STUDENT LEARNING ASSESSMENT PROGRAM
SUMMARY FORM AY 2013-2014
Degree and
Program Name:
M.A. History Historical Administration Option
Submitted By:
Nora Pat Small
Please use size 10 font or larger.
Please complete a separate worksheet for each academic program
(major, minor) at each level (undergraduate, graduate) in your
department. Worksheets are due to CASA this year by June
14, 2014. Worksheets should be sent electronically to
kjsanders@eiu.edu and should also be submitted to your college
dean. For information about assessment or help with your
assessment plans, visit the Assessment webpage at
http://www.eiu.edu/~assess/ or contact Karla Sanders in CASA at
581-6056.
PART ONE
What are the learning
objectives?
How, where, and when are
they assessed?
What are the
expectations?
What are the results?
1. Students will
incorporate the theories
and principles of
Historical Administration
into their written work,
oral presentations, and
major projects, thus
demonstrating their
ability to think critically
and analytically about
these concepts, as well as
demonstrating effective
oral and written
communication skills.
Four major capstone
experiences:
1.) installed class exhibit
2.) written comprehensive
exam
3.) revised seminar paper
(chosen by the student) for
defense at oral
comprehensive exam
4.) oral comprehensive
exam (which covers the
gamut of their experience
as a student and an intern,
as well as the scholarship
demonstrated in the
seminar paper).
Rubric for assessment of
oral and written
comprehensive exams is
attached.
1. Class Exhibit
 Exhibit plan and
design will
demonstrate ability to
deliver complex
messages in simple
manner
 Exhibit plan and
design will respond
to, address, or
demonstrate an
awareness of multiple
perspectives or
arguments
 Exhibit plan and
design will
demonstrate an
awareness of multiple
audiences
 Exhibit will respond
to front-end analysis
conducted by
students
1. Class Exhibit, 2013-14
Students researched, designed, fabricated,
and installed “Text and Textiles: Crafting the
Lives of Guy and Irene Buzzard”
Central to the exhibit design process is
translation of complex topics into a
presentation that is readily accessible to
visitors with no knowledge of the topic,
while remaining interesting to those with
more familiarity. The students successfully
‘wove’ personal, institutional, and historical
contextual stories into a coherent narrative
through careful choice of artifacts for
display, concise label copy, and gallery
design. They also used a variety of digital
platforms to present ideas of text and textile
to the public.
Students successfully presented multiple
historical perspectives, as is evident from the
materials they included on the exhibit’s
website:
http://www.eiu.edu/ha/exhibits/2014/home.h
Committee/ person
responsible? How are
results shared?
1. Instructor for exhibit
design course. Results
shared through the
exhibit itself; through
discussion among the
HA faculty, guest exhibit
curator, and exhibit site
client; and through
discussions between
faculty and students.
While the exhibit is
public, and therefore the
results are technically
shared with anyone who
visits, the analysis of the
outcome remains
confined to those who
participated in the
process.
2. Two to three members
of the HA faculty read
each written
comprehensive exam and

Students will critique
the exhibit through
summative
evaluations or final
reports
2. Written Comprehensive
Exam
 Students will respond
in a clear and
organized fashion to
a total of four
questions
 Students will employ
relevant theories
and/or principles to
support their answers
 Students will
incorporate their own
projects, research,
and perceptions
gained from the fall
and spring study trips
into their answers
3. Revised Seminar Paper
 Paper clearly states
and defends a thesis
 Paper incorporates
and explains relevant
theories and/or
principles
 Paper demonstrates
ability to use primary
and secondary
sources critically
4. Oral Comprehensive
Exam
 Students will be able
to succinctly state
seminar paper thesis
 Looking back on
their coursework,
students will analyze
tml
Students reached multiple audiences beyond
the physical exhibit in the Tarble through the
use of several social media sites, as well as
through the creation of the exhibit website,
itself. (Access this through the website url
above.) Students have also conducted gallery
talks and demonstrations.
Students conducted multiple front-end
analyses prior to determining the precise
direction and narrative of the exhibit
consisting of interviews, focus groups (on
and off campus), and questionnaires
Students critiqued the exhibit through
summative evaluation based on
questionnaires and site visits, and in an ingallery intensive critique
2. Written Comprehensive Exam
All members of the class of 2012-2013
passed their written exams. As always, each
exam was read by two-three faculty
members (including the coordinator) who
provided feedback to the coordinator on
whether or not the students had achieved the
previously stated expectations. Students
continue to emphasize the applied aspects of
the program in their written comprehensives,
often citing field-wide standards. As was
true last year, few chose to incorporate
literature from the field that helps to
contextualize (providing underlying
philosophy or historiography) those
professional standards and practices.
3. Revised Seminar Paper
Students are required to revise one seminar
paper in accordance with one faculty
member’s suggestions. Seminar papers are
share impressions of
those exams prior to the
oral comprehensive
exam. Comments are
either written on the
exam or shared with the
coordinator. Students are
also informed of the
assessment of their
written exams at their
oral exams (assuming
there were no serious
problems that would
have required retaking
the exam—which has
never happened to my
knowledge), and are
sometimes asked to delve
more deeply into a topic
they addressed in their
written comprehensive
exam.
3. One to two members
of the HA faculty read
each seminar paper
submitted for the
student’s permanent file.
The student then
responds to suggestions
for revision. The revised
paper is read by twothree members of the HA
faculty, who share their
critiques prior to and
during the oral
comprehensive exam. All
faculty are informed of
the student’s
performance after the
oral exam.
4. Two to four members

the ways in which
relevant theories and
principles were
incorporated into
their various projects
and papers, as well as
into their written
comprehensive exam
answers
Students will discuss
the theory and
principles of
Historical
Administration in the
context of their
internships
read by two-three faculty members prior to
oral comprehensive exams. Eight of the 10
full-time members of the class of 2012-13
have submitted their papers and passed their
oral exams. The part-time student also
submitted his paper and completed his oral
exam. All of those students who have
completed their oral comps have
successfully fulfilled all of the expectations
for their seminar paper, which becomes a
permanent part of their file. We had several
strong papers, but not due a change in
curriculum, as this class completed their
coursework under the old curriculum. We
continue to strive to have students make
original contributions to the literature
through the use of primary sources and
analysis of the literature in the field, but
some are more successful than others.
4. Oral Comprehensive Exam
Eight of the ten full-time members of the
class of 2013-14 have taken and passed the
oral comprehensive exam. Our most recent
part-time student has taken and passed his
oral exam. Another oral exam is scheduled
for late May 2014, and the last one is yet to
be scheduled. All were able to clearly and
concisely restate their seminar paper’s thesis,
and were able to discuss/ defend their paper
topic. All reflected on their coursework and
affiliated projects, as well as their
internships, in the process considering the
principles and theories that underlay that
work.
of the HA faculty
participate in each oral
comprehensive exam.
Results of the exam are
discussed immediately
following administration,
prior to deciding whether
the student has passed, or
achieved a pass with
distinction. The student
is informed of the
decision immediately.
The HA Program
Committee meets at least
once a year to discuss
overall results of written
and oral comprehensive
exams, as well as papers
and projects that have
been or will be
incorporated into class
work.
The HA faculty continue
to evaluate and discuss
student performance and
stress levels throughout
the year. In this way we
are able to detect and
address particular
strengths and weaknesses
of the group and of
individuals.
Finally, the HA
coordinator, at multiple
points throughout the
year reviews with the
students (as a group) the
expectations for the
written and oral exams,
the internship reports,
2. Students will apply the
theories and principles of
Historical Administration
in accordance with
professional standards.
Successful applications
will demonstrate the
ability to think critically
and analytically about the
application of these
concepts.
In order to achieve
Objective 1, students need
the opportunity to apply
the theory and principles
they are attempting to
master. They have multiple
opportunities throughout
the academic year and
during their 6-month
internship to apply these
theories and principles.
Specific projects vary from
year to year but include
such things as writing
grants for area historical
and cultural agencies,
creating public
programming for local
historical and cultural
organizations, designing,
fabricating and installing
an exhibit in a local venue.
These projects are
completed as part of the
course requirements for
HIS 5010 Administration
of Historical
Organizations, HIS 5030
Archival Methods, HIS
5060, HIS 5090 Care and
Management of Historic
Artifacts, HIS 5110 and
5111 History Museum
Exhibits. The assessment
measure for this objective
is simply the attempt to
incorporate theory and
principle into practice
Applied projects will
explore the relationship
between theory or
principles and practice.
Student exhibit will
demonstrate familiarity
with a variety of media
and presentation methods.
Internship special project
report will explain both
the practical and
theoretical principles
involved in the project.
Internship supervisor will
express satisfaction with
the knowledge and skills
the student brought to the
internship.
Written exams will
incorporate students’ own
projects, research, and
perceptions gained from
the fall and spring study
trips into their answers,
and will explain the role
of theory and principles in
their projects and/or in the
projects and practices of
the institutions visited.
During the oral exam,
students will explain the
application of theory and
principles in their own
APPLIED PROJECTS
Multiple courses throughout the academic
year require students to complete projects in
which they must translate readings and
theoretical knowledge into practice. Projects
conducted by the class of 2013-14 included:
writing grants for local and regional cultural
institutions; researching, designing,
fabricating, and installing the annual HA
exhibit, “Text and Textiles: Crafting the
Lives of Guy and Irene Buzzard”;
developing feasibility plans for open storage
of collections for the College of Education
and Professional Studies and for the Tarble
Art Center; cataloguing the Tarble’s Buzzard
textile collection; completing archival
projects for the College of Ed’s Lab School
holdings and for the University archives;
digitizing the Tarble’s folk music collection;
and creating public programs for the
Charleston Historic Preservation
Commission. All of these projects required
that the students grapple with the application
of professional standards and principles
while coping with real-world limitations and
constraints.
STUDENT EXHIBIT
The students’ annual exhibit incorporated a
wide variety of media and presentation
methods. The extent of their involvement
with those media and presentation methods
can be seen at
http://www.eiu.edu/ha/exhibits/2014/home.h
tml. They created a carefully thought-out
web presence, as well as a well-designed
exhibit. An excerpt from an article written
for the HAPA newsletter, gives their sense
and their revised seminar
papers. The students are
reminded to employ their
HA Student Handbooks
as reference guides.
APPLIED PROJECTS
Instructors for respective
courses. Depending on
project, results shared
publicly, or within in HA
Grad Committee, or with
the partner institution.
STUDENT EXHIBIT
Course instructor.
Results shared
publically, with partner
institution, and with HA
faculty through formal
and informal meetings as
well as through the
exhibit opening.
INTERNSHIP/SPECIAL
PROJECT REPORTS
HA Coordinator. All HA
faculty participating in
the student’s oral
comprehensive exam
review these reports.
COMPREHENSIVE
EXAMS
HA Coordinator
schedules. At least two
HA faculty, usually 3
and sometimes 4,
participate in oral exams.
All HA faculty read
students’ responses to the
questions the faculty
member posed on the
written comps. Students
through these discrete
projects.
Students’ overall success
in applying the theories
and principles of the
multiple disciplines
incorporated in the field of
Historical Administration
is assessed through the
applied projects completed
in the course of the
academic year, the written
and oral comprehensive
exams (the written exam
administered at the end of
the academic year, the oral
exam administered at the
completion of the
internship) and through the
required internship report,
internship special project
report, seminar paper
submitted for permanent
file, and internship
supervisors’ letters of
evaluation.
applied projects, or as
observed on study trips to
various institutions.
Students will receive a
pass or pass with
distinction on written and
oral comprehensive
exams. A pass will
constitute a demonstration
of knowledge
commensurate with an
emerging professional:
1. knowledge of
professional standards
2. some experience
applying those
professional standards
3. knowledge of
principles and theories
that underlay museum and
cultural institution
practice
4. some experience
applying those principles
and theories
of accomplishment in their own words:
“During exhibit installation week, the H.A.
students worked long and hard to create the
right atmosphere and background for their
exhibition. After months of planning and
design, led by the Exhibit Team (Amanda
Hursch, Brittany Contratto, Caitlin Smith,
and Jim Willaert), the objects came to life
for the students; labels were created, panels
were mounted, and lighting was set. The
Marketing/Publicity Team (Stevy
Hernandez, Desiree Ramirez, and Sarah
DePuy) documented the exhibit progress
throughout the week (as well as all of spring
semester), posting photos on the Text &
Textiles social media sites.
“The Text & Textiles exhibit opening on
April 11, 2014, had a great turnout, with 114
people in attendance. At the reception,
President Perry gave words of welcome to
the audience members at the Tarble Arts
Center. Special guests, such as Charles
“Buzz” Buzzard and family members, shared
memories of Guy and Irene Buzzard’s crafts.
“On May 1, the Education Team (Cate
LiaBraaten, Stephanie Templin, and Erin
Richards) led a gallery talk for an insightful
group. They interpreted the exhibit for the
audience members through Cate’s galley talk
as well as Erin’s weaving and Stephanie’s
huck embroidery. These demonstrations
allowed visitors to realize how much time
and dedication it took for Irene and Guy
Buzzard to create their textile crafts.
“The H.A class learned many crafts and
skills from community members, classmates,
and personal research, allowing them to
produce an exhibit that made connections to
the visitors’ collective memories.”
INTERNSHIP AND SPECIAL PROJECT
REPORTS
receive feed-back on
their written comps when
they return for their oral
comps, and receive a
decision on their oral
comprehensive
performance
immediately.
Nine of the ten members of the class of
2012-13 have completed their internships.
The internship and special project reports
were all thoughtful critiques of their
experiences in general and of their special
projects in particular. All students referenced
professional standards, and considered where
and why their projects met or fell short of
those standards.
All internship supervisors were pleased with
the level of expertise and professionalism
that the students brought to their internships.
WRITTEN COMPREHENSIVE EXAMS
In the course of answering the questions
posed for their written comps, all students
from the class of 2012-13 demonstrated an
ability to address professional standards in
the context of projects and study trips. They
also grappled with the difficulties inherent in
applying best practices based on field-wide
principles in the face of ever-present
constraints. (The May 2013 Written
Comprehensive Exam is attached.) The
Written Comps for the class of 2013-14 will
be assessed in the Fall when faculty return to
campus. In keeping with the revision of the
curriculum, the questions have been grouped
in a different manner so as to encourage
more critical thinking about each area of the
curriculum. (May 2014 Written Comp Exam
is attached.)
ORAL COMPREHENSIVE EXAMS
All students completing their oral comps
over the course of the last academic year
were challenged to consider why their
internship institutions functioned the way
they did, why their internship projects were
structured as they were, what problems they
encountered with their projects during the
academic year, and so on. Few could cite
specific literature in the field that grappled
with the problems they encountered (a
common problem, perhaps due to the lag
time between completion of the academic
courses and taking the oral exam), but all
understood the issues and could think
critically about the application of principles
and standards in the field.
3. Students will
demonstrate advanced
scholarship through
achieving a competency
in the historiography of
the disciplines integral to
historical administration.
Competency requires
familiarity with the
literature of the
respective disciplines and
the incorporation of that
literature into their
research
papers and projects.
Students’ grasp of relevant
historiography is assessed
through their use and
discussion of that literature
in their research papers and
major projects in HIS 5010
Administration of
Historical Organizations,
HIS 5020 Historical
Interpretation for Public
Audiences, HIS 5040
Research Methods in Local
History, HIS 5050 History
of American Architecture,
and HIS 5330 Material
Life in America. Again,
gaining a competency in
this literature requires
repeated exposure and
practice in its use.
Students’ overall success
in achieving a competency
in the relevant
historiography is
demonstrated through use
of and discussion of that
In the aggregate, a
student’s research papers
and comprehensive exams
will demonstrate
awareness of multiple
historiographies
associated with the
various disciplines within
historical administration.
Papers and
comprehensive exams
will demonstrate
familiarity with specific
authors’ viewpoints and
arguments.
Papers and
comprehensive exams
will demonstrate an
awareness of the ways in
which politics, society,
and culture shape
perceptions of the past
and museum policy.
COMPREHENSIVE PASS
Nine of the ten members of the class of
2012-13 have passed their oral exams (the
last will return in Fall ’14 to take that exam).
All demonstrated knowledge commensurate
with being an emerging professional (as laid
out in the previous column).
Members of the class of 2012-13
demonstrated a competency in understanding
the literature and historiography of the field
through their successful completion of the
course requirements under the old
curriculum. Members of the class of 2013-14
demonstrated a competency in understanding
that literature and historiography through
successful completion of the courses listed in
the second column.
All but one member of the class of 2012-13
have completed both sets of comprehensive
exams, and have turned in the seminar paper
for their permanent file. Some of those
papers deal only superficially with
historiography, some of the comprehensive
exams demonstrate a difficulty in translating
knowledge about historiography garnered in
class into their own thinking about those
comprehensive questions. Students often
incorporate a single author into their work,
but are hard pressed to put that author’s
work into a larger historical context. We
hope, through our revised curriculum, to
have more success in this area, but won’t
know until the class of 2013-14 completes
Course instructors
responsible for assuring
competency in their
respective courses.
Results shared
informally in HA Grad
Committee.
All HA faculty
responsible for reading
their segments of the
written comprehensive
exam. Those faculty
attending the oral comp
are responsible for
assuring student
competency there.
Results of
comprehensive exams
shared informally in HA
Grad Committee, and
with students as noted
above.
literature in written and
oral comprehensive exams,
and in the revised seminar
paper turned in for their
permanent file.
4. Students will
demonstrate a
competency in
formulating, conducting,
and presenting research.
Competency in
presenting research
includes the ability to
articulate, in writing and
orally, such things as key
concepts that drive their
research, research
questions , thesis
statements, and
supporting arguments.
Assessed throughout the
academic year in papers
and projects completed for
HIS 5010 Administration
of Historical
Organizations, HIS 5020
Historical Interpretation for
Public Audiences
(formerly Historical
Interpretation and Research
Methods in Local History),
HIS 5040 Research
Methods in Local History
(new curriculum), HIS
5050 U.S. Architecture,
HIS 5330 Material Life in
America.
As with the previous
learning objectives, this is
a skill that requires
practice. The assessment
measure for this objective
is the attempt, in various
formats, to articulate key
concepts, research
questions, thesis
statements, and supporting
arguments.
Students’ overall success
in achieving this objective
is assessed through the
all degree requirements following their
internships.
Formulating: Students’
papers or projects will be
based on a research
question or thesis derived
from course readings and
discussions or from
curiosity about a
particular aspect of the
material studied in that
course; seminar papers
will reflect wide reading
in both primary and
secondary sources in the
subject area.
Conducting: Students will
seek out resources in a
variety of formats and
from a variety of sources,
both secondary and
primary; student research
will ensure that the
student has a strong grasp
of the scholarship/
historiography in the field
of research.
Presenting: Seminar
papers offer a clear thesis;
supporting argument is
clearly laid out; argument
is based on accurate and
valid evidence; paper
Course work (papers, projects, class
discussion) suggests that students understand
that politics, society, and culture shape
perceptions of the past and shape museum
policy, but incorporating that knowledge into
comprehensive exams seems to remain a
challenge.
Members of the class of 2013-14 have
produced a variety of papers and projects
throughout the academic year. In the process
they have articulated key concepts, devised
research questions and thesis statements, and
marshaled evidence to support their
arguments or procedures. They have
presented this research publicly in the form
of an exhibit, in gallery talks, and through
the creation of websites, and less publicly
through informal class presentations.
All but one member of the class of 2012-13
have successfully completed their oral
comprehensive exams, during which they
defended their seminar papers. All submitted
seminar papers demonstrated the ability to
formulate a clear thesis, reflected research in
primary and secondary sources,
demonstrated knowledge of the scholarship
in their respective areas of research, and
were clearly argued. Many of these papers
also demonstrated a reluctance to integrate
the particular topic into the larger questions
posed by scholars in that arena. All students
were pressed to consider ways to expand on
their research questions, sources, and
connections to the larger field during their
oral exams. Most could do this.
Instructor of record
responsible for assessing
work on individual
papers and projects
throughout the academic
year.
Members of the oral
comprehensive
committee assess
student’s seminar paper
and student’s ability to
present and defend
his/her argument during
the oral exam.
seminar paper submitted
for the oral comprehensive
exam and for their
permanent file.
Students’ overall success is
also assessed during their
oral comprehensive exam,
where the examiners are
looking particularly for the
ability to verbally
articulate and present their
research
provides synthesis and
analysis of arguments
from secondary sources
and demonstrates that
student has interpreted
primary sources critically;
oral presentations or
public presentations of
any sort (exhibit, public
programming, paper
presentation) demonstrate
command of subject and
ability to engage and
inform audience.
(Continue objectives as needed. Cells will expand to accommodate your text.)
PART TWO
Describe your program’s assessment accomplishments since your last report was submitted. Discuss ways in which you have responded to the
CASA Director’s comments on last year’s report or simply describe what assessment work was initiated, continued, or completed.
The HA faculty were honored that the Program was awarded the Provost’s Assessment Award this past year.
We continue to respond to the needs of the museum field, and believe that our new curriculum directly addresses the recommendations made in a recent study by
Dr. William Bomar, “Skills Most Valued for Entry-Level Professional Museum Positions,” AASLH Technical Leaflet #261. The first two recommendations
directly pertain to museum studies programs:
1. “Students preparing for a museum or public history career should work to strengthen their skills in leadership, oral and written communication, interpersonal
relationships, community engagement, and technology. Students should also get as much experience working in museums or heritage sites as possible.”
Our new curriculum directly addresses all of these issues—two courses on Leadership in Museums provide students the opportunity to interview leaders in the
field, to present the results of those interviews to HA faculty, and to create e-portfolios. All courses provide students the opportunity to hone written and oral
communication skills. All of the applied courses build interpersonal relationships and community engagement. And all students are required to complete a 6month internship, giving them additional experience in the field, outside of the direct supervision of faculty members.
2. “Graduate museum students and public history programs should . . . ensure that they adequately emphasize museum administration and management, the
public dimension of museums, and technology, and that they provide adequate opportunities for field experiences and closely-supervised funded internships.”
Our two courses in Museum Leadership are focused specifically on museum administration and management, and include material on the public dimension of
museums as well as technology. Other courses (including HIS 5060, 5110, and 5111) incorporate the history and nature of the public dimension of museums; and
5110 and 5111 specifically provide students with direct experience in engaging a broad public in their exhibit. One thing that has not changed in our curriculum
is the multiple opportunities students have for field experience—not only do they devise their own projects in conjunction with external partners (exhibit,
preservation project, archival project, grant writing, and more) they also all participate in the Fall and Spring Study Trips to sites well beyond Charleston, and
participate in an annual trip to the U. of IL museums and library collections storage, and to Taylor Exhibit Studios. While we do not require that our students’
internships be funded, they must be closely supervised by a museum professional, and meet all the standards laid out in our internship guidelines. This year, we
were able to offer three students scholarships to offset some of the expenses of their unfunded internships, thanks again to program supporters.
All students from the class of 2012-13 received top marks from their internship supervisors, suggesting to us that we are achieving our program goals.
When assessed against these recommendations, the Historical Administration Program continues to deserve its national reputation as one of the top programs for
producing museum professionals.
PART THREE
Summarize changes and improvements in curriculum, instruction, and learning that have resulted from the implementation of your assessment
program. How have you used the data? What have you learned? In light of what you have learned through your assessment efforts this year and
in past years, what are your plans for the future?
In 2013-14 we implemented the new HA curriculum, which was devised after a long process of program analysis (described in last year’s report).
That new curriculum includes new opportunities for the HA students to share their work, and thus refine their presentation skills. The students
presented their new e-portfolios to the HA program applicants during March interview weekend, and the HA faculty were all impressed with the
professionalism of their presentations. Those e-portfolios may be accessed through the Internship web page by clicking on the student locations on
the interactive map: http://www.eiu.edu/ha/internships.php. In addition, students introduced the annual exhibit at the exhibit opening, conducted
demonstrations at the exhibit opening, and conducted gallery talks at several points throughout the spring semester. Students also presented the
programs they had created for the Charleston Historic Preservation Commission to the chair of the Commission, who was impressed with the
quality of the projects as well as of the presentations.
One of our goals with the new curriculum was to enable and encourage the students to thoughtfully integrate professional and historical literature
from the museum field into all of their research and applied projects. The jury is still out on how successful we were in this first year. We should
have a better idea of how they have fared in this area when they turn in the required seminar research paper prior to their oral comprehensive
exams, and as they return to complete their oral exams.
Although our learning objectives have not changed for this round of assessment (as we transition from the students still operating under the old
curriculum to all students working under the new curriculum), all members of the HA class of 2013-14 received a copy of the Program
Competencies and the rubrics for Oral and Written Comprehensive Exams. (attached) Early in the Fall 2014 semester the incoming HA
coordinator (spring 2015) and the outgoing HA coordinator will be examining these learning goals, assessment measures, and expectations to
ensure alignment, and will then share their suggestions with the rest of the HA faculty, revising as needed.