Program: History (BA)
Degree: Bachelor's
Date: Fri Jan 08, 2021 - 9:26:45 am
1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)
1. Students can explain historical change and continuity.
(1a. General education, 1b. Specialized study in an academic field, 1c. Understand Hawaiian culture and history, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment, 3d. Civic participation)
2. Students can write clear expository prose and present their ideas orally according to disciplinary conventions.
(1a. General education, 1b. Specialized study in an academic field, 1c. Understand Hawaiian culture and history, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture, 3d. Civic participation)
3. Students can identify, interpret, and evaluate primary sources and other relevant information.
(1a. General education, 1b. Specialized study in an academic field, 1c. Understand Hawaiian culture and history, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture, 3d. Civic participation)
4. Students can identify the main historiographical issues in a specific area of concentration.
(1b. Specialized study in an academic field, 1c. Understand Hawaiian culture and history, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture, 3d. Civic participation)
2) Your program's SLOs are published as follows. Please update as needed.
Department Website URL: http://manoa.hawaii.edu/history/ Student Handbook. URL, if available online: manoa.hawaii.edu/history/undergraduate-program/program-overview
Information Sheet, Flyer, or Brochure URL, if available online: UHM Catalog. Page Number: www.catalog.hawaii.edu/courses/departments/hist.htm Course Syllabi. URL, if available online: Other: Course descriptions for the past three semesters, http://manoa.hawaii.edu/history/courses/course-descriptions-schedules/3) Please review, add, replace, or delete the existing curriculum map.
- File (11/19/2020)
4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.
0% 1-50%
51-80% 81-99% 100%5) Does the program have learning achievement results for its program SLOs? (Example of achievement results: "80% of students met expectations on SLO 1.")(check one):
No Yes, on some(1-50%) of the program SLOs Yes, on most(51-99%) of the program SLOs Yes, on all(100%) of the program SLOs6) Did your program engage in any program learning assessment activities between November 1, 2018 and October 31, 2020?
Yes No (skip to question 17)7) What best describes the program-level learning assessment activities that took place for the period November 1, 2018 and October 31, 2020? (Check all that apply.)
8) Briefly explain the assessment activities that took place since November 2018.
9) What types of evidence did the program use as part of the assessment activities checked in question 7? (Check all that apply.)
Artistic exhibition/performance Assignment/exam/paper completed as part of regular coursework and used for program-level assessment Capstone work product (e.g., written project or non-thesis paper) Exam created by an external organization (e.g., professional association for licensure) Exit exam created by the program IRB approval of research Oral performance (oral defense, oral presentation, conference presentation) Portfolio of student work Publication or grant proposal Qualifying exam or comprehensive exam for program-level assessment in addition to individual student evaluation (graduate level only) Supervisor or employer evaluation of student performance outside the classroom (internship, clinical, practicum) Thesis or dissertation used for program-level assessment in addition to individual student evaluation Alumni survey that contains self-reports of SLO achievement Employer meetings/discussions/survey/interview of student SLO achievement Interviews or focus groups that contain self-reports of SLO achievement Student reflective writing assignment (essay, journal entry, self-assessment) on their SLO achievement. Student surveys that contain self-reports of SLO achievement Assessment-related such as assessment plan, SLOs, curriculum map, etc. Program or course materials (syllabi, assignments, requirements, etc.) Other 1: Other 2: 10) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.
11) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
Course instructor(s) Faculty committee Ad hoc faculty group Department chairperson Persons or organization outside the university Faculty advisor Advisors (in student support services) Students (graduate or undergraduate) Dean/Director Other: 12) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
Used a rubric or scoring guide Scored exams/tests/quizzes Used professional judgment (no rubric or scoring guide used) Compiled survey results Used qualitative methods on interview, focus group, open-ended response data External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam) Other: 13) Summarize the results from the evaluation, analysis, interpretation of evidence (checked in question 12). For example, report the percentage of students who achieved each SLO.
14) What best describes how the program used the results? (Check all that apply.)
Assessment procedure changes (SLOs, curriculum map, rubrics, evidence collected, sampling, communications with faculty, etc.) Course changes (course content, pedagogy, courses offered, new course, pre-requisites, requirements) Personnel or resource allocation changes Program policy changes (e.g., admissions requirements, student probation policies, common course evaluation form) Students' out-of-course experience changes (advising, co-curricular experiences, program website, program handbook, brown-bag lunches, workshops) Celebration of student success! Results indicated no action needed because students met expectations Use is pending (typical reasons: insufficient number of students in population, evidence not evaluated or interpreted yet, faculty discussions continue) Other: 15) Please briefly describe how the program used its findings/results.
16) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, and great achievements regarding program assessment in this reporting period.
17) If the program did not engage in assessment activities, please justify.
Assessment Report for the History BA 2020
On November 16, 2020, the Assessment Committee met to discuss the results of the Assessment for SLO #3. Two-thirds of the papers were determined to be competent.
The other third of the papers fell below the level of expected competence.
In 2018-2019, the History Assessment Committee collected 14 student papers for the purpose of assessing SLO #3, “Students can identify, interpret and evaluate primary sources and other relevant information.” We created a Scoring Guide to use for assessing SLO #3.
Level Interpretation and Use for SLO #3
|
4--Accomplished |
Organizes, critically analyzes, and synthesizes multiple primary historical sources to develop a coherent argument |
|
3--Competent |
Able to utilize and evaluate primary sources in an effective way. |
|
2--Developing |
Incorporates primary sources as evidence and attempts to contextualize and evaluate primary sources |
|
1--Beginning |
Fails to identify and use primary sources |
Student papers were anonymized and each paper was read and scored by two members of the Assessment Committee.
Four student papers were assessed as Accomplished
Eight student papers were assessed as Competent
Eight student papers were assessed as Developing
Seven student papers were assessed as Beginning
In our meeting, we recognized that we could do better. The Department Chair, Shana Brown, joined the meeting. In our conversation, we discussed remedies for clarifying expectations among instructors as well as students. We spent a fair amount of time discussing the connection between HIST 396 and HIST 496, since the sample papers came from both HIST 396 and HIST 496. Most students are eager to begin writing their senior theses; however, HIST 396 needs to be better articulated and easily understood by our undergraduate students. Another issue that the committee discussed was the importance of emphasizing primary sources, particularly at both the 396 and 496 levels. This may be a broader discussion among the History faculty to create a common consensus of how we might rethink or strengthen the connection between 396 and 496. On November 18, 2020 at the meeting of the History Faculty, Department Chair Shana Brown will plan a retreat in the beginning of 2021 to bring together instructors who teach 396 and 496 and other faculty who have an investment in bringing clarity to the connection between 396 and 496.
Respectfully,
Saundra Schwartz, History Assessment Committee Chair.