MISSION STATEMENT: B.A. and M.A. Degrees in History
With its emphasis on new products and new fashions, contemporary society often
ignores the past or reduces it to banalities for popular consumption or political manipulation.
Too often the history taught in schools lacks energy and imagination; many students not only fail
to gain a sense of history, they come to dislike it. The History degrees at California State
University, Hayward, seek to counter misunderstanding of the past by presenting the study of
History as an enjoyable and fruitful endeavor incorporating the essential elements of liberal
learning, namely, acquisition of knowledge and understanding, cultivation of perspective, and
development of written and oral communication and critical thinking skills. The degree programs
also seek to develop concern for enduring human values and appreciation of diverse contexts
and traditions. They seek to engage students with the excitement, relevance, and wonder of the
human experience over time.
History is an encompassing discipline. Its essence lies in the connectedness of historical
events and human experiences. Historical inquiry goes beyond explanations of what happened,
and how, to investigation of the “why” from multiple perspectives. Students of history learn to
analyze written, oral, visual, and material evidence and to develop and evaluate -- on the basis
of such evidence -- generalizations and interpretations, properly qualified and placed in contexts.
Studying history compels students to comprehend facts, ideas, and interpretations conveyed or
suggested by historical evidence, to contextualize discrete pieces of evidence, and to devise
plausible explanations and judgments based on evidence. If rethinking history is a continuing
theme, as it should be, students will carry their abilities to inquire, analyze and interpret into other
fields and all aspects of their lives and work. A significant portion of the department’s graduates
will enter the teaching profession, but all who complete its programs should be equipped to
approach knowledgeably, sensitively, and critically whatever careers they choose.
PROGRAM GOALS: B.A. Degree in History
A)
THE HISTORY MAJOR AT CSU, HAYWARD MUST EQUIP STUDENTS TO:
1)
Participate knowledgeably in the affairs of the world around them, drawing upon
understandings shaped through reading, writing, discussions, and lectures
concerning the past. All History courses must contain sufficient factual material to
enable students to understand the central themes and issues present in the course.
Factual material must be based on the most recent research findings. But historical facts
should be treated as the beginning rather than the final goal of historical study. Courses
must also explicitly present the analytical concepts that help historians organize
evidence, evaluate its relation to other evidence, and determine the relative importance
of different events in shaping the past and the present
2)
See themselves and their society from different times and places, displaying a
sense of informed perspective and chronology, as well as a mature view of human
nature. Textbooks and lectures sometimes give students the impression that the study
of history is the quest for a single correct answer. Courses must go beyond the
presentation of content and analytical concepts to provide students with multiple
opportunities to do the work of the historian. Students should be taught to think
historically and provided opportunities to develop their own historical interpretations.
This transforms formal study of the past into true understanding of the ways that
conflicting evidence, alternate perspectives, and society’s changing concerns shape
evaluations of the past.
3)
Read and think critically about primary and secondary historical sources, write
and speak clearly and persuasively about historical themes, and conduct historical
research effectively.
Students must be given frequent opportunities for discussion and
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writing in order to learn to practice the art of interpretation and to see the implications of
their own analyses. These experiences should be progressive, with work at each level
building on the studies that students carried out in prior courses.
4)
Exhibit sensitivities to human values in their own and other cultural traditions and,
in turn, interrogate and establish values of their own. In coming to know the past,
students become aware of contrasts between peoples of different times and places and
within their own time and place. These contrasts may reflect differing value systems
translated into action.
5)
Appreciate their natural and cultural environments and respect scientific and
technological developments and their impact on humanity. Through historical study
students become sensitive to the artistic interests and expressions of various peoples
and to the develpment of science and technology.
B.
IN ADDITION, THE HISTORY MAJOR MUST
1)
Comply with the recommendation of the American Historical Association that the
major include the following specific components:
a) a strong foundation course (HIST 1000)
b) a course expressly designed to acquaint students with the diversity of the global
setting in which they live (HIST 1014-15-16)
c) a course in historical methods (HIST 3010)
d) a research seminar with a writing requirement (HIST 4031)
e) an integrating or synthesizing course (HIST 4030)
2)
Require students to develop depth of knowledge and understanding in a single
concentration area while also encouraging diversity, breadth, and student choice.
3)
Provide an active learning environment that promotes independent inquiry in the
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study of history. This includes an adequate supply of relevant and up-to-date maps
and audiovisual materials as well as necessary equipment. The number of students per
class, especially in foundation and capstone courses, must not exceed the number that
can carry on meaningful interactions with the instructor and each other over course
issues. Alternative forms of instruction (e.g., the Internet, cooperative learning and
internships) must also require significant communication between students and faculty
and among students themselves.
4)
Provide students with multiple forms of performance evaluation. Although objective
testing may be useful to prompt students to read assignments, it must not represent the
bulk of stduent evaluation or be the final measure of student success. Student
evaluation must be based primarily on written or other work that allows students to
develop and present their own analyses -- through examinations, oral presentations,
papers, or group projects.
LEARNING OUTCOMES and PERFORMANCE INDICATORS: B.A. Degree in History
I.
Content/Knowledge Outcomes
Outcome 1:
History graduates should demonstrate basic knowledge of major events and
trends in world history. (Developed especially in HIST 1014-15-16).
Indicators:
Grades in HIST 1014, 1015, 1016
Student self-assessment and exit interview
Outcome 2:
History graduates should know basic analytic concepts that help historians
assemble, organize, and interpret evidence. (Developed especially in HIST 1000, 3010,
4030, and 4031)
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Indicators:
Grades in HIST 1000, 3010, 4030, 4031
Portfolio of major papers from HIST 1000, 3010, 4030, and 4031 and at
least one paper from an upper-division course in the student’s
concentration area.
Student self-assessment and exit interview
Outcome 3:
History graduates should demonstrate significant knowledge of major events and
trends in their area of concentration. (Developed especially in courses in concentration
area).
Indicators:
Grades in courses in concentration area
Student self-assessment and exit interview
II.
Skill/Method Outcomes
Outcome 4:
History graduates should be able to critically assess primary and secondary
historical sources and “think historically” and critically about the past. (Developed in all
History courses but especially HIST 1000, 3010, 4030, and 4031).
Indicators:
Portfolio of papers from HIST 1000, 3010, 4030 and 4031
Student self-assessment and exit interview
Outcome 5:
History graduates should be able to write and speak clearly and persuasively
about historical themes. (Developed in all History courses, but especially in HIST
1000, 3010, 4030, and 4031).
Indicators:
Portfolio of papers from HIST 1000, 3010, 4030 and 4031
University Writing Skills test
Student self-assessment and exit interview
Outcome 6:
History graduates should be able to conduct basic historical research in primary
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source materials and provide original interpretation of sources. (Developed especially in
HIST 4031).
Indicators:
Grade in HIST 4031
Portfolio
Outcome 7:
History graduates should be able to use the library to conduct historical research.
(Developed especially in HIST 1000, 3010, 4030, and 4031).
Indicator:
III.
Portfolio
Dispositional Outcomes
Outcome 8:
History graduates should be aware of contrasts between peoples of different
times and places and display a sense of informed perspective and chronology.
(Developed in all History courses but especially HIST 1014-15-16, HIST 4030, and in
upper-division History electives).
Indicators:
Portfolio
Self-assessment and exit interview
Outcome 9:
History graduates should exhibit sensitivities to human values in their own and
other cultural traditions and, in turn, interrogate and establish their own values.
(Developed in all History courses but especially HIST 1014-15-16, HIST 4030, and in
upper-division History electives).
Indicators:
Portfolio
Self-assessment and exit interview
Outcome 10: History graduates should exhibit sensitivities to the artistic, scientific, and
technological interests, expressions, and accomplishments of various peoples.
(Developed in all History courses but especially HIST 1014-15-16, HIST 4030, and in
upper-division History electives).
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Indicators:
Portfolio
Self-assessment and exit interview
LEARNING OUTCOMES and PERFORMANCE INDICATORS:
M.A. Degree in History
I.
Content/ Knowledge Outcomes
Outcome 1: M.A. graduates should demonstrate in-depth knowledge of at least two of the
following fields, one of which must be outside the U.S.: Ancient and Medieval Europe, Modern
Europe, Modern China, Modern Japan, California and the West, Early America, the Civil War,
U.S. Women’s History, American Intellectual History, Native American History, and/or Latin
America (History Conference courses [HIST 6100-6500], electives, and project work [HIST
6899, 6901, 6909, 6910])
Indicators: Grades in History Conference courses, elective courses, and project
work; portfolio; exit interview
Outcome 2: M.A. graduates should possess an understanding of the main arguments and
themes in contemporary historiography (HIST 6030)
Indicators: Grades in HIST 6030; portfolio; exit interview
Outcome 3: M.A. graduates should demonstrate command of a special research area
(project work)
Indicators: Grades in project work; portfolio; exit interview
Outcome 4: M.A. Graduates should demonstrate familiarity with Bay Area research
libraries, archives, and special collections
Indicators: Grades in HIST 6010 and project work; exit interview
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II.
Skill/ Method Outcomes
Outcome 5: M.A. graduates should possess advanced writing and interpretative skills for
analyzing both secondary and primary sources (History Conference courses, HIST
6030, HIST 6010)
Indicators: grades in History Conference Courses, 6030, and 6010; portfolio;
exit interview
Outcome 6: M.A. graduates should demonstrate advanced research abilities, in
conventional historical collections and in Internet sources (HIST 6010 and project
work)
Indicators: grades in HIST 6010, and project work; portfolio; exit
interview
Outcome 7: M.A. graduates should demonstrate the ability to complete a major
independent project in history (project work)
Indicators: grades in project work; portfolio; exit interview
III.
Dispositional Outcomes
Outcome 8: M.A. graduates should be familiar with cross-cultural approaches to
historical study and the humanistic values underlying a historical worldview
(History Conference courses, elective courses, HIST 6030)
Indicators: Grades in History Conference courses, electives, and project work;
portfolio; exit interview
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Outcome 9: M.A. graduates should adhere to the standards of academic honesty,
including appropriate attribution of all sources (all coursework)
Indicators: Grades in all coursework; portfolio; exit interview
Outcome 10: M.A. graduates should be familiar with the values of the historical
profession, including ethics and standards for work in research libraries, on the
Internet, at professional conferences, and at interviews for employment (HIST
6010, project work)
Indicators: exit interview
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ASSESSMENT
METHODS
OUTCOM
E
Portfolio of final
assignments from
HIST 1000, 3010,
4030, 4031 and
one assignment
from an upper
division course in
student's
concentration area.
WHEN / WHERE
(COURSE / TIME)
BY WHOM
WHO ASSESSES
HOW STUDENTS
GET FEEDBACK
WHO ANALYZES
& REPORTS
DATA
Faculty committee
in courses
Faculty committee
Instructors of
courses
Ongoing in HIST
1000, 3010, 4030,
4031
Grad check or TBD
Department
adviser
Faculty committee
N/A
Faculty committee
HIST 1000, 3010,
4030, 4031
Instructors of
courses
Faculty committee
in courses
Faculty committee
Self-assessment
HIST 1000 -- all
students
(frosh/transf)
Instructor
Faculty committee
N/A
Faculty committee
Portfolio
HIST 1000
Instructor
Faculty committee
in course
Faculty committee
Self-assessment
MIDWAY
Portfolio of final
assignments from
HIST 1000, 3010,
4030, 4031 and
one assignment
from an upper
division course in
student's
concentration area.
INCOME
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DEPT.
HIST
HIST
HIST
HIST
LEARNING OUTCOME DESCRIPTION
History graduates should be able to critically
assess primary and secondary historical sources
and “think historically” and critically about the
past.
History graduates should be able to use the library
to conduct historical research.
History graduates should demonstrate basic
knowledge of major events and trends in world
history.
History graduates should know basic analytic
concepts that help historians assemble, organize,
and interpret evidence
Primary
Content
Key Code
Secondary
Content
Key Code
Knowledge
Skill
Disposition
Code Definition
AGE-CT
S
D
Advanced General Education - Critical Thinking
AGE-IL
S
DK
K
DK
K
Advanced General Education - Information Literacy
Discipline Knowledge
HIST
HIST
HIST
HIST
History graduates should demonstrate significant
knowledge of major events and trends in their
area of concentration.
History graduates should be aware of contrasts
between peoples of different times and places
and display a sense of informed perspective and
chronology.
History graduates should exhibit sensitivities to
human values in their own and other cultural
traditions and, in turn, interrogate and establish
their own values.
History graduates should be able to conduct basic
historical research in primary source materials,
provide original interpretation of sources, and
provide accurate referencing for all sources
DK
K
DK
K
ECR
MICA
D
S
Ethics/Civic Responsibility
Methods of Inquiry - Critical Analysis
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HIST MA
HIST MA
HIST MA
HIST MA
HIST MA
HIST MA
HIST MA
HIST MA
M.A. Graduates should demonstrate familiarity
with Bay Area research libraries, archives, and
special collections
AK
K
M.A. graduates should be familiar with crosscultural approaches to historical study and the
humanistic values underlying a historical worldview
(History Conference courses, elective courses, HIST
6030)
DK
K
DK
K
M.A. graduates should demonstrate in-depth
knowledge of at least two of the following fields,
one of which must be outside the U.S.: Ancient and
Medieval Europe, Modern Europe, Modern China,
Modern Japan, California and the West, Early
America, the Civil
M.A. graduates should possess an understanding of
the main arguments and themes in contemporary
historiography (HIST 6030)
M.A. graduates should demonstrate command of a
special research area (project work)
M.A. graduates should adhere to the standards of
academic honesty, including appropriate
attribution of all sources (all coursework)
M.A. graduates should be familiar with the values
of the historical profession, including ethics and
standards for work in research libraries, on the
Internet, at professional conferences, and at
interviews for employment (HIST 6010, project
work)
M.A. graduates should demonstrate advanced
research abilities, in conventional historical
collections and in Internet sources (HIST 6010 and
project work)
Area Knolwedge
Discipline Knowledge
DK
K
DK
K
DS
ERC
DS
ERC
DS
S
1. Discipline Skill
2. Ethics/Civic Responsibility
1. Discipline Skill
2. Ethics/Civic Responsibility
K
S
Discipline Skill
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HIST MA
HIST MA
M.A. graduates should demonstrate the ability to
complete a major independent project in history
(project work)
EXPR
S
Expression/Production
M.A. graduates should possess advanced writing
and interpretative skills for analyzing both
secondary and primary sources (History
Conference courses, HIST 6030, HIST 6010)
MICA
S
Methods of Inquiry - Critical Analysis
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In response to your memorandum of June 13, the History Assessment Coordinators are
providing the following report on the progress of assessment and outcomes for the
History Major and M.A. Programs. The report should be considered in conjunction with
“History Mission Statement” and “Learning Outcomes and Performance Indicators: B.A.
Degree in History” already completed.
In addition, the Assessors have attached “Learning Outcomes and Performance
Indicators: M.A. Degree in History” to be test-piloted in 2002-2003
IV.
The Pre-Test-Pilot
History completed a midway/exit pilot for the undergraduate program, using classembedded testing based on the core curriculum for History Majors (HIST 1000, HIST
3010, HIST 4030, and HIST 4031).
The pilot followed 3 steps:
1) HIST 1000, 3010, 4030, and 4031 faculty (Weiss, Thompson, Henig, and Andrews)
compiled their syllabi, with expressed course goals
2) Coordinators created a History Core Rubric, based on History Outcomes (see
attached form)
3) Coordinators compared the faculty expectations of final papers with the expectations
of the Rubric
V.
History Coordinators’ Analysis
The Coordinators found the following:
 Faculty expectations and the Core Rubric were largely coincident, with greater
emphasis by the faculty on writing, correct citation form, and class
participation; and greater emphasis by the Rubric on course content (largely
because, with the exception of HIST 4030, these core courses, focus on skills)
 Faculty evaluation of student written work especially emphasized effective
argumentation, writing skills, and proper source referencing: suggesting that
the latter should appropriately included in the Core Rubric.
 The Department’s design of the major appears to be working, in that students
are producing significantly different content for significantly different
purposes in these core courses. When the first full-fledged test-pilot, including
compiling of portfolios, is concluded next year, the Department will be able to
determine how well individual students are progressing through the major.
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Recommendations for Redesign for Methods, Protocols, and Rubric
The History Coordinators recommend that the History Department pursue the
following:
 revise the History Outcomes to include outcomes on ability to properly cite
references and to adhere to academic honesty.
Proposed revisions:
“Outcome 6: History graduates should be able to conduct historical
research in primary source materials, provide original interpretation of
sources, and provide accurate referencing for all sources.”
Replace current Outcome 10 (redundant with Outcome 9) with the
following: “Outcome 10: History graduates should exhibit a sensitivity to the values of academic honesty and repudiate all forms
of plagiarism and cheating.”
 accept the Core Rubric, revised to add a category requiring students to use
proper citations and to respect academic honesty
 urge that faculty teaching the major’s core courses incorporate the basic
categories of the Core Rubric into course syllabi, while still maintaining the
unique ingredients important to each particular class
Plans for AY 2002-2003
In the upcoming AY, the History Department will be prepared to complete the following:
 design a pilot for students’ self-assessment in the major’s core courses
 design a History Concentration Rubric for the major’s concentration courses
 design an exit survey for History Majors
 test-pilot, by the same methods as used above, a group of 20 incoming majors,
both lower and upper division, who will write self-assessments in HIST 1000;
build a portfolio of their major papers from 1000, 3010, 4030, and 4031, and
at least one major paper from their concentration area; and complete an exit
survey at the end of the year
 devise similar methods to assess the outcomes of the History M.A. Program
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