The data would suggest that with regard to the component of thesis recognition (which was assessed in the Fall, 2006) students were attaining the set benchmark of 80%, but that they were having more difficulty articulating or supporting their own thesis statements. At times they fell somewhat below the 80% benchmark. The data also indicates, however, that overall students do benefit from submitting first drafts which can be critiqued, and that there is a significant improvement in their final papers.

Only five students (the students enrolled in the COAS S400 seminar) took the test to assess command of knowledge in the area of American history. The results were mixed—two of the five students (40%) did rather well, achieving scores of over 90%. The other three had mediocre performance. Students were given the test without any prior warning or preparation, so scores in the 60 and 70 percent range might be seen in a more favorable light than in the case of course-related tests where students are given advance notice so that they might prepare.

Link to Assessment Full Report for 2007-2008

During the 2005-2006 academic year the History/Political Science Department assessed outcomes related to the goal, “Communications Skills.”

In the area of History, the outcome, “Students will develop an effective historical argument or political theoretical framework,” was assessed in History A315, U. S. History Since 1945. Students were evaluated in terms of whether they could recognize thesis statements in assigned readings, whether they were able to articulate a clear thesis in their own written work, and whether they could provide adequate evidence to support their thesis. The benchmark goal set was that 80% of the students would achieve satisfactory performance for all three components. The results were that students 65.5 % of the times could satisfactorily recognize thesis statements in assigned readings. In the final drafts of their term papers, 86.7% of the students were able to articulate satisfactorily a clear thesis statement and 86.7% of the students were able to support their thesis at a satisfactory level.

In the area of Political Science students in Y301, Political Parties & Interest Groups were assessed on whether they could provide adequate supporting evidence in their written work. The benchmark goal was set at 80%, and 94% of the students in the class were evaluated as excellent or satisfactory in this area.

Future assessment objectives for the History/Political Science program include better coordination and integration of History and Political Science assessment; better instruments to assess actual student learning; developing strategies and procedures for evaluating the goal of “Research Skills;” and offering the capstone seminar, S400, in the Spring of 2007—which will give us another opportunity to fine tune our assessment efforts.