N a t iv e
A m e ric a n
1
5%
1
3%
0
0%
1
2%
2
3%
2
3%
1
1%
0
0%
0
0%
0
0%
2%
2%
Two or more
races
Wh it e
15
75%
19
61%
35
78%
43
73%
47
73%
43
73%
55
76%
45
78%
45
74%
42
74%
74%
65%
T wo o r
m o re
ra c e s
0
0%
2
6%
2
4%
3
5%
2
3%
3
5%
3
4%
2
3%
5
8%
3
5%
5%
3%
0% 1%
2% 1%
International
Students
Unreported
In t e rn a t io n a l
S tude nts
Un re p o rt e d
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0%
1%
0
0%
1
3%
1
2%
2
3%
2
3%
1
2%
0
0%
0
0%
2
3%
2
4%
2%
1%
To ta l
20
100%
31
100%
45
100%
59
100%
64
100%
59
100%
72
100%
58
100%
61
100%
57
100%
100%
100%
Analysis: The ethnic distribution in history aligns well with the ethnic make-up of the TMCC student
population generally, with some noteworthy differences. White student percentage is significantly higher in
history and Asian and Hispanic percentages are significantly lower. The bulk of history courses to date have
related to European and United States history, which may have less appeal to some ethnic groups and may
account for higher/lower representation for those cohorts.
Program/Unit Review Self Study | III. Demographics and Enrollment
2.19
HISTORY
2014-2015
B. Student Status
Educational Goals
5-year Average Headcount
History
TMCC
93%
80%
1%
Earn a Degree
4%
0%
Earn a Certificate Improve Job Skills
E a rn a
D e g re e
Fall 09
Spr 10
Fall 10
Spr 11
Fall 11
Spr 12
Fall 12
Spr 13
Fall 13
Spr 14
History Avg
TMCC Avg
2%
2%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
%
%
644
87%
675
89%
713
95%
717
95%
621
96%
677
95%
611
95%
601
92%
574
93%
551
91%
93%
80%
E a rn a
C e rt if ic a t e
19
3%
15
2%
16
2%
15
2%
6
1%
6
1%
8
1%
3
0%
3
0%
3
0%
1%
4%
7%
2%
Personal
Enrichment
Im p ro v e
J o b S k ills
1
0%
0
0%
1
0%
1
0%
1
0%
0
0%
1
0%
2
0%
1
0%
0
0%
0%
2%
5%
Transfer
P e rs o n a l
E n ric h m e n t
45
6%
45
6%
5
1%
8
1%
10
2%
12
2%
13
2%
15
2%
6
1%
11
2%
2%
7%
T ra n s f e r
9
1%
13
2%
9
1%
15
2%
12
2%
14
2%
12
2%
23
4%
24
4%
31
5%
2%
5%
1%
1%
Undecided
Un d e c id e d
To ta l
23
3%
12
2%
3
0%
1
0%
0
0%
0
0%
0
0%
11
2%
6
1%
11
2%
1%
1%
741
100%
760
100%
747
100%
757
100%
650
100%
709
100%
645
100%
655
100%
614
100%
607
100%
100%
100%
Analysis: It is no surprise that a high number of students enrolled who intend to earn a degree take history
courses. History is an important requirement for most degrees for transfer to UNR. History classes can replace
the Core Humanities requirement at UNR (although many Associate’s Degree programs at TMCC do not
explain or allow that) and the European and United States survey courses can transfer to any university to meet
degree/graduation requirements. That enrollment for vocational certificates and improved job skills is lower in
Program/Unit Review Self Study | III. Demographics and Enrollment
2.20
HISTORY
2014-2015
history than the TMCC averages is also no surprise. As noted in the analysis of age demographics and history
enrollment, students of the age group seeking certificates, new job skills, etc tend not to take history classes
because they do not aid in achieving specific job-related training. The low percentage in the “Personal
Enrichment” is disappointing, though. Learning history because it is fun seems logical but possibly the
students under that category seek classes that are more lightweight or personally enjoyable (like ceramics, art,
or cooking) rather than academically-rigorous subjects.
Program/Unit Review Self Study | III. Demographics and Enrollment
2.21
HISTORY
2014-2015
Enrollment Status
Student Credit Load - Credits Attempted (Declared Majors)
5-year Average Headcount
History
TMCC
46%
29%
27%
23%
26%
22%
19%
10%
12+
9-11.9
6-8.9
Less than 6 credits
Credits Attempted
12+
Fall 09
Spr 10
Fall 10
Spr 11
Fall 11
Spr 12
Fall 12
Spr 13
Fall 13
Spr 14
History Avg
TMCC Avg
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
%
%
9-11.9
11
55%
10
32%
23
51%
25
42%
33
52%
33
56%
29
40%
23
40%
31
51%
22
39%
46%
29%
5
25%
12
39%
12
27%
16
27%
11
17%
13
22%
17
24%
13
22%
14
23%
9
16%
23%
19%
Le ss than 6
cre dits
6-8.9
3
15%
5
16%
8
18%
14
24%
15
23%
8
14%
17
24%
15
26%
10
16%
19
33%
22%
27%
1
5%
4
13%
2
4%
4
7%
5
8%
5
8%
9
13%
7
12%
6
10%
7
12%
10%
26%
Total
20
100%
31
100%
45
100%
59
100%
64
100%
59
100%
72
100%
58
100%
61
100%
57
100%
100%
100%
Program/Unit Review Self Study | III. Demographics and Enrollment
2.22
HISTORY
2014-2015
Student Credit Load - Credits Earned (Declared Majors)
5-year Average Headcount
History
TMCC
44%
29%
27%
22%
22%
17%
24%
15%
12+
9-11.9
6-8.9
Less than 6 credits
Credits Earned
12+
Fall 09
Spr 10
Fall 10
Spr 11
Fall 11
Spr 12
Fall 12
Spr 13
Fall 13
Spr 14
History Avg
TMCC Avg
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
%
%
9-11.9
7
35%
6
19%
12
27%
16
27%
22
34%
17
29%
15
21%
18
31%
16
26%
15
26%
27%
17%
2
10%
9
29%
13
29%
15
25%
8
13%
15
25%
15
21%
10
17%
16
26%
11
19%
22%
15%
Le ss than 6
cre dits
6-8.9
5
25%
3
10%
7
16%
11
19%
17
27%
10
17%
21
29%
13
22%
13
21%
15
26%
22%
24%
6
30%
13
42%
13
29%
17
29%
17
27%
17
29%
21
29%
17
29%
16
26%
16
28%
29%
44%
Total
20
100%
31
100%
45
100%
59
100%
64
100%
59
100%
72
100%
58
100%
61
100%
57
100%
100%
100%
Analysis: Operating on the assumption that “Declared Majors” refers specifically in this data to those students
who have chosen history as their major and are enrolled in history classes, a comparison of the bar graphs for
Credits Attempted and Credits Earned reveals some interesting information. First, the bulk of history students
(almost 70%) fall into the 9+ credit hour categories in credits attempted, so it appears that history students
predominantly are applying themselves to course work and intend to move forward toward degrees quickly
when they start the semester. The percentage in those categories drops, though, with credits earned although
Program/Unit Review Self Study | III. Demographics and Enrollment
2.23
HISTORY
2014-2015
the percentage of history students earning credits (49%) is still higher than the TMCC average. A second
interesting point is that percentages of history students in the 9+ credit hour categories are significantly higher
than TMCC percentages generally in both credits attempted and credits earned, which suggests again a higher
than average dedication to completing their degree program. Third, for students taking classes less than parttime, enrollment for history majors is very low. Again, the majority of history students take larger initial class
loads
The most startling observation from the data, however, is the significant 19% drop (from 46% to 27%) from
Credits Attempted to Credits Earned for full-time history students. The drop is negligible in the 9-11.9 credit
and 6-8.9 credit categories, and Credits Earned for those students taking fewer than 6 credits is significantly
higher, although still well below TMCC percentages. Looking at the number of students, though, may explain
the disparities. The number of students in Credits Attempted in each credit category are significantly different
from the number of students in each credit category for Credits Earned – specifically, the number of students
shift from larger class loads to smaller class loads during the semester. It seems that students who attempt a
full load drop classes in the course of the semester but stay and complete the history classes. For example, in
Fall 2010, 35 history majors were enrolled with 9+ credits and 10 were enrolled for less than 9 credits. The
numbers shift with credits earned – 25 history majors with 9+ credits completed the courses and 20 students
completed with less than 9 credits. The number of students in classes that semester remains the same (45) but
evidently some students had to reduce their class load to finish the semester. They stayed in history classes,
though. The same pattern is evident in Spr 2014. 31 history majors attempted 9+ credits and 26 attempted less
than 9 credits when the semester began. At the end of the semester, 26 students in the 9+ credit cohort earned
credits and 31 in the less than 9 credits earned course credit. The number of students shifted categories but
remained the same (57) through the semester. Students may drop classes but evidently stay in their history
classes.
C.Student Recruitment Activities
Other than the History Club and the popularity of the history professors, recruitment activities into history have
been limited. However, the history faculty members all engage in informal advisement of students interested in a
history degree, and those sessions often inform students about our program and could perhaps be considered
recruitment activity.
Underserved Student Populations
Discussed in Ethnic Demographics.
Program/Unit Review Self Study | III. Demographics and Enrollment
2.24
HISTORY
2014-2015
D.Enrollment Patterns
Number of Sections Offered
Number of Sections: Fall Semesters
30.0
25.0
26.0
23.0
20.0
24.0
22.0
23.0
15.0
10.0
5.0
0.0
Fall 09
Fall 10
Fall 11
Fall 12
Fall 13
Number of Sections: Spring Semesters
30.0
25.0
27.0
20.0
27.0
23.0
23.0
21.0
15.0
10.0
5.0
0.0
Spr 10
Academic Years
2009-10
2010-11
2011-12
2012-13
2013-14
History (5 yr Avg)
Div of Web College (5 yr Avg)
TMCC (5 yr Avg)
Spr 11
Fall
26.0
23.0
22.0
24.0
23.0
23.0
72
1519
Spr 12
Number of Sections
% Change
--12%
-4%
9%
-4%
-3%
-1%
-4%
Spr 13
Spring
27.0
23.0
27.0
23.0
21.0
23.5
71
1532
Spr 14
% Change
--15%
17%
-15%
-9%
-5%
-1%
-4%
Analysis: The number of sections in history has remained fairly consistent over the past four years, with a
slight reduction recently because of a drop in enrollment in history classes, which parallels the drop in TMCC’s
overall enrollment. The history course reduction, therefore, was unavoidable.
Program/Unit Review Self Study | III. Demographics and Enrollment
2.25
HISTORY
2014-2015
Student to Faculty Ratios
Student to Faculty Ratio: Fall Semesters
40.0
35.0
30.0
35.3
31.9
31.6
25.0
29.0
28.8
Fall 12
Fall 13
20.0
15.0
10.0
5.0
0.0
Fall 10
Fall 09
Fall 11
Student to Faculty Ratio: Spring Semesters
40.0
35.0
35.3
30.0
25.0
30.7
28.4
30.2
31.3
20.0
15.0
10.0
5.0
0.0
Spr 10
Academic Years
2009-10
2010-11
2011-12
2012-13
2013-14
History (5 yr Avg)
Div of Web College (5 yr Avg)
TMCC (5 yr Avg)
Spr 11
Fall
31.9
35.3
31.6
29.0
28.8
31.3
30.0
22.2
Spr 12
Student to Faculty Ratio
% Change
-11%
-10%
-8%
-1%
-2%
-2%
0%
Spr 13
Spring
30.7
35.3
28.4
30.2
31.3
31.2
30.7
21.6
Spr 14
% Change
-15%
-20%
6%
4%
1%
-2%
0%
Analysis: These graphs indicate that student-to-faculty ratios have remained consistent and relatively high over
the past five years. In fact, the history department’s 5-year average of 31.25 is almost 50% higher than the
TMCC average over the past five years, which suggested effective and efficient scheduling. Reductions in
classes and choosing the best times to offer classes during the day has helped maintain higher ratios and,
Program/Unit Review Self Study | III. Demographics and Enrollment
2.26
HISTORY
2014-2015
therefore, cost effectiveness while retaining a close professionally-friendly learning environment in the
classroom.
Full Time Equivalent Enrollment
FTE: Fall Semesters
200.0
150.0
165.8
162.4
139.2
139.4
100.0
132.6
* The data presented on pages 3 - 5 represent data for GRC sections.
50.0
0.0
Fall 09
Fall 10
Fall 11
Fall 12
Fall 13
FTE: Spring Semesters
200.0
150.0
165.6
162.4
153.3
138.8
100.0
131.4
50.0
0.0
Spr 10
Academic Years
2009-10
2010-11
2011-12
2012-13
2013-14
History (5 yr Avg)
Div of Web College (5 yr Avg)
TMCC (5 yr Avg)
Spr 11
Fall
165.8
162.4
139.2
139.4
132.6
147.9
413
6691
Spr 12
FTE
% Change
--2%
-14%
0%
-5%
-5%
-5%
-4%
Spr 13
Spring
165.6
162.4
153.3
138.8
131.4
150.3
430
6593
Spr 14
% Change
--2%
-6%
-9%
-5%
-6%
-4%
-4%
Analysis: Enrollment of full-time students has dropped somewhat significantly (5-6%) over the past five years,
slightly more than the FTE at TMCC. It is interesting to note, though, that although FTE has dropped in
Program/Unit Review Self Study | III. Demographics and Enrollment
2.27
HISTORY
2014-2015
History classes, the student/faculty ratio in history classes have remained fairly stable and recently, in Spring
2013 and 2014, has actually risen. As discussed in the previous section, this is due to more effective and
efficient scheduling.
Retention Rates
5 year Average Retention Rates
History
Div of Web College
TMCC
82%
78%
75%
Retention Rate
Retention by Semester - Fall 09 to Spring 14
Term
Total Enrollments
Number Retained
Fall 09
829
673
Spr 10
828
687
Fall 10
812
679
Spr 11
812
660
Fall 11
696
575
Spr 12
767
609
Fall 12
697
561
Spr 13
694
587
Fall 13
663
543
Spr 14
657
533
History (5 year Avg)
746
611
Div of Web College (5 year Avg)
21,734
16,910
TMCC (5 year Avg)
334,338
251,423
Retention Rate
81%
83%
84%
81%
83%
79%
80%
85%
82%
81%
82%
78%
75%
Analysis: The numbers speak for themselves here. Retention in History classes is significantly higher than the
TMCC average although still not at all acceptable. It is impossible to tell from this data which classes (which
subject area or in-class/online) specifically lose the most students, but overall the retention numbers are good
for history.
Number of Declared Degree/Emphasis Seekers
Degree
HISTORY-AA
Total
Fall 2010 - Spring 2014
Number of Students
206
206
# of Grads
22
22
Click here to enter text.
Program/Unit Review Self Study | III. Demographics and Enrollment
2.28
HISTORY
2014-2015
Student Success Rates
Number of Students Earning a Degree
2010 - 2014
8
6
4
2010-11
4
2011-12
2012-13
2013-14
Number of Graduates by Academic Year
2010 - 2014
Year
# of Graduates
2010-11
4
2011-12
6
2012-13
4
2013-14
8
Total
22
* Academic years include degrees awarded during the leading summer. Ex. 2010-11 includes
Analysis: The number of students earning history degrees is climbing and will continue to do so. The History
Department is introducing new classes (discussed in the Strategies section coming up) that will provide a
greater and more diverse selection of courses as well as classes designed to expand students’ knowledge of
history as a discipline, train history students and prepare them for upper division courses at a university, and
measure what they have learned at TMCC as they have worked toward their AA History Emphasis. That
should increase the number of TMCC students graduating with a degree emphasis in history.
Program/Unit Review Self Study | III. Demographics and Enrollment
2.29
HISTORY
2014-2015
Transfer Status
Transfer Students from the History Program
Declared HISTORY-AA Students enrolled between fall 09 and fall 13
who transferrred following their last term at TMCC
Transfers
22%
Non Transfers
78%
# Declared
Majors*
# Transfers
% Transferred
Transfers to
UNR
To O ther
4 yr
Institution
To O ther
2 yr
Institution
207
46
22%
29
12
5
* Declared HISTORY-AA Students enrolled between fall 09 and fall 13 (unduplicated).
Analysis: The pie chart indicates a poor transfer rate for TMCC history students after graduation. However, much is
unclear and little can be surmised from this data. Is there a disconnect for history students? Can they afford to
continue on with their BA and graduate degrees? Do they delay transfer? Do “history majors” at TMCC just choose
E. Enrollment
Strategies
that
as a field of interest
but have no plans to pursue it after TMCC? Far more questions than answers with this data.
The following section summarizes the findings above and outlines the self-study committee’s
recommended targets for enrollment improvement to be implemented over the next five year period.
Demographic Findings and Strategies
The demographic information on Gender, Age, and Ethnicity with relation to History classes and students
majoring in history reveal some interesting points. The Age cohorts that represent the highest student
enrollment for history are those in which academic pursuits and seeking degrees are clearly the goals.
Convincing students who are seeking to enhance specific job skills may be difficult to enroll in or study history
as a major, unless they have a personal interest in history and have time/money to invest in a history class.
That is problematic, though.
Program/Unit Review Self Study | III. Demographics and Enrollment
2.30
HISTORY
2014-2015
The demographic information on Ethnicity is also revealing. Clearly, the department needs to offer a greater
range of classes to appeal to the range of ethnicities in the TMCC student population or find a way to convince
students that history is an important part of their personal and academic lives. The History Department has
already implemented a more diverse selection of course offerings, most relevantly for this demographic those
on World History. Those classes have a broader base of appeal to a wider range of ethnicities and satisfy
Diversity Credits for degree completion requirements in all academic disciplines. Beginning in the Fall 2014
semester, World History is offered online (with an enrollment of 92 students) and will be offered in class and
online in Fall 2015.
The demographic on female enrollment is very troubling, considering women are rapidly becoming the largest
percentage of college student populations in the country. The studies that examine the increase in enrollment
and that women tend to focus on practical and readily employable fields as well as those that facilitate civic
and social involvement (influenced by variables like family, marriage/divorce, income). Although history
classes are generally understood to fulfill general requirements for most majors at virtually all institutions of
higher education, at TMCC and UNR, history classes compete with Core Humanities for credits, since UNR
requires those composite humanities courses as degree requirements. There is an agreement that certain TMCC
history classes can substitute for the Core Humanities to fulfill requirements in place, but that may not be as
well advertised as it should be. Also, some divisions at TMCC in which women attend and complete their
degrees do not allow the option to replace Core Humanities with history classes. (TMCC College Catalog).
That issue may not be resolvable. Generally, one could argue that there is a culture at TMCC that deemphasizes history as an option for degree requirements. Sweetening the pot, though, may help. Dr. Sharon
Lowe, whose academic research and expertise is in Women’s History, offers classes that may appeal to female
students at TMCC. Better advertising of those classes may build enrollment in history.
.
Student Status Findings and Strategies
Strategies that address FTE and part-time status at TMCC are tricky. Unlike students attending universities,
who generally have expectations to enroll full time and progress quickly toward a degree, the purposes and
expectations of the student population at community colleges traditionally are more varied and fluid. Students
who are history majors, however, presumably intend to transfer to a 4-year institution for a BA and possibly
beyond if they wish to find a job related to their studies and interests. The history faculty should actively stress
the need for history students to enroll full-time and progress steadily toward their degrees. Faculty should
ensure that they are available to students for advice and direction, and frequent contact in class, on campus, and
through the History Club can keep the students enthusiastic and focused on taking a full load each semester to
complete the program at TMCC and transfer to continue their education.
Program/Unit Review Self Study | III. Demographics and Enrollment
2.31
HISTORY
2014-2015
Enrollment Patterns and Strategies
Enrollment patterns in history over the past few years indicate a steady and sad downward turn. The
department has adjusted with fewer classes and experimenting with different time slots to attract students with
busy work schedules, all with limited success. In all of the demographic categories and cohorts, the possible
strategies to increase enrollment and retention could include: 1) a survey administered over several semesters
to students enrolled in history classes asking what their major is, reasons why they are taking a history class,
and their level of interest in history before and after taking the class. With that input, the History Department
can assess where it is and how it can adjust and improve so that it can attract and retain students majoring in
history, as well as help all students progress and achieve their educational goals; 2) outreach and advertising to
increase exposure and to communicate the value of history classes (Twitter, Facebook, History Club
Newsletter, requesting and manning [in a non-gendered way] tables at Welcome Back Days and other studentoriented events, using online student reviews like “Rate Your Professor” in which all TMCC history faculty are
rated highly, flyers and posters in public places, word of mouth); 3) support and promote the History Club as
the coolest student club at TMCC with campus exposure through history student and faculty participation in
club activities, sponsoring movies and panel discussions, and involvement in campus-wide events; 4) contact
with and advising for history majors (identify history majors in their first semester enrolled and throughout the
students’ time at TMCC and after); 5) write up a History Department pamphlet as well as make available each
semester a list and short description of the history classes offered that semester to encourage student enrollment
and facilitate advisement; 6) offer a greater range of classes like World History and Women’s History that
attract different demographics, specifically those that are currently under-represented in history classes.
Student Success Rates and Strategies
The history faculty should actively and enthusiastically support all efforts to improve history student success
and encourage the completion of AA History Emphasis. To that end: The History Department Chair has
encouraged all faculty who teach online courses to take the Quality Matters training workshop so that they can
revise their classes and have them reviewed in order to teach online classes more effectively and improve
student learning, with the focus on student success. The History Club could facilitate student success in history
as well. Through the club, faculty and students can discuss progress, determine needs of history majors, get
input and communicate information. To further encourage student success, the History Department is
implementing a Dean’s List to be sent out every semester to history majors with an overall GPA of 3.6 and
above. Additionally, a History Honors Letter will be sent out to acknowledge history majors with a 3.8 GPA
and above in history classes they have completed. Those methods of recognition, along with the History
Student of the Year Award, should encourage history students to continue their studies, complete their AAHistory emphasis degree and pursue their BA and graduate degrees. Another strategy that may enhance history
student success is more 200-level classes offered each semester and the Hist 251 Methods course offered every
spring semester so that history majors can take a variety of classes each semester, progress and meet graduation
requirements faster, acquire the skills and knowledge associated with history as a discipline, be prepared for
future success at the university level, and graduate in a timely manner.
Program/Unit Review Self Study | III. Demographics and Enrollment
2.32
HISTORY
2014-2015
HISTORY______________________________________________________2014-2015_
RESOURCES
A. Faculty and Staff
Required Faculty Credentials
While the Master’s degree is the minimum required credential to be a member of the History department, our
entire full time faculty has Ph.D. degrees, the earliest awarded in1980 to Joe Gonzalez and most recently, John
Kemp in 2014, suggesting a highly qualified staff. Our two part time faculty members earned Master’s Degrees
in 1986 and 2008. Additionally, the faculty has been awarded multiple teaching awards and nominations,
including the Regents Award, Phi Beta Kappa, and USA Today’s Top 25 Community College Professor in the
United States, as well as consistently positive evaluations from students and administrators, a testimony to their
commitment to student success.
Name
Sharon Lowe
John Reid
John Kemp
Joseph Gonzalez
Degree(s), Certificates
FTE List conferring institutions
Professional Certification
List agency/organization
Years at
TMCC
Total
Years
100 University of California,
San Diego, B.A.
(History)University of
Nevada, Reno, M.A.
Union, Ph.D.
Interdisciplinary
Studies/History
100 University of Nevada,
Reno, B.A,M.A. Michigan
State, Ph.D.
18
25
16
18
100 University of New
Mexico, B.A,M.A, Ph.D
60 University of California,
Santa Barbara B.A.,M.A.,
Ph.D.
10
21
7
43
Program/Unit Review Self Study | III. Demographics and Enrollment
2.33
HISTORY
Name
LEE,CHARLOTTE M.
REID,JOHN B
KEMP,JOHN S.
LOWE,SHARON Y
GONZALEZ,JOSEPH G
TIRATERRA,TAYLOR A
SIEGEL, NEIL
AUER, JOHN
Title
ADMINISTRATIVE ASSISTANT IV
COMM COLLEGE PROFESSOR
COMM COLLEGE PROFESSOR
COMM COLLEGE PROFESSOR
COMM COLLEGE PROFESSOR
PART-TIME INSTRUCTOR
PART-TIME INSTRUCTOR
PART-TIME INSTRUCTOR
Department
HISTORY, PSC & LAW
HISTORY, PSC & LAW
HISTORY
HISTORY
HISTORY
HISTORY
LIBRARY
HISTORY
2014-2015
Degree Obtained Hire Date FTE
9/8/1998 100
Ph.D.
1996 8/23/1999 100
Ph.D.
2014
1/1/2004 100
Ph.D.
2006
2/1/1997 100
Ph.D.
1980 8/16/2007 60
Masters
2008 8/21/2014 45
Masters
1986 10/1/1996 0.15
Masters
2004 8/27/2013 0.15
TMCC Full-time to part-time faculty ratio at TMCC
Program/Unit Review Self Study | III. Demographics and Enrollment
2.34
HISTORY
2014-2015
Comparing the History Department’s use of full time faculty versus part-time faculty, it is apparent that we are
way above the curve to the extent that we use 92% full time faculty compared to 49% institutionally. There are
several explanations for this disparity. We offer fewer classes, particularly in lieu of the downturn in our
enrollments. Additionally, some of our specialized courses are taught by faculty in other departments; for example
Neil Siegel (Library) teaches our Civil War course, while former Vice President, John Tuthill and Wade Hampton
(Humanities Department) have taught our World History classes. As of this fall, however, Dr. John Kemp is
teaching World History, therefore the numbers may change.
Another area of concern regarding both our lower enrollment numbers and our limited use of part-time instructors
is that Core Humanities has changed the transfer requirement for History 101, 102, 105, and 106 both at UNR and
several majors at TMCC. For example, Business majors are now required to take CH 203 instead of History 101
and or 102.
Program/Unit Review Self Study | III. Demographics and Enrollment
2.35
HISTORY
2014-2015
Full-time vs. Part-time Faculty FTE
Fall Semesters
100%
90%
Full-time
Part-time
96%
98%
94%
90%
80%
90%
70%
60%
50%
40%
30%
20%
10%
6%
2%
4%
10%
10%
0%
Fall 09
Fall 10
Fall 11
Fall 12
Fall 13
Full-time vs. Part-time Faculty FTE
Spring Semesters
100%
Full-time
90%
80%
70%
93%
Part-time
93%
92%
93%
82%
60%
50%
40%
30%
20%
18%
10%
7%
8%
7%
7%
0%
Spr 10
Spr 11
Spr 12
Spr 13
Part-time
6%
2%
4%
10%
10%
6%
Full-time
82%
93%
92%
93%
93%
90%
Spring
Fall
Academic Years
2009-10
2010-01
2011-12
2012-13
2013-14
History (5 yr Avg)
Full-time
94%
98%
96%
90%
90%
94%
Spr 14
Part-time
18%
7%
8%
7%
7%
10%
The above numbers suggest that the History Department predominantly uses full-time faculty to staff its courses.
The only anomaly is in the Spring of 2009-2010 which can be explained by the fact that former full-time
professor, John Yarnevich, was unable to teach his courses due to illness and subsequent surgery, and therefore
Program/Unit Review Self Study | III. Demographics and Enrollment
2.36
HISTORY
2014-2015
his five classes were filled with part-time faculty. In general the five year average for full time faculty teaching
our courses is approximately 92% with 8% teaching part time.
While the program uses a limited number of part-time faculty because of dropping enrollments, the full-time
faculty is able to manage all sections adequately. We currently have 24 sections staffed filled with four full-time
faculty and three part-time faculty members. One of these part-time instructors is librarian Neil Siegel. In 2015,
history will have 22 sections filled with four full-time faculty members and one part-time.
Classified FTE and Credentials
Charlotte Lee is the designated full-time classified support (Administrative Assistant, Level 4, FTE, 100) for the
History, Political Science, and Law Department. Her specialized skills include, but are not limited to, use of
People Soft, scheduling, and budgets, and student contracts. Ms. Lee’s ongoing training includes updating web
pages for the department as well as training in supervision of student workers, etc.
B. Facilities
Currently all History classes are taught on the Dandini campus, ( Tier 2 Rooms) These classes are located in the
Sierra Building, rooms 100, 115, 204 with shared access to 105. While unusual, there are there are occasions
when the History department offers courses at satellite campus locations. However, it is based on student demand
and related program support. In the fall of 2015, the Nursing program will be relocating to the Redfield campus
on Mt. Rose Highway. This logistic change may require, as part of a related General Studies program, offering
more History courses on that campus to support student needs.
Office space is ample and we currently are able to house one faculty member per office, which is not the case is
some disciplines.
C. Technology
The History faculty is deeply immersed in technology and how it impacts the success of their courses. Therefore,
in the spirit of innovation, all faculty have embraced multiple modes of technology for instruction, noting that it
has increased student engagement and active learning.
In terms of infrastructure, all traditional History courses are taught in rooms that have been designated with Smart
Classroom technology. All full time faculties have completed training to be successful in adequately integrating
technology into their content, pedagogy and methodology.
Additionally, TMCC has licensed NBCLearn as a library/video resources that can be accessed for both faculty
and students. Crucial to the success of this program is that the content is ADA compliant. It has been suggested
that 45,000 video clips and historical documents, including significant primary sources dating to 1860, can now
be accessed. This partnership interconnects not only NBC News to the Washington Post, but also the New York
Times and provides students and faculty an infrastructure to utilize contemporary news alongside history and can
be used in online and traditional classrooms.
TMCC ended its use of Angel LMS three years ago and has adopted Canvas Learning management System to
support assisted/hybrid/fully online courses as well as their content. All three of these formats are currently
offered by the History department.
Program/Unit Review Self Study | III. Demographics and Enrollment
2.37
HISTORY
2014-2015
The History department has committed to universal adoption of Quality Matters standards for online instruction.
There is significant evidence that suggests that this design standard leads to clarity and consistency of instruction
(and thus improved student success). The History department has set a three year timetable for all History faculty
who teach online courses to complete QM training and obtain QM designation for those courses.
The Sturm Library continues to increase the number and variety of digital resources in support of the History
discipline, including expanded databases, journals such as the JSTOR, and U.S. History in Context/World History
in Context, etc. Additionally, it has expanded its electric interlibrary loan system so that students and faculty can
access materials unavailable locally. Most significant, the library has several digitalized history resources and has
concurrently migrated to automated library software as well as history films on demand, suggesting an innovative
response to the needs of students who want to view history through a variety of mediums.
D. Funding Sources
The History department relies on a relatively small operating budget within the umbrella of HPL. The annually
allocated operations budget seems to provide adequate support. Thus far, there are no student lab fees collected,
nor does that seem to be problematic in the foreseeable future. According to Dean Fred Lokken, “as the Dean
responsible for the History, Political Science and Law Department, I regularly review the status of budget
allocations and drawdowns and confer with the department chair and administrative assistant to assess current and
future budget needs. TMCC is committed to maintain the current amount of distributed budgets (See Funding
Allocations Chart) and has a process in place-the RAP- to request additional funding as warranted. At this
juncture, the department is receiving adequate levels of funding.”
E. Resources and Strategies
The following section summarizes the data above and puts forth suggestions based on the department’s self-study
recommendations targets additional allocation of resources with the context of the next five years.
Staffing Issues and Strategies
Evidenced in current downswings in the enrollment, the History department has no plans for additional tenure
track hiring of faculty. However, the Dean will revisit the acceptance of transfer equivalent courses; History 101
and 102, 105 and 106 for degrees transferring to UNR. Currently Business and Criminal Justice AA degrees
require Core Humanities instead of the History sequence. If this were to change, enrollments could increase and
staffing needs may change.
While the cost of using a high percentage of full-time faculty offers fiscal challenges, the history part-time pool is
relatively weak. Nonetheless, in the future we will be replacing full-time faculty with part-time faculty,
particularly with the retirement of Joe Gonzalez in 2017. We have no plans at this time to replace the position
vacated by John Yarnevich in 2011. However, if and when the flat enrollments show an upward trend, our ratio
of part-time instructors will increase substantially.
Program/Unit Review Self Study | III. Demographics and Enrollment
2.38
HISTORY
2014-2015
Classified support is provided adequately in terms of a divisional AA-IV position staffed by Charlotte Lee who
currently is shared between the History department and the divisional dean, Fred Lokken.
As a strategy for increasing enrollments, the History Department recognizes the current trends in the field and
hopes to accommodate changing ideological currents of historical revisionism to increase student’s interests.
Harvard Magazine,(Nov-December 2014) recently suggested that a new narrative has emerged in current
historiography that is moving beyond old notions of “understanding the past solely within the confines of the
national boundaries,” but rather interpreting history through a more globalized lens or what some have called,
“Entangled History.” Having recognized this paradigm shift, we will be offering a course in Global History,
taught by Dr. John Kemp in the Spring of 2015. However, globalized history will also be considered when
teaching the American history sequence, and Nevada History, to maintain currency in cutting- edge scholarship.
For our faculty to be more prepared and proficient in teaching history from a globalized perspective, collaboration
is necessary, and therefore may require faculty attending more conferences, classes, etc. These objectives may
require additional funding in terms of travel funds (The current sum of $300 per faculty member might not be
enough for the amount of conferences required to be fully proficient to teach our current courses from this new
perspective).
Due to the changing trends in the History discipline, an additional faculty member who has a strong background
in “changing concepts of territoriality,” might attract further students in the field.
In addition we are aware that there might be systemic curricular changes, in particular, to our largest transfer
institution, University of Nevada, Reno. They are currently revising their Core Curriculum objectives to match up
with the changing trends of globalization, which will be reflected in their new Core Curriculum, expected to take
place in 2016. The realities are that the Core Curriculum may impact Core Humanities courses that include
Nevada and U.S. Constitution and will stress both quantitative reasoning and critical analysis within the umbrella
of globalization. This being the case, we may want to restructure our history courses such as History 101 and 102
to facilitate these changes, which may require another faculty member with a background in globalization or
further course preparation for our current staff. Again, this is all hypothetical and contingent on whether our
transfer policies change between institutions regarding the Core Curriculum and our history courses which
currently fulfill some of those requirements.
As for our part-time faculty, we may to encourage their pursuit of a doctoral degree, particularly if they have
hopes of future employment at TMCC in History or elsewhere, since the trends indicate that a Master’s Degree in
History is becoming obsolete.
Another resource we are currently utilizing is our History Club. Not only has it created a dynamic collegiate
environment, but a cohort of students who have exponentially become one of the department’s greatest assets as
boosters for our courses. Because our enrollments are down, we are hoping to further utilize the History Club to
help build our image as a department and discipline, targeting students who might not take an interest in our
classes without this type of exposure. Additionally, studies have shown that retention rates are higher among
student who feel connected to the college and their fields of study, thus making the History Club a vital strategy
for strengthening our enrollments.
Facilities and Desired Capital Improvements
Use of facilities includes Sierra 100,115 and 102, and shared usage of Sierra 105.
Program/Unit Review Self Study | III. Demographics and Enrollment
2.39
HISTORY
2014-2015
No special facilities requested as there is little need for specialized facilities necessary for the History department
to cohesively function largely because we have enough Smart Classrooms and computer labs at our disposal.
Funding Allocations and Development Strategies
HISTORY
Actual
2013
Permanent employees FTE (4)
4
Budget
2014
4
Projected
2015
4
2016
2017
2018
4
4
4
$4,700.00
$4,800.00
$4,900.00
Expense Type
Letters of Appointment
$2,190.00
$4,500.00
$9,300.00
Salaries & Wages
$344,300.00
$ 287,155.00
$300,879.51
$308,000.00
$316,000.00
$324,000.00
Fringe Benefits
$103,519.00
$83,888.00
$91,553.34
$98,000.00
$96,200.00
$98,600.00
Operating Expenses
$5,000.00
$5,000.00
$5,000.00
$5,000.00
$5,000.00
$5,000.00
Travel
$1,500.00
$1,500.00
$1,200.00
$1,200.00
$1,200.00
$1,200.00
$456,509.00
$382,043.00
$423,200.00
$433,700.00
TOTAL EXPENSES
$407,932.85 $412,700.00
Student FTE (annual)
Expense/Student FTE
Program/Unit Review Self Study | III. Demographics and Enrollment
2.40
HISTORY
2014-2015
The projected numbers for the years 2016-2018 are based on 3% on Letters of Appointment every year and for
Salaries, Wages and Fringe Benefits, approximately 2.59% increase per year.
When comparing the expense budget between Humanities and Foreign Languages, who have similar full- time
staffing demographics as History( four full-time faculty), what emerges is a very different budget allocation,
particularly between History and Humanities (See Appendix E). Looking the year 2014, travel expenditures are
relatively similar between History and Foreign Languages, $1,500 (History) $1,200 (Foreign Languages).
However, for Humanities, travel is allocated at $1,800 for Humanities. Letters of Appointment expenditures
also suggest a vast disparity; History, $4,500, Foreign Languages, $19,762.50 and Humanities, $41,268.78,
suggesting that History uses much fewer Letters of Appointments to staff its classes. Also, professional salaries
are much higher for Humanities, perhaps because their faculty has been employed longer. Additionally
Humanities has almost twice as much funding for fringe benefits at both History and Foreign Languages. Most
striking is the disparity in the General Operations Budget, with History receiving $5,000.00, Foreign
Languages receiving $1,300.00, and Humanities receiving $16,100.00. Apparently this number is based on
former faculty demographics when the Humanities Department had 15 full-time faculty. Additionally, other
expenses are taken from this sum, including copying and Xerox.
Operating expenses for the department include office supplies, program expenses, postage, books, desk copies,
training, telephone expenses and data drops
State-Supported Operating Budgets
Since TMCC is part of the Nevada System of Higher Education, full and adjunct are state supported.
Lab Fees
None
Special Fees
None
Grants
None
Non-Credit Training Income
None
Donations
NA
Other
NA
Program/Unit Review Self Study | III. Demographics and Enrollment
2.41
HISTORY
2014-2015
Appendix E
Balance and Activity Report for Fiscal Period: 2015 - 04 (October 2014) - INTERIM as of OCT-28-2014
7104 - 708 - HC45 FOREIGN LANGUAGE
Expense Budget Summary
OBJECT
CODE
10
OBJECT NAME
LETTERS OF APPOINTMENT
APPROVED
BUDGET
CURRENT
BUDGET
OUTSTANDING EXPENDITURES EXPENDITURES UNCOMMITTE
ENCUMBRANCES
CURRENT
YEAR-TO-DATE
BALANCE
0.00
79,050.00
59,287.50
19,762.50
19,762.50
241,632.00
246,199.17
167,628.51
21,781.08
78,570.66
0.00
92,385.00
94,929.83
64,195.05
8,265.25
30,739.42
-4.64
TRAVEL
1,200.00
1,200.00
0.00
0.00
0.00
1,200.00
GENERAL OPERATIONS
1,300.00
1,300.00
0.00
0.00
125.00
1,175.00
11
PROFESSIONAL SALARIES
16
FRINGE BENEFITS
20
30
0.00
Balance and Activity Report for Fiscal Period: 2015 - 04 (October 2014) - INTERIM as of OCT-28-2014
7104 - 708 - HG01 HUMANITIES
Expense Budget Summary
OBJECT
CODE
OBJECT NAME
APPROVE
CURRENT
D
BUDGET
BUDGET
10
LETTERS OF APPOINTMENT
11
PROFESSIONAL SALARIES
14
CLASSIFIED SALARIES
0.00
15
WAGES
0.00
16
FRINGE BENEFITS
20
TRAVEL
30
GENERAL OPERATIONS
OUTSTANDING
ENCUMBRANCE
EXPENDITURES EXPENDITURES UNCOMMITTED
CURRENT
YEAR-TO-DATE
BALANCE
0.00 166,361.50
123,806.25
41,268.75
41,268.75
1,286.50
421,376.00 370,294.48
256,888.38
32,109.09
113,406.10
0.00
0.00
0.00
0.00
0.00
0.00
1,400.00
0.00
0.00
1,118.25
281.75
127,298.00 116,298.00
79,993.44
10,811.26
34,846.01
1,458.55
1,800.00
1,800.00
0.00
0.00
0.00
1,800.00
17,500.00
16,100.00
10,418.05
995.88
2,357.17
3,324.78
Program/Unit Review Self Study | III. Demographics and Enrollment
2.42
HISTORY
2014-2015
APPENDIX A
Analysis of Funding Resources
Click here to enter text.
State-Supported Operating Budgets
Click here to enter text.
Lab Fees
Click here to enter text.
Special Fees
Click here to enter text.
Grants
Click here to enter text.
Non-Credit Training Income
Click here to enter text.
Donations
Click here to enter text.
Other
Click here to enter text.
Program/Unit Review Self Study | Appendix A
2.43
HISTORY
2014-2015
APPENDIX B
Degree and Certificate Worksheets
Program/Unit Review Self Study | Appendix B
2.44
HISTORY
2014-2015
APPENDIX C
Course Assessment Reports (CARs)
Attach all CARs since your last Program/Unit Self Study
Program/Unit Review Self Study | Appendix C
2.45
HISTORY
APPENDIX A
Analysis of Funding Resources
HISTORY
Bud_g~t
Actual
2014
2013
Permanent employees FTE (4)
Projected
2015
4
4
4
$2,190.00
$344,300.00
$103,519.00
$5,000.00
$1,500.00
$456,509.00
$4,500.00
$ 287,155.00
$83,888.00
$5,000.00
$1,500.00
$382,043.00
$9,300.00
$300,879.51
$91,553.34
$5!.000.00_
$1,200.00
$407932.85
.
2017
2016
4
4
2018
4
Expense Type
Letters of App oint m ent
Salaries & W ages
Fringe Benefit s
Operating Expenses
Travel
TOTAL EXPENSES
$4,700.00 $4,800.00
$308,000 $316,000
$93,800
$96,200
$5000.00 $5000.00
$1,200.00 $1200.00
$412,700 $423,200
$4,900.00
$324,000
$98,600
$5000.00
$1200.00
$433,700
Student FTE (annual)
Expense/ Student FTE
State-Supported Operating Budgets
Since TMCC is part of the Nevada System of Higher Education, full and adjunct are state supported.
Lab Fees
None
Special Fees
None
Grants
None
Non-Credit Training Income
None
Donations
Program/Unit Review Self Study I Appendix A
!__::::J
-___.
VN
Jaq10
VN
AHOJ.SIH
s X!puadd'v'
HISTORY
APPENDIXB
Degree and Certificate Worksheets
Program/Unit Review Self Study I Appendix B
ASSOCIATE OF ARTS
The history emphasis area within the associate of arts
degree allows the TMCC history department to serve
those students seeking to transfer into a baccalaureate
program in h istory. This emphasis area stresses historical
thinking skills as well as historical knowledge.
Students completing the emphasis will:
• Evaluate historical arguments and interpretations.
• Interpret evidence found in primary sources and develop a
historical argument based on and sustained by the evidence
available.
• Write historical essays that are coherent, cogent, and
grammatically w rrect.
HIST 291tllt Introduction to Women's History and
Literature In the U.S......................................................)
H1Sl294** Introduction to African American History II................... 3
HIST 295 Special Topics inHistory ··- ..··""'''""""··-····............1-3
(HIST 295 canbe taken a total of 3 timesfor 9 credits)
TOTAL EMPHASIS REQUIREMENTS- 9 CREDITS
Choose any transferable courses.
Transferable Courses ................................................ 1-15
TOTAL ELECTIVE REQUIREMENTS- 1 CREDITS
TOTAL DEGREE REQUIREMENTS-60CREDITS
ENGLISH ............................................................... 6 CREDITS
FINE ARTS ........- ..........- .............................-·-· 3 CREDITS
Recommended courses are listed in the course sequence;
however, other courses may apply. Please see an advisor
or the department
HUMANITIES............................_ ..,,_,,......_,..., 3 CREDITS
·--·-·-·---3
MATHEMATICS---·..
CREDITS
SCIENCE.... ......................
...
.................... 6 CREDITS
3 CREDITS
SOCIAL SCIENCE---
1•"""'!!11.T~
GE~
Seea~
Foman lanauaoe
Elective
GEE!ective
See- 1st
See.,.,,,.,_ ist
U.S. Hlstorvl ID 1Rli'il
Social Sd!nc!
HIST101
HIST105
Core
DIVERSITY ...- ........- ...............- ...................(3 CREDITS)
Recommended: HIST 208, 209, ll7, ll8, 291 or 294
FOREIGN LANGUAGE ................................... 14 CREDITS
U.S. AND NEVADA CONSTITUTIONS,_,,, 3 CREDITS
•'
3
1st
4
3
3
3
Eu,_n Ovl!lzatlon I
AneArts
GEFIPrtNP
GEElectiYe
Fonilon Llnnlllllll'
EIK1lvP
·---11st
SdeflC!
GEElectlve
HIST102
U.S. and Nevada
ConstltUtions
See:m~lst
3
See ;ml'Jl'lud 1st
See ~ lst
3
4
3
United States ff'tStory II (slie 1865)
3
Total 16
:'
17 CREDITS
HIST 105 hropean ClvOizatlon l."-·--- - -·- ·--".3
HIST 106 Ewopean Otilization
HIST 251 Introduction to ~orical Methods._
.3
TOTAL CORE REQUIREMENTS
9 CREDITS
•-·----··-------·---.3
I
'
fmnhadc
Choosefnim list
HinWin Unauaoe
FWIM>
Humanities
Srilwt'
GEElective
GEElectiwe
Core
llST106
See~lst
See ilDllRllM 1st
fllroo@m CM1lza11on II
Choose anvtransferable <OUl'se
Bectlvt
-
fmphaslslDiversit
Choose n ine credits from the following courses. at
least one course must satisfy the diversity requirement
(indicated by ..,.):
3
3
3
3
3
' l§t
Tltal 15
&nimm
HIST 208**
HIST209**
HIST 217
HIST225
HIST 227"
HIST 228**
HIST 248
HIST 273
I
Total 16
Ftv!idl
Recommended: HIST 102
TOTAL ADDITIONAL
DEGREE REQUIREMENTS
W-:'l
I
fnnlsh
Mathematics
Required: HIST 101
TOTAL GENERAL
EDUCATION REQUIREMENTS--
' "~
Fon!ian 1;IJWWll'
Core
ElectiYe
HIST251
World History 1.............................................................. 3
World History 11 ............................................................. 3
NevadaHistory.............................................................. 3
Introduction to the Vietnam War .................................. 3
Introduction to Latin American History and Culture 1....3
Introduction to Latin American History and Culture 11 ... 3
Introduction to the American Cl\lil War ----...............
Introduction to the History and Culture of
the Cold War_,_""""'-"""""'"'"'"'"' ___,... __....
HIST 288 Hlth!r and Stalin:Studies In Tyranny _,_____,_..... 3
.3
.3
B-150 2014-2015 TMCC College C•t•log
,
1lst
1
3
Choosefrom llstaa11m lhatmteb
3
the cfiwnltv l'l'OUirement
See annmu11111st
3
Introduction to Historical M!thods
3
Tlltll 1J
n-.....rota1 60
I
I
201~-2015
APPENDIXC
Course Assessment Reports (CARs)
I
Progrnm/Unit Review Self Study I Appendix C
.
.. o
0
0---
COURSE ASSESSMENT REPORT (CAR)
TMCC
"
Revised 1012112013
Course Prefix, Number and Title: HIST 106-European Civilization II
Division/Unit: Division of WebCollege/History
Submitted by: John Kemp
Contributing Faculty: Joseph Gonzalez, Sharon Lowe, John Reid
Academic Year: 2013-2014 (Fall 2013)
Complete and electronically submit your assessment report to your Department Chair/Coordinator/Director. As needed, please attach supporting documents and/or
a narrative description of the assessment activities in your course.
I
Course Outcomes
In the boxes below, summarize
the outcomes assessed in your
course during the year.
Outcome #1
Student will describe and discuss
the origins and essential elements
of the Scientific Revolution, the
Enlightenment, the Industrial
Revolution, Socialism, Marxism,
the American and French
Revolutions, the 20th century
world wars, and the rise of
communism and fascism.
Outcome# 2
Student will write an historical
analysis of a historical problem
or issue chosen by the instructor.
The student writing should
evaluate cause and effect,
consider multiple perspectives,
and differentiate between
historical fact and interpretation.
I
Assessment Measures
Assessment Results
Use of Results
Effect on Course
In the boxes below, summarize
the methods used to assess course
outcomes during the last year.
In the boxes below, summarize
the results of your assessment
activities during the last year.
In the boxes below, summarize
how you arc or how you plan to
use the results to improve student
learning.
Based on the results of this
assessment, will you revise your
outcomes? If so, please
summarize how and why in the
boxes below:
This outcome was not evaluated
in this assessment cycle.
NIA
Based on general committee
discussions, this outcome
statement is in the process of
being revised.
NIA
Embedded testing was used to
evaluate student historical
analysis. For this assessment
cycle, all HIST 106 sections
shared a common essay
assignment. A committee of
history faculty evaluated a
representative sample of
randomly chosen essays from
Spring 2013. These essays were
copied and evaluated by using a
common rubric.
On a Likert-type scale of 1-5, the
committee ranked results in five
categories associated with this
outcome. Results were 3.8, 3.2,
3.6, 3.4, and 3.6. Sec attached
narrative for results from
assessment committee.
Results will be shared with all
faculty members. In addition,
suggestions for addressing
historical thinking skills and
essay construction will be shared
and discussed among all faculty
members (including part-time
instructors).
Instruction will be supplemented
with brief modules covering
historical thinking skills
(particularly primary document
analysis) and essay writing skills.
See narrative supplement for
more details.
Page 1
•
-.
A
COURSE ASSESSMENT REPORT (CAR)
TMCC
Course Prefix, Number and Title: HIST I 06-European Civilization II
Division/Unit: Division of WebCollege/History
Submitted by: John Kemp
Contributing Faculty: Joseph Gonzalez, Sharon Lowe, John Reid
Academic Year: 2013~2014 (Fall 2013)
Assessment Measures
Course Outcomes
Outcome#J
Student will analyze the various
political, socio-cultural, and
economic systems of the
civilizations listed in outcome #I
(Scientific Revolution, the
Enlightenment, the Industrial
Revolution, Socialism, Marxism,
the American and French
Revolutions, the 20th century
world wars, and the rise of
communism and fascism).
This outcome was not evaluated
in this assessment cycle.
Assessment Results
NIA
Use of Results
Based on general committee
discussions, this outcome
statement is in the process of
being revised.
Effect on Course
NIA
Please enter your name and date below to confirm you have reviewed this report:
Title
Name
Date
Department Chair/Coordinator/Director
John Reid
12/18/2013
Dean
Fred Lokken
117/2014
Vice President of Academic Affairs
Jane Nichols
1110/2014
Page 2
0
~
0
A
O~
· -
COURSE ASSESSMENT REPORT (CAR)
TMCC
Course Prefix, Number and T itle: HIST 106-European Civilization II
Division/Unit: Division of WebCollege/History
Submitted by: John Kemp
Contributing Faculty: Joseph Gonzalez, Sharon Lowe, John Reid
Academic Year: 201 3-2014 (Fall 2013)
Narrative Supplement
w
HIST 105 Assessment Report, Fall 2012
Introduction
The assessment model for History 106 is based on the national American history Advanced Placement testing model. This provides assurance that the
assessment of student learning takes place at an appropriately rigorous level and in a format that has the support of academic historians (history professors
design and evaluate that history AP tests). The advanced placement model uses a "document-based question" (DBQ) to measure historical thinking skills as well
as essay writing skill.
Outcome#2
For outcome number #2, a random sampling of DBQ-type long essays was gathered and distributed to the entire fulHime history faculty. The faculty evaluated
student performance using a common rubric that drew from the historical thinking skills mentioned in outcome # 2 as well as the historical thinking skills
described in the outcomes fo r the AA emphasis in history. The rubric employed a Likert-type rating system of 1-5 (with 1 signifying "not at all" and 5 signifying
"very much" ). The following table contains the results of that evaluation.
Students develop a historical
argument based on and sustained by
the evidence available
3.6
Students distinguish between primary
and secondary sources
Students analyze arguments and
interpretations
3.4
3.6
Page 3
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TMcc
01---
COURSE ASSESSMENT REPORT (CAR)
Course Prefix, Number and Title: HIST 106-European Civilization Il
Division/Unit: Division of WebCollege/History
Submitted by: John Kemp
Contributing Faculty: Joseph Gonzalez, Sharon Lowe, John Reid
Academic Year: 2013-2014 (Fall 2013)
Students recognize interpretive
conflicts
Students w rite a coherent, cogent,
and grammatically correct essay
N/A (committee determined t hat
assignment could not be used to
measure this skill)
3.6
The co mmittee d iscussed this process and the results at length. Below is a summary of that discussion:
Analysis of Process for Outcom e #2
Overall, the committee's scores and comments were very similar to those made during assessment of HIST 217, 101, and 105 in previous semesters.
General Deficiencies in the Essays:
1. Most of the students had difficulty forming a cogent historical argument. They were able to describe and/or define particular events or concepts and
generally able to form an effective cause-effect analysis that responded directly to the question, but the arguments tended to be scattered and often
t rit e.
2. Most of the essays used primary documents effectively as evidence; however,. they could do a better job of connecting the evidence from primary
documents to a larger historical argument.
3. Although the students used the primary sources to support points made in the essays, they seemed to struggle with critical analysis of both primary and
secondary sources.
4. The essays indicated a fundamental weakness in essay composition. They lacked a clear introduction, body, and conclusion. The students had trouble
organizing the argument and transitioning from o ne point to another. This is probably because they relied upon the lecture PowerPoint that is posted
online (which is choppy and minimal in cont ent) instead of lect ure/discussion notes. The essays also contained minor errors that demonstrated a failure
t o proofread.
Pagc4
. o
TMCC
0
0- -
COURSE ASSESSMENT REPORT (CAR)
Course Prefix, Number and Title: HIST 106-European Civilization II
Division/Unit: Division ofWebCollege/History
Submitted by: John Kemp
Contributing Faculty: Joseph Gonzalez, Sharon Lowe, John Reid
Academic Year: 2013-2014 (Fall 2013)
Proposed Instructional Changes:
The instructional changes are almost identical to those proposed for HIST 217, HIST 101, and HIST 105:
1. Instructors could be encouraged to insert a couple of short (15 minute) class segments that explicitly describe what historical arguments look like and
how to put one together. If the instructor does this already, those class segments could be examined for clarity and/or expanded.
2. Instructors could spend more time comparing primary and secondary sources in the classroom. Most instructors evaluate primary sources, but more
comparisons with secondary sources in conjunction with primary sources could enhance student understanding of the differences.
3. Instructors could experiment with the use of student work (name removed, on the ELMO} to critique the construction of thesis and use of supporting
4.
5.
6.
evidence. This could be done before they start their first writing assignment. One could show examples of very good, average, and poor.
Students could be asked to construct an historical argument as part of a group assignment in class.
Instructors could experiment with the formal "Oxford-Cambridge" model of historical analysis.
Specifically for this assessment, the exam question was too mechanical. The students parsed the exam into specific answers and could not address the
historical problem as a whole. A specific thesis was necessary to provide students with structure and direction so that they could see the "big picture"
and make a clear, comprehensive, and integrated argument.
Other Suggestions/Comments:
1. The committee noted that one outcome measured on the common rubric- students will recognize interpretive conflict - was not useful in assessing
these essays. This wording was borrowed from the UNR History Department assessment for History majors, but interpretive conflicts are not usually
addressed significantly at the 100 level. Therefore, it was proposed that this wording be stricken from future assessment instruments.
2. An issue was raised concerning the nature of the TMCC student body and the difficulty of engaging in this type of learning outcome assessment. The
students in our classes this semester are very different from those even three years ago. Techniques that worked three years ago do not seem to be as
effective with some of the newer students.
Summary
Overall, the committee found the process interesting. The members enjoyed seeing how colleagues measured and evaluated student learning, and all cited the
process as a learning experience.
Pagc5
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Q---:-
Q
TMCC
couRsE ASSESSMENT REPORT (CAR)
,#
Revised 0910612012
Course Prefix, Number and Title: HIST 217-Nevada History
Division/Unit: Division of Web College, History
Submitted by: John Reid
Contributing Faculty: Sharon Lowe, John Kemp, Joseph Gonzalez
Academic Year: 20 I 0-11
Assessment Semester: Fall D Spring C8:I
Complete and electronically submit your assessment report to your Department Chair/Coordinator/Director. As needed, please attach supporting documents and/or
a narrative description of lhe assessment activities in your course.
I
Course Outcomes
In the boxes below, summarize
the outcomes assessed in your
course during the year.
Outcome #1
Student will demonstrate
knowledge of the origins and
essential elements of the Nevada
Constitution.
Outcome#l
Student will write an historical
analysis of a historical problem
or issue chosen by the instructor.
The student writing should
evaluate cause and effect,
consider multiple perspectives,
and differentiate between
I
Assessment Measures
Assessment Results
I
Use of Results
Effect on Course
II
In the boxes below, summarize
the methods used lo assess course
outcomes during the last year.
In the boxes below, summarize
the results of your assessment
activities during the last year.
In the boxes below, summarize
how you arc or how you plan to
use the results to improve student
learning.
Based on the results of this
assessment, will you revise your
outcomes? If so, please
summarize how and why in the
boxes below:
Embedded testing was used to
test knowledge of basic elements
of the Nevada Constitution. The
questions were embedded in the
final exam
See attached narracive for data
table.
Two specific changes -ensure that 75-minute interactive
exercise on the NV
Government/Constitution is used
regardless of class cancellations
and examine interactive lesson
for improvement in NV
Constitution amendment process.
See attached narrative for details.
No
Embedded testing was used to
test historical analysis. For this
assessment cycle, a committee of
history faculty evaluated a
representative sample of
randomly chosen essays from
F' 10 and S' 11 were copied and
On a scale of l-5, the committee
ranked results in five categories
associated with this outcome.
Results were 4.0, 4.0, 3.8, 3.94,
3.5. See attached narrative for
results from assessment
committee
None - student performance was
excellent. See attached narrative
for details.
Not for this course, but the
outcomes for the history AA
emphasis need to be adjusted to
eliminate or reword "recognize
interpretive conflicts." Sec
attached narrative for details.
Page I
I
Ao
o
O~-
COURSE ASSESSMENT REPORT (CAR)
TMCC
Course Prefix, Number and Title: HIST 217-Nevada History
Division/Unit: Division of Web College, History
Submitted by: John Reid
Contributing Faculty: Sharon Lowe, John Kemp, Joseph Gonzalez
Academic Year: 20 l 0- 11
Assessment Semester: Fall D
Spring t8l
Assessment Measures
Course Outcomes
historical fact and interpretation.
Outcome#3
Student will describe and analyze
the rise, decline, and
ramifications of mining in
Nevada, especially the Comstock
Lode.
Assessment Results
Use of Results
See aHached narrative for results
and commentary.
Two specific changes -- if
possible, distribute a drawing of
the mechanics of pumping in the
mines to students, and revise
PowerPoint presentation to
clarify chronology of the
twentieth century mining boom.
See attached narrative for details.
Effect on Course
evaluated by using a common
rubric.
Embedded testing was used to
assess this knowledge and skill.
Because of the broad nature of
this subject, both objective and
long essay questions were
present in both the midterm and
final exams.
No
Please enter your name and date below to confirm you have reviewed this report:
Title
Name
Date
Department Chair/Coordinator/Director
John Reid
6/19/2013
Dean
Fred Lokken
6/24/2013
Vice President of Academic Affairs
Jane Nichols
6/24/2013
Page 2
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o~,~
COURSE ASSESSl\fENT REPORT (CAR)
TMCC
Course Prefix, Number and Title: HIST 217-Nevada History
Division/Unit: Division of Web College, History
Submitted by: John Reid
Contributing Faculty: Sharon Lowe, John Kemp, Joseph Gonzalez
Academic Year: 20 I 0- I 1
Assessment Semester: Fall D Spring 1:8!
Narrative Supplement - HIST 217 Assessment Report, Spring 2011
Introduction
The assessment mode l for History 217 is based on the national American history Advanced Placement testing model. This provides assurance that the assessment of student
learning takes place at an appropriately rigorous level and in a format that has the support of academic historians (history professors design and evaluate history AP tests). The
ad vanced placement model is twofold: one section uses objective questions to measure basic knowledge and understanding for history, and a second section uses a "documentbased question'· (DBQ) to measure historical thinking skills as well as essay writing sktl l.
Outcomes #1 and #3
For this assessment cycle, the content-focused outcomes(# I and #3) were assessed and evaluated using objective questions (in the futon:, either of these may be measured using
the DBQ model), The following table shows student performance on the questions that measure knowledge of the content e1ements described in outcomes Il l and 3:
Content, O utcome #I (abbr)
Fall 2010
Spring 20 11
2010-11 Average
Initiative Process
88%
93.5%
90,7%
Amend NV Con~ t
176%
5gr,q
6~
Leg. Meet. Sched.
100%
90.3%
95.1%
Legislature composition
96%
80.6%
88.3%
Tax Supermajority
88%
83.9%
85.9%
Leg islative Terms
100%
74,2%
87.1 %
Pagc3
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TMcc
Q-
COURSE ASSESSMENT REPORT (CAR)
Course Prefix, Number and Title: HIST 217-Nevada History
Division/Unit: Division of Web College, History
Submitted by: John Reid
Contributing Faculty: Sharon Lowe, John Kemp, Joseph Gonzalez
Academic Year: 20 l O· l l
Assessment Semester: Fall D
Spring~
Content, Outcome #3 (abbr)
Fall 2010
Spring 201 1
2010- 1 I Average
Mine Tec h - Timbering
90%
93.9%
90.1%
Sutro Tunnel
93.3%
84.8%
89%
M illing (arrasta)
93.3%
63.6%
78.4%
M Ln~~
fi3 rii
66.7~
-2_9.8'"~
Comstock Mine Danger
9 3.3%
84.8%
89%
Milling (mercury)
66.7%
7 8.8%
72.7%
[fonoP-ah Ru_ill
61 "".:
,67 . 7~
6-LV7q
Tono/Goldfield Ore Value
80.7%
74.2%
77.4%
M ining Speculation (2Qlh cent)
65.3%
96.7%
81 %
Copper Mining
69.2%
100%
84.6%
T::ch
Pump)
Analysis of Learning for Outcomes #1 and #3
More data needs to be co llected before drawing broad conclusions from these numbers. Some of the results defy explanation, e.g. twenty percentage point drops or gains despite
nearly identical instruction. Some assumptions can be made, though, as follows~
P~gc
4
-
0
-A..,.--TMcc
COURSE ASSESSMENT REPORT (CAR)
Course Prefix, Number and Title: HIST 217-Nevada History
Division/Unit: Division of Web College, History
Submitted by: John Reid
Contributing Faculty: Sharon Lowe, John Kemp, Joseph Gonzalez
Academic Year: 20 l 0-11
Assessment Semester: Fall 0
Spring 181
•
In Spring 2011, two class sessions were canceled due to weather. One of the canceled classes was the 75-minute interactive lesson on Nevada government/Constitution.
This exercise was implemented in 2009-10 due to disappointing test results in previous semesters, and the 2010-11 data seems to confirm that the interactive lesson plays
a significant role in student learning of this subject.
o
•
Proposed Instructional change: ensure that 75-minute interactive exercise on the NV Government/Constitution is used regardless of class cancellations.
The process for amending the Nevada Constitution is very complex, but these results are not satisfactory.
o
Proposed Instructional change: more classroom time needs to be devoted to this topic. Interactive lesson will be examined for possible modification in
this area.
•
The use of pump technology seems to be confusing to students. New instructional techniques arc needed.
•
Students seem to be confused about the chronology of the early twentieth century mining boom in Nevada.
o
o
Proposed Instructional change: if possible, a drawing ofthe mechanics of pumping in the mines will be distributed to students.
Proposed Instructional change: the PowerPoint presentation will be revised to clarify this issue.
Outcome#2
For outcome number #2, a random sampling of DBQ-typc long essays was gathered and distributed to the entire full-time history faculty. The faculty evaluated student
performance using a common rubric that drew from the historical thinking skills mentioned in outcome #2 as well as the historical thinking skills described in the outcomes for the
AA emphasis in history. The rubric employed a Likert-type rating system of 1-5 (with I signifying "not at all" and 5 signifying "very much"). The following table contains the
results of that evaluation.
Skill measured in rubric.
Average of scores awarded by committee
Develop a historical argument based on and sustained by the
evidence available.
4.0
Distinguish between primary and secondary sources.
4.0
Analyze arguments and interpretations.
3.8
Recognize interpretive conflicts.
3.94 (with 37% of votes for "not applicable")
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COURSE ASSESSMENT REPORT (CAR)
Course Prefix, Number and Title: HIST 217-Nevada History
Division/Unit: Division of Web College, History
Submitted by: John Reid
Contributing Faculty: Sharon Lowe, John Kemp, Joseph Gonzalez
Academic Year: 20 I 0- 11
Assessment Semester: Fall 0
Spring 181
Write a coherent, cogent, and grammatically correct essay.
I 3.5
The committee discussed this process and the results at length. Below is a summary of that discussion:
Analysis of Process for Outcome #2
•
•
•
•
Overall, the commiuee found the process interesting. The members enjoyed seeing how colleagues measured and evaluated student learning, and all cited the process as a
learning experience.
IL was decided that it might be belier to do this type of essay evaluation in early August rather than late May. The commiuee was experiencing significant grading fatigue.
A question was raised regarding the lack of content items on the assessment rubric. Since the outcome was an exclusively skill-based outcome, no content items were
included, but the commillee decided to discuss this further to consider whether or not an expansion of the rubric would be valuable.
The committee struggled with the assessment of "recognize interpretive conflicts." The committee discovered that there were several ways this could be interpreted in this
context. Therefore, it was decided that this phrase (which is embedded in the history emphasis outcomes) should be deleted or reworded.
Analysis of Student Learning for Outcome #2
•
•
•
Overall, the student learning exhibited in this collection of essays was impressive. There were no poor essays, and all showed good or very good historical thinking skills.
The fourth item on the rubric - "recognize interpretive conflict" - needs to be reconsidered. More than 1/3 of the comminee's votes (37%) were "not applicable," so the
resulting score cannot be considered valid. Discussion of this issue (see above) led to the committee to decide that this language should be changed in the future.
The fifth item - "write a coherent, cogent, and grammatically correct essay" - was the lowest scoring item. The commillee discussed the problematic nature of using a
timed, in-class essay Lo measure coherence and cogency. It was agreed that this may not be the best method of measuring writing skill; after all, revision is the key to all
good writing, and students don't have that opportunity in this type of assessment. In the future, it was decided lhat some kind of typed long essay should be used to
measure this skill properly.
•
Proposed Instructional change: None at this time
Pagc6
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TMCC
o
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COURSE ASSESSMENT REPORT (CAR)
Revised os10112011
Course Prefix, Number and Title: HIST IOS-European Civilization I
Division/Unit: Division of WebCollege, History
Submitted by: J. Reid
Contributing Faculty: S. Lowe, J. Gonzalez, J. Kemp
Academic Year: 20 I I -12
Assessment Semester: Fall~ Spring 0
Complete and electronically submit your assessment report to your Department Chair/Coordinator/Director. As needed, please attach supporting documents and/or
a narrative description of the assessment activities in your program or discipline.
Course Outcomes
In the boxes below, summarize
the outcomes assessed in your
course during the year.
Assessment Measures
Assessment Results
In the boxes below, summarize
the methods used to assess course
outcomes during the last year.
In the boxes below, summarize
the results of your assessment
activities during the last year.
This outcome was not evaluated
in this assessment cycle
NIA
Embedded testing was used to
evaluate student historical
analysis. For this assessment
cycle, all HIST 105 sections
shared a common essay
assignment. A committee of
history faculty evaluated a
representative sample of
randomly chosen essays from
Spring 2012. These essays were
copied and evaluated by using a
common rubric.
On a Likert-type scale of 1-5, the
committee ranked results in five
categories associated with this
outcome. Results were 4.0, 4.0,
3.8, 3.94, 3.5. See attached
narrative for results from
assessment committee.
Use of Results
In the boxes below, summarize
how you are or how you plan to
use the results lo improve student
learning.
Effect on Course
Based on the results of chis
assessment, will you revise your
outcomes? If so, plea<>e
summarize how and why in the
boxes below:
Outcome#!
Student will describe and discuss
the various stages of early
cultural development among the
Egyptians, Mesopotamians,
Persians, Hebrews, Phoenicians,
Hellenes/Greeks, Romans,
Franks, and Germanic tribes.
NIA
NIA
Outcome# 2
Student will write an historical
analysis of a historical problem
or issue chosen by the instructor.
The student writing should
evaluate cause and effect,
consider multiple perspectives,
and differentiate between
historical fact and interpretation.
Page I
Sec narrative below for proposed
instructional changes.
NIA
__
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COURSE ASSESSMENT REPORT (CAR)
TMCC
Course Prefix, Number and Title: HIST l 05-European Civilization I
School/Unit: Division of WebCollege, History
Submitted by: J. Reid
Contributing Faculty: S. Lowe, J. Gonzalez , J. Kemp
Academic Year: 2011-12
Assessment Measures
Course Outcomes
Assessment Results
Use of Results
Effect on Course
Outcome#3
Student will analyze the various
political, socio-cultural, and
economic systems of the
civilizations listed in outcome #I
(Egyptians, Mesopotamians,
Persians, Hebrews, Phoenicians,
Hellenes/Greeks, Romans,
Franks, and Germanic tribes)
NIA
NIA
This outcome was not evaluated
in this assessment cycle.
NIA
Please enter your name and date below lo confirm you have reviewed this report:
Title
Name
Date
Department Chair/Coordinator/Director
John Reid
6/19/2013
Dean
Fred Lokken
6/24/2013
Vice President of Academic Affairs
Jane Nichols
6/24/2013
Pagc2
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COURSE ASSESSMENT REPORT (CAR)
TMCC
~arrative
Supplement- HIST 105 Assessment Report, Fall 2012
Introduction
The assessment model for History 105 is based on the national American history Advanced Placement testing
model. This provides assurance that the assessment of student learning takes place at an appropriately rigorous
level and in a format that has the support of academic historians (history professors design and evaluate history AP
tests). The advanced placement model uses a "document-based question" (DBQ) to measure historical thinking
skills as well as essay writing skill.
Outcome #2
For outcome number #2, a random sampling of DBQ-type long essays was gathered and distributed to the entire
full-time history faculty. The faculty evaluated student performance using a common rubric that drew from the
historical thinking skills mentioned in outcome #2 as well as the historical thinking skills described in the outcomes
for the AA emphasis in history. The rubric employed a likert-type rating system of 1-5 (with 1 signifying " not at all"
and 5 signifying "very much"). The following table contains the results of that evaluation.
Students develop a historical
argument based on and sustained by
e evidence available.
Students distinguish between primary
and secondary sources.
Students analyze arguments and
interpretations.
3.68
3.65
Students recognize Interpretive
conflicts.
N/A (committee determined that
assignment could not be used to
m easure t his skill)
Students write a coherent, cogent,
and grammatically correct essay.
3.5
The committee discussed this process and the results at length. Below is a summary of that discussion:
Analysis of Process for Outcome #2
Overall, the committee's scores and comments were very similar to those made during assessment of HIST
217 and 101 in previous semesters.
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TMCC
COURSE ASSESSMENT REPORT (CAR)
ourse Prefix, Number and Title: HIST 105-European Civilization I
chool/Unit: Division of WehCollege, History
Submitted by: J. Reid
Contributing Faculty: S. Lowe, J. Gonzalez, J. Kemp
Academic Year: 20 I I-12
General Deficiencies in the Essays:
1. Most of the students had difficulty forming a cogent historical argument. They were able to describe
and/or define particular events or concepts, but they seemed unable to form an effective cause-effect
2.
analysis that responded directly to the question.
Most of the essays used primary documents as evidence, but not particularly well. They could do a
better job of connecting the evidence from primary documents to a larger historical argument.
3. The students seemed to struggle with critical reading of both primary and secondary sources.
4. Many of the essays seemed hastily prepared. They contained minor errors that demonstrated a failure
to proofread.
Proposed Instructional Changes:
The instructional changes are almost identical to those proposed for HIST 217 and HIST 101:
1. Instructors could be encouraged to insert a couple of short (15 minute) class segments that explicitly
describe what historical arguments look like and how to put one together. If the instructor does this
already, those class segments could be examined for clarity and/or expanded.
2. Instructors could spend more time comparing primary and secondary sources in the classroom. Most
instructors evaluate primary sources, but more comparisons with secondary sources in conjunction with primary
sources could enhance student understanding of the differences.
3. Instructors could experiment with the use of student work (name removed, on the ELMO) to critique
the construction of thesis and use of supporting evidence. This could be done before they start their
first writing assignment. One could show examples of very good, average, and the poor.
4. Students could be asked to construct an historical argument as part of a group assignment in class.
Instructors could experiment with the formal "Oxford-Cambridge" model of historical analysis.
s.
Other Suggestions/Comments:
1. The committee noted that one outcome measured on the common rubric - students will recognize interpretive
conflict-was not useful in assessing these essays. This wording was borrowed from the UNR History
Department assessment for History majors, but interpretive conflicts are not usually addressed significantly at
the 100 level. Therefore, it was proposed that this wording be stricken from future assessment instruments.
2. The committee noticed that two of the learning outcomes for this course - outcomes #1 and #3 - are poorly
conceived and must be rewritten. The European history specialists were asked to redraft these outcomes with
the intention of getting them approved in the spring semester. This process is so onerous, though, that the
faculty members are reluctant to seek approval. The SLOA committee and the CAP committee seem to have
different ideas about what is appropriate. An outcome approved by one entity will be rejected by the other; the
process is almost comical.
3. An issue was raised concerning the nature of the TMCC student body and the difficulty of engaging in this type
of learning outcome assessment. The students in our classes this semester are very different from those even
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COURSE ASSESSMENT REPORT (CAR)
~----
ourse Prefix, Number and Title: HIST 105-European Civilization I
chool/Unit: Division of WebCollege, History
Submitted by: J. Reid
Contributing Faculty: S. Lowe, J. Gonzalez, J. Kemp
Academic Year: 201 1-12
three years ago. Techniques that worked three years ago do not seem to be as effective w ith some of the newer
students.
Summary
Overall, the committee found the process interesting. The members enjoyed seeing how colleagues measured and
evaluated student learning, and all cited the process as a learn ing experience.
Pugc 5
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COURSE ASSESSMENT REPORT (CAR)
Revised 09/06/20 12
Course Prefix, Number and Title: HIST I02-United States History II (since 1865)
Division/Unit: Di vision of WebCollege/History
Submitted by: J. Reid
Contributing Faculty: S. Lowe, J. Gonzalez, J. Kemp
Academic Year: 2012-13
Assessment Semester: Fall D Spring 1:81
Complete and electronically submit your assessment report to your Department Chair/Coordinator/Director. As needed, please attach supporting documents and/or
a narrative description of the assessment activities in your course.
Course Outcomes
In the boxes below, summarize
the outcomes assessed in your
course during the year.
Outcome#I
Student will demonstrate
knowledge of the origins,
significant elements, and
ramifications of the late
I 9th/early 20th century Industrial
Revolution.
Assessment Measures
Assessment Results
Use of Results
Effect on Course
In the boxes below, summarize
the methods used to assess course
outcomes during the last year.
In the boxes below, summarize
the results of your assessment
activities during the last year.
In the boxes below, summariLe
how you are or how you plan to
use the results to improve student
learning.
Based on the results of this
assessment, will you revise your
outcomes? If so, please
summarize how and why in the
boxes below:
Embedded testing was used to
evaluate student learning
historical analysis. For this
assessment cycle, all HIST 102
sections shared a common essay
assignment. A committee of
history faculty evaluated a
representative sample of
randomly chosen essays from the
fall semester of 2012.A faculty
committee evaluated these essays
using a common rubric.
On a Likert-type scale of 1-5 , the
committee ranked results in five
categories associated with this
outcome. Results were 3.6, 3.9,
3.5. See attached narrative for
results from assessment
committee.
The committee agreed that new
instructional techniques (a
"scaffolded" worksheet on key
concepts and class evaluation of
a nawed mock essay) had
resulted in significant
improvement in student learning
(compared to learning measured
in similar courses over the last
two years). At least two of the
committee members pledged to
introduce these strategics into
their other courses with hopes of
seeing similar improvement in
the next assessment cycle.
Examples of these techniques
were distributed to all other HIST
faculty members.
The commiuee recommended
that the same instruction continue
due to the excellent results of this
assessment cycle.
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COURSE ASSESSMENT REPORT (CAR)
TMCC
Course Prefix, Number and Title: HIST 102-United States History II (since 1865)
Division/Unit: Division of WebCollege/History
Submitted by: J. Reid
Contributing Faculty: S. Lowe, J. Gonzalez, J. Kemp
Academic Year: 2012-13
Course Outcomes
Assessment Measures
Assessment Results
Use of Results
The content of outcome #I was
measured by an assignment that
required students lo demonstrate
the skills Ii sled here.
On a Likert-type scale of 1-5, the
committee ranked results in five
categories associated with this
outcome. Results were 3.8 and
4.0. See attached narrative for
results from assessment
committee.
Same
This outcome was not evaluated
in this assessment cycle
NIA
NIA
Effect on Course
Outcome# 2
Student will write an historical
analysis of a historical problem
or issue chosen by the instructor.
The student writing should
evaluate cause and effect,
consider multiple perspectives,
and differentiate between
historical fact and interpretation.
a~
above (outcome #I )
Same as above (outco me #1)
Outcome#J
Student will demonstrate
knowledge of the origins,
significant elements, and
ramifications of World War II.
NIA
Please enter your name and date below to confirm you have reviewed this report:
Title
Name
Date
Department Chair/Coordinator/Director
John Reid
4/15/2013
Dean
Fred Lokken
4/15/2013
Vice President of Academic Affairs
Jane Nichols
6/24/2013
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COURSE ASSESSMENT REPORT (CAR)
TMCC
Course Prefix, Number and Title: HIST I02-United States History II (since 1865)
Division/Unit: Division of WebCollege/History
Submitted by: J. Reid
Contributing Faculty: S. Lowe, J. Gonzalez, J. Kemp
Academic Year: 201 2- 13
Narrative Supplement - HIST 102 Assessment Report, Spring 2013
Int roduction
The assessment model for History 102 is based on the national American history Advanced Placement testing model. This provides assurance that the
assessment of student lea rning t akes place at an appropriately r,igorous level and in a format that has the support of academic historians (history professors
design and evaluate history AP tests). The advanced placement model uses a "document-based question" {OBQ} to measure historical thinking skills as well as
writing skill.
Assessment of Learning Outcomes
For t his assessment cycle, students in all sect ions of HIST 102 were assigned a common DBQ-type essay that required them to demonstrate the understanding of
the content in out come #1 and the thinking skills required by outcome #2. A random sampling of these essays (with student names removed) was gathered and
dist ributed to t he ent ire f ull-t ime history faculty. The faculty evaluated st udent performance using a common rubric that directly reflected the language used in
outcomes #1 and #2. The r ubric em ployed a Likert-type rating system of l~S (with 1 signifying " not at all" and 5 signifying "very m uch" ). The following table
contains t he resu lts of that evaluation.
Students develop a historical
a rgument based on and sustained by
the evidence available.
3.8
Students use both primary and
secondary sources as supporting
evidence.
Students explain t he origins of the
second industrial revolution.
4.0
3.6
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COURSE ASSESSMENT REPORT (CAR)
Course Prefix, Number and Title: HIST I02-United States History II (since 1865)
Division/Unit: Di vision of WebCollege/History
Submitted by: J. Reid
Contributing Faculty: S. Lowe, J. Gonzalez, J. Kemp
Academic Year: 2 01 2~ 13
Students explain the ramifications of
the second industrial revolution.
3.9
Students distinguish the significant
elements of t he second industrial
revolution.
3.5
Students write a coherent, cogent, and
grammatically correct essay.
3.3
The committee d iscussed this process and the results at length. Below is a summary of that discussion:
Analysis of Results
This was the fourth consecutive semester in which the history faculty had met to assess one of its high-demand courses (HIST 2171 101, and 105 were assessed
previously) . During this session, it was clear that the previous work had borne fruit. The students' historical thinking skills in these essays showed significant
improvement and impressed t he committee.
General Attributes of the Essays:
•
•
•
The essays demonstrated an understanding of the nat ure of an htstorica l argument
The essays showed an im pressive understanding of the ability to use secondary and especially primary sources as supporting evidence in an argument
The essays showed a surprisingly sophist icated understand ing of the second industrial revolution.
General Deficiencies in the Essays:
•
There were no general deficiencies noted. The lowest score came from the "origins of the industrial revolution " catego ry, and that may have been due
to the phrasing of the question which emphasized elements and ramifications (which the students handled very well).
Pagc4
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COURSE ASSESSMENT REPORT (CAR)
Course Prefix, Number and Title: HIST 102-United States History II (since 1865)
Division/Unit: Division of WebCollege/History
Submitted by: J. Reid
Contributing Faculty: S. Lowe, J. Gonzalez, J. Kemp
Academic Year: 2012-13
Proposed Instructional Changes:
For the instructors of HIST 102, no changes were proposed. The committee applauded the work done here and urged its continuation.
Lessons for History Faculty as a Whole:
The discussion focused on the instructional changes of the last year that resulted in these excellent student learning results. The group identified the following
instructional changes (in no particular order):
•
•
The HIST 102 instructors added two course modules involving the skills used to analyze history in writing.
1. The first was a worksheet with which the instructor broke down the concept of industrialization into several facets {definition, main elements,
main effects). This was used in an interactive exercise in which the students were asked to break down or analyze material that had been
introduced through lecture and/or readings. This worksheet "scaffolded" the material and thus allowed students to move from simple
identification to more complex cause/effect analysis.
2. A mock essay was evaluated through an interactive exercise with the class. In this mock essay, both effective and ineffective writing and analysis
were included, and students were asked to evaluate the essay and to identify the effective and poor aspects. This provided students with an
example of both effective and ineffective historical writing.
In addition, the assignment for the assessed essay was carefully constructed. Students were presented with instructions and required elements that
assisted them in creating a high-level historical analysis.
Summary
Overall, the committee was impressed with the results, and they confirmed that the assessment process had led to genuine improvements in instruction and
insights for the future. Two members of the committee pledged to introduce the new techniq ues used in HIST 102 (discussed above) into their own classes.
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Revised osto 112011
COURSE ASSESSMENT REPORT (CAR)
Course Prefix, Number and Title: HIST 101-US History I (to 1865)
School/Unit: School of Liberal Arts/History
Submitted by: J. Reid
Contributing Faculty: S. Lowe, J. Gonzalez, J. Kemp
Academic Year: 2011-2012
Complete and electronically submit your assessment report lo your Department Chair/Coordinator/Director. As needed, please attach supporting documents and/or
a narrative description of lhc assessment activities in your program or discipline.
Course Outcomes
Assessment Measures
Assessment Results
Use of Results
Effect on Course
In the boxes below, summarize
the outcomes a<>sessed in your
course during the year.
In the boxes below, summarize
the methods used to assess course
outcomes during the last year.
In the boxes below, summarize
the results of your assessment
activities during the last year.
In the boxes belo w, summariT.c
how you are or how you plan to
use the results to improve student
learning.
Based on the results of this
assessment, will you revise your
outcomes? If so, please
summarize how and why in the
boxes below:
Outcome#l
Student will demonstrate
knowledge of the intellectual
origins of the US Constitution,
its significant elements, and
arguments for and against its
rati fie at ion.
Embedded testing was used to
test knowledge of basic elements
of the American history.
Objective questions were
embedded in the midterm and
final exams.
Overall, student performance was
average in most cases, with
knowledge of the Articles of
Confederation a noticeable
exception. See attached
narrative for data table.
Revise instruction in the area of
the Articles of Confederation to
insure student understanding of
its structure (and differences
from the US Constitution).
No.
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COURSE ASSESSI\1ENT REPORT (CAR)
Course Prefix, Number and Title: HIST 101-US History I (to 1865)
School/Unit: School of Liberal Arts/History
Submitted by: J. Reid
Contributing Faculty: S. Lowe, J. Gonzalez, J. Kemp
Academic Year: 20 l l -20 l 2
Course Outcomes
Outcome#2
Student will write an historical
analysis of a historical problem
or issue chosen by lhc instructor.
The student writing should
evaluate cause and effecl,
consider multiple perspectives,
and differentiate between
historical fact and interpretation.
Assessment Measures
Embedded testing was used to
evaluate student historical
analysis. For this assessment
cycle, all HIST IOI sections
shared a common essay
assignment. A committee of
history faculty evaluated a
representative sample of
randomly chosen essays from
FI I. These essays were copied
and evaluated by using a
common rubric.
Assessment Results
On a Likert-type scale of 1-5, the
committee ranked results in five
categories associated with this
outcome. Results were 3.75,
3.68, 3.65, 3.6, and 3.5. Sec
attached narrative for results
from assessment committee.
Pagc2
Use of Results
Proposed Instructional
Changes
I.
Consider adding more
class segments that
explicitly explain
historical argume nts.
2. Consider spending more
time comparing primary
and secondary sources
in the classroom.
3. Consider using
examples of student lo
critique the
construction of thesis
and use of supporting
evide nce.
4. Students could be asked
to construct an
historical argument as
part of a group
assignment in class.
5. Consider introducing
s1udcnts to the formal
''Oxford-Cambridge''
model of historical
analysis.
Effect on Course
No.
0
A
0- -
0
TMCC
COURSE ASSESS1\1ENT REPORT (CAR)
Course Prefix, Number and Title: HIST 101-US History I (to 1865)
School/Unit: School of Liberal Arts/History
Submitted by: J. Reid
Contributing Faculty: S. Lowe, J. Gonzalez, J. Kemp
Academic Year: 2011-2012
Course Oulcomes
Outcome#3
Student will, in essay form,
describe the evolution of the
sectional tension between the
North and South and evaluate
how slavery, politics, and
competing ideologies led to the
Civil War.
Assessmenl Results
Assessment Measures
NIA
This outcome was not evaluated
in this assessment cycle.
Use of Results
Effect on Course
NIA
NIA
Please enter your name and date below to confirm you have reviewed this report:
Title
Department Chair/Coordinator/Di rector
Dean
Vice President of Academic Affairs and Student Services
Date
Name
John Reid
Armida Fruzzetti
8/10/1 2
John G. Tuthill
8/24/2012
Pagc3
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TMCC
COURSE ASSESSMENT REPORT (CAR)
Course Prefix, Number and Title: HIST IOI-US History I (to 1865)
School/Unit: School of Liberal Arts/History
Submitted by: J. Reid
Contributing Faculty: S. Lowe, J. Gonzalez, J. Kemp
Academic Year: 20 I 1-2012
Narratjye Supplemept - HIST JOI Aw:Mmegt Reoort, fall 201 1
Iptroductjon
The assessment model for History IOI is based on the national American history Advanced Placement testing model. This provides assurance that the assessment of student
learning takes place at an appropriately rigorous level and in a formal that has the support of academic historians (history professors design and evaluate that history AP tests).
The advanced placement model is twofold: one section uses objective questions to mea.,ure basic knowledge and understanding for history, and a second section uses a
"document-based question" (DBQ) to measure historical thinking skills as well as essay writing skill.
Outcome #I
For this assessment cycle, the first content-focused outcome was assessed and evaluated using objective questions shared among the five HIST IOI sections (in the future,
the content of this outcome may be measured using the DBQ model). The following table shows student performance on the questions that measure knowledge of the
content clements described in outcome #I:
Sections I 00 I, IOOJ, and
Sections I002, I 004
1008 (combined
percentage correct)
(combined percentage
correct)
Roanoke Island
88
79
83.5%
Jamestown
92
87
89.5%
Thomas Paine
87
82
84.5%
John Locke
73
79
76%
Boston Massacre
91
88
89.5%
Thomas Jefferson
90
79
84.5%
Content, Outcome #I (abbr)
Pagc4
Overall Fall 2011 Average
. a
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COURSE ASSESSMENT REPORT (CAR)
Course Prefix, Number and Title: HIST IOI-US History I (to-1865)
SchooVUnit: School of Liberal Arts/History
Submitted by: J. Reid
Contributing Faculty: S. Lowe, J. Gonzalez, J. Kemp
Academic Year: 2011-2012
TMCC
90
83
86.5%
Revolutionary War
84
83
83.5%
lmpacl of Rcvolu1ion
83
81
82%
Articles of Confederation
64
79
71.5%
77
79
78%
U.S. Cons1i1u1ion S1ruc1ure
77
81
79%
Poli1ical Compromises
86
85
85.5%
Escalation of colonial revolt,
1774·75
S1ruc1urc
Anicles of Confederalion
deficiencies
Agalysis of l&amjng for Outcome #1
More data needs lo be collecled before making before drawing broad conclusions from lhese numbers. Some assumptions can be made, though, as follows:
Overall, these numbers are adequate. History IOI is a general education course and is usually 1he first college history course taken by studcnls, so the student performance
tends to be lower 1han in other history courses. Given this, the performance was quite good.
The question on the structure of the Articles of Confederation is the only area thal seems unusually low here.
o
Proposed instructional change: ensure that more class time is devoted to the structure of the Articles of Confederation
Outcome #2
For outcome number #2, a random sampling of DBQ-type long essays was gathered and distributed to the entire full-time history faculty. The faculty evaluated sludent
performance using a common rubric that drew from 1he historical thinking skills mentioned in ouicome #2 as well as lhe historical thinking skills described in the outcomes for
the AA emphasis in history. The rubric employed a Likert-type rating system of 1-5 (with l signifying "not at all" and 5 signifying "very much"). The following table contains
the resuhs of that evaluation.
Pagc5
0
A
0
O~-
COURSE ASSESSMENT REPORT (CAR)
Course Prefix, Number and Title: HIST IOI-US History I (to 1865)
School/Unit: School of Liberal Arts/History
Submitted by: J. Reid
Contributing Faculty: S. Lowe, J. Gonzalez, J. Kemp
Academic Year: 20 I 1-20 I 2
TMCC
Skill measured in rubric
Average of scores awarded by committee
Develop a his1orical argument based on and sustained
by the evidence available
3.75
Distinguish between primary and secondary sources
3.68
Analyze argumen1s and interpretations
3.65
Recognize interpretive conflicts
3.6
Write a coherent, cogent, and grammatically correct
3.5
essav
The committee discussed this process and the results al length. Below is a summary of that discussion:
Apalysis of Process fgr Outcome #2
General Deficiencies in the Essays:
I . Most of the students had difficulty forming a cogent historical argument. They were able to describe and/or define particular events or concepts, but they seemed
unable to form an effective cause-effect analysis that responded directly to the question.
2. Most of the essays used primary documents as evidence, but not particularly well. They could do a better job of connecting the evidence
from primary documents to a larger historical argument.
3. Evidence of the ability to analyze interpretations or recognize interpretive conflict was difficult to find, but this may be part of the nature of this particular assignment.
4. A small but significant proportion of the essays were extraordinary poor. IL was unclear how these students could have satisfied the prerequisite for the course.
Proposed lns1ructional Changes:
I.
lnstruc1ors could be encouraged to insert a couple of short ( 15 minute) class segments that explicitly describe what historical argumen1s look like and how to put one
togelher. If the instructor does this already, those class segments could be examined for clarity and/or expanded.
2. Instructors could spend more time comparing primary and secondary sources in the classroom. Most instructors evaluate primary sources, but more comparisons with
secondary sources in conjunction with primary sources could enhance student understanding of the differences.
Page 6
0
A
TMCC
Qr-----
COURSE ASSESSMENT REPORT (CAR)
Course Prefix, Number and Title: HIST I 0 I-US History I (to 1865)
School/Unit: School of Liberal Arts/History
Submitted by: J. Reid
Contributing Faculty: S. Lowe, J. Gonzalez, J. Kemp
Academic Year: 2011-2012
3. Instructors could experiment with the use of student work (name removed, on the ELMO) to critique the construction of thesis and use of supporting evidence. This
could be done before the start their first writing assignment. One could show examples of very good, average, and the poor.
4. Students could be asked lo construct an historical argument as part of a group assignment in class.
5.
Instructors could experiment with the formal "Oxford-Cambridge" model of historical analysis.
Other Suggestions/Comments:
I.
It was suggested that the prerequisites be enforced more stringently in order lo keep out extraordinarily bad students. Note - this issue was discussed with Dean Fruzzeui
during the fall, and it was discovered that several HIST 101 students had been improperly admitted to HIST JOI. This problem was addressed by removing the ability of
outsiders to waive prerequisites.
Summary
Overall, the committee found the process interesting. The members enjoyed seeing how colleagues measured and evaluated student learning, and all cited the process as a learning
experience.
Page 7
3 x~puaddv
HISTORY
Appendix E
Balance and Activity Report for Fiscal Period: 2015 • 04 (October 2014) - INTERIM as of OCT-28·2014
7104 • 708 • HC45 FOREIGN LANGUAGE
Expense Budget Summary
OBJECT
CODE
10
11
16
20
30
OBJECT NAME
LETTERS OF APPOINTMENT
PROFESSIONAL SALARIES
FRINGE BENEFITS
TRAVEL
GENERAL OPERATIONS
APPROVED
BUDGET
0.00
241 ,632.00
92,385.00
1,200.00
1,300.00
CURRENT
OUTSTANDING EXPENDITURES EXPENDITURES UNCOMMITTE
BUDGET
ENCUMBRANCES
CURRENT
YEAR·TO-DATE
BALANCE
59,287.50
79,050.00
19,762.50
19,762.50
0.00
246, 199.17
167,628.51
21 ,781.08
78,570.66
o.oo
94,929.83
64, 195.05
8,265.25
30,739.42
-4.64
1,200.00
0.00
1,200.00
0.00
0.00
1,300.00
t , 175.00
0.00
0.00
125.00
Balance and Activity Report for Fiscal Period: 2015 ·04 (October2014)- INTERIM as of OCT-28-2014
7104 • 708 - HG01 HUMANmES
Expense Budget Summary
OBJECT
CODE
10
11
14
15
16
20
30
OBJECT NAME
LETIERS OF APPOINTMENT
PROFESSIONAL SALARIES
CLASSIFIED SALARIES
WAGES
FRINGE BENEFITS
TRAVEL
GENERAL OPERATIONS
APPROVE
CURRENT OUTSTANDING EXPENDITURES EXPENDITURES UNCOMMITTED
D
BUDGET BUDGET ENCUMBRANCE
CURRENT
YEAR·TO-OATE
BALANCE
41,268.75
41,268.75
0.00 166,361.50
123,806.25
1,286.50
421 ,376.00 370,294.48
256,888.38
32,109.09
113.406.10
0.00
0.00
0.00
000
0.00
0.00
0.00
0.00
1,400.00
1, 118.25
281.75
0.00
0.00
127,298.00 116,298.00
79,993.44
10,811.26
34,846.01
1,458.55
1,800.00
17,500.00
1,800.00
16, 100.00
0.00
10.418.05
0.00
995.88
0.00
2,357.17
Program/Unit Review Self Study I 111. Demographics and Enrollment
1.800.00
3,324.78
:1
x~puadd\f
•
History Assessment and Course Standards Committee
Purposes:
1)
2)
To manage and oversee the contlnual Improvement of learning outcome
To develop and maintain minimum standards in both "rigor" and "current pedagogical and scholarly
advancements in the field."
Explanation:
The NFA contract requires that the "Department Chair works to ensure courses are taught in keeping with
the official catalog descriptions, in a professional manner, and at an appropriate level of rigor to allow for
academic quality" and "evaluates courses taught in the area. with an eye to keeping the curriculum current with
pedagogical and scholarly advances in the discipline."( 8.3.1.c)
The department chair needs these standards to be developed by the faculty- the experts in the field rather than imposing them from above.
•
The NFA contract grants the department chair the authority to create department committees and to
assign faculty members follows: "the Department Chair appoints appropriate committees within the
department. (8.3.2.f)
Current Problem:
Currently, the department chair is unable to properly guide and evaluate part-time instructors In political
science because the level of rigor as well as the pedagogical approach seems to vary greatly among the full-time
instructors themselves.
Composition of Committee: All full-time instructors (part-time members may be added at committee
discretion). Chair of committee rotates (1-year term).
Committee Charges:
Assessment
• Refine and ensure full implementation of assessment across all sections and all instructors
(including part-time)
• Complete Course Assessment Reports (CAR) for every course each semester
• Share findings with all instructors (including part-time) to ensure that all faculty are constantly
improving the delivery of instruction
• Develop a master course structure that provides minimum standards for topics to be addressed,
appropriate assessments, and appropriate grading rubrics
Course Standards
• Examine "rigor" of existing instruction and set minimum standards for courses
o These minimum standards must
• At least Equal high school common core social studies standards
•
Approximate standards in equivalent courses taught at UNR
•
Approximate the standards set by AP exams in the field
•
align with demands in 300/400 level courses in the field
•
Transfer Agreement
University of Nevada, Reno
TRANSFER ID: 8251
ACADEMIC YEAR:
2014·2015
TRANSFER INSTITUTION:
DEGREE OTHER: REQUIRES A MINOR
TRUCKEE MEADOWS COMMUNITY COLLEGE
DIVISION COLLEGE SCHOOL:
COLLEGE OF LIBERAL ARTS
MAJOR:
HISTORY
Requirements
Credits
Equivalent Course(s)
UNR Course(s)
ENGLISH
3-6
ENG 101, 102 [ENG 113, 114 for international students)[1[
Foreign Language {through 4th
semester or 212)
1-4
1-4
MATHEMATICS
3-5
MATH 120, 126, 127, 128, 176, 181; STAT 152"
• Must also achieve satisfactory score on placement
examination to receive core credit. See
http://www.unr.edu/mathcenler/placement.html for score cutoffs.
AM 148, FREN 212, GER 212,
ITAL 214, RUS 212, SPAN 212,
PORT 212
HIST 101 & 102 or HIST 105 &
106
2
HIST 101 & 102 or HIST 105 &
106 (3(
2
College Breadth Requirement (6
credits)
2
Students seeking a Bachelor of
Ms degree in the college shall
be required to take, within the
College of liberal Ms, two
courses that are outside the
departments in which they
major or minor, and that
exclude courses taken to fulfill
Core Curriculum requirements.
2
2
HIST 227, 228
2
NATURAL SCIENCE 6 - 8
Choose two courses with labs. At least one course must be from
GROUP A:
GROUP A: BIOL 100, 106, 190 &190L, 191 &191L; CHEM 100,
121. 122, 201, 202; GEOL 100, 101 ; PHYS 100, 151, 152. 180
&180L, 181&181L.182 &182L
GROUP B: ANTH 102 &110L; AST 104; ENV 100; GEOG 103
&104; NUTR 121
SOCIAL SCIENCE
3
ANTH 101, 201, 202; ECON 102, 103; GEOG 106. 200; PSC
101, 211, 231; PSY 101; SOC 101; WMST 101
Non-US and Non-European
history courses
FINE ARTS
3
ART 100, 160, 260, 261. 263; DAN 101; HUM 101, 102, 105.
106, 271; MUS 121, 122, 125, 225, 226; THTR 100, 105, 180,
210
Additional Comments
CORE HUMANITIES 9 - 12
GROUP A: CH 201; ENG 231[2[: HIST 105[2~ PHIL 200[2]
GROUP B: CH 202; ENG 232[2): HIST 106(2(; PHIL 207(2(
GROUP C: CH 203; PSC 101 {formerly PSC 103)(2(: {or HIST
101 (2( and one of the following: HIST 102(2(. 217(2). PSC 100(3(
or PSC 208(20
DIVERSITY
3
ANTH 201, 205; ART 263, 270; EDU 203; ENG 223; HIST 208,
209, 227, 228, 289, 291, 294; HDFS 232; HUM 211, 214, 225;
PHIL 210; PSY 276; SOC 205, 276; SPAN 225; THTR 210;
WMST 101, 255
CAPSTONE
6
TO BE COMPLETED AT UNR {MUST BE UPPER DIVISION)
The courses listed above are the courses you may take at the community college to complete the
CORE CURRICULUM requirements for your major program at the University of Nevada, Reno.
Please note: Students who graduate from an NSHE community college with an Associate of Arts,
Associate of Science, or an Associate of Business degree will receive automatic fulfillment of lower
division general education (known as Core Curriculum al the University) requirements at the
University unless specific general education courses are required for completion of the student's
major program.
Visit http://catalog.unr.edu for details on UNR degree requirements
#of Course(s) Equlvalent Course(s)
#of Course(s)
•To graduate in four years, you must work with your academic advisor at UNR, in addition to your TMCC
advisor. Make contact earty, by calling the department number listed. This win ensure a successful transition
to the University. You may transfer to the University and still gain your AA, AS or Associate of Business
degree, by completing a reverse transfer. Talk with your academic advisors at TMCC and UNR about this
opportunity.
• A candidate for a bachelor's degree must earn a minimum of 120 credits. 42 or more of which must be in
courses numbered 300 or above. A minimum of 60 credits must be taken at a 4 year institution with a
minimum of 30 credits {300-level or above) in residence at the University of Nevada, Reno. For more
information you may view the catalog al www.unr.edu.
•To find out how other courses transfer, visit the course equivalency guide at
www.cis.unr.edu/Transfer/TA.aspx.
HISTORY
TRANSf[R AGREEM[NT B[TWEEN TRUCK[[ MEADOWS COMMUNITY ASSOCIATE Of
ARTS IN HISTORY AND NEVADA STAT[ COllfGE SCHOOl Of UBERAl ARTS AND
SCIENCES BACHElOR Of ARTS IN HISTORY
2013-2014
BACH[lOR Of ARTS IN HISTORY
The following tables identify the year-by-year course of study for students beginning their
education at NSC (at left) or at TMCC (at right). Students earning their AA, AB, or AS at
TMCC are granted junior status at NSC and have met the lower-division general education
requirements of NSC. The sequence of courses is recommended by the Bachelor of Arts in
History and gives students a blueprint for successful completion of their baccalaureate
degree in four years. If followed, students will enter their third year as a full junior at NSC
with lower-division general education requirements satisfied. A full listing of the NSC lowerdivision general education credits is found on the NSC website under the Transfer Center
(Click Here (http://www.nsc.edu/7532.asp) to find out about requirements for CEP 121,
122, & 123).
Year 1 - Freshman Recommended Courses
Truckee Meadows Community College
Recommended Fall Semester Courses
Truckee Meadows Community College
Recommended Fall Semester Courses
Course
Culmral .Qiver~itx (75321a~ul
Fine Arts
fhtt~: L/www.nsc.edyL7532.as~}
S~i~nc~ lfLLab
OltW; LLwww.n~~-ed:uLZ532za~g)
Foreign Language or Elective
Requirement: GE or Major at NSC
GE-(Cultural Diversity)
GE - (Fine Arts)
GE
GE- (Elective)
I
Foreign Language or Elective
GE- (Elective)
Recommended Spring Semester Courses
Course
Requirement: GE or Major at NSC
I
HIST251
Major
--
Fine Arts
(httg; Llwww.nsc.edglzs32.as12l
GE - (Elective)
PSC 101
GE- (U.S. and NV constitution)
Additional History Course (Diversity)
Major
Additional History Course
Major
General Elective
GE
General Elective
GE
General Elective
GE
Year 4 - Senior Recommended Courses
•
Nevada State College
Recommended Fall Semester Courses
Course
•
-·
Requirement: GE or Major
Additional History Course (Diversity)
Major
Additional History Course
Major
Additional History Course
Major
General Elective
GE
General Elective
GE
·---
-------
---
-
General Electives (a minimum of 19 upper
division credits must be completed within
the General Electives)
40-53
*In addition to the above required courses, students must complete an additional 24 credits
in History. At least 18 of these credits must be at 300-level or above, and at least 9 of these
credits must meet the diversity requirements as follows:
• A: Primarily emphasize cultural and social diversity within the United States (e.g.
Latinos/Latinas in the American West, African-American History, U.S. Women's
History, etc.)
• B: Primarily focus on Non-European and Non-American History (e.g. Asian, African,
Middle Eastern or Latin American History)
Degree Total Credits = 120
Click Here for an Unofficial Degree Audit (http://www.nsc.edu/868.asp)
ARTICl[ IAGH[EM[NT ON PRINCIPl[
Nevada State College (NSC) and Truckee Meadows Community College (TMCC) agree that
students, who choose to transfer from a community college to NSC to earn a bachelor's
degree, should be provided with a smooth curriculum transition that minimizes loss of
credit and duplication of coursework. Therefore, NSC and TMCC agree to enter into this
curriculum transfer agreement for students who complete the Associate of Arts in History at
TMCC and transfer to NSC to complete the Bachelor of Arts in History. Both institutions
enter into this agreement as cooperating, equal partners who shall maintain the integrity of
their separate programs.
ARTICl[ II OEfINITIONS
An articulation agreement is an officially approved agreement that matches coursework
between a 4-year college and a community college. They are designed to help students make
a smooth transition when transferring from a Nevada System of Higher Education (NSHE)
community college to NSC. The articulation agreement is often referred to as a "major-tomajor" or a "two-plus-two" agreement and the three terms are synonymous.
Students who began TMCC's program prior to the effective date of this agreement, may use
the agreement to the extent that the program requirements followed are consistent with this
agreement. A copy of this agreement should be brought to all advising sessions. This
transfer agreement was developed to provide a smooth curriculum transition for students
who want to earn an associate degree from TMCC and transfer to NSC to earn a Bachelor of
Arts in History. The agreement is designed to minimize loss of credits and duplication of
coursework in transferring.
Students should complete the Associate of Arts in History at TMCC and the
coordinated program of study for the Bachelor of Arts in History at NSC as indicated
in this transfer guide. Any course substitutions should be made with the guidance of
an advisor or counselor to assure that all requirements are met.
2. The completion of the associate of arts, associate of science, and associate of business
degree at a community college automatically fulfills the lower-division general
education requirements at any other NSHE institution.
3. Only courses with a grade of D or higher will be accepted for transfer to NSC. A course
completed with a grade ofless than 1.7, if counted toward graduation at the
community college, may be used to satisfy NSC graduation requirements. However,
the course will not transfer and will have to be repeated if the NSC major specifies a
higher GPA for all students in the Bachelor of Arts in History. If a TMCC course has
more credits than the NSC equivalent course, the additional credits will be included in
the program total as general transfer credit.
4. NSC requires that a minimum of 60 credits must be completed at the four-year
institution. A minimum of 32 upper division credit hours must be completed in
residence.
5. Students may elect to graduate under the course catalog graduation requirements
under any of the following options, provided that the course catalog at the time of
graduation is not more than ten years old:
1. The course catalog of the year of enrollment in a baccalaureate level
course/program at a NSHE community college (valid transfer contract may be
required.)
1.
The course catalog of the year of transfer into a baccalaureate level program at
the universities, state college, or community colleges that offer select
baccalaureate degrees.
3- The course catalog of the year of graduation from a NSHE institution.
6. Changing majors may change the course catalog and graduation requirements, which
may increase the time to degree completion. The student will follow the requirements
of the transfer agreement for the new major, effective at the time of the change of
2.
B.A. HISTORY: 2012-2014 Catalog
UNLV/NSHE Community Colleges Articulation Worksheet
Name
Term Effective
·~--------
ENGLISH (6 credits)
GPA 2.00 GPA or above-History
History courses cannot be used to fulfill core requirements.
Semester
Credits
Grade
ENG 101
ENG 102
SECOND-YEAR SEMINAR (3 credits)
ENG 231 or 232
CONSTITUTION (4 credits)
PSC 101
SOCIAL SCIENCE (9 credits) One course in each of three fields. Select from ANTH (except ANTH 102) ECON,
CRJ 104 or 270, PSC, PSY (Including EDUC 220), SOC and WMST 101or113. All statistics courses ore excluded.
SCIENCES (6-8 credits) Select courses from the following areas; ANTH 102, AST, BIOL, CHEM (Except CHEM
103), ENV IOI, GEOG 103, GEOL, and PHYS. At least one lab course of3 credits or more must be taken. Preparatory
classes are excluded.
_ _ _ (w/lab)
MATHEMATICS (3 credits) (>= 120, Except MATH 122) All statistics courses are excluded.
LOGIC (3 credits)
PHIL 102
COLLEGE OF LIBERAL ARTS CORE REQUIREMENTS
FINE ARTS (6 credits) Select from the following subjects: ART, DAN, MUS, or THTR. The course must be
introductory and cannot be a studio, pcrfonnance, or activity course.
HUMANITIES (6 credits) Select one course from two different areas: English Lit, Foreign Language (111 or above
INTL), PHIL (Except PHIL 102 & 109-No Logic), COM 101, 211, 216 ..
FOREIGN LANGUAGE OR CULTURE (6-8 credits) The two courses must be in the same foreign language
(except computer language or American Sign Language) Q! two courses in foreign culture. NOTE: Foreign culture
courses are only offered at UNLV.
MAJOR REQUIREMENTS (12 credits) Select one course each from the following: HIST IOS or 227; HIST 106
or 228; HIST I 0 I, I02, 150, or 151; plus one additional HIST course. All History courses must be completed with a Cor better grade
HIST 105 or 227
HIST 106 or 228
All students must fulfill both a Multicultural (Mult.) requirement and an International (Intl.) requirement. Courses
fulfilling these requirements may simultaneously fulfill one Fine Arts, Humanities, or Social Sciences general
education core requirement. See Faculty Senate General Education Committee website for course lis1ings.
64-68 TOTAL CREDITS
NOTE: UNLV requires that half of the credits be eanlCd at a 4 year University. Please complete a transfer agreement at
UNLV (http://go.unlv.edu/transferstudcnls/crcdits/agNcmcnts): A transfer agreement is an agreement between UNLV
and the Nevada System of Higher Education (NSHE) community colleges that guarantees transferability of all general
education courses as outlined in the Tenns of Agreement..
Rev. 6/12
H X!puaddv
Students Enrolled (fall 2011 ·Summer 2014) by Program
Procedure:
1.
2.
3.
4.
Student enrollments between Fall 2011 and Summer 2014 were ~lected.
Demographics {gender, age, ethnicity) were matched to each enrollment record.
Program name was matched onto each enrollment record using the Subject-level crosswalk.
File was unduplicated such that a student {and their demographics) only counts once within each ID I Program pair.
Gender by Program
Piooram
Allied Health Programs
u
M
Total
68%
32%
100%
3%
97%
100%
Biology
71%
29%
100%
Business
56%
4"%
100%
100%
Apprenticeship
Computer Information Technologies
48%
54%
ConstnJctioo Technologies
38"
82%
100%
English
55%
45%
100%
100%
H'sto!y, Political
Total
F
Sdeo<:e. Law
57%
43%
Humanities
57%
43%
100%
Manu1acturing Technologies
12%
88%
100%
Mathematics
54%
48%
100%
Nursing Program
84%
16%
100%
Physical Science
51%
49%
100%
Public Safety Training
45%
55%
100%
Social Science
83%
37%
100%
Transportation Technologies
31%
89%
100%
Veterinary Technology
95%
5%
100%
Visual and Perfonning Alts
56%
44%
100%
56%
«%
100%
TMCC Oflio& of Institutional Reseatth, Analy$i$, and Elledivene$$, 10/15114
Age Range by Program
Program
G-17
Allied Health Programs
18-24
2%
Apprenticeship
3!>-49
50+
Total
29%
14%
4%
100%
25%
52%
21%
2%
100%
100%
Biology
1%
51%
32%
14%
3%
Business
1%
48%
28%
15%
7%
100%
Computer Information Technologies
1%
42%
30%
18%
8%
100%
100%
Construction Technologies
0%
40%
29%
20%
10%
English
2%
60%
24%
11%
4%
100%
HistOf'Y, Political Science. Law
1%
56%
26%
13%
4%
100%
Humanities
1%
62%
23%
10%
3%
100%
Manufaduring Technologies
5%
41%
27%
18%
9%
100%
Mathematics
1%
61%
24%
10%
3%
100%
Nursing Program
0%
41%
34%
20%
5%
100%
100%
Physia!IScience
2%
56%
30%
10%
3%
Pubhc Safety Training
0%
58%
26%
12%
4%
100%
Social Science
1%
58%
26%
12%
3%
100%
5%
47%
27%
16%
8%
100%
1%
59%
23%
11%
5%
100%
1%
56%
26%
13%
4%
100%
Transpol1ation Technologies
Veterinary Technology
V1$U81 and Perfomung Arts
'--
Total
Ethnici1y by Program
Program
2S-34
50%
'MllWll11811
lntemationa American
I
Indian
Asian
Black
Hispanic
or
Pacific
Islander
Two or
more races
Unknown
Caucasian
Total
Allied Health Programs
2%
5%
3%
21%
3%
2%
64%
Apprenticeship
4%
1%
1%
20%
2%
3%
69%
100%
Biology
1%
6%
2%
20%
4%
1%
64%
100%
Business
2%
5%
4%
19%
3%
2%
64%
100%
Computer Information Technologies
2%
7%
3%
18%
2%
2%
85%
100%
Construction Technologies
2%
5%
3%
18%
2%
1%
67%
100%
English
2%
5%
3%
25%
3%
2%
60%
100%
2%
5%
3%
23%
3%
2%
62%
100%
Humanities
1%
6%
3%
20%
4%
2%
63%
100%
Manufacturing Technologies
1%
3%
3%
21%
3%
2%
66%
100%
Mathematics
2%
5%
3%
24%
3%
2%
60%
100%
Nursing Program
1%
10%
2%
21%
3%
1%
60%
100%
Physical Science
1%
6%
2%
19%
3%
1%
66%
100%
Public Safety Training
2%
3%
3%
22%
3%
64%
100%
Social Science
2%
5%
4%
23%
3%
2%
2%
60%
100%
2%
4%
4%
25%
3%
2%
60%
100%
4%
2%
83%
100%
3%
2%
62%
100%
HistOf'Y,
Po~tical
Science, Law
I
Transportation Technologies
,_
Veterinary Technology
100%
~
Visual and Performing Arts
Total
--
2%
5%
3%
22%
2%
5%
3%
22%
.-
TMCC Office d Institutional Rnean:h. Analysis, encl E~. 10/15114