Have formal Program Learning Outcomes (PLOs) or Student Learning Outcomes (SLOS) been developed?
Published where? (website)
Do PLOs include or imply link to Core Competency? (AY 2015-2016: Information Literacy)?
Conduct original historical research. This implies the ability to: [ . . . ] Research and analyze historical evidence from both primary and secondary sources.
Process of Core Competency Assessment:
Course (400- level)
Students will produce a 30+ page research paper that draws upon their preparatory course work in their focus area and methods courses, as they apply their skills in research, analysis, and communication (written and verbal), of an historical topic of their choosing.
Type of Student Artifact
Thirty page Research paper in Chicago-Turabian format.
Rubric or other instrument
GE Rubric for Information Literacy
Data (measurement of the competency)
Eleven (n = 11) papers were blind read by the Assessment Support Committee, with two readers per paper ( a third was consulted if scores were separated by more than one point). The readers found that five of the eleven exhibited writing above competency, with five approaching competency. One paper exhibited difficulties evaluating and integrating sources.
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 has decided to increase the number of assignments and attention paid to document conventions and citation in the mandatory core upper division courses – HIST 300, 490, and 491. In addition, all faculty in the History Department will increase the attention paid to evaluating and integrating sources in their 300-level history courses. The goal is to improve the students’ originality and ability to examine and synthesize source information while properly citing and documenting sources.
Date of Last Program Review