Weber State University   

English

Results of Assessment

2001-2002 (submitted 10/09/02)

As a result of assessment activities the prior year, the English Department decided that it was necessary to revise The Outcomes Assessment Exit Interview. The interview and focus groups conducted the previous year yielded a great deal of useful information and the assessment committee decided that a revised interview would allow us to focus on a more specific set of outcomes. The instrument was revised to have a common set of questions all graduating seniors would answer and some questions appropriate for only specific emphases. Questions on the interview addressed the following outcomes: all English Majors and Minors will:

• be acquainted with various facets of both the traditional and emerging canons;
• understand the basic nature of language, its structure, and its uses
• be familiar with a range of critical approaches and their applications in literary study
• write competently and confidently in a range of rhetorical and expressive genres
• command effective research skills, in both print and non print sources
• demonstrate effective oral and presentation skills
• have an historical knowledge of selected literary periods

In addition, English Teaching majors were asked questions to assess the following:

• demonstrate a knowledge of the field of Adolescent Literature
• demonstrate a knowledge of methods and theories for teaching literature
• demonstrate skills and knowledge of methods and theories for teaching writing
• demonstrate an acquaintance with and working knowledge of resources for teachers of English/Language Arts.

English Majors with a Technical Writing Emphasis were also asked questions to assess the following:

• have a working knowledge of business documents and design
• know proper editing skills
• demonstrate use of computer technologies in written, oral and visual communication

As seniors were cleared for graduation, the interviews were conducted and the sessions were recorded. Information and findings were shared with the appropriate departmental committees. These committees discussed the data and then went to the department with proposals designed to address perceived gaps and/or weaknesses. In this manner the data were shared with and discussed by the faculty as they were used to inform their curriculum and organizational decisions.

As a result of the discussions we have had, the department agreed to commit a 1/4 position to improve the quality of and access for students to advisement. The Department also made major curricular changes including increasing the major requirements from thirty-three semester hours to thirty-nine. We added a requirement for a World Literature course and allowed students to use one of our introduction to literature courses as a part of their major course work. In addition as a result of what we learned from the surveys and focus groups, we developed a new Creative Writing Emphasis in the department. We have revised the exit survey instrument to more precisely get the information we are seeking. We have also revised the forms for student course evaluations.

We found that among graduates there was general feeling that there needed to be more of a sense of community in the Department. Their connection with the English Department was primarily through courses taken and whatever relationships they may have cultivated with individual faculty members. The exceptions to this occurred among student who participated in the Writing Center and the production of Metaphor. Realizing the advantages of having our students having a closer relationship with the department, we have initiated an annual social at which we recruit students for an English club and meet them on a more casual level.

This year, we will be focusing on the same outcomes, evaluating how the changes we have made have impacted the outcomes we have observed. We will also be focusing on developing a permanent structure through which ongoing assessment will take place in the Department.

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