Weber State University   

History Department

Results of Assessment

2002-2003 (submitted 09/24/03)

1. The principal means of assessing outcomes in the History program are the senior thesis and the exit interview of graduating seniors. For the purposes of measurement, we considered our academic year 2002-2003 to begin with Fall Semester 2002 and conclude with Summer Semester 2003, inasmuch as our collection of graduating seniors is best understood in that grouping. We were particularly concerned with what the theses and exit interviews told us about the following:

a. research and writing skills

b. historical methodology

c. comprehension of basic historical concepts

d. critical thinking skills

e. success of the history curriculum in satisfying student expectations and needs

We collected and analyzed during the period in question the senior theses and exit interviews of 96 graduating seniors.

2. The results of our efforts are mixed at best. Despite concerted efforts in previous coursework, we found students still struggling with their research and writing skills and their understanding of basic historical methodology. On the other hand, we were pleased to note what seems to be good progress in the development of critical thinking skills and the comprehension of basic historical knowledge and content. In terms of meeting expectations, we found students generally satisfied, particularly with the efforts of the faculty (which they found remarkably able and helpful), but we noted some continuing dissatisfaction with some duplication between our sophomore and senior methods courses, among other complaints about curriculum issues (such as inability to schedule needed courses). We continually hope for improvement, particularly in research and writing skills, but we were generally pleased with the outcomes assessment these two instruments provided during the year.

3. In order to see continued improvement, the department has taken the following steps:

a. the elimination of History 2000 as a required course, thus helping to diminish the duplication in methodological training

b. a concerted effort to require more research and writing, particularly in all upper-division courses

c. a curriculum proposal to add another upper-division course to the list of requirements for graduation with a history major

d. the addition of an upper-division elective course, recommended highly to all majors considering graduate work, in which research, writing, and methodology will receive direct attention, to complement the senior seminar experience.

4. These efforts do not require any changes to our outcomes assessment grid on the Web. Our work to create positive change in these areas will be incremental, but will not track well numerically or graphically beyond what we have already posted on the assessment Web site.

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