International Relations Program Integrated Assessment Plan April 27, 2007

Transcription

1 W International Relations Program Integrated Assessment Plan April 27, 2007 I. Student Learning Goals Goal 1: Students will acquire an interdisciplinary understanding of international relations that provides political, economic, and historical perspectives on global issues. Goal 2: Students will attain detailed knowledge in one core area of international relations through focused methodological training and research. Goal 3: Students will develop cross-cultural communication skills, which will allow them to move beyond their native experiences and build an understanding of different cultures. II. Methods of Assessment A. Direct Assessment Measure - Independent Study Rubric: Designed to only assess learning goal #2: Students will attain detailed knowledge in one core area of international relations through focused methodological training and research. Five criterion areas for assessing how well learning goal #2 is met in a student s Independent Study by the faculty readers of the thesis: 1. Research topic and question 2. Review of related literature 3. Methodology 4. Research and analysis 5. Conclusions All criterion ranked on 4 point scale 4: Fully meets 3: Significantly meets 2: Partially meets 1: Does not meet Research Topic and Question 4. The student identifies and justifies a topic in a core area of international relations and clearly formulates a research question related to this topic. 3. The student identifies, but does not properly justify, a topic in a core area of international relations and clearly formulates a research question related to this topic. 2. The student identifies and justifies a topic in a core area of international relations, but does not clearly formulate a research question related to this topic. 1. The student identifies, but does not properly justify, a topic in a core area of international relations and does not clearly formulate a research question related to this topic

2 Review of Related Literature 4. The student presents a clear and comprehensive summary of the most important and relevant literature and presents a clear synthesis and insightful critical reflections on this literature. 3. The student presents a clear and comprehensive summary of the most important and relevant literature and presents a synthesis and critique of this literature. 2. The student presents a partial summary of the most important and relevant literature and/or presents a partial synthesis/critique of this literature. 1. The student does not adequately address the relevant literature. Methodology 4. The student clearly articulates a methodological approach that is very appropriate to the research question. 3. The student clearly articulates a methodological approach that is somewhat appropriate to the research question. 2. The student does not clearly articulate a methodological approach or the methodological approach is not appropriate to the research question. 1. The student does not clearly articulate a methodological approach and the methodological approach is not appropriate to the research question. Research and Analysis 4. The student selects appropriate and sufficient supporting material and carefully and thoughtfully marshals this evidence in support of the research question. 3. The student selects appropriate and sufficient supporting material, but does not carefully and thoughtfully marshal this evidence in support of the research question. 2. The student selects appropriate, but limited, supporting material and does not carefully and thoughtfully marshal this evidence in support of the research question. 1. The student does not obtain appropriate or sufficient material to support the research question. Conclusions 4. The student presents a clear and compelling argument in answer to the research question and provides insightful commentary on the implications of his/her work. 3. The student presents a clear and compelling argument in answer to the research question and provides some commentary on the implications of his/her work. 2. The student presents an argument in answer to the research question and provides some commentary on the implications of his/her work. 1. The student does not present an argument in answer to the research question or does not provide commentary on the implications of his/her work.

3 B. Indirect Assessment Measure - Senior Exit Survey: Designed to assess all three learning goals. The specific questions for the survey, and the linked learning goal that these are designed to assess, are indicated below. The survey - to be filled out by Seniors after completion of their Independent Study - will not include the learning goals, only the questions. Survey questions to address learning goal #1: Students will acquire an interdisciplinary understanding of international relations that provides political, economic, and historical perspectives on global issues. 1. How well prepared were you by a major in International Relations to identify and apply concepts from economics that related to the study of international relations? 2. How well prepared were you by a major in International Relations to identify and apply concepts from history that related to the study of international relations? 3. How well prepared were you by a major in International Relations to identify and apply concepts from political science that related to the study of international relations? 4. How well prepared were by a major in International Relations you to identify instances where two or more of these disciplines (economics, history and political science) intersected, in order to apply an interdisciplinary approach to the study of international relations?

4 Survey questions to address learning goal #2: Students will attain detailed knowledge in one core area of international relations through focused methodological training and research. 5. In which home department did you complete your methodological training and Independent Study research (please circle one)? Economics History Political Science 6. How well do you feel that the methodological training in your home department addressed the approaches needed to build knowledge in this area of international relations? (Not well addressed) (Well addressed) 7. How well do you feel that the methodological training in your home department prepared you to undertake your Independent Study research? 8. To what degree did completing your Independent Study provide you with detailed knowledge of the particular area of international relations researched? (Not knowledgeable) (Very knowledgeable) 9. To what degree did your Independent Study build upon the knowledge attained through coursework in your home department? (Not built upon) (Greatly built upon)

5 10. In terms of your own work effort, to what degree did you demonstrate to your home department your understanding of the material in this area of international relations? (Not demonstrate) (Strongly demonstrate) Survey questions to address learning goal #3: Students will develop cross-cultural communication skills, which will allow them to move beyond their native experiences and build an understanding of different cultures. 11. In what country did you study abroad? For what length of time did you study abroad? (Note: if you are a student from outside the United States who did not undertake an additional studyabroad experience, please still answer the following questions in relation to your study-abroad experience here in the United States at Wooster.) 12. To what degree did your study-abroad experience develop your cross-communication skills? (Not develop) (Greatly develop) 13. To what degree did your study-abroad experience allow you to move beyond your native experiences? (Not move beyond) (Greatly move beyond) 14. To what degree did your study-abroad experience help to build an understanding of different cultures? (Not built) (Greatly built)

6 15. What language did you select to satisfy the foreign language component of the International Relations major? 16. Please rate your proficiency for the language selected to satisfy the foreign language component of the International Relations major in the following areas: Speaking Ability Writing Ability (Poor) (Excellent) (Poor) (Excellent) Reading Ability (Poor) (Excellent) 17. To what degree did your study-abroad experience influence your Independent Study research? (Not influence) (Greatly influence) 18. To what degree did you employ your foreign language training in relation to your Independent Study research? (Not employ) (Greatly employ) 19. Beyond language training and the study-abroad experience, how successful was coursework completed for the International Relations major in fostering your cross-cultural communication skills in order to allow you to move beyond your native experiences and build an understanding of different cultures? (Not successful) (Very successful) 20. Were you a double major? If so, what was your second major along with International Relations?

7 C. Matrix of Student Learning Goals and Methods: Direct Measures INTERNATIONAL RELATIONS PROGRAM ASSESSMENT MATRIX OF GOALS AND METHODS Student Learning Goals Measures Goal 1 Goal 2 Goal 3 Courses and/or Context Independent Study Rubric X All graduating senior majors completing IS in their home department (Econ. 452, Hist. 452, or Poli. Sci. 452) Indirect Measures Senior Exit Survey X X X All graduating senior majors III. Feedback Mechanism Statement of plan for specific and systematic approach for including feedback mechanism as part of International Relations Program assessment process: The assessment data from the direct (Independent Study rubric completed by the readers of the thesis) and indirect measures (Senior exit survey) will be collected at the end of the academic year for graduating majors. This data will be prepared over the summer or early fall for an annual meeting of the International Relations Curriculum Committee early in fall semester. Minutes will be kept as a record of this meeting. The committee will use this meeting to carefully review the assessment data analysis identify potential initial action items needed to address these findings. When appropriate, the committee will initiate further meetings across the academic year in order to design appropriate full actions to be implemented to address the assessment findings. If there are no major findings regarding changes that need to be implemented, then the established assessment approach will continue, and this will serve as the appropriate action item. This process will operate in careful communication with related bodies on campus as needed-- including the Educational Policy Committee for curriculum concerns, the library and Instructional Technology for academic support, the International Programs Office for study abroad programs, the language departments (Chinese, French, German, Russian, and Spanish), and the contributing home departments to the major (Economics, History, and Political Science)- -and the conclusions regarding action items will also be communicated to these related bodies when appropriate.