Academic Program: BA Humanities/History Date: October 2011

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1 Academic Program Review Report Academic Program: BA Humanities/History Date: October 2011 Program Overview: The UHV B. A. in Humanities with a history concentration includes 18 hours of upper division work in history and a 15 hour core in humanities, 9 hours of which must be taken in humanities period courses. In addition to the B. A. in Humanities-History, students may also choose a degree plan that leads to teacher certification at the secondary level in history. Since the last Program Review in 2009, UHV has undergone downward expansion and an additional tenure-track faculty member in history has been added to the UHV faculty. Neither has had a significant impact on the Humanities-History program at this point although it is anticipated that this will change when the program is assessed again in Since UHV enrolled its first freshman class in fall 2010, those students have not yet reached the point at which they have begun entering the junior-senior level courses in the Humanities-History program, but will do so by Although Dr. Rhoades has been added to the history faculty, he is fully engaged in teaching the freshman level U. S. survey history courses [Hist 1301 and Hist 1302] and thus is not available to assist with teaching the upper-level Humanities-History courses that are the focus of the assessment. The program thus continues to be severely understaffed as has been noted in previous program review documents. Although understaffed, the quality of the faculty teaching in the Humanities-History program compares favorably with those in other programs. All three of the faculty who are responsible for teaching most of the UHV history courses have an earned Ph.D. degree in history and have published a book with a major university press since the last Program Review: New York University Press (Dr. Tomek), Fairleigh Dickinson University Press (Dr. Rhoades), and the University of Texas Press (Dr. Smith). The volume that Dr. Smith co-authored won a significant book prize and was one of three finalists for the Texas Institute of Letters Scholarly Book Award. Although individual courses in the program have traditionally had student learning objectives, formal program and student learning objectives for the UHV Humanities-History Program were not adopted until Spring Given their newness it is anticipated that there will be continuing review and, when appropriate, revision of the Program Learning Objectives in an attempt to improve the UHV Humanities-History program.

2 Program Assessment PLAN 1. Program goals The goal of the Humanities -- History program is to provide undergraduate students with an understanding of the humanities from a historical perspective. Students who complete the program will develop and utilize the key skills of research, critical thinking and interdisciplinary perspectives. Students will be prepared to either enter the work force or to begin graduate level studies. 2. Expected learning outcomes and how to achieve the expected outcomes 1) LITERACY SKILLS: 1) Students should understand how to read scholarly material at a level appropriate for upper-level college students i. e., they should be able to identify the author's thesis and the main evidence supporting it; 2) Students should understand how to write at a level appropriate for an upper-level college student i.e., they should be able to explain an author's ideas in their (the student's) own words with appropriate topic sentences, minimal English infelicities, and in a manner that communicates meaning unambiguously; 3) Students should understand how to think clearly and critically i.e., they should be able to analyze an author's argument and evaluate it in terms of a) its intrinsic logic, and b) the extent to which it is supported by the evidence. 2) KEY DEVELOPMENTS in HISTORICAL PERIODS: Students should have an understanding of the main developments and key turning-points in each of the historical periods that they have studied. 3) TYPES OF HISTORY: Students should have an understanding of the four broad types of history political, social, economic, and cultural/intellectual and how they have contributed to change over time. 4) HISTORIOGRAPHY: Students should have an understanding of both senses of the term historiography: 1) how to do historical research (including the difference between primary and secondary sources and how to cite sources), and 2) the main trends in scholarly interpretations of the various topics that they study. 5) SCHOLARLY RESEARCH: Students should have an understanding of how to find scholarly information on the internet.

3 The Humanities-History program is unique in that there is no course sequencing or set of required core courses. Instead, students experience multiple exposures in many courses to the information that will lead to their achievement of the learning objectives. In short, it is the cumulative learning across the entire curriculum that develops the students knowledge base. In this initial assessment of how well students have achieved the program learning objectives, samples of student-produced artifacts for data collection and review will be collected from HIST We anticipate that the collection practices may be modified after some assessment cycles have been completed. Please see Appendix 2: Curriculum Map for details regarding the course coverage of the learning objectives. 3. Assessment measures and criteria for each expected outcome LO1 Literacy Skills: Essay exam in HUMA 4324, HIST 4314, HIST Criteria: 75% will meet or exceed expectations. LO2 Key Developments: Essay exam in HIST 4314 and HIST Criteria: 75% will meet or exceed expectations. LO3 - Types of History: Final Exam in HIST Criteria: 75% will meet or exceed expectations. LO4 Historiography: Course Research paper in HIST 3310 and HIST 4320 Criteria: 75% will meet or exceed expectations. LO5 Internet Research Criteria: Papers and discussion postings will be reviewed for violations of internet research protocol. Criteria: less than 30% of students will violate the protocol. Please see Appendix 1: Assessment Plan for details related to the measures and criteria. 4. Timeline and the list of responsibilities The Program Director and appropriate faculty members will collect the relevant student artifacts. On measurements using a scoring rubric, the program director and one additional faculty member will devise and implement scoring rubrics specific to each outcome. Then, those two faculty members will evaluate the student work against the devised rubric. In cases where the two reviewers disagree, the differences will be recorded. After the data has been collected and evaluated, the results will be shared with all UHV history faculty to formulate a plan for improvement. Please see Appendix 1: Assessment plan for details related to the timeline and list of responsibilities.

4 5. Use of assessment results Once assessment results have been gathered, results will be reviewed with the Dean, the Division Chair, the Program Director and relevant faculty members with a twofold purpose: (1) to recommend changes to the curriculum and/or pedagogy that would positively impact student learning; and (2) to examine the assessment process itself to see if the process can be improved to gather better or more relevant data. Any programmatic changes that emanate from the process will be documented and followed up.

5 Program Assessment Report 1. Goal of the program (from the assessment plan) The goal of the Humanities -- History program is to provide undergraduate students with an understanding of the humanities from a historical perspective. Students who complete the program will develop and utilize the key skills of research, critical thinking and interdisciplinary perspectives. Students will be prepared to either enter the work force or to begin graduate level studies. 2. Learning outcomes, the assessment measures and criteria (from the assessment plan) 1) LITERACY SKILLS: 1) Students should understand how to read scholarly material at a level appropriate for upper-level college students i. e., they should be able to identify the author's thesis and the main evidence supporting it; 2) Students should understand how to write at a level appropriate for an upper-level college student i.e., they should be able to explain an author's ideas in their (the student's) own words with appropriate topic sentences, minimal English infelicities, and in a manner that communicates meaning unambiguously; 3) Students should understand how to think clearly and critically i.e., they should be able to analyze an author's argument and evaluate it in terms of a) its intrinsic logic, and b) the extent to which it is supported by the evidence. 2) KEY DEVELOPMENTS in HISTORICAL PERIODS: Students should have an understanding of the main developments and key turning-points in each of the historical periods that they have studied. 3) TYPES OF HISTORY: Students should have an understanding of the four broad types of history political, social, economic, and cultural/intellectual and how they have contributed to change over time. 4) HISTORIOGRAPHY: Students should have an understanding of both senses of the term historiography: 1) how to do historical research (including the difference between primary and secondary sources and how to cite sources), and 2) the main trends in scholarly interpretations of the various topics that they study. 5) SCHOLARLY RESEARCH: Students should have an understanding of how to find scholarly information on the internet.

6 The Humanities-History program is unique in that there is no course sequencing or set of required core courses. Instead, students experience multiple exposures in many courses to the information that will lead to their achievement of the learning objectives. In short, it is the cumulative learning across the entire curriculum that develops the students knowledge base. In this initial assessment of how well students have achieved the program learning objectives, samples of student-produced artifacts for data collection and review will be collected from HIST We anticipate that the collection practices may be modified after some assessment cycles have been completed. Please see Appendix 2: Curriculum Map for details regarding the course coverage of the learning objectives. 3. Assessment results and analysis DIRECT MEASURES: According to the timeline, and due to the revised learning objectives and assessment plan, data was collected on two of our learning objectives. Future assessment cycles will collect and analyze data for the remaining objectives as outlined in the Appendix 1: Assessment Plan. a) Student Learning Outcomes numbers one [Literacy Skills] and four [Historiography] were measured using a qualitative assessment of student papers submitted in HIST 4320 History of England to the 18 th Century. For assessment purposes it would have been preferable to use a course limited to seniors in order to ensure that students had some prior training in these Learning Outcomes, and one that all Humanities-History majors are required to take in order to assess all the senior Humanities-History majors, but since there are no upper-level history courses required of all Humanities-History majors, and no sequence of courses to ensure that the students are seniors, no such ideal course exists. HIST 4320 was selected as the most suitable venue for the assessment for two reasons: 1) because students write a research paper in that course in which they are expected to demonstrate literacy skills and a knowledge of historiography, and 2) because it attracts a higher proportion of the students concentrating in Humanities-History than most of the other history courses since it is required for those seeking secondary history certification. Twenty-six Humanities-History majors submitted papers in HIST 4320 and were assessed according to a general rubric with three expressions of standards: 1) Exceeds Expectations; 2) Meets Expectations; and 3) Does Not Meet Expectations. Prior to examining the individual artifacts, the two readers briefly discussed their respective perceptions of what levels of

7 student performance would constitute each standard in order to calibrate their grading scheme to increase inter-rater reliability. Regardless, given the subjective nature of qualitative assessment, it is unsurprising that the two faculty involved assessed the papers slightly differently. Despite the slight differences, the reliability was deemed adequate to draw conclusions. With respect to Literacy Skills, one reader concluded that 37.5% exceeded expectations, 37.5% met expectations, and 25% did not meet expectations. The second reader found that 25% exceeded expectations in this area, 41% met expectations, and 33% did not meet expectations. With respect to Historiography, one reader concluded that 8% exceeded expectations, 29% met expectations, and 62% did not meet expectations. The second reader found that 8% exceeded expectations in this area, 33% met expectations, and 58% did not meet expectations. In summary, both readers felt that a majority of the students met or exceeded expectations in Literacy Skills and differed only in the proportion who met this standard (75% versus 66%). Both readers also agreed that a minority of students met or exceeded expectations in their knowledge of Historiography (37%) and (41%). INDIRECT MEASURES: An Alumni Survey was conducted for History majors who have graduated in the past two years for whom the program was addresses. Forty Two students had locatable addresses. A Survey Monkey survey was mailed to all addresses on file, with two follow up s, reminding alumni to complete the survey. Of the 42 students, we received 6 responses, representing a response rate of 14.3%. While low, this response rate is comparable to past years. Please see Appendix 3: Alumni Survey for survey questions and raw data. Summary of Alumni Survey Data: Students were asked to rate their proficiency in key areas: listening, reading, oral presentation, math, computer use, writing ability, analyzing problems, evaluating evidence, ethical reasoning, working constructively in groups, research (general), electronic communication. The rating averages in all areas, with the exception of math, were at least 2.0 demonstrating that the majority of respondents felt they acquired at least a medium level proficiency. Math received an average rating of 1.83, which is not a surprising finding among Humanities-History majors. In areas directly related to the subject matter and learning objectives of the Humanities program, and specifically the history program, respondents generally rated themselves as High or Medium. No Low ratings were reported. Strengths were noted in understanding key historical periods, types of history: political, types of history: social, types of history: cultural/intellectual, scholarly research, western civilization periods all receiving an average rating of 3.0 ( High ). Understanding diversity received an average rating of 2.8. Both understanding scholarly writings and types of history: economic received an average rating of 2.6. All of these scores represent a satisfactory understanding of the learning objectives overall, from the students perception. The only weakness would be noted in the Understanding of Historiography category, which received the lowest average rating of 2.2.

8 This comports with the findings of our data analysis in the direct measures of student learning. Additionally, 40% of our respondents went on to graduate school and are currently working toward a graduate degree. Another 40% of the respondents directly attribute their ability to obtain their current job to their Humanities-History degree. Furthermore, the alumni survey indicates that students would like more opportunities for face to face classes, while simultaneously appreciating the opportunity to take classes online. One could extrapolate that the respondents prefer having an array of choices to accommodate their schedules and their needs. 3. Program modifications In light of the assessment data and the history alumni survey, there are several changes that appear appropriate in response to the information collected. Curricular Modifications: 1. Greater emphasis should be placed on historiography in existing courses, including more extensive explanations of why it is important 2. Additional faculty in history will be requested in order to make possible the introduction of a separate course on historiography in the curriculum 3. Additional faculty in history will be requested in order to make possible the offering of more faceto-face history classes and a wider variety of classes in response to student requests 4. It would seem that additional emphasis could be placed on the humanities core courses, both in terms of strengthening student engagement in the core courses and in ensuring the core courses are represented in the learning objectives for both the English and the History concentrations. In this regard, the learning objectives will be restructured to better represent the nature of the program. Assessment Process Modifications: 1. A more formal rubric with written definitions of the standards for exceeds/meets/does not meet criteria benchmarks will be developed for future assessment cycles to further increase inter-rater reliability. 2. Program will investigate ways to increase the response rates for our alumni surveys.

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10 Appendix 1 ASSESSMENT PLAN Learning Objectives: How Measured? DATA COLLECTION RESULTS APPLICATION TIMELINE Expected Method of Evaluation Interpretation of Results Action Plan When outcome? Results Measured? Learning Objective 1: Literacy Skills Learning Objective 2: Key Developments in Historical Periods Learning Objective 3: Types of History Learning Objective 4: Historiography Learning Objective 5: Internet Research Embedded Measure in HUMA 4324 HIST 4314 HIST 4320 Embedded Measure in HIST 4314 HIST 4320 Embedded Measure in HIST 4320 Embedded Measure in HIST 3310 HIST 4320 Embedded Measure in HIST 3310 HIST % of students will meet or exceed expectations 75% of students will meet or exceed expectations 75% of students will meet or exceed expectations 75% of students will meet or exceed expectations Less than 30% will use inappropriate internet resources Instructor of record and one additional faculty member will review essay exam responses against a scoring rubric. Instructor of record and one additional faculty member will review essay exam responses against a scoring rubric. Instructor of record and one additional faculty member will review final essay exam responses against a scoring rubric. Instructor of record and one additional faculty member will review final research paper against a scoring rubric. Instructor of record and one additional faculty member will review final research paper and discussion postings to track inappropriate use of internet citations. Results will be reviewed by Division Chair, Program Coordinator and Instructor of record. Results will be reviewed by Division Chair, Program Coordinator and Instructor of record. Results will be reviewed by Division Chair, Program Coordinator and Instructor of record. Results will be reviewed by Division Chair, Program Coordinator and Instructor of record. Results will be reviewed by Division Chair, Program Coordinator and Instructor of record. To be determined upon initial review. To be determined upon initial review. To be determined upon initial review. To be determined upon initial review. To be determined upon initial review. To be determined after initial review. To be determined after initial review. To be determined after initial review. To be determined after initial review. To be determined after initial review. Summer 2011 Summer 2012 Spring 2011 Spring 2013 Spring 2011 Spring 2012 Fall 2011 Fall 2012 Fall 2011 Fall 2012

11 Courses Learning Objective 1: Learning Objective 2: Learning Objective 3: Learning Objective 4: Learning Objective 5: Program: Humanities - History Division: Humanities School of Arts & Sciences University of Houston Victoria Appendix 2 CURRICULUM MAP Program Student Learning Objectives I. LITERACY SKILLS: 1) Students should understand how to read scholarly material at a level appropriate for upper-level college students i. e., they should be able to identify the author's thesis and the main evidence supporting it; 2) Students should understand how to write at a level appropriate for an upper-level college student i.e., they should be able to explain an author's ideas in their (the student's) own words with appropriate topic sentences, minimal English infelicities, and in a manner that communicates meaning unambiguously; 3) Students should understand how to think clearly and critically i.e., they should be able to analyze an author's argument and evaluate it in terms of a) its intrinsic logic, and b) the extent to which it is supported by the evidence. II. KEY DEVELOPMENTS in HISTORICAL PERIODS: Students should have an understanding of the main developments and key turning-points in each of the historical periods that they have studied. III. TYPES OF HISTORY: Students should have an understanding of the four broad types of history political, social, economic, and cultural/intellectual and how they have contributed to change over time. IV. HISTORIOGRAPHY: Students should have an understanding of both senses of the term historiography: 1) how to do historical research (including the difference between primary and secondary sources and how to cite sources), and 2) the main trends in scholarly interpretations of the various topics that they study. V. INTERNET RESEARCH: Students should have an understanding of how to find scholarly information on the internet.

12 Literacy Skills Key Developments Types of History Historiography Internet Research HUMA 4323 EXT EXT MIN MIN MIN HUMA 4324 EXT EXT MIN MIN MIN HUMA 4312 EXT EXT MIN MIN MIN HUMA 4313 EXT EXT MIN MIN MIN HUMA 4314 EXT EXT MIN MIN MIN HUMA 4315 EXT EXT MIN MIN MIN HUMA 4317 EXT EXT MIN MIN MIN HIST 1301 MIN EXT MOD MIN MIN HIST 1302 MIN EXT MOD MIN MIN HIST 3310 EXT EXT MOD EXT MIN HIST 3321 EXT EXT MOD MOD MIN HIST 4300 EXT EXT MOD MOD MIN HIST 4302 EXT EXT MOD MOD MIN HIST 4310 EXT EXT MOD MOD MIN HIST 4311 EXT EXT MOD MOD MIN HIST 4313: 4314 EXT EXT MOD MOD MIN HIST 4320 EXT EXT MOD EXT MIN HIST 4321 EXT EXT MOD MOD MIN HIST 4322 EXT EXT MOD MOD MIN HIST 4323 EXT EXT MOD MOD MIN HIST 4324 EXT EXT MOD MOD MIN Assessed In: Complete Curriculum: MIN=minimal coverage; MOD=moderate coverage; EXT=extensive coverage

13 Appendix 3 Alumni Survey

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