Have formal Program Learning Outcomes (PLOs) or Student Learning Outcomes (SLOS) been developed?
Do PLOs include or imply link to Core Competency? (AY 2020-2021: Information Literacy)?
Students earning the BA in History will . . . (1) Conduct original historical research. This implies the ability to . . . Research and analyze historical evidence from both primary and secondary sources; (2) Communicate historical knowledge and explanations to others. This implies the ability to . . . Follow proper rules of grammar and syntax, and accepted style of the profession (Chicago Manual of Style).
Process of Core Competency Assessment:
HIST 490 Senior Thesis
Students are required to submit a 30-page minimum thesis in Chicago format. Thesis must be argument-driven with proper citations (footnotes) and quotes; bibliography and cover page are also required. Students are to avoid the use of “I” and passive tense. Thesis must also show that writers have taken into account reviewers’ comments for the final draft.
Type of Student Artifact
Rubric or other instrument
GE Rubric for Information Literacy
Data (measurement of the competency)
Two readers external to the department read eight (n = 8) theses. Averages for each category are as follows: Document Conventions (3.06), Appropriateness of Sources (3.25), Evaluating Sources (2.93), and Integrating Sources (3.37). The average for the third category reflects student reticence in evaluating the sources themselves—this may be an area for potential improvement.
Action Taken in Response to the Data (What will you do in response to the Findings?)
Based upon an analysis of the assessment scoring, the History Department is pleased to see an increase in the average scores for both Document Conventions and Integrating Sources, as the department had increased the number of assignments and attention paid to citation and the integration of source material. Appropriateness of Sources remains a strong category for the History Department as the scores remained stable. However, to help increase the average score for Evaluating Sources, the History Department has decided to increase the focus on student evaluation of source material in the mandatory core upper-division courses – HIST 300, 490, and 491. This includes components of assignments and/or class discussions that require students to specifically explain their methodology and rationale for how they are evaluating sources. In addition, all faculty in the History Department will increase the attention paid to evaluating sources in both paper drafts and bibliographies in their 300-level history courses. The goal is to improve the students’ familiarity and proficiency in evaluating sources.
Date of Last Program Review
See Program Reviews for the College of Arts and Science