Assessment Report Standard Format
July 1, 2007 – June 30, 2008
DEPARTMENT/PROGRAM(S) ASSESSED__International Studies____
ASSESSMENT COORDINATOR______December Green_____________
YEAR FIVE of a FIVE YEAR CYCLE
1. ASSESSMENT MEASURES EMPLOYED
Briefly describe the assessment measures employed during the year
-What was done? The International Studies (IS) Committee evaluated a random sampling of
papers from a variety of IS courses; the IS director tabulated grades in writing intensive sections
of courses taken for the major; tabulated pass rates for the three 300-level courses in Modern
Languages taken by each IS graduating senior; conducted exit interviews with all IS graduating
seniors; and collected surveys submitted anonymously by all IS graduating seniors.
-Who participated in the process?
The International Studies Committee for 2008: David Petreman (Modern Languages), Susan
Carrafiello (History), Donna Schlagheck (Political Science), Lisa Morrisette (Art and Art
History) and December Green (IS director).
-What challenges were encountered?
Only five of the 23 anonymous surveys sent to graduating seniors were returned. In addition, not
every graduating senior complied with the director’s repeated requests to submit a writing
sample (10 out of 23 graduating seniors this year did not submit samples).
2. Assessment Findings
List the objectives and outcomes assessed during the year, and briefly describe the findings
for each.
The objectives of the program are as follows:
-graduates will be prepared to obtain acceptance to graduate or professional
schools;
IS was not required to survey alumni in year five of the assessment cycle. For the most
recent alumni survey, please see the 2006-2007 report.
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-they will be prepared to obtain employment in occupations related to their
concentrations and their other coursework in the major;
IS was not required to survey alumni in year five of the assessment cycle. For the most
recent alumni survey, please see the 2006-2007 report.
-and will have enhanced their own self-understanding, the ability to deal with the
relationship between themselves and others as well as understanding their own
personal values.
IS was not required to survey alumni in year five of the assessment cycle. For the most
recent alumni survey, please see the 2006-2007 report.
In regard to these issues, the director conducted exit interviews with 100% of our
graduating seniors and 100% expressed satisfaction with the program overall. Of those 23
students, the most common response was that they liked the flexibility of the program,
the diversity of course offerings, and the quality of academic advising. The only
consistent weaknesses identified in the program (mentioned by three or more students)
were the need for certain courses to be taught on a more regular basis and for more
international courses in general. Three students suggested that we offer a course on
diplomacy and more courses directly relevant to the Research Intelligence Analyst track.
One student complained that she always had to worry about whether or not we would
continue to offer Chinese. Others mentioned wishing they could have taken Arabic, a
third year of Russian, for more Spanish courses in the summer, and for our core courses
(particularly HST 200) to be offered more often.
The responses collected from students who returned the anonymous surveys were also
largely positive. Students responded that they were adequately prepared in written and
oral communication, and critical thinking, respecting other cultures and diversity. When
asked to indicate how well WSU prepared them in terms of acquiring extensive
knowledge in an area of study, only one respondent indicated a less than satisfactory
result. All the students (except one) reported that the education they received prepared
them for the job they want.
The learning outcomes are as follows:
-graduates will attain proficiency in a second language;
Based on pass rates, 100% of our graduating seniors for the year surveyed did attain
proficiency in a second language.
- will demonstrate themselves to be capable of conducting independent research and
have effective research skills, including proper reference citation in bibliographies
and footnotes;
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The evidence from the writing samples suggests a high success rate in terms meeting our
goals concerning writing, research, critical thinking and problem-solving skills. For
example, of the 13 papers submitted, ten of them passed on all four measures. None of
the papers failed on all four measures. However, two of the papers failed on two
measures, and one was identified as having problems on one of the four measures.
In addition, based on the tabulations of pass/fail grades for writing intensive courses
taken for the major, our 23 graduating seniors took (and passed) a total of 293 writing
intensive courses. The average IS major was successful in nearly 13 writing intensive
courses (far above and beyond even the requirement for the College of Liberal Arts). This
tells us that IS graduates are getting a lot of practice writing, and this is a very promising
sign, given our objectives.
- have strong critical thinking and problem-solving skills; and will be effective
writers.
Please see above.
3.Program Improvements
List planned or actual changes (if any) to curriculum, teaching methods, facilities, or
services that are in response to assessment findings.
With very few exceptions, this year’s evidence suggests that the International Studies program is
meeting its goals. In response to student concerns about the need for more international courses
(and that they be offered more regularly) there is good news. With the assistance of a US
Department of Education Title VIA grant, WSU should now be able to offer Chinese language
instruction on a more reliable basis. Our plans for the expansion of our Asian studies curriculum
are already well under way.
4. Assessment Plan Compliance
Explain deviations from the plan (if any)
Not applicable
5. New Assessment Developments
Describe developments (if any) regarding assessment measures, communication,
faculty or staff involvement, benchmarking, or other assessment measures.
Towards the goal of evaluating a writing sample from each of our majors, the director
continues to remind students in newsletters as well as in advising meetings (and personal
emails to each graduating senior who did not submit a paper) that graduating seniors must
plan to submit a writing sample at the time of the grad check. At the grad check, the
director informs every graduating senior about the anonymous survey that will be mailed
to them and encourages the students to fill out the surveys and return them.
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