Semester Assessment Report Form: Spring 2008 Data
DUE March 31, 2008
Directions: Please complete a form for each of the programs within your department. This
form was designed to provide a format for assessment reporting and should not be used to limit
the amount of information provided. Each box that is attached to each of the sections is designed
to adjust to varying lengths. If you have any questions, please contact Dr. Bea Babbitt at x51506
or via email at: email@example.com.
***Please submit the report electronically to firstname.lastname@example.org
1. Program Information:
Program Ph.D. program
College Liberal Arts
Program Elspeth Whitney
Semester Data Fall 2007
Report Elspeth Whitney
Submitted by With assistance from the Teaching and Assessment Committee (Janet
Ward, Elizabeth Fraterrigo), the Graduate Coordinator (Elizabeth
Nelson) and Lynette Weber, Administrative Assistant, History
Phone/email 895-3350, email@example.com
Date Submitted March 31, 2008
2. According to the Assessment Plan for this program, what were the planned assessments to be
conducted during the Fall 2007 semester? You may want to copy and paste from this program’s
Which outcomes for How did you measure What results did you expect? If the
this program were the outcomes? students performed well what would
measured? their performance look like, i.e.
percentages, means, or comparisons to
a national standard?
_1___outcomes out of a total of __4__ outcomes evaluated this semester.
1. Demonstrate an in- Course grades A- or above in all or most of 700 level
depth knowledge of an course work. This grade represents a
extensive body of high standard of achievement for
scholarly material in a outcomes 1A, 1B, 1C and 3.
period, on a particular
geographic region or
regions, or on a
particular theme, e.g.
History and Memory. Integration of the Reassessment of the structure of the
A. Demonstrate an in- suggestions of external Ph. D. program
depth knowledge of reviewers of the Ph.D.
the content of a body program into planning
of scholarly material by the Graduate
of a particular field Committee and the
B. Demonstrate Department
knowledge of the
historical literature and
historiography of a
particular field from Student professional At least one student will have
the field’s earliest activities performed professionally (offered job
beginnings to its most in the profession, received grants,
recent developments. awarded scholarships or grants, etc.)
C. Demonstrate an
awareness of the role
of historians in the
construction of the
past and the role of
in shaping the
3. Results. What are the results of the planned assessments listed above? Describe below or
attach to the form.
Course work. Of grades awarded in 700 level classes (excluding incompletes or
withdrawals due to illness or family emergencies), to Ph.D. students, 98% were A,
indicating excellent or very good performance. The Department continues to make
systematic efforts to raise standards for graduate level work.
Program change. Proposed revisions to the program which offer a new articulation of
the intellectual goals of the program. These program changes are intended to
incorporate a wider spectrum of the faculty in doctoral training, provide more
intensive training for graduate students and stronger credential for professional
development and future employment.
Student professional activities. Two Ph.D. candidates received offers of full-time,
tenure-track employment at community colleges, one graduate of the program
received an offer of full-time employment at the university level, and two graduates of
the program received offers of full-time employment as public historians. Two Ph. D.
candidates received GREAT fellowships and one received the UNLV President’s
Fellowship for 2007-2008.
4. Conclusions and Discoveries. What conclusions or discoveries were made from these
results? Describe below or attach to the form.
Conclusions and Discoveries
Course work. The data suggests that at the doctoral level, the Department is doing a
very good job of training students in historical thinking and writing while maintaining
New assessment tool developed. The Department has been working for some time on
ways to strengthen the performance of Ph. D. students, especially on comprehensive
exams. As part of this process, the Department has sought better tools for assessing
comprehensive exams. This has resulted in the development of more detailed and
more useful forms which target items of especial interest to faculty. One change has
been to develop separate forms for the M.A. and Ph.D. programs, reflecting the
different characters of the two programs. A second change has been to develop one
form designed for assessment of individual student performance and a second form
designed for comparative assessment of all students across time. (See attached).
Student professional activities. The Department is doing an excellent job in helping
students succeed professionally.
5. Use of Results. What program changes are indicated? How will they be implemented? If
none, describe why changes were not needed.
Program change. As a result of this assessment activity, program changes have been
proposed to the Department. These involve restructuring the fields covered by the Ph.
D. program, tightening up coursework and exam preparation for Ph. D. students, and
restructuring fields covered in the comprehensive exams. It also involves creating a
new course, HIST 710 Graduate Study in History, to introduce students to faculty and a
broad range of professional issues. See attached for the specific details.
In addition, a handout for students laying out the relationship between the
comprehensive exams, coursework, teaching and dissertation research, and making the
process of taking the exams more transparent is in the final stages of preparation.
6. Dissemination of Results, Conclusions, and Discoveries. How and with whom were the
The Results, Conclusions, and Discoveries were shared first within the Graduate
Committee and then with the whole Department during the early part of the Spring
semester. The program changes will be voted on by the Department at a Department
meeting in April, 2008 and will be disseminated to students during the Fall 08 and Spring
09 semesters through email and face to face discussion by the Graduate Coordinator and
faculty and at meetings with old and new graduate students.
The assessment reports will be e-mailed to the current and incoming chairs immediately
and to the faculty as a whole during the spring semester and in hard copy at an April