HIST 9: Immigrants in the United States
Stage 5
Lillian Marrujo-Duck
Basic Information
| Number of Outcomes | 7 |
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| Number of Outcomes Assessed | 3 |
| Assessment Frequency | Every semester |
| Analysis Frequency | Every semester |
| Detail Link | Link |
Course Information
| Number of Course Sections | 1 |
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| Number of Instructors | 1 |
Improvement Details
| Details | History 9 instructors updated the Course SLOs to better map to both Program and Institutional SLOs. A library orientation was added to student class activities to assist students with research skills. |
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Assessment Methods
| Methods | A standardized rubric was used to assess students' ability to critically analyze, evaluate and synthesize historical evidence and interpretations and to use methods of inquiry and expression appropriate to the course. Specifically, students were asked to use at least 6 primary sources, from a primary source reader, to analyze push and pull factors that have affected immigration to the United States. Students were able to choose to focus on one group of immigrants, a comparison of two or more groups of immigrants, or to choose a theme across groups such as gender. This was a take-home essay assignment. |
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Assessment Data Discussion and Analysis
| Term | Spring 2013 |
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| How and With Whom | The data from History 9 collected in Spring 2013 was shared with faculty and staff in the same program in Fall 2013 at our semi-annual Flex Day meeting and at a separate dedicated SLO planning meeting among Historians. |
| Number Assessed | 24 |
| Data Summary | In History 9 students were assessed using a pre and post survey to see if their content knowledge improved. Students also completed a writing assignment that was evaluated using a writing rubric. The assessment of SLO A using an objective survey showed that students improved their responses significantly. The average number of correct responses was 89.4%. The assessment of PSLOs #2,#3, #4, and #5 was also successful. The average score of 5.3 out of 6.0, well above the 75% score considered acceptable. However, Turabian formatting was minimally required. Next semester this standard will be raised. |
| Planned Improvements | In Fall 2013 students will be given a more detailed handout on how to format papers using Turabian standards common to the study of History. And, they will receive the assessment rubric in advance so that the assessment process is more transparent to the students. |
| Program Review Link | Yes, the above future improvements require resources that will be requested during the next annual PROGRAM REVIEW cycle. Examples: additional staff, equipment, software, consulting services, etc. |
Future Plans
| Term | Spring 2014 |
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| Activities | Assessment (measurement) of outcomes, Analysis and discussion of assessment data and next steps, Implementation of planned changes and reassessment |
| Details | We will continue to assess students critical thinking and analysis skills using a writing assessment evaluated on a standardized rubric. We will also continue discussing best practices for scaffolding student writing skills. For example, based on Fall 2013 assessments, in Spring 2014 students will be going to the library for a research workshop sooner in the semester rather than later. We also continue to review our Course Reader content for most appropriate primary sources to use to illustrate issues in Immigration to the United States. |
| Highlights | The collaboration required to fulfill the Program SLO assessment for History 9 has facilitated conversations among instructors regarding best practices. |