Central Washington University
College of Arts and Humanities
Department of History
Date: January 20, 2009
Prepared by: Thomas Wellock
___________________________
Department Chair
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______________________________
College Dean
Department of History
Program Review Self Study
Year 2008- 2009
I. Introduction to Department or Program
A.
Department/unit mission statement
The broadest mission of the history department is consistent with the mission of the
university: to confront students with the ambiguities of contemporary existence,
conscious of themselves as members of a pluralistic society and global community,
capable of skilled communication and the ability to analyze and synthesize information,
and to serve as responsible stewards of the earth.
The history department seeks to convey historical knowledge and historical modes of
understanding to the student population and citizens of Washington State. The
department does this by offering introductory history courses in the university's General
Education program; providing specific upper- and lower-division courses emphasizing
the major world regions, and the connections between those regions, for history majors
and minors; offering graduate training at the MA level for advanced students;
participating in the university's teacher certification program; engaging the broader
historical profession through research, publication, grant-writing, and scholarly
presentations; and interacting with the Ellensburg and central Washington community
through educational outreach, participation in interdisciplinary programs, public lectures,
fora, discussions, and publications.
B.
Brief description of department or program contexts
The History Department last conducted a program review in the 2003-04 academic year.
The department consists of nine tenured and tenure-track faculty, two long-term nontenure-track faculty, occasional adjunct faculty, a department secretary, and a student
aide. The department also supports six teaching assistants. It offers B.A programs
including two majors, the History Major and Teaching Broad Area Major, and a History
Minor and Teaching Minor. The department also administers the Social Science Major
and the Social Science: Teaching Secondary Major. It offers a Master of Arts in History
with capstone options of a thesis, project, or comprehensive exam.
Undergraduate Programs
Bachelor of Arts: History Major (the Small Plan, which requires a minor must have a
minimum of 58 history credits; the Large Plan without a minor must have a minimum of
60 history credits): The Department of History requires majors to develop familiarity in
the areas of American History, European History, and Non-Western History. The
coherence of this major comes from its requirement that students receive a breadth of
knowledge about the history of the United States and World Civilizations. The
department expects students to complete survey courses either before or shortly after
declaring history as a major. Newly declared majors receive initiation into the discipline
with a course that emphasizes the skills of communication, interpretation, research and
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critical analysis (HIST 302, Introduction to History). Students then deepen their
understanding of both US and world history in a variety of upper-division courses related
to specific eras and geographical areas. In the history major, the department’s courses
emphasize interrelationships among regions as well as the skills of communication,
chronology, signification, interpretation and critical analysis. The department assesses
the students’ understanding of the historical discipline in a senior seminar requiring the
completion of a research paper (HIST 481, Understanding History).
Graduate Programs
Master of Arts: The purpose of the 45-credit program offered by the Department of
History is to develop graduates possessing a deeper knowledge of historical methods as
well as special competency in a particular area. Students receive systematic training in
historical methods, sources, tools, and interpretation. It is a further purpose of the
program to train students for lives of productive scholarship and stimulating teaching as
well as non-academic pursuits where historical background in required. Finally, in
recognition that all students do not have the same objective, the MA degree program
contains three options designed to suit different objectives: one (A) that prepares
students to enter a Ph.D. program; others (B) and (C) designed to enhance the knowledge
and skills of high school history teachers and those more interested in the acquisition of
knowledge than research skills. All programs share a common core consisting of
historiography, research, and reading seminars that introduce students to an in-depth
knowledge of the discipline’s development in the major regions of the world and to the
sophisticated skills of research. Students also take courses related to their area of primary
interest. Option A requires a reading knowledge of a world language and culminates in a
formal thesis and an oral defense of the thesis; Option B concludes with a project that
represents substantial historical research and an oral defense of the project; Option C
concludes with a written and oral exam in a major and minor field approved by the
department’s graduate committee and a portfolio of the student’s written course work.
General Education Contributions
The History Department makes a contribution in two areas of the General Education
requirements, under Social and Behavioral Sciences, via three five-credit courses.
History 144 (US since 1865) satisfies the “Perspective on the Cultures and Experiences
of the US.” History 102 (World Civilization from 1500-1815) and History 103 (World
Civilization Since 1815) satisfy the category of “Perspectives on World Cultures.” All
three courses require extensive writing instruction and practice. Students write papers
and take essay exams, evaluated by an instructor. All meet the new “w” requirement for
improved writing for undergraduates.
Teacher Preparation Contributions
The History Teaching Broad Area Major satisfies the Primary endorsements for History
and Social Studies. This major is designed for students in the secondary teacher-training
program, and students taking this 75-77 credit major are also required to complete the
professional education program requirements offered through the Education Department.
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C.
Describe departmental governance system and provide organizational chart
for department.
The department governance system is structured with a department chair (elected by
history faculty to a four-year term) who serves the department in a leadership role to
guide the department toward meeting its goals and to oversee and approve student degree
programs, student workers, and staff and faculty development and promotion. The chair
also interfaces with the dean, other departments, and the university governance structure
to implement the College of Arts and Humanities (CAH) and university goals.
The faculty of the department operates as a whole unit when making decisions that affect
policies, programs and curriculum. All tenured and tenure track faculty are involved in
making recommendations and decisions that affect the entire department and its
programs. Departmental committees conduct much of the organizational and policy work
with recommendations being brought before the entire faculty for final decisions and
votes. Typically, we hold faculty meetings once per quarter.
Committees
Personnel
Committee
Graduate
Committee
Easley (Chair)
Ervin
Moore
Herman (alternate)
Herman (Chair)
Knirck
Easley
Wellock
Curriculum and
Assessment
Committee *
Moore (Chair)
Wellock
Knirck
Amutabi
* In light of the establishment of a regular assessment process at CWU, the department
reestablished a Curriculum and Assessment Committee this year.
Assignments
Faculty Senate: Wellock, Amutabi (alternate)
Library Rep.: Amutabi
Phi Alpha Theta Advisor: Knirck
Farrell Committee: Herman
Scholarship Committee: Easley, Wellock
Union Steward: Ervin
Thesis Award Committee: To be determined once theses are nominated.
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Department Chair:
Karen Blair
Tom Wellock (interim)
CLASSIFIED STAFF
Secretary Lead:
Karen A.(Angie) Hill
Student Office Assistant:
Unfilled
FACULTY
Full-time
Tenure/Tenure Track
Professors:
Karen Blair
Roxanne Easley
Thomas Wellock
Beverly Heckart (Emeritus)
Zoltan Krammar (Emeritus)
Larry Lowther (Emeritus)
Kent Richards (Emeritus)
Associate Professors:
James Cook
Michael Ervin
Daniel Herman
Jason Knirck
Stephen Moore
Assistant Professors:
Maurice Amutabi
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Full-time
Non-tenure Track
Ken Munsell
Megan McLean
D.
Department/Programs
D.1
Department Goals—Reviewers please note that in light of the assessment
process that the department went through in the spring of 2008 and in developing
this program review, the department determined that it needed some additional
department goals and that we will need to reconcile our assessment plan goals with
the program goals listed below so that they will match going forward. We will
complete that process by this spring. For the time being, our assessment plan does
not match our program goals.
D.1.1. Coursework will improve how students think and analyze
chronologically.
D.1.2 Students will demonstrate historical knowledge of the major areas of
the world, including the United States.
D.1.3 Students will engage in historical analysis and critical reasoning.
D.1.4 Students will learn how to write clear and coherent research papers.
D.1.5 Students will learn to use the historical resources and reference tools of
a university library.
D.1.6 Prospective teachers will demonstrate knowledge of the major issues,
philosophies, and methodologies of history and social studies education and
be able to design pedagogically effective teaching strategies for the K-12
classroom.
D.1.7 Help students to expand their cultural horizons beyond the region and
the nation.
D.1.8 Graduate students will master a range of historical knowledge in
particular historical fields and will use the methods, sources, and tools of
historical interpretation.
D.1.9 The Department will encourage faculty development.
D.1.10 The Department faculty will participate in university service and
increase public awareness and knowledge of history.
D.1.11 The Department will encourage fund-raising.
D.2
Relationship of department goals to relevant college and University strategic
goals.
Relevant University Goals
Goal 1: Maintain and strengthen an outstanding academic and student life
on the Ellensburg campus.
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The History Department offers some of the most challenging and rigorous courses
in the university. To strengthen its offerings, the department has continuously
revised its course offerings and instituted program revisions. Over the last five
years, the faculty have designed a host of new courses. The department plays a
critical role in supporting other academic programs. The Douglas Honors
College, Asia/Pacific Studies, Latino and Latin American Studies, American
Indian Studies, African and African-American Studies, Environmental Studies,
Family Studies, Language programs, Resource Management, the Humanities
Program, Military Science, the Social Science program, Living-Learning
Communities, and Women's Studies all depend on department faculty and
courses.
Goal 3: Strengthen and further diversify our funding base and strengthen
infrastructure to support academic and student programs.
The History Department has cultivated support from alumni and former faculty by
improving its communication with them. It recently received enough funding to
establish the Paul Leroy Scholarship. We have also received donations in
memory of graduate Robert Topmiller, an M.A. student who went on to earn his
Ph.D. from the University of Kentucky. Topmiller had also established a fund for
a graduate student research award in the department. Emeritus faculty such as
James Brennan and Zoltan Kramar have donated money for graduate research
travel abroad.
Goal 4: Build mutually beneficial partnerships with the public sector,
industry, professional groups, institutions, and the communities surrounding
our campuses.
Faculty are active in social service activities in Kittitas County and Central
Washington. Faculty have served on committees for the City of Ellensburg to
help the poor, the board of the Thorp Mill, and the Kittitas County Historical
Society. Members of the department have served on city government
commissions, including the Environmental Commission, the Parks and Recreation
Committee, and the Arts Commission. Karen Blair was appointed by Governor
Christine Gregoire to a commission to plan for the celebration of the
establishment of women’s suffrage in Washington State.
A faculty member won a Gear-Up grant to work with minority students in the
Mattawa school district.
Goal 5: Achieve regional and national prominence for the university.
All of our T/TT faculty are active in their particular field and regularly interact
with colleagues regionally and nationally in the form of presentations at meetings,
publications, grants, reviews and other activities that bring publicity to the
university. A number of our faculty have won awards for their scholarship and
have published with the leading presses and journals in their field.
Goal 6: Build inclusive and diverse campus communities that promote
intellectual inquiry and encourage civility, mutual respect, and cooperation.
The History Department is a leader in the effort to build an inclusive and diverse
campus community. Our curriculum exposes students to the experiences of
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peoples around the globe, as well as the diverse communities in the United States,
in many historical eras. Our faculty have developed and led many study-abroad
programs, to China, India, Vietnam, Mexico, and South Africa that allow students
to experience the rich and diverse cultures of the world first-hand. We are leaders
in interdisciplinary programs like Africana and Black Studies, American Indian
Studies, Asia and Pacific Studies, Latino and Latin American Studies, and
Women's Studies that infuse diversity into CWU's curriculum and campus
experience. We participate on committees--such as the College of Arts and
Humanities Diversity Task Force, the International Studies and Programs
Advisory Committee, and the President's Diversity Council--that are engaged in
this work. Combined, our efforts help to promote intellectual inquiry and
encourage civility, mutual respect and cooperation.
Relevant College Goals
Goal 1: Create and maintain high quality academic programs
Similar to University Goal 1. See above.
Goal 2: Enhance support for faculty research and creative activity
History Department faculty have been very active in applying for and receiving
university and outside support for research. This has included quarterly and
summer research leaves, and private foundation grants to support sabbaticals and
summer research. The department has also sought creative course schedules to
allow faculty more time to focus on research.
Goal 3: Improve visibility of the college
Through dissemination of scholarly research in discipline sanctioned forums,
faculty have raised their visibility among their academic peers. History
department faculty have made many on-campus presentations and also bring in
expert speakers to campus. They are also active in presentations to the public,
serve on many boards, and publishing articles in popular history magazines and
newspapers. Faculty also promote service learning opportunities for their
students to increase our engagement with Washington State citizens.
Goal 4: Increase CAH share of resources and match resources to growth
The History Department did win back a faculty line in Middle East/African
history that was lost a number of years ago. The department has also witnessed
uneven growth in FTEs in general education, history majors, and graduate
students. See table 7 for details.
Goal 5: Build a more diverse college community
The History Department is a leader in CAH's effort to diversify the college
community. Our curriculum exposes students to the experiences of peoples
around the globe, as well as the diverse communities in the United States, in many
historical eras. Our faculty have developed and led many study-abroad programs
to China, India, Vietnam, Mexico, and South Africa that allow students to
experience the rich and diverse cultures of the world first-hand. We are leaders in
interdisciplinary programs like Africana and Black Studies, American Indian
Studies, Asia and Pacific Studies, Latino and Latin American Studies, and
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Women's Studies that infuse diversity into CWU's curriculum and campus
experience. We participate on committees--such as the College of Arts and
Humanities Diversity Task Force, the International Studies and Programs
Advisory Committee, and the President's Diversity Council--that are engaged in
this work not only at the college level, but in the University and surrounding
community as well.
Goal 6: Promote interdepartmental programming and collaboration
The department plays a critical role in supporting other academic programs. The
Douglas Honors College, Asia/Pacific Studies, Latino and Latin American
Studies, American Indian Studies, African and African-American Studies,
Environmental Studies, Language programs, Resource Management, the
Humanities Program, Military Science, the Social Science program, and Women's
Studies all depend on department faculty and courses.
Goal 7: Develop a climate of fundraising
Similar to University Goal 3. See above.
D.3
Identify what data will be used to measure (assess) goal attainment.
Regarding goals D.1.1-6, as an ultimate measure of how well we have achieved our
goals, we assess our students at the end of their degrees and our alumni at 5-year
intervals. The end of major assessment is a research paper completed in our capstone
course, History 481, and the post-graduation assessment is in the form of a survey.
Students must also complete all coursework for the major with a grade of C or better. For
Goal D.1.6. our teaching majors are assessed through several measures in our teaching
methods course History 421, and they must take the ETS Praxis II/West E Tests #0081.
Goal D.1.7 is measured by the number of courses offered in our European and nonWestern history components, the activities promoted by department faculty that promote
cultural diversity, and the number trips abroad led by faculty. For Goal D.1.8, graduate
students are assessed through the assessment rubric for the thesis, project, and exam
options. For the department’s assessment rubrics for History 481 and graduate degree
options, see Appendix A.
The achievement of other goals will be measured by documenting faculty activity in
scholarship, development opportunities, in service outside the department, and in the
continual improvement of departmental policies and procedures.
D.4
Describe the criterion of achievement (standard of mastery) for each goal.
Goal D.1.1-5: Majors will attain a grade of C or better in their coursework. They
must also meet the standard of mastery on the History 481 grading rubric--meets
expectations. Graduate students must attain a 3.0 average in their course work
and meet the standard of mastery—meets expectations—on the grading rubric for
their thesis, project, or exam. Since we have collected only one year of data (see
Section E.1), we have not developed target goals for the percentage of students
who meet the standard of mastery on the rubric.
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Goal D.1.6: Students in the teaching major must pass ETS Praxis II/West E Test
#0081 prior to certification. Their average score on Hist 421 assessment rubrics
must be satisfactory or higher. They must pass Hist 421 with grade of C or better.
Goal D.1.7: In addition to course work and world, European, and non-Western
history, the faculty will regularly publicize and make available opportunities for
study abroad through faculty led study trips and in participating in
interdisciplinary studies, such as Asia/Pacific studies, Latino and Latin-American
studies, and Africana and African-American studies.
Goal D.1.8: Graduate students must attain a 3.0 average in their course work and
meet the standard of mastery—meets expectations—on the grading rubric for
their thesis, project, or exam.
Goal D.1.9: Faculty are assessed by how well they meet the recently developed
departmental standards (see Appendix C) for teaching, scholarship, and service.
Probationary faculty are assessed annually and when they apply for tenure and
promotion. Tenured faculty are assessed every three years during post-tenure
review and when they apply for promotion from associate to full professor. Our
target is that all faculty will succeed at every review stage.
Goal D.1.10: All faculty are expected to participate in department and university
service. During a five year period, they should engage in some activity that
disseminates their knowledge and passion for history to the public through
popular publications, public lectures, serving as judges in history related events,
directing service learning activities of CWU students, serving on boards of public
organizations that use their expertise, and other relevant work.
Goal D.1.11: The department hopes to establish a $10,000 endowment to fund
student travel.
D.5
Describe the major activities that enable goal attainment.
The History Department enables attainment of Goals D.1.1-6 through its course offerings,
particularly the capstone courses History 481 and 421 (for teaching majors only).
For Goal D.1.7, History Department faculty enable students to gain a greater
understanding of the world through their courses, serving or directing international
studies programs, and leading trips abroad for students.
The department enables graduate student mastery of their fields (Goal D.1.8) through
class work, individual studies, seminars, and supervising individual preparation for their
capstone option in completing a thesis, project, or comprehensive exam.
The History Department enables faculty development (Goal D.1.9) in several ways. New
faculty are assigned mentors to receive advice on teaching, scholarship, and service.
They are evaluated annually to advise them on their progress toward tenure. The
department assigns most of its summer revenues to faculty development, which are
typically used to fund travel to conferences and research expenses. We also encourage
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time for research through more creative scheduling of courses and double sections. All
faculty are encouraged to pursue college and university funding support for their teaching
and research, as well as external grants.
For Goal D.1.10, the department tries to allow for such activities in scheduling on
workload forms.
For Goal D.1.11, the department works with CAH fund raisers in cultivating support
among alumni. We have also maintained ties with emeritus faculty in gaining their
financial support.
E.
Results for Department Goals
E.1-2 Provide results in specific quantitative or qualitative terms and compare those
results to the standards of mastery listed above.
The 2007-08 academic year was the first year in which the History Department has
conducted formal data gathering and assessment under the new system, and so
assessment of our limited data is just starting this year. This first round of data will allow
us to set targets for improvement in areas where we perceive a weakness.
Goals D.1.1-5 are all assessed on the History 481 grading rubric (see Appendix
A). The percentage of students who met or exceeded expectations were as
follows:
1) Writing: 89%
2) Research Skills: 81%
3) Analysis: 76%
4) Documentation: 80%
5) Logical Organization: 91%
Goal D.1.6 is assessed through the History 421 grading rubric and the West B and
ETS Praxis exams. The following discussion is from Professor Stephen Moore’s
summary of assessment for our teacher education program:
SUMMARY REPORT OF LIVETEXT ASSESSMENT RESULTS:
(Refer to Tables 1-5 Below)
(1.) In each of the five major assessments included in the LiveText Assessment system,
candidate scores in the key categories that measure content knowledge, mean scores are at or
above the satisfactory level. See #4, below, for an important caveat.
(2.) Likewise, pedagogical indicators consistently demonstrate that students become better at
applying that knowledge with greater practice. By the end of the program, students demonstrate
mean performance at or well above satisfactory levels.
(3.) Inter-rater reliability indicators point to consistent scoring for all artifacts and candidates.
(4.) The quantitative scores from lesson plan artifact scores must be interpreted carefully. For
example, although students show continued improvement from the first civics lesson plan, to the
second geography lesson plan, and then to the third economics lesson plan, student improvement
in lesson plan design tends to hide a corresponding decrease in the relative mastery of content
area knowledge. For example, the mean “Economics Content Knowledge and Skills” score of the
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Economics Lesson Plan rubric stands at 2.29 out of 3.0 (compared to a score of 2.17 for Civics
and 2.13 for Geography). On the surface, this would seem to indicate that students are more
knowledgeable in economics than in civics or geography. However, part of this apparent
mastery of economics is the result of the Economics Lesson plan being submitted third, after the
student has already submitted and received feedback on the two previous lesson plans in civics
and geography. As a result, the economics score is more a product of an increased student ability
to harness what they do know about economics into a pedagogically effective lesson plan than it
is a reliable indicator of how much they know about economics.
To be sure, measuring the student’s ability to pedagogically apply content area knowledge is an important
function of the assessment program. Likewise, demonstrating continued student improvement is also an
intended outcome of an effective assessment system. However, the data that is generated in these lesson
plans cannot adequately measure overall student knowledge in the subject field. The breadth of content
area knowledge is best measured through the other assessment system components, most notably by the
Praxis II/West E scores and by candidate GPA in specific disciplines.
SUMMARY REPORT OF WEST E ASSESSMENT RESULTS:
(Refer to Table 6)
In our last year of fully reported results on the West E Social Science #0081 exam, social studies
endorsement-seeking candidates achieved a passage rate of 88%. As noted above, this is consistent with
other assessments, most notably the LiveText assessment program, the West B exam, and with first and
third year teacher surveys
Within this passage rate, however, it appears that student achievement varies by sub-discipline. For
example, while CWU candidates met or significantly exceeded national averages in U.S. history, world
history, and geography; they underperformed in the areas of civics, economics, and the behavioral
sciences. Perhaps not coincidentally, it is in the latter areas that students take the least amount of
coursework. History and social studies faculty will continue to monitor longitudinal trends in West E
data to determine whether program adjustments in the amount of courswork taken in each of the subdisciplines is warranted.
Making this longitudinal assessment difficult, however, is the inconsistent reporting by the West E
administrator, ETS. Only for some years has ETS provided a breakdown of student scores by discipline
within the social studies. In other years, ETS merely reports overall passage rates. While overall passage
rates are essential, it is the discipline-specific breakdown of scores that provides the most useful data
upon which programmatic changes can be made.
Also compounding the challenge to acquiring useful longitudinal data is the state’s decision to implement
its own version of the Social Sciences West E in 2009. Consequently, the history and social studies
education program has determined that it would most beneficial to wait to make major program revisions
until pre- 2009 exam data trends can be compared to post-2009 version data trends.
Finally, of particular need is the acquisition and distribution of West E data by the CTL that indicates
whether students pass on initial or subsequent attempts. Likewise, more specific data is needed indicating
whether overall passage rates are reflective of all students enrolled in the history and social studies
education program, or whether overall passage rates are distorted by a few individual students who fail
the exam repeatedly.
Specific Changes related to assessment process:
CHANGES MADE IN THE HIST 421 LIVETEXT ASSESSMENT SYSTEM (SUMMER 2006):
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After four quarters of assessing students using the initial Live Text portfolio created in late 2004 and early
2005, the history and social studies program decided that the portfolio should be modified slightly,
commencing summer quarter, 2006. Originally, the five artifacts measuring student knowledge were each
lesson plans in history, geography, civics, economics, and cultural diversity. While this system aligned
very well with CTL, state, and national standards, it was determined that some of the information was
redundant: while data from the first three lesson plans reflected improved student learning, candidates
had clearly achieved the desired outcomes by the third, making two additional lesson plans unnecessary.
Instead, what the data did indicate, was that students were having a particularly difficulty in identifying
sound lesson and unit plan objectives. Consequently, a new assignment was added, the History Unit
Objectives artifact, which provides a clearer picture of the candidate’s ability to write objectives.
Similarly, when it became apparent that students were weak in the area of the philosophy and theory of
social studies education, a new essay assignment, the Diversity and History Education Essay, was added
to require candidate attention in this area. This new assessment also allowed the program to more closely
align with CTL standard 1.3 which had not previously been assessed. Both of these are examples of how
we continually assess not only student knowledge but also the effectiveness and utility of our assessment
system.
PROGRAMMATIC CHANGES AS THE RESULT OF LIVETEXT ASSESSMENT:
The following programmatic changes have been made or are being contemplated as a result of LiveText
assessment:
(1.) LiveText Assessment Program Revision (Summer 2006)—The LiveText assessment system,
initially created in December 2004, was significantly revised in the summer of 2006 to better
reflect assessment needs and to provide greater consistency. See above.
(2.) Revision of HIST 421: Addition of Unit Objectives Assessment Artifact—What the data did
indicate, was that students were having a particularly difficulty in identifying sound lesson and
unit plan objectives, a new assignment and assessment was added to HIST 421 in Summer quarter
2006 that provides a clearer picture of the candidate’s ability to write objectives. Preliminary
data acquired since Summer 2006 suggests improved student learning in this area.
(3.) Revision of HIST 421: Addition of Diversity and History Education Essay Assessment—
When it became apparent that students were weak in the area of the philosophy and theory of
social studies education, a new essay assignment, the Diversity and History Education Essay, was
added in Summer 2006 to require candidate attention in this area. This new assessment also
allowed the program to more closely align with CTL standard 1.3 which had not previously been
assessed. As above, preliminary data suggests improved student learning in this area.
(4.) New Experiential Learning/Practicum Opportunity—When overall data from LiveText
assessements suggested students could be stronger in the pedagogical application of knowledge,
new opportunities were created allowing students the opportunity to mentor students and to
observe practicing teachers in local school districts. Anecdotal evidence suggests improved
ability to apply content knowledge in a pedagogically effective manner. Specific programs that
have been added include:
(a.) Over the past three years, over 50 history and social studies education majors have
participated in a mentoring partnership with Morris Schott Middle School in Mattawa,
Washington where Central Washington education students travel to Mattawa and pair
with midde school students to construct projects for History Day competitions. Not only
does this given Central students an opportunity to mentor and teach middle school
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students, the Central students are themselves mentored by Mattawa teachers.
Administered through the Bridges Program and the coordinator for social studies
education, this program allows Central students the opportunity to learn teaching through
the experiential process.
(b.) An additional collaboration was realized when four CWU history, social studies, and
education majors to lead a group of 50 Morris Schott Middle School students on a 10-day
field trip to Washington, D.C. during the summer of 2006.
(c.) Candidate’s have been provided the opportunity to work with practicing K-12
teachers through programs such as the “History is Central” program where students from
area schools came to Central Washington for a day of American history and government
mini-lessons presented by CWU social studies education majors.
Table 1: Sample Diversity and History Education Essay Assessment
Report, 2005-2008
Thesis
Analysis
History,
Diversity,
Social
Institutions
Addressed
Incorporates
Readings
Grammar
Needs
Further
Development
(7)
3
1
0
Satisfactory
(8)
Strong
(9)
Target
(10)
Mean
Score
18
17
14
25
28
33
13
14
13
8.81
8.92
8.98
6
9
23
22
9.02
6
18
21
15
8.75
Table 2: Sample History Unit Objectives Assessment Report, 2005-2008
Approach
Incorporates Most
Significant
Transformations
Focus on Big Ideas
Wording/Assessability
Higher/Lower Order
Thinking
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Needs Further
Development
(1)
6
6
Satisfactory
(2)
Target
(3)
Mean
Score
25
28
20
17
2.27
2.22
3
11
0
33
24
5
15
16
46
2.24
2.10
2.90
Table 3: Sample Civics Lesson Plan Assessment Report, 2005-2008
Lesson Rationale
Lesson Rationale
Lesson Objectives
Anticipatory Set
Materials
Procedures
Method/Approach
Evaluation/Assessment
Lesson Components
Content Knowledge
and Skills
Needs Further
Development
(1)
10
10
9
7
7
13
13
2
12
Satisfactory
(2)
Target
(3)
Mean
Score
46
40
51
24
36
54
32
32
44
27
33
23
52
40
16
37
49
26
2.20
2.28
2.17
2.54
2.40
2.04
2.29
2.57
2.17
Table 4: Sample Geography Lesson Plan Assessment Report, 2005-2008
Lesson Rationale
Lesson Rationale
Lesson Objectives
Anticipatory Set
Materials
Procedures
Method/Approach
Evaluation/Assessment
Lesson Components
Content Knowledge
and Skills
Needs Further
Development
(1)
8
6
9
4
4
6
10
4
13
Satisfactory
(2)
Target
(3)
Mean
Score
25
30
46
17
33
60
25
27
43
52
49
30
63
48
19
50
52
23
2.52
2.51
2.70
2.25
2.52
2.15
2.47
2.58
2.13
Table 5: Sample Economics Lesson Plan Assessment Report, 2005-2008
Lesson Rationale
Lesson Rationale
Lesson Objectives
Anticipatory Set
Materials
Procedures
Method/Approach
Evaluation/Assessment
Lesson Components
Content Knowledge
and Skills
11/11/08
Page 15
Needs Further
Development
(1)
3
2
6
2
5
6
10
5
6
Satisfactory
(2)
Target
(3)
Mean
Score
23
33
38
18
26
51
18
23
48
59
50
41
65
54
28
57
57
30
2.66
2.56
2.74
2.41
2.58
2.26
2.55
2.61
2.29
Table 6: Sample Praxis II/West E Exam Report, 2006-07
Test
#0081 Social Science
Pass
88%
Fail
12%
Goal D.1.7 is measured by the number of study abroad trips led by faculty and
their involvement in international studies programs. Faculty have led students on
trips to China, Southest Asia, India, Mexico, and South Africa. They are also
involved in or direct the Asia/Pacific Studies, and Africa and African-American
Studies programs.
Goal D.1.8 is measured by the percentage of students who meet or exceed
expectations on the grading rubric for the thesis, project, and exam options.
Expect for one student, all of our graduate students who attempted one of the
options met or exceeded expectations. One student did not pass his major field
examination, but plans on retaking the exam in the coming year. The quality of
graduate students is also indicated by the high number of awards students have
received from the university and at Phi Alpha Theta competitions. A number of
our students have gone on to excellent graduate programs at the University of
Washington, the University of Arizona, and the University of Montana.
Goal D.1.9 is measured by faculty success in receiving tenure and promotion to
associate professor, promotion to full professor, and positive evaluations in posttenure review. In the past five years, the department has achieved success at all
levels. Professors James Cook, Daniel Herman, Michael Ervin, Jason Knirck, and
Stephen Moore were tenured and promoted to associate professor. Professors
Thomas Wellock and Roxanne Easley were promoted to full professor. Karen
Blair, James Cook, and Daniel Herman received positive evaluations in their posttenure review. Although not a specific measure of success, the faculty also
received a number of awards and grants regarding their teaching and scholarship.
Goal D.1.10 is measured by whether faculty have participated in service activities
that benefit and educate the public regarding the benefits of historical knowledge.
All department faculty have participated in public activities. See Section III.
Goal D.1.11 has been met largely by the generous gift of about $150,000 from
Professor Paul Leroy’s estate.
E.3
Interpretation of Results
The results indicate that the faculty and graduate program are a continuing source of
strength for the department and have met all expectations laid out in the goals.
Generally, most of our undergraduates are successfully completing capstone experiences
in History 421 and 481. To strengthen the program for teaching majors who have long
asked for more experience teaching in the content area, we have proposed increasing
History 421 from a three to a five credit course. Because of their relatively low score for
analysis (76%) in History 481, we also want to see our undergraduates improve their
analytical ability and will propose a new seminar readings course to expose them more
thoroughly to some of the discipline’s best examples of how historians think.
F.
Based on the results listed above describe:
11/11/08
Page 16
F.1-2 Specific changes to your department and the assessment process as they
affect programs (e.g. curriculum, teaching methods).
The assessment of our teaching majors has led to several recommended changes in our
teacher education program.
1) Students regularly requested that we expand History 421 to give them more teaching
experience in the content area. We recently initiated a request that the course be
expanded from three to five credits.
2) We also determined from our History 481 assessment that our students are most weak
in critical analysis and are drawing up plans to launch a readings seminar requirement for
all majors. Our curriculum committee will also study ways of addressing this issue in our
other courses.
3) We need more student evaluation of our programs and have decided develop a student
questionnaire administered to students who take History 481 (the senior capstone course
that all majors must take). We have just begun developing this form and will first use it
in the 2009 winter quarter. Graduate students will fill out the form when they complete
their degree.
4) Alumni surveys indicated that our graduate students would have liked more training
opportunities for teaching in the college classroom. We are cooperating with Dean
Morgan in establishing a series of summer workshops on community college teaching
effectiveness.
F.3 Provide documentation of continuing program need including references to the
statewide & regional needs assessment.
The Higher Education Coordinating Board’s 2006 report “State and Regional Needs
Assessment” indicates that the graduating high-school student population will remain
high for the next ten years. Currently, Washington is a net importer of college graduates
because students cannot find enough opportunities within the state to serve them. There
is no shortage of majors in the humanities or in education, but employers do report that
they expect a significant number of retirements in education in the near future.
Employers also report a shortage of applicants with a sufficient range of communication
skills to meet their needs, a skill set at which history majors excel (see page 32 of the
“State and Regional Needs Assessment” report).
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II. Description of degree programs and curricula
Table 7 (Section II, A.)
Programs Offered in Department
Degree Program
Delivery
Location
Instructional Staff
Faculty FTE
B.A. History
B.A. History (Large Plan)
B.A. History (Small Plan)
B.A. History Teaching
Broad Area
Total B.A.
Ellensburg
Ellensburg
Ellensburg
Ellensburg
M.A. History (thesis,
project, and exam options)
Ellensburg
Grad
Assist.
FTE
Total All Degrees
Minor Programs
Totals
11/11/08
Page 18
# Degrees Awarded
0304
0405
0506
0607
0708
70.3
0
0
76.0
85.0
0
0
78.7
0
58.7
28.3
72.3
0
62.7
25.3
88.3
0
53.3
25.3
71.3
0405
0506
0607
0708
22
0
0
20
16
0
0
27
0
24
12
15
0
20
8
23
0
25
11
22
146.3 163.7 159.3 176.3 150.0 42
43
51
51
58
16.3
5
5
7
8
48
56
58
66
16.3
16.7
23.7
20.0
0304
2
162.7 180.0 176.0 200.0 170.0 44
Delivery
Location
Instructional Staff
Faculty FTE
History Minor
History Teaching Minor
# Students in Major
Ellensburg
Ellensburg
Grad
Assist
FTE
# Students in Minor
#Minors Completed
0304
0405
0506
0607
0708
0304
04- 05- 06- 0705 06 07 08
19.0
6.0
14.7
5.7
18.0
2.7
16.0
3.0
19.3
2.3
8
6
6
3
14
1
6
2
9
0
25.0
20.3
20.7
19.0
21.7
14
9
15
8
9
Table 8 (Section II, B & C.)
Courses, Contributions, Locations
Contributing area
General Education
Courses
History 102
History 103
History 144
Delivery Location
Location(s)
Instructional Staff
Faculty FTE
Grad Assist.
FTE
Ellensburg
Ellensburg
Ellensburg
Totals
Professional Education
Courses
History 421
Service Courses
200304
29.1
32.8
55.8
200405
33.7
22.9
57.6
FTE
200506
30.8
30.8
50.1
200607
22.4
27.0
47.4
117.7 114.1 111.7 96.9
Location(s)
103.1
Faculty FTE
Grad FTE
2003- 2004- 2005- 2006- 200704
05
06
07
08
2.3
2.8
2.6
1.5
2.1
Faculty FTE
Grad FTE
Ellensburg
History 301
History 314
History 338
History 346
History 352
History 454
Russian 310
Ellensburg
Ellensburg
Ellensburg
Ellensburg
Ellensburg
Ellensburg
Ellensburg
2003- 2004- 2005- 2006- 200704
05
06
07
08
5.7
4.5
4.1
4.1
4.0
3.2
4.2
4.4
3.9
4.2
2.7
3.3
2.2
2.1
1.0
0.6
0.5
Total
Ellensburg
9.5
11/11/08
Page 19
Location(s)
200708
31.6
36.8
34.8
11.0
11.8
10.0
12.6
II, D. Describe the currency of curricula in the discipline. How does our curriculum
compare to recognized standards promulgated by professionals in the discipline?
History Broad Area Teaching Major: The History and Social Studies education curriculum, as well as the
major assessments used in it have been closely aligned with CWU Center for Teacher and Learning
(CTL), Washington State, and National Council for the Social Studies (NCSS) standards. These
correlations have largely remained intact since the creation of the assessment program in 2005. However,
the recent (2007) revision in the Washington State core competencies for History and Social Studies, will
require modest revision.
All coursework and experiences that were previously in place to insure candidate exposure to NCSS and
pre-2007 Washington State standards have been left in place. Not only do they inform the competencies
required by the state under the new standards, but they also continue to address the ten thematic strands of
the national (NCSS) standards as well as the standards established by the Center for Teaching and
Learning at Central Washington University.
While no new coursework is necessary to address the revised state competencies, one or more courses
will be, or have been, modified to more directly address the new requirements. One example of this is the
inclusion and coverage of the new state Curriculum Based Assessement (CBA) requirement for social
studies in the program’s methodology course, History 421. Although this curricular change pre-dated the
revised state competencies, the correlation between that course and the new competencies have been and
will be more clearly delineated. Despite these increased expectations on History 421, it remains a 3 credit
course. This is well below the credit hours our sister institutions in Washington State devote to this class.
We have instituted a request to expand the course to 5 credits.
History Major: While the curriculum for the History Department’s teaching major is defined by state
guidelines, our standard major follows guidelines established by the history profession’s organizing
professional association, the American Historical Association. In September 2008, the National History
Foundation Working Group, with the blessing of the American Historical Association, submitted its
report, “The History Major and Undergraduate Liberal Education,” to the Teagle Foundation. The
reported recommended that departments develop the following outcomes:
Students should learn to analyze, evaluate, and contextualize different types of primary
sources. They should learn to exercise critical judgment of these sources.
Students should learn how to travel across the seemingly infinite range of sources of
information available online, including discriminating among sources, sifting information,
and determining protocols of utility and relevance.
Students should learn to evaluate historical interpretations, and especially to recognize
the difference between evaluation on grounds of evidence, logic, emotion, and identity.
Students should learn to formulate an historical question and develop basic skills and
knowledge to find resources to answer that question.
Students should learn to formulate an historical argument and support it with evidence
and appropriate documentation.
Students should understand the nature and practice of history. In addition to the skills
above, they should learn to synthesize and to evaluate cause and effect. They should
appreciate the differentness of the past and importance of contingency.
Students should be introduced to times, cultures, and perspectives different from their
own.
Students should develop critical reading, writing, and oral communication skills.
The Teagle Report also contained the following recommendations relevant to a degree major:
11/11/08
Page 20
1) In crafting major requirements, departments should aim to both introduce students to
diverse geographic, chronological, and thematic subjects and build upon content and
skills in a meaningful way. Departments should consider distribution requirements
that encourage students to study at least three different periods, places, and topics.
Departments should also consider the issue of sequencing courses so that students
build upon skills and knowledge learned in other courses. While prerequisites and
elaborate sequences may not be feasible at many institutions, there should be at least
two levels of courses, one that is introductory and the other that assumes some
previous historical skills and/or content. Furthermore, departments should examine
the desirability and feasibility of concentration or specialization requirements within
the major that enable students to study at least one subject in some depth.
2) Since historical skills are an essential component of the history major, departments
should ensure that all history majors have the opportunity to “do” history. History
majors should have the opportunity to take some seminars in which reading primary
sources and writing are important components of the course. Information literacy and
familiarity with new media have become essential. History majors should also have
some introduction to historical methods through seminars, explicit methodology
courses, and/or thesis writing. When feasible, foreign language competence and
foreign study should be encouraged so that students can engage historical writing,
primary sources, and historical subjects beyond the United States. Conversely the
major should also include some engagement with local culture, enabling students to
engage the materiality of historical learning. Collaborative work, increasingly the
norm in other disciplines and in most occupations, should have a place in the major
curriculum.
3) Institutions of higher education should provide venues and resources for faculty
discussion of issues relating to the role of disciplinary majors in the context of liberal
education. The current emphasis on interdisciplinarity is healthy; yet many students
still opt for disciplinary majors and it is essential for faculty to discuss the
relationship between disciplinary education and liberal education. These
conversations should include centers for teaching and learning, centers for new
media, libraries, and schools of education.
4) Ph.D. granting institutions have already begun to consider more seriously their role as
teachers of teachers. This consideration should be broadened to an exploration of how
graduate students can be introduced to their role as members of a community of
liberal arts educators. All post-secondary institutions can consider how new hires can
be integrated into the liberal arts enterprise, a challenge that is already met effectively
at many liberal arts colleges.
5) History departments should discuss and craft assessment tools for history majors that
effectively measure student mastery of these learning outcomes that integrate the
goals of history education and liberal learning. These assessment tools will
necessarily be varied and might include (but not be limited to) research papers,
synthetic papers, oral arguments, written tests, essays, and collaborative work. A
greater challenge lies in formulating “summative” rather than “formative”
assessments: how can we measure the effectiveness of the major in producing a
liberally educated citizen, with a thirst for lifelong learning and a commitment to
civic engagement? As pressure on universities builds to demonstrate learning
outcomes, history faculty must be on the forefront of these discussions or risk having
them imposed in ways that may not accurately reflect the goals of the major.
11/11/08
Page 21
Discussion:
The History Department was pleased to see that our current curriculum conforms to most of the
outcomes and recommendations with the following exceptions:
1) The department does not have an outcome that stresses student evaluation of historical
interpretations (see current program outcomes in Section G).
2) The department does not have an outcome that stresses oral communication skills.
3) The history major has no requirement for a specialization.
4) The department does not have an assessment tool that includes oral argument or
synthetic papers.
5) Regarding issue #4, the department does not require graduate students to train as
educators of the liberal arts.
At our November 2008 retreat, the department faculty discussed these discrepancies between our
program and the Teagle report. We determined to create a new readings seminar requirement for
our history majors. This course will focus on the evaluation of historical interpretations and
assess our students’ ability to write a synthetic paper and develop oral arguments.
The faculty also discussed creating a specialization option, but concluded that it was not
necessary. The only students who might benefit from a specialization designation on their
degree would be those who plan on pursuing a graduate degree in a particular field. For these
students, department faculty already stress the student’s preparation for a particular field in their
letters of recommendation. Having a specialization designation on their transcript adds little to
their application.
On graduate student training for college liberal arts training, the department is cooperating with
Dean Morgan in establishing summer workshops to help our students prepare to teach in the
community college classroom.
II, E. Effectiveness of Instruction:
E.1
Departmental Teaching Effectiveness—report a five-year history of the
“teaching effectiveness” department means as reported on SEOIs, indexed to
the university mean on a quarter-by-quarter basis.
SEOI scores for the department were as follows.
2003-04
Department
College
University
Fall
4.4
4.3
4.4
Winter
4.4
4.3
4.3
Spring
4.3
4.4
4.4
2004-05
Department
College
University
Fall
4.5
4.4
4.3
Winter
4.6
4.5
4.3
Spring
4.6
4.5
4.4
11/11/08
Page 22
2005-06
Department
College
University
Fall
4.5
4.4
4.3
Winter
4.5
4.4
4.3
Spring
4.4
4.3
4.4
2006-07
Department
College
University
Fall
4.3
4.2
4.3
Winter
4.5
4.3
4.3
Spring
4.4
4.3
4.3
2007-08
Department
College
University
Fall
4.4
4.3
4.3
Winter
4.4
4.3
4.3
Spring
4.2
4.3
4.3
The comparison that is made between the department, college, and SEOI means is a
specious one. The current SEOI form has no statistical validity or reliability. In
particular, it does not compensate for the enormous grading disparities that exist between
departments on campus (as does the form used by the University of Washington). The
History Department has one of the most rigorous grading standards in the university
(second among all departments). The fact that we still usually meet or exceed the mean
of the college and university attests to the remarkable teaching talent in the department.
E.2.
What evidence other than SEOIs is gathered and used in the department to
evaluate the effectiveness of instruction?
The following statement on evaluation and standards faculty instruction is taken from the
department’s recently passed performance standards:
Effective instruction is the central element of faculty work. Informed by active
scholarship, it requires thoughtful and responsive course design, development of
appropriate instructional techniques, articulation of student learning objectives,
assessment of student learning, and general advising. Effective teaching is shaped by
formal evaluation using multiple measures and by ongoing professional development.
In evaluating faculty dossiers, the following criteria should be used: 1) Syllabi are clear,
complete, including information such as office hours, email address, phone number, and
course schedule, and in alignment with Department course descriptions and outcomes. 2)
Teaching materials demonstrate knowledge of various effective teaching and learning
strategies appropriate to history instruction. 3) Evaluation criteria are clear and grading
patterns (course grades) indicate that appropriate standards of quality are being applied.
4) Narrative statement on teaching demonstrates that evaluation results are used to reflect
on and revise classes to help students meet Department outcomes.5) Classes meet
regularly; paper assessments correspond with department outcomes; grading is done
responsibly.
Faculty also provide proof of their teaching effectiveness through activities listed below:
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Page 23
• team-taught and interdisciplinary courses
• teaching awards
• design of new courses or substantive revision of established ones
• attendance at professional conferences, seminars, and workshops
• use of technology in the classroom
• study abroad trips for the faculty and/or leading one for students
• undergraduate and graduate advising
• direction of undergraduate and graduate research
• student accomplishments
• work on graduate committees.
• grants where main focus is on teaching.
• courses that expand a faculty member’s historical knowledge, ability to use
teaching technology, and pedagogy techniques
• providing students with a diverse and interesting set of course offerings while
also teaching the department’s basic service courses
E.3
Effectiveness of instructional methods to produce student learning based
upon programmatic goals including innovative and traditional methods—examples
include:
a. Grant-funded collaborative research between student and faculty: students and
faculty have investigated environmental conditions in China with undergraduate
students. These trips for research have resulted in the development of scholarly
papers, which have been shared at CWU’s SOURCE, undergraduate research forum,
and at a scholarly conference in Arizona.
b. Inquiry-based, open-ended learning: Common to all history courses is the
requirement that original papers be written by students. Sometimes these are “think”
papers, based on scholarly monographs or primary sources like historical documents.
Sometimes these are research papers, requiring Internet and library investigation for
sources. Students are often invited to select a topic of their choice, to assure their
commitment to their area of inquiry. Students are required to write substantial
research papers in History 302 and the senior capstone course, History 481.
Annually, we take willing students to present their research at the regional Phi Alpha
Theta conference.
c. Use of field experiences: Students have often taken the opportunity to engage in
learning outside the traditional classroom. Several have enjoyed traditional study
abroad experiences and others have gone on faculty led trips to India, Southeast Asia,
China, Mexico, South Africa and Gettysburg, Pennsylvania. All students in the
teaching program must complete a rigorous quarter-length student teaching
experience that closely replicates the experience of professional educators in the K-12
schools.
d. Classic lectures: While the members of the faculty possess the presence to offer
engaging classic lectures, most enhance their classroom or public presentations with
PowerPoint presentations that include maps, outlines, film clips, and images like
political cartoons. Some faculty also use personal websites or Blackboard to
disseminate information, hold discussions, and respond to student questions.
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Page 24
e. Lecture and inquiry based guided discussions: Customary lectures in classes
invite questions and comments from students throughout the hour and at the end of
the hour. Full class periods are often devoted to student discussion based on readings,
films, or lectures. Sometimes the entire class participates in a large dialogue and
debates, moderated by the instructor or breaks into small discussion groups to dissect
historical problems. In History 421, teaching majors give teaching presentations.
f. Panels of student experts also share their collaborative findings with peers.
Service learning or civic engagement: Teaching majors have gone to the Matawa
school system to help students there in tutoring and develop projects for the History
Day competitions. Two students led these students in a trip to Washington D.C.
Internships at the Kittitas County Historical Society, the Ellensburg Public Library,
Thorp Mill, Yakima Valley Historical Museum, National Museum of Art in
Washington, D.C., and Olympia Statehouse, are among the opportunities taken by
recent students in the History Department. Oral histories initiated by students provide
a public record of citizen reminiscences.
g. In the past year, the History Department has begun offering distance education
and online courses. The online courses proved to be immensely popular among
students.
II, F. Degree to which distance education technology is used for instruction.
F.1 ITV
The History Department has made some use of distance education courses in the last
several years, particularly during the summer. Interest from students has been limited.
F.2 Online Courses
The department offered its first online courses this summer. There was great demand for
them, and we plan on offering another course in the spring of 2009.
II, G. Assessment of programs and student learning.
G.1
List student learner outcomes for each graduate and undergraduate degree
program and note how the outcomes are linked to department, college, and university
mission and goals.
See Table 9.
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Page 25
Table 9: Program Assessment Plan (Section II.G.1)
History Graduate Program
Department/Program
Goals
Related Dept.
Goals
Related College
Goals
Related University
Goals
Maintain and strengthen
an outstanding academic
and student life on the
Ellensburg Campus.
Provide for an
outstanding academic
and student life at the
university centers.
Achieve regional and
national prominence for
the university.
Build inclusive and
diverse campus
communities that
promote intellectual
inquiry and encourage
civility, mutual respect,
and cooperation.
Graduates will master a
range of historical
knowledge and gain
special competency in a
particular historical field
See goal D.1.8.
Improve students’
knowledge of human
cultures
Develop students’
intellectual and
practical skills
Facilitate integrative
learning, disciplinary
and interdisciplinary
Graduates will
understand and deploy
the methods, sources, and
tools of historical
interpretation
See goals D.1.1-5, 78.
Improve students’
knowledge of human
cultures
Develop students’
intellectual and
practical skills
Facilitate integrative
learning, disciplinary
and interdisciplinary
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Page 26
Method(s) of
Assessment
Who/What
Assessed
When Assessed
Criterion of
Achievement
Students will research,
write, and defend
master’s theses,
projects, or answers to
examination questions
as the capstone
experience in their
graduate careers
All graduate
students
Oral defense of
theses, projects, or
examinations
Committee decision
to pass
Students will research,
write, and defend
master’s theses,
projects, or answers to
examination questions
as the capstone
experience in their
graduate careers
All graduate
students
Oral defense of
theses, projects, or
examinations
Committee decision
to pass
Program Assessment Plan
History Undergraduate Programs
Student
Learning
Outcomes
(performance,
knowledge,
attitudes)
1. To identify
patterns of
historical change
11/11/08
Page 27
Related
Program/
Departmental
Goals
Related
College
Goals
Related
University
Goals
Method(s) of Assessment
(What is the
assessment?)*
Who Assessed
(Students from what
courses – population)**
Students will
learn how to
think and
analyze
chronologically
Students will
demonstrate
historical
knowledge of
the major areas
of the world,
including the
United States
Improve
students’
knowledge of
human
cultures
Maintain and
strengthen an
outstanding
academic and
student life on
the Ellensburg
Campus.
Provide for an
outstanding
academic and
student life at
the university
centers.
HIST 481-Understanding
History (Senior capstone)
Senior majors
Ensure that
students
develop
disciplinary
specific
competencies
for success in
their field
HIST 481 Assessment
Rubric area III
(See attached “HIST 481
Assessment Rubric”)
When
Assessed
(term,
dates) ***
Standard of Mastery/
Criterion of Achievement
(How good does
performance have to be?)
Senior Year
Achieving a “meets
expectations” rating or higher
of the Hist 481 rubric., and a
grade of C or better in the
course.
2. To analyze
primary and
secondary
sources,
understand their
argument and
approach, and
then compare
them with other
works
Students will
engage in
historical
analysis and
critical
reasoning
3. To develop
critical and
analytical skills
in written
exercises,
including a
significant
research paper
Students will
learn how to
write clear and
coherent
research papers
11/11/08
Page 28
Develop
students’
intellectual
and practical
skills.
Achieve
regional and
national
prominence
for the
university.
HIST 481-Understanding
History (Senior capstone)
HIST 481 Assessment
Rubric area II and III
Senior majors
Senior Year
Achieving a “meets
expectations” rating or higher
on the Hist 481 rubric, and a
grade of C or better in the
course.
Build inclusive
and diverse
campus
communities
that promote
intellectual
inquiry and
encourage
civility, mutual
respect, and
cooperation.
Achieve
regional and
national
prominence for
the university.
HIST 481-Understanding
History (Senior capstone)
final research paper
HIST 481 Assessment
Rubric areas I, IV, and V.
Senior majors
Senior Year
Achieve a “meets
expectations” rating or higher
on the Hist 481 rubric and a
grade of C or better in the
course.
Facilitate
integrative
learning,
disciplinary
and
interdisciplin
ary.
Enhance
students’
civic
knowledge,
locally and
globally.
Facilitate
integrative
learning,
disciplinary
and
interdisciplin
ary
4. To use
scholarly
historical
resources and
reference tools of
a university
library
11/11/08
Page 29
To use the
historical
resources and
reference tools
of a university
library
Develop
students’
intellectual
and practical
skills
Maintain and
strengthen an
outstanding
academic and
student life
on the
Ellensburg
Campus.
HIST 481-Understanding
History (Senior capstone)
HIST 481 Assessment
Rubric area II
Senior majors
Senior Year
Achieve a “meets
expectations” rating or higher
for research skills/sources on
the Hist 481 rubric and a
grade of C or better
Students in the Broad Area Teaching Major will also be assessed in the following areas:
5. For
History/Social
Science Teaching
Majors:
Consistent with
Washington State
Core Competency 1.0
for Civics, the student
will understand and
be able to apply
knowledge of
government, law,
politics and the
nation’s fundamental
documents to make
decisions about local,
national, and
international issues
and to articulate the
responsibilities of
thoughtful,
participatory
citizenship.
6. For
History/Social
Science Teaching
Majors:
Consistent with
Washington State
Core competency 2.0
for Economics, the
student will
understand and be
able to apply
knowledge of
economic concepts
and systems to
comprehend the
interactions between
economy and
individuals,
households,
businesses,
governments and
societies.
11/11/08
Page 30
Students will
engage in
historical
analysis and
critical
reasoning
Develop
students’
intellectual
and practical
skills
Facilitate
integrative
learning,
disciplinary
and
interdisciplin
ary
Improve
students’
knowledge of
human
cultures
Maintain and
strengthen an
outstanding
academic and
student life
on the
Ellensburg
Campus.
Provide for
an
outstanding
academic and
student life at
the university
centers.
ETS Praxis II/West E Test
#0081
Senior history and social
science teaching majors
Senior Year
Students must pass ETS
Praxis II/West E Test #0081
prior to certification.
Hist 421 Civics Lesson
Plan Assessment
Senior history and social
science teaching majors
Senior Year
Average score on Hist 421
Civics Lesson Plan
Assessment Rubric must be
satisfactory or higher.
Passage of Hist 421 with
grade of C or better
Students will
engage in
historical
analysis and
critical
reasoning
Develop
students’
intellectual
and practical
skills
Facilitate
integrative
learning,
disciplinary
and
interdisciplin
ary
Maintain and
strengthen an
outstanding
academic and
student life on
the Ellensburg
Campus.
Provide for an
outstanding
academic and
student life at
the university
centers.
ETS Praxis II/West E Test
#0081
Senior history and social
science teaching majors
Senior Year
Students must pass ETS
Praxis II/West E Test #0081
prior to certification.
Hist 421 Economics
Lesson Plan Assessment
Senior history and social
science teaching majors
Senior Year
Average score on Hist 421
Economics Lesson Plan
Assessment Rubric must be
satisfactory or higher
Passage of Hist 421 with
grade of C or better
7. For
History/Social
Science Teaching
Majors :
Consistent with
Washington State
Core Competency
3.0 for Geography,
the student will be
able to apply
themes of place,
region, location,
and movement to
demonstrate
knowledge of how
geographic
features and human
cultures shape and
impact
environments..
8. For
History/Social
Science Teaching
Majors:
Consistent with
Washington State
Core Competency 4.0
for History, the
student understands
and will be able to
apply knowledge of
historical chronology,
eras, turning points,
major ideas,
individuals, and
themes of local,
Washington state,
tribal, United States,
and world history in
order to evaluate the
role of historical
trends and how they
shape the present and
future..
11/11/08
Page 31
Students will
engage in
historical
analysis and
critical
reasoning
Develop
students’
intellectual
and practical
skills
Facilitate
integrative
learning,
disciplinary
and
interdisciplin
ary
Improve
students’
knowledge of
human
cultures
Maintain and
strengthen an
outstanding
academic and
student life on
the Ellensburg
Campus.
Provide for an
outstanding
academic and
student life at
the university
centers.
ETS Praxis II/West E Test
#0081
Senior history and social
science teaching majors
Senior Year
Students must pass ETS
Praxis II/West E Test #0081
prior to certification.
Hist 421 Geography
Lesson Plan Assessment
Senior history and social
science teaching majors
Senior Year
Average score on Hist 421
Geography Lesson Plan
Assessment Rubric must be
satisfactory or higher.
Passage of Hist 421 with
grade of C or better
Students will
engage in
historical
analysis and
critical
reasoning
Develop
students’
intellectual
and practical
skills
Facilitate
integrative
learning,
disciplinary
and
interdisciplin
ary
Maintain and
strengthen an
outstanding
academic and
student life on
the Ellensburg
Campus.
Provide for an
outstanding
academic and
student life at
the university
centers.
ETS Praxis II/West E Test
#0081
Senior history and social
science teaching majors
Senior Year
Students must pass ETS
Praxis II/West E Test #0081
prior to certification.
Hist 421 History Unit
Objectives Assessment
Senior history and social
science teaching majors
Senior Year
Average score on Hist 421
History Unit Objectives
Assessment Rubric must be
satisfactory or higher.
Passage of Hist 421 with
grade of C or better
Students will
learn how to
think and
analyze
chronologically
Students will
demonstrate
historical
knowledge of
the major areas
of the world,
including the
United States
Improve
students’
knowledge of
human
cultures
9. For
History/Social
Science Teaching
Majors:
Consistent with
Washington State
Core Competency
5.0 for Social
Studies Skills, the
student will be able
to apply reasoning
skills to conduct
research,
deliberate, form
and evaluate
positions through
the processes of
reading, writing,
and
communicating
10. For
History/Social
Science Teaching
Majors:
Consistent with
Washington State
Core Competency
6.0 for
Instructional
Methodology, the
student will be
apply to develop
and apply essential
social studies
concepts and skills
to design
pedagogically
effective teaching
strategies for the
K-12 classroom)
11/11/08
Page 32
Students will
engage in
historical
analysis and
critical
reasoning
Students will
learn how to
write clear and
coherent
research papers
Develop
students’
intellectual
and practical
skills
Facilitate
integrative
learning,
disciplinary
and
interdisciplin
ary
Maintain and
strengthen an
outstanding
academic and
student life on
the Ellensburg
Campus.
Provide for an
outstanding
academic and
student life at
the university
centers.
Hist 481 Understanding
History (Senior capstone)
Research Assessment
Sophomore or Junior
history and history
teaching majors
Sophomore
or Junior
Year
Average score on Hist 302
History Research Essay
Rubric at satisfactory or
higher level. Passage of Hist
301 with grade of C or better.
Hist 421 Diversity and
History Education Essay
Assessment
Senior history and
history teaching majors
Senior Year
Average score on Hist 481
History Research Assessment
Rubric at satisfactory or
higher level. Passage of Hist
481 with grade of C or better.
Senior history and social
science teaching majors
Senior Year
Average score on Hist 421
Diversity and History
Education Assessment
Rubric must be satisfactory
or higher. Passage of Hist
421 with grade of C or better
Senior history and social
science teaching majors in
Hist 421
Senior Year
Completion of all Hist 421
Assessments (at left) with
satisfactory or higher scores.
Passage of Hist 421 with grade
of C or better
To use the
historical
resources and
reference tools
of a university
library
Prospective
teachers will
demonstrate
knowledge of the
major issues,
philosophies, and
methodologies of
history and social
studies education
and be able to
design
pedagogically
effective teaching
strategies for the
K-12 classroom.
Develop
students’
intellectual
and practical
skills
Facilitate
integrative
learning,
disciplinary
and
interdisciplin
ary
Maintain and
strengthen an
outstanding
academic and
student life on
the Ellensburg
Campus.
Provide for an
outstanding
academic and
student life at
the university
centers.
Hist 421 Civics Lesson Plan
Assessment
Hist 421 Geography Lesson
Plan Assessment
Hist 421 Economics Lesson
Plan Assessment
Hist 421 History Unit
Objectives Assessment
Hist 421 Diversity and
History Education Essay
Assessment
Sophomore
or Junior
Year
EDCS 311
Peformance Based Pedagogy
Assessment
Final Student Teaching
Evaluation Report
First and Third Year Teacher
Survey
Senior year
History and social science
teaching majors that have
completed student teaching
Graduates in their first or
Third year of teaching
Post
Graduation
Satisfactory or higher average
scores on Performance Based
Pedagogy Assessment
Final evaluation must
recommend student for degree
and certification
Criterion of achievement not
applicable: First and Third Year
Teacher Survey used solely to
evaluate program effectiveness
G.2.a-c. List the results for each student learning outcome:
See discussion of assessment in section I.E.1-2.
G.3. Based upon the results for each outcome listed above describe
a. Specific changes to your program as they affect student learning (e.g.
curriculum, teaching methods).
This is the first year of assessment and no new changes have taken place, but we are
planning to offer a readings seminar to undergraduates to improve their analytical
ability.
b. List specific changes related to assessment process if any. Attach an updated
programmatic student assessment plan for the future.
The department plans on collecting a few more years of data before initiating changes
to our assessment process.
III. Faculty
A.
11/11/08
Page 33
Faculty Profile—Using the attached chart (Table 10) show faculty participation
for mentoring student research. Professional service activities, scholarly activities
including grant writing and teaching.
Table 10 (Section III)
Tenured and Tenure-track Faculty Profile—Department of History
2004-2005
2005-2006
# faculty
% of
# faculty
% of
TT - T
faculty
TT - T
faculty
* Scholarship Measures: (Use categories applicable to your departmental & college criteria)
(e.g. peer reviewed articles and book
1(1)
11.1
5(8)
55.5
chapters)
(e.g. books)
2(2)
22.2
(e.g. conference presentation)
3(5)
33.3
6(15)
66.7
Other, etc.
2(3)
22.2
1(1)
11.1
* Grants: (Use categories applicable to your departmental & college criteria)
External
1(1)
11.1
4(4)
Funded / Unfunded
Internal
Funded / Unfunded
1/0
1(3)
44.4
2/1
11.1
3/0
4(7)
2006-2007
# faculty % of
TT - T
faculty
2007-2008
# faculty
% of
TT - T
faculty
4(7)
44.4
3(4)
33.3
4(4)
44.4
7(9)
77.8
6(11)
66.7
3(3)
33.3
44.4
2(2)
3(5)
33.3
1/4
22.2
0/2
4(7)
5-yr total
Annual
avg
% of
faculty
4(7)
44.4
17
3.4
37.8
1(1)
11.1
7
1.4
15.6
5(9)
55.5
27
5.4
60.0
4
0.8
11.1
12
2.4
26.7
11.1
12
2.4
26.7
1(1)
2/1
6/1
2008-2009
# faculty
% of
TT - T
faculty
1(1)
1/0
44.4
5/2
1(1)
1/0
* Service measures: (Use categories applicable to your departmental & college criteria)
CWU Committees
7(28)
77.8
9(31)
100.0
9(36)
100.0
8(31)
88.9
7(31)
77.8
40
8.0
88.9
State Committees
1(1)
11.1
2(2)
22.2
2(2)
22.2
1(1)
11.1
1(1)
11.1
7
1.4
15.6
Leadership & Service - Professional
Organizations
Community Service
4(2)
44.4
5(9)
55.5
4(6)
44.4
6(10)
66.7
5(15)
55.5
24
4.8
53.3
6(8)
66.7
5(8)
55.5
6(13)
66.7
4(7)
44.4
4(11)
44.4
25
5.0
55.6
Other
1(1)
11.1
1(1)
2(2)
22.2
1(1)
11.1
1(1)
11.1
6
1.2
13.3
* Faculty Mentored Research: (Use categories applicable to your departmental & college criteria)
Undergrad projects / SOURCE
3(7)
33.3
4(10)
44.4
3(7)
Graduate Committees – Supervising
thesis/projects
Graduate Committees – Participation
thesis/projects
Other
33.3
3(8)
33.3
2(5)
22.2
15
3.0
33.3
2(2)
22.2
4(5)
44.4
4(5)
44.4
7(13)
77.8
6(16)
66.7
23
4.6
51.1
3(4)
33.3
5(14)
55.5
8(17)
88.9
6(20)
66.7
4(12)
44.4
26
5.2
57.8
1(9)
11.1
2(12)
22.2
1(1)
11.1
4
0.8
8.9
The numbers in parentheses are the total contributions from the faculty for that category.
The percentages for service and mentoring are misleading since it does not take into account faculty who were on leaves for part or all of a
year. Even when on leave or sabbatical, some faculty continued to do service while others could not. All percentages are based on 9 faculty,
our current size.
11/11/08
Page 34
B.
Copies of all faculty vitae. See Appendix B.
C.
Faculty awards for distinction: instruction, scholarship, and service.
Maurice Amutabi—College of Arts and Humanities 2008 Outstanding Faculty
Research Award.
Karen Blair—Distinguished Chair of the College of Arts and Humanities, 20052006. Washington State History Day Competition, Distinguished Service Award,
2004.
James Cook—Excellence in Teaching Award, College of Arts and Humanities,
Awarded by the CWU Alumni Association, 2003.
Roxanne Easley—College of Arts and Humanities Outstanding Faculty Teaching
Award, 2006. Center for Excellence in Leadership, Most Inspirational Faculty
Member Award, 2005.
Michael Ervin—Excellence in Teaching Award, College of Arts and Humanities,
Awarded by the CWU Alumni Association, 2006.
Daniel Herman—CWU Phi Kappa Phi Scholar of the Year, 2005. College of
Arts and Humanities, Faculty Scholarship/Artistic Achievement Award, 2003.
Jason Knirck—College of Arts and Humanities, Outstanding Faculty Research
Award, 2007.
Stephen Moore—Charles Gates Award presented by the Washington State
Historical Society to appear in the Pacific Northwest Quarterly, 2007. Crystal
Apple “Excellence in Teaching” Award, presented by the Teacher-Professional
Education Advisory Board. College of Arts and Humanities, Outstanding Faculty
Research Award, 2006. Rufus Z Smith Award presented by the Association of
Canadian Studies in the United States for the best article published in the previous
two years in the American Review of Canadian Studies, 2005.
Kenneth Munsell—2005-06 College of Arts and Humanities Outstanding Nontenure Track Teaching Award.
Thomas Wellock—CWU Phi Kappa Phi Scholar of the Year Award, 2007.
D.
Include in appendices performance standards by department, college, and
university. See Appendix C.
IV. Students for Five Years
A. Student accomplishments (include SOURCE, McNair Scholars, career placement
information, etc.). List students working in field; students placed in master’s or doctoral
programs.
11/11/08
Page 35
The History Department’s students have won acclaim in a number of areas.
Phi Alpha Theta Conference (National Honor Society for Historians)—Students who have
presented papers at the regional conference are as follows:
2004
Grads: Bill Frank, Jody Bell.
Undergrads: Chris Banyai-Riepl, Rachel Johnson, Patrice Laurent, Rachel Birks,
Lindsay Cyr, Allison Roy, Peter Spiegelberg.
2005
Grads: Adam Chamberlain, Chris Banyai-Riepl, Susan Peterschik, Aaron Goings,
Kirsten Erickson, Patrice Laurent, Andrew Caveness.
Undergrads: Mark Cole, Allison Roy, Heather Luke, Rachel Birks, Adam Schatz,
Lindsay Cyr, Morgan Leech.
2006
Grads: Chris Banyai-Riepl, Patrice Laurent, Rachael Birks.
Undergrads: Katie Pittner, Alyson Roy, Mark Cole
Winner Best Graduate Paper: Patrice Laurent
2007
Grads: Katie Pittner, Patrice Laurent, Rachael Birks, Tamara Caulkins, Ian Stacy, Al
Miller
Undergrads: Steve Meyer, McKayla Sutton
Winner Best Overall Paper: Rachael Birks
2008
Grads: Ian Stacy, Al Miller, Paul Baker, Andy Willden, McKayla Sutton, Tamara
Caulkins, Greg Hinze
Undergrads: Pat LaShell, Randall Ward, Derik Robson
Winner Best Overall Paper: Ian Stacy
SOURCE Presentations (Symposium on Undergraduate Research and Creative
Expression):
2006—Patrice Laurent and Alyson Roy..
2007—Sadie Thayer, Rachael Birks, Al Miller, Marisa Humphrey, Taryn Heintz, and
Jeanine Bator.
2008, Andy Willden, Tyler Soldat and Tamara Caulkins.
CWU Distinguished Thesis Award--Since this award was started in the late 1970s,
history department students have won this award more often than any other program on
campus. In 2005, Aaron Goings was the co-winner of this award.
CAH Research Awards:
2006: Patrice Laurent (graduate award) and Bryan Hart (undergraduate award)
2007: Al Miller (graduate award).
2008: Colin Craig (undergraduate award)
11/11/08
Page 36
Robert and Terry Topmiller Award—A $250 prize to the best written MA thesis.
2004: Jennifer Meyer
2005: Not awarded.
2006: Riva Dean
2007: Patrice Laurent
2008: Rachel Birks
Admitted to Graduate Programs
2005: Bill Frank (University of Washington)
2006: Alyson Roy (Northern Illinois University)
2007: Billy Holly (Northern Arizona University)
2008: Ian Stacy (University of Montana), Al Miller (University of Washington), and Katie
Pittner (Arizona State University) were admitted to graduate programs with funding.
Student Placement--While neither the department nor career services maintain statistics
on student employment, we have compiled a list some of the jobs that our majors have
gone on to since graduating from CWU. The following list is from this year’s alumni
survey.
Administration
Army Officer
Aspiring High School History Teacher
Correctional Officer.
counselor
County Government
Cultural Resource Management
education and instruction
Educator
Elementary education
Elementary Education
Environmental specialist
Event Planner
Government
High School History Teacher
High school history teacher
High School Teacher
History Teacher
Insurance claims adjuster
Jr. High social studies teacher
kindergarten teacher
Librarian
Marketing professional
no work, very frustrated
office assistant
Officer in the US Army
para-educator
pastor/clergy
pilot
11/11/08
Page 37
secondary teacher
Social Studies Teacher
Social Studies Teacher
Teacher
Teacher
Teaching
teaching
teaching
Teaching
(Secondary)
Travel Agent- Europe
University Lecturer
US Military
The survey also categorized alumni by general area of employment and education:
-n7
20
24
5
1
12
-%6.5%
18.7%
22.4%
4.7%
0.9%
11.2%
Job that is historical in nature
Job that is not historical in nature
Faculty, K-12
Faculty, post-secondary
Enrolled in law school
Enrolled in graduate program
10
7
2
2
5
12
9.3%
6.5%
1.9%
1.9%
4.7%
11.2%
Government
For-profit corporation
Historical organization
Non-profit historical organization
Self employed
Other:
Provide one masters project; two will be randomly selected during site visit.
See appendix D.
Advising Services for Students. Describe departmental policies, services, initiatives, and
documented results for successful student advising.
Faculty and teaching assistants are available to advise students during daily office hours or
on a scheduled basis. To provide consistent advising for the more complex teaching major,
Professor Stephen Moore advises all of our teaching majors and instructs our teaching
methods course. He receives 10 credits of release time to accommodate this responsibility.
Other Student Services.
Organizations: The main department-sponsored organization is the Phi Alpha Theta
Society, a national honors association open to membership to any student who earns a GPA
11/11/08
Page 38
of 3.1 or higher. Phi Alpha Theta sponsors an annual trip to the regional conference for
students who wish to present their research.
Scholarships:
Clareta Olmstead Smith Scholarship ($4,000): This scholarship is awarded to a history
major who will be a junior or senior for the entirety of the next academic year and who has
shown outstanding academic ability. The recipient of the award is required to complete a
research project on a topic related to rural history.
Barto History Scholarship (full tuition for the academic year): In honor of Professor
Harold Barto and Martha Barto, this scholarship is awarded to a senior history major who
has an excellent scholastic record.
Rodine Memorial History Award (awards of approximately $200): In honor of
Professor Floyd Rodine, this award is given to graduate students for costs expended during
their course of research.
Smith Grant (amount varies): Undergraduates or graduate students can apply for
reimbursement of research expenses for projects relating to Kittitas County History.
Paul LeRoy Scholarship: This is a new scholarship will become available in about a year
and is in honor of Professor Paul LeRoy. He generously made a substantial bequest from
his estate to the department.
History Study Abroad and Exchange Programs Scholarship: When this scholarship is
fully funded, it will support awards for history students enrolled in a study abroad program
at CWU
V. Facilities and Equipment:
A.
Describe facilities, equipment, and technology available to the department
and their adequacy. Describe anticipated needs in the next three to five years.
The History Department offices are housed in L&L 100. All permanent and long-term
faculty have their own offices. There are two offices for the teaching assistants. There is a
reception area, break room, and a conference room. The facilities are adequate for the
current faculty population. Most courses are taught in L&L, but faculty often teach in
other nearby, and not so nearby, buildings. We have up-to-date computer technology and
will soon receive new desks and chairs. L&L classrooms have all been converted to “smart
rooms.” Unfortunately, the computers in those rooms are now out of date and downloading
media is painfully slow. Showing a historical video clip to students often stalls while
loading. Faculty report that they have often given up showing a clip because the computer
could not handle it.
VI. Library and Technology Resources
The history program considers the university library to be its laboratory, every bit as much as the
scientists require scientific labs for their chemistry and biology students at beginning and
11/11/08
Page 39
advanced levels. The faculty work closely with numerous departments in the library, to ensure
quality resources for students and instructors alike.
1. Faculty send evaluation cards to Library Acquisitions, to endorse the purchase of
key publications and decline acquisition of unsuitable materials.
2. Dr. Maurice Amutabi is the History representative to the Library Advisory Board.
3. Faculty work with the serials librarian to evaluate appropriate journals for new
subscriptions, renewals of current acquisitions, or cancellation.
4. Professors cooperate with several professional librarians, including Gerry Hogan,
Head of Reference; John Creech in Computer Services; and Jan Jorgensen in
Government Documents to prepare tours for students, prepare customized webpages with specialized links to course-specific websites, and offer individual help
with research projects. The department also works with the head of the now
vacant position in the university archives. It is essential that this position be filled
in the near future, since access is limited and acquisition of materials has been
suspended.
5. Professors and students make substantial use of library resources, archives, and
databases, especially, Summit, World Cat, all Ebsco databases, and JSTOR.
6. Professors and students use Inter-library Loan services.
7. Most upper division history classes require a research paper of students,
necessitating their use of the campus library. History majors are required to take
History 302: Introduction to History, a course that teaches library skills and
encourages library use, for all subsequent courses in the department. Senior
majors are required to take History 481 at the end of their career, to refine their
research skills.
8. Instructors assign reserve reading at the library for courses.
9. Media services lends DVDs and videos appropriate to classroom instruction.
10. The department remains distressed that budget cuts have severely diminished
acquisition of journals, books, and reference materials. In the last year alone, the
budget for books declined by over 10 percent from $335,000 to $300,000. The
History Department’s faculty commend library faculty efforts to facilitate
research under these circumstances -- particularly the special efforts of many
library staff people; participation in the SUMMIT system; the acquisition of
computerized databases that provide scholarly journal articles and primary
sources; supplementary materials acquired by Friends of the Library; and the
establishment of the university archives. Nevertheless, it is imperative that the
library be recognized as a key component to successful research by faculty and
students in an institution that increasingly calls for a growth in research. Let us
commit to hiring tenure-track library faculty and acquiring necessary periodicals,
indices and other reference works, and full-text databases that are not currently
available but are essential to conducting appropriate and relevant research.
There are several databases and microfilm collections the department would like
to see the library acquire for our students.
1)
2)
3)
4)
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Readex American Newspapers Collection
Leiden University Database on African Studies
Pravda
Women and Social Movements in the United State database
5) Irish Newspapers Archive
6) Social Education Online
7) Russian America Company Records
VII. Analysis of the Review Period
A.
What has gone well in the department and for each degree program?
A.1. Explain Accomplishments of the past five years.
The History Department is proud of its success in the areas of teaching,
scholarship and service.
TEACHING:
1. We have purged old courses from the catalog to make room for a more relevant,
modern and diverse array of history courses. Our faculty have added many new
course offerings to the books in history and interdisciplinary programs.
2. We have prepared our students for the world after graduation, transmitting skills
of use in work life such as collecting information, thinking critically, and writing
clearly. We routinely distribute information about careers available to history
majors, ensuring that graduates have an awareness of the wide variety of jobs
available to them, given their disciplinary skills.
3. We have prepared them to act as citizens of the world, with an understanding that
all our actions fit into a global perspective and that empathy for all points of view
is a valuable trait in modern times. Our wide array of courses that address all parts
of the world, our attention to diversity in America, the classroom consideration of
current events, our creation of study abroad opportunities, and the range of new
and relevant courses available to students strengthen their sense of their place in
our modern world. We have strengthened our global offerings by hiring a
replacement position in European history with Jason Knirck and have gained back
the position we lost several years ago in the Middle East and Africa by hiring
Maurice Amutabi.
4. We are committed to the value of history education, priding ourselves that the
history teachers we produce have a strong background in content and an
understanding of the relationship between pedagogy and content. We hired a new
faculty member, Stephen Moore, to take the lead in directing our teacher
education program.
5. We have taken personal interest in our students, going beyond formal and
occasional meetings as advisers. We have encouraged their participation in the
History Club, the honor society, in SOURCE, and have nominated them for
campus prizes. We take special pains to improve the writing of our students,
providing considerable feedback on rough drafts of research papers and final
products as well.
6. We have shared in the responsibility to develop, revise and teach service courses
for our undergraduate and graduate students.
7. We have participated in and taken a lead in directing interdisciplinary programs,
for ROTC, Women’s Studies, Family and Consumer Sciences, Social Studies,
Education, Asia Pacific Studies, Latino and Latin American Studies, Native-
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American Studies, Foreign Languages, Film Studies, Environmental Studies and
International Programs.
8. Faculty now employ the latest technology in the classroom, including PowerPoint,
Blackboard, distance education, and online courses.
SCHOLARSHIP:
1. We have committed ourselves to remain current in our specializations, by reading,
attending conferences, researching, writing and publishing, despite the heavy
demands of our teaching schedules.
2. We have encouraged our students to emulate our model to produce scholarship for
themselves and in conjunction with their professors.
3. We have been able to make more time for scholarship through internal and
external funding sources, and with the encouragement of the college dean, we
have found more scholarship time with creative scheduling and double sections.
SERVICE:
1. We have made our expertise available to the general public and practicing
teachers by writing for popular publications and making presentations at
community forums, civic organizations, and Ellensburg city agencies.
2. We have assisted the campus library to acquire relevant materials for our students
and our own research.
3. Faculty have taken leadership positions in professional organizations.
4. We have served the campus and Ellensburg community by bringing in speakers to
discuss historical issues and current events.
5. Our faculty are heavily involved in university service, including chairing
important campus committees.
Other Accomplishments:
1. Our students have participated in the Douglas Honors College, SOURCE and Phi
Alpha Theta’s regional contest, where they have frequently won distinction for
their effort.
2. We have encouraged students to collaborate with faculty in research, as in the
China Environmental Research Project.
3. We have nominated strong MA students for Best Thesis and seen them win the
campus prize for best thesis in any field.
4. We have initiated an annual celebration of student achievements every May, in
conjunction with initiation into the national honor society, Phi Alpha Theta.
5. We have offered team-taught courses, both within and outside the department,
such as courses on the Cold War, world revolutions, and Native-American
studies.
6. Faculty have participated in service-learning opportunities that have benefited the
communities of central Washington, particularly the Mattawa school system.
7. Our faculty have won numerous prizes for dedication to teaching, research, and
publishing.
8. The quality of faculty publications is demonstrated by the prestige of university
presses and refereed scholarly journals in which we publish.
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9. We have made successful searches for faculty in the areas we laid out in our last
program review, European history, teacher education, and Africa/Middle Eastern
history.
10. All of our faculty who have applied for tenure and promotion have been
successful.
A.2. How have accomplishments been supported through external and internal
resources?
The department’s internal resources are limted to three student scholarships and
summer funds for faculty research and department computers. Summer money
has been a very unreliable, ranging from ample profits to zero income.
The faculty have actively sought college and university and outside funding to
support their research agenda and student research program (see table 10 for the
number of grants faculty have pursued). Faculty have also sought funding for
interdisciplinary programs in Latino and Latin American Studies and Asia/Pacific
Studies.
B.1-2. What challenges exist for the department? What are the likely causes of each
challenge, include documentation.
1. We found inadequately prepared students being admitted to CWU and the Gen Ed
courses in History. We provided supplemental instruction with tutors; extended
our mentoring activities; urged TAs to offer office hours, library help, and study
sessions; and we celebrated successes at an end-of-year get-together.
2. It was evident that our graduate students were accumulating substantial debt. We
have pushed for more teaching assistants in our program and now have six TAs
working in the department. We have also recommended a number of them to the
Writing Center. This has allowed us to recruit some students from out of state
who might not have attended otherwise. The increase in assistantships has also
helped us support the writing expectations of the General Education Program.
3. We continue to suffer from a dearth of upper division offerings for our majors.
With the exception of the Philosophy Department, we have far fewer than any
other department in the college (other departments have three to eight times as
many upper-division courses, even ones with fewer majors). Despite the heavy
grading load for our upper-division courses, we are required to maintain the
highest student-teacher ratio in CAH. We have proposed some smaller seminar
style courses to improve our student’s course choices and their analytical, written,
and oral communication skills, but this has been opposed by the dean.
4. Technology available does not keep up with the times. On the positive side, the
Language and Literature Building has been upgraded to support computer-aided
presentations, but the computers are slow and it takes a very long time to
download AV material from the web. We will continue to argue for additional
equipment. Our classrooms in Hertz Hall continue to operate without AV
equipment in the classroom.
5. While our graduate student numbers have risen in the last several years, (see
Table 2) we still need to improve our selectivity in admissions and our advertising
for the program. Funding for out of state applicants remains limited.
6. A major obstacle that has emerged in the last several years that has substantially
delayed the graduation of our MA candidates is the thesis review conducted by
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the Office of Graduate Studies. Although this process began with the good
intention of ensuring some quality control for university theses, the review has
gotten completely out of hand. Students have been forced to submit multiple
drafts on cotton paper as Graduate Studies editors search and, in violation of their
own policies, search again for trivial errors such as misplaced commas and proper
spacing between ellipses. At one point the review backlog extended out almost a
year and some students graduated a year and a half after their thesis defense. This
has led to considerable anger among our graduates and hinders our efforts to
develop support from CWU alumni. The Graduate Office has instituted some
personnel changes that we hope will address the problem.
7. We also have had some trouble attracting quality graduate students because of
difficulty in obtaining out-of-state tuition waivers.
8. If historians need anything, it is a good library. Funding for new acquisitions has
languished since the early 1990s. Acquisitions of primary sources on microfilm
have virtually ceased.
C.1-2 What past recommendations from the previous program review have been
implemented?How has each recommendation been implemented been implemented
and how have the department and degree programs been impacted? Which
recommendations were not implemented and why?
1. In the department’s last five-year review, the faculty concluded that it needed to
advertise the department’s faculty and student accomplishments. By nominating
faculty and students for numerous awards on campus and seeing them win them,
we have carefully built a reputation as a strong department. Many faculty have
won awards for teaching, research, and service. Students have been nominated for
the excellence of their research and have won awards from CAH and Phi Alpha
Theta, the history profession’s honor society. We also have a good news database
on the department website.
2. In the last program review, the faculty concluded that we needed to emphasize the
use of technology in the classroom and use the use of computers for history
research, presentations, and documentaries. We even discussed the creation of a
faculty position for someone with an expertise in technology. This
recommendation was largely implemented as existing faculty have mastered new
technology in areas ranging from basic PowerPoint, distance education,
Blackboard, and online courses. Faculty and their students have become very
adept at researching online, although students still tend to use internet resources
indiscriminately. In fact our faculty who teach History 481, the senior capstone
research class, report that their concern in is not that students will master
researching online, but that they will never learn how to find the mountain of
traditional sources still available only in print.
3. The department recommended that we hire faculty to fill needs in secondary
education teaching methods, replace a retiring European history professor, and
replace a lost line in Middle Eastern/African history. We have succeeded in
filling all those needs by hiring Stephen Moore, Jason Knirck, and Maurice
Amutabi. Filling those basic needs have been critical to the continued vitality of
our program.
4. The department also recommended increased emphasis on recruitment and
retention of our graduate students. Our enrollments have improved about 25
percent in the past five years. We instituted a new exam option for our graduate
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students to expand their options to graduation. It has been particularly attractive
to teachers who are mostly interested in the acquisition of knowledge for their
careers and has improved our graduation rate as many students have opted for the
exam.
5. The faculty also reported the hope that it could increase student internships.
However, student interest in them remains spotty. As a consequence, this goal
remains to be implemented.
6. The faculty also hoped to devote more of its summer profits to research and travel.
This need has been met in part by new sources of money outside the department,
including travel money from the Collective Bargaining Agreement and expanded
stipends from CAH and the Office of Graduate Studies. At the same time that
CAH increased the portion of summer money that was allotted to the departments
several years ago, it also shifted the burden of faculty search costs and equipment
purchases to the departments resulting in no gain in internal funds that might go to
research. To improve our summer revenues, we offered online courses for the
first time in 2008. These courses filled up immediately, but we realized that those
enrollments simply came at the expense of our traditional courses that had to be
cancelled due to low enrollment. The number of students who took the courses
from outside of Ellensburg was quite small. The administration is very eager for
faculty to develop online courses, thinking that these courses increase FTE, but
our experience indicates that it does not change the total pool of students much.
At present there seems to be no discussion about what is being lost and gained by
shifting away from classrooms to computers.
7. There were several recommendations made by the dean in her study of the
department’s last program review. They were:
1) We should consider combining sections of our General Education
courses to free up faculty time for research. We have done so and the
idea has been very popular among the faculty.
2) The department should rethink staffing in the summer quarter to
have adjunct faculty teach instead of regular faculty. This would
increase revenue for the department. The department has rejected this
idea since many faculty rely on summer teaching to bolster their income.
Until the university is willing to pay us at the CUPA mean (we are well
below it), it shouldn’t expect a change in this policy.
3) The department needs to make clearer distinctions between its 300
and 400 level courses in terms of skills and content. The department
has made some changes in this area by having the faculty decide which
courses they wanted to offer at each level. This has largely been dictated
by the expertise of the faculty.
4) Provide internships for outstanding undergraduate students by
using them as Writing Fellows in writing intensive courses as peer
mentors. The department has not done enough in the area of internships.
We hope to look into this path in the near future.
D.1-2 Make a comparison between the last program review and where the
department is now. How have the advances been supported (e.g. internal and
external resources)? Are there still outstanding unmet needs/challenges from the
last program review? What has the department done to meet these challenges?
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1. Please note that the format for Section VII that has been given to departments is
very disorganized and I find it impossible to follow it and is frustratingly
repetitive. It needs to be reorganized and have subsections consolidated. For
example, sections B, C, and D could easily be consolidated into one or two
sections that simply ask about challenges, recommendations, and how the
departments met or did not meet them. It makes no sense to have Section D.2
about unmet challenges so far removed from Section B. Since I already answered
D.2. in Section B, I won’t repeat myself here.
2. The history department is in a substantially better position than it was in 2002
when the last program review was conducted. At that time, there was a decline in
enrollments both within the college and the department. There were just seven
tenure and tenure-track faculty to support our program, since we had lost a
number of lines over the previous ten years largely due to a decline in our
enrollments in the General Education Program. Recovering those lines,
improving TA support, and creating greater scheduling flexibility has allowed our
faculty to consider possibilities beyond coving basic department needs. They
have become major contributors to a host of interdisciplinary programs
throughout the university, have increased their scholarly output, offered exciting
new courses, and performed more university service than faculty in other
departments. These advances have been supported by money from the base
budget, increased funding from the Office of Graduate Studies, and more
generous stipends from CAH. This increase in productivity and funding
underlines a major lesson from our experience in the last five years: resources
allow for creativity to happen. This is lesson other departments such as Music,
Art, and Theater have understood well. As a result, they enjoy an inordinate share
of CAH funding and can offer their students an array of course opportunities that
we cannot match. Some departments are expected to be efficient, others are not.
As a result, further creative advances by the department will require someone to
address the historic inequity that exists among CAH’s departments.
VIII. Future Directions
A.
Describe the department’s aspirations for the next three to five years.
As this program review was developed, CWU sits on the precipice of a major economic
contraction and discussions of cuts from the state that may run as high as 30 percent. We
have many aspirations, but will likely be playing defense with the small portion of the
CAH budget that we consume. Our greatest aspirations are two-fold: 1) to provide our
students with a readings seminar style class that will improve their reading, analytical,
writing, and oral communication skills, and 2) increase our course offerings in premodern
topics. The expertise of the department faculty is heavy in modern history. Our students
crave topics in Ancient and Medieval topics, as is evidenced by enrollments in the few
courses we offer in those areas.
B. In this context, describe ways the department might increase quality, quantity,
productivity, and efficiency as a whole. Provide evidence that supports the promise
for outstanding performance.
1. History faculty wish to go on record as supporting quality instruction, scholarship
and service. In the context of the severe budget cuts that are likely in the next
several years, discussion of increasing quality is unrealistic. The clear emphasis
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2.
3.
4.
5.
from the administration will be on quantity, productivity, and efficiency, not
quality. The department will continue to defend quality. We fear being forced
into some combination of increased class sizes, online courses without rigor,
increased course loads on faculty, and declining budgets for TAs. Increasing
class size undermines instructor ability to give tailored assistance that delivers
excellence. The ideal of providing a seminar style course to undergraduates
would certainly improve the quality of their education, but, even without the
looming budget cuts, that idea is opposed by the dean unless we find a way to
increase class size elsewhere.
We need to promote self-consciously the department’s successes by sharing news
of our high standards and achievements: in the other programs in which we teach,
in our public service performances, and in our website.
We should chart our graduates’ successes to share and need to do a better job
collecting them and posting them on our website.
In the interests of enhancing our own research and publishing work and that of
our students, we should urge CWU to move to a semester system and three
days/week classes. Daily classes make it impossible for research trips and
uninterrupted study. Ten-week quarters put unfair pressure on students to
produce a research paper of significance whereas a fifteen-week semester would
permit them more library and writing time.
In short, the Department of History is devoted to many of the same ideals that
make Central Washington University a unique center of education in Washington.
We have fostered cutting-edge interdisciplinary programs, from teacher training
to environmental stewardship in China, that confront our students with problems
and ambiguities they will face living in the 21st century. We have developed an
increasingly internationalized curriculum that not only explores new geographical
areas of study, but also attempts to re-define history in new and imaginative ways.
Undergraduate research, which has always been a passion of both faculty and
students, has now become the centerpiece of our curriculum via our senior
capstone course. Finally, our partnerships with other departments, local
organizations, state and federal agencies, and international groups have provided
our students to become globally responsible citizens who initiate change rather
than react.
C. What specific resources would the department need to pursue these future
directions.
To implement the idea of a readings seminar we would need authorization to offer just
one or two more upper division courses each quarter. To expand our offerings in Ancient
and Medieval history, the department needs to hire a new historian. The hiring of new
faculty, however, requires a significant reordering of administration priorities. During
the McIntyre administration, administrative exempt positions mushroomed over 45
percent while tenured/tenure-track positions shrank almost 9 percent. This decline in
faculty lines came despite a 25 percent increase in student enrollment. The resource that
would benefit us the most is an administration that takes teaching needs seriously.
D.What do you want us to know that isn’t included in this self-study?
We hope that the new president will enhance faculty relations with the administration.
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IX. Suggestions for the program review process or contents of the self-study.
As I noted earlier, the format for the Program Review document that we are expected to follow is
repetitive and poorly written.
The other frustration I had with the process was data, and the lack of it seriously hindered the
value of the review. The Office of Institutional Research is clearly overworked and told to give
support for program review a low priority. I am writing this last section on December 12 and
have yet to receive all the data I need. Operating without any data made our department retreat
in November pointless, because we could not discuss the past five years in light of general
education, upper division, and graduate enrollment data, SEOIs results, numbers of department
majors, and Faculty FTE. Over the last two months, I received regular emails from a harried
Mark Lundgren, head of Institutional Research. He had to apologize more than once for not
supplying data because he had been pulled off the job for some more pressing duty (it happened
again today, December 15). This problem is not Institutional Research’s fault. Despite the
explosion in the demand for data in the last ten years and the enormous growth in administrative
exempt and staff positions, the administration has actually cut staffing in Institutional Research.
The administration claims that program review is for the benefit of the departments to help them
evaluate their programs and develop a vision of the future based on their understanding of the
past five years. It is impossible to do that without reliable statistics that tell us where we have
been and where we stand today. In the absence of facts, we developed in this review a vision
based on anecdotes. It is now too late to do anything meaningful with whatever statistics come
in this week. I have to submit a copy of the report to the dean, and I will not waste the faculty’s
time by calling another retreat to discuss the late data. It is hard to avoid concluding that
program review is not really for the departments but the administration, especially since the data
that never arrived will be available in time for review by the dean and associate vice president of
undergraduate affairs. Their deadlines, it seems, matter more than ours. If the university wants a
meaningful program review, it should take the process and department needs seriously.
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