Humanities and Justice Major Assessment Report and Assessment Plan Overview of the Major Mission Statement

Transcription

1 Humanities and Justice Major Assessment Report and Assessment Plan As of 10/21/2011 Submitted by Bettina Carbonell Associate Professor, Department of English Coordinator, Humanities and Justice Major Overview of the Major The interdisciplinary Humanities and Justice Major [formerly Justice Studies ] began admitting students in Fall At that time it was the only Humanities major being offered at the College. The initial core curriculum was comprised of four (3-credit) courses: Justice in the Western Traditions [HJS 250]; Research Methods in Humanities and Justice Studies [HJS 315]; Text and Theory: Senior Prospectus [HJS 410]; and Research Project in Humanities and Justice Studies [HJS 415]. A fifth core course, Comparative Perspectives on Justice [HJS 310], was developed and added to the core requirements in Fall 2008 in order to offer students a more balanced perspective which includes non-western traditions. In addition to these five courses (15 credits) students are required to take one course in political or legal theory: Jurisprudence [LAW 301] or Law, Order, Justice and Society [POL 375]. The remaining 18 credits the Disciplinary Component are selected each semester by students (in consultation with an adviser) from a group of upper-level elective courses in History, Literature and Philosophy. These courses have been identified by the Program Coordinator as relevant to the mission, goals, and learning objectives of the major. The offerings in the African American Studies, Latin American and Latina/o Studies, and Interdisciplinary Studies Programs are also reviewed each semester, and a small number are approved as applicable to this 18- credit Disciplinary Component. In their senior thesis courses (HJS 410 and HJS 415) students formulate a thesis, question, or problem of relevance to the study of justice; with the approval and under the guidance of an Instructor, they undertake a research project, drawing upon humanities-based fields of inquiry and employing appropriate disciplinary methodologies. Faculty from the Departments of History, English, and Philosophy teach the HJS core courses on a rotating basis. Mission Statement The Humanities and Justice major seeks to address fundamental questions about justice by examining them from a humanistic, interdisciplinary perspective. The major strives to provide students with a comprehensive knowledge of the textual foundations, underlying principles, and major debates that address the varied meanings of justice. The focus on close critical reading, analytical skills and writing skills in each of the core courses is designed to provide the tools that enable students to evaluate and participate in that conversation. The major prepares students for an ongoing inquiry into very idea of justice through a series of core courses that investigate how the concept of justice has been framed (in primary and secondary texts) and explored (using discipline-specific models) in history, literature, and philosophy. Core courses and electives expose students to the vocabularies, objects of study, and methods of these disciplines, and they consider how humanities-based inquiry may impact, define, and shape public debate and public policy. The curriculum prepares students for advanced research culminating in a senior thesis and for ongoing practical work in the future. This may entail advanced study in law school and other professional programs, and graduate programs in the humanities as well as careers in law, education, public policy, and criminal justice. 1

2 Assessment Plan / Schedule = completed = In Process Fall 2011 = To Be Done Spring Fall 2010 Review syllabi for all HJS Major Core courses} HJS 250, HJS 310, HJS 315, HJS 410, HJS 415 Draft Program Learning Objectives / HJS Core Curriculum Map / Mission Statement Circulate Program Learning Objectives / Curriculum Map / Mission Statement to HJS Advisory Chairs and HJS faculty Meet / Discuss LOs and Map with HJS Advisory Chairs and HJS faculty Revise LOs and Curriculum Map with HJS Advisory Chairs [Appendix A ] Develop and administer Student Exit Surveys in all HJS core courses Spring 2011 Distribute revised Learning Objectives and Curriculum Map to HJS faculty Form Assessment Task Force [Bettina Carbonell and Ann Huse, English; Allison Kavey, History; Kyoo Lee, Philosophy; Linda Neiberg, HJS Writing Fellow] Draft course specific rubric for HJS Senior Thesis (HJS 415) [Appendix B ] Assess HJS 415 SP 2010 Sample re: Program Learning Objectives # 3, 4, 5, 6 - Task Force Meeting> Norming Session - Distribution of HJS 415 [SP 2010] thesis samples for trial run - Assessment of HJS 415 [SP 2010] sample - Compilation of HJS Thesis Assessment Trial Run Results [Appendix C-1, C-2, and C-3 ] Convene HJS Faculty - Discuss results of assessment trial run - Formulate Assessment Plan for Discuss Student Exit Survey Results for SP 2010 and Fall 2010 [Appendix D ] - Administer Student Exit Surveys in all HJS SP 2011 Core Courses Continue Collecting Assignments and Rubrics - Develop HJS Assessment Toolbox Assess HJS 415 theses / SP 2011 [Each HJS 415 Instructor will assess their section using the descriptive rubric.] Spring - Summer 2011 Identify + Develop course specific Assessment Tools / Trial Run Assessment: HJS 315 / Summer 2011 re: Program Learning Objectives #S 1 [and/ or 2], 3, 4, 5, 6 Administer HJS 315 Student Exit Survey Assess and analyze HJS 315 / Summer 2011 using selected Assessment Tools 2

3 Fall 2011 Analyze / Discuss Assessment Results for HJS 315 / Summer 2011 Develop Assessment Tools for HJS 315 / Spring 2012 Review Tools and Syllabi for HJS 315 with HJS Advisory and faculty assigned to HJS 315 / SP 2012 Identify / Develop course specific Assessment Tools for HJS 250 Program Learning Objectives #s 1, 3, 4, 5 and 6 Assess HJS 250 Identify / Develop course specific Assessment Tools for HJS 310 Program Learning Objectives #s 2, 3, 4, 5 and 6 Assess HJS 310 Convene Faculty assigned to teach HJS 410/415 in AY Discuss results of Trial Run Assessment Review Trial Run Assessment Rubric Discuss results of HJS 415 SP 2011 Assessment [Appendix C-4 and C-5 ] Revise and Develop Additional Assessment Rubrics Identify / Develop course specific Assessment Tools for HJS 410 Program Learning Objectives #s 1-6 Assess HJS 410 Analyze results of SP 2011 Student Exit Surveys Assess HJS 250 Assess HJS 310 Assess HJS 315 Assess HJS 415 Spring 2012 Analysis of Assessment Plan and Initial Findings General Our assessment efforts in AY involved identifying the Program Learning Objectives, mapping those objectives onto the HJS Core curriculum, engaging in a trial run assessment of a sample of senior theses written in HJS 415 in SP 2010, and a full assessment of theses written in HJS 415 in SP The trial run (a retrospective look at the prior year s theses) was conducted by a special task force; the HJS 415/ SP 2011 assessment was conducted by the faculty in their own sections of HJS 415. The HJS faculty represents three departments (English, History, and Philosophy) and the curriculum itself is interdisciplinary; therefore, for the trial run we formed an interdisciplinary Assessment Task Force. Our work in the trial run entailed the development of a course and assignment-specific assessment rubric, a norming exercise, a post-norming dialogue, assessment of each thesis by 2 readers, a post-assessment dialogue, and the creation of the Assessment Report [Appendix C-1, C-2, and C-3]. In addition to the direct assessment of the thesis sample, we developed and administered a Student Exit Survey for each of the core courses [Appendix D-1]. We also administered 3

4 these surveys in the SP 2011 sections of the core courses [Appendix D-2] and will continue to do so each semester. Students performance (the thesis sample) and their own perceptions of the learning experience in the core courses (the exit survey) have already had an influence. At our Spring Faculty Meeting (May 5, 2011) we agreed to focus our attention on: the relationship between the core course descriptions and the specific content; Learning Objectives and syllabus design in individual sections of each course; and Learning Objective-specific faculty development workshops that will address how to give students ample opportunities to reach these program LOs. We are also addressing a potential revision to the curriculum centering on whether or not every HJS major should write a senior thesis. We expect that our first complete assessment cycle [AY ] will inform future discussions and decisions. An additional context for our self-study and assessment of student learning is the fact that the College now has a History major and an English major; a Philosophy major has been approved by CUNY governance. Thus a re-evaluation of the HJS Major is timely and necessary, as it will help us to strengthen, define (and perhaps revise) the major within this rich Humanities landscape. Preliminary Reflections on the Assessment of the HJS 415 Thesis For the trial run assessment of HJS 415/ SP 2010, each thesis was assessed by two readers. Appendix C includes 3 different ways of representing the results. Each is valuable in its own way. Appendix C 1 offers a view of the individual assessment scores for each thesis in each Learning Objective, and includes both readers individual scores. Appendix C-2 offers a numerical view of the averages represented as a mean and a median and a mode. The mode scores are particularly useful, we believe, since they enable us to see the assessment value that occurs most frequently in the data set. Appendix C-3 offers a view of the results in terms of percentages, which may be less useful when moving from scoring results to analysis of discrete elements / Learning Objectives. An initial analysis of the Trial Run Assessment suggests that the students in the sample are not as strong as we would like them to be in the following areas: development of an original thesis statement, research question, or research problem (Rubric Learning Objective #1); attention to and ability to engage effectively with primary texts (Rubric Learning Objective #4); and attention to counter-arguments and alternate perspectives (Rubric Learning Objective #6). The sample was admittedly small: a total of 12 theses were read; 2 theses were used for norming purposes, and those results are not included in the report. The assessment of HJS 415 / Spring 2011 involved all theses in all (four) sections of the course (Appendix C-4 and C-5) and thus affords a more comprehensive picture of student success and the areas on which we need to concentrate. We might expect these results to be very similar to those of the trial run, since the two assessments were carried out within a similar period of time with no opportunity for us to benefit from an analysis of what the trial run had revealed. However, because faculty were assessing their own HJS 415 students in SP 2011, their students theses had the benefit of instructorspecific goals and were responding to instructor-specific comments over the course of the two-semester senior thesis sequence. This might account for the more positive results. The HJS 415 (SP 2011) percentage assessment (Appendix C-5) reveals that the 4

5 Program s expectations re: LO #1 [thesis formulation] were exceeded by 40% of the students and met by 50% -- a very good result; LO# 2 [development of thesis] were exceeded by 44% and met by 35%; LO#3 [application of concepts and theories] were exceeded by only 13% but met by 56%; LO# 4 [engagement with primary sources] were exceeded by 31% and met by 49%; LO #5 [engagement with secondary sources] were exceeded by 21% and met by 49%; LO# 6 [engagement with counter-arguments] were exceeded by only 15% but met by 61%; LO# 7 [use of MLA documentation] were exceeded by only 22% but met by 51%; LO #8 [academic writing competence] were exceeded by only 13% and met by only 46%. Clearly we need to place more emphasis on writing and rhetorical skills in every core course and offer more opportunities for students to attain this objective. An overlay to Appendix B Descriptive Assessment Rubric HJS 415 Thesis explains how this rubric relates to the Program Learning Objectives. This overlay was necessary (and requested by Virginia Moreno, Outcomes Assessment Director) because the rubric is assessment-instrument specific (and thereby contains a different level of detail and terminology), while the Learning Objectives are applicable to the entire core curriculum. As we refine this rubric and develop others in AY we expect to become more adept at clarifying the relationships between 1) Program LOs and 2) individual course LOs and assessment rubrics. Preliminary Reflections on Student Exit Surveys (Appendix D-1) Several points are noteworthy here. The surveys conducted in HJS 250. Justice in the Western Traditions (the first required core course), suggest that students believed they had reached the specified general learning goals, including the ability to formulate a thesis statement (Exit Survey Question 4A). The surveys conducted in HJS 310. Comparative Perspectives on Justice (the companion course on non-western traditions) suggest that students were less sure about the comparatively different disciplinary methodologies used in history, literary studies, and philosophy (Exit Survey Question 3). However, when this question was broken down into separate questions about each discipline (Exit Survey Questions #3h, 3l, and 3p), students seemed more confident. Students in HJS 310 also seemed less than convinced of their ability to formulate a thesis statement and write a persuasive essay (Exit Survey Question 4). Survey results in HJS 315. Text and Theory: Senior Prospectus indicated that 27% of the students were not sure they had learned how to write a Prospectus for the senior thesis (Exit Survey Question 11). This course is the pre-requisite for HJS 410 (the first of two semesters devoted to writing the thesis) and we will be looking closely at our (SP 2012) HJS 315 syllabi, course designs, learning objectives, and methods. In the survey results for HJS 410 (Fall 2010), more than half the students reported that, at the start of the semester, they felt less than prepared to develop and refine a topic (Exit Survey Question #5a). Again, we want to look closely at the preparation students receive in HJS 315. It does seem, however, that by the time students begin HJS 415 they are more confident of their ability to draft and complete a thesis. An analysis of surveys administered in SP 2011 (Appendix D-2) is now in progress (Fall 2011). 5

6 Appendix A

7 HUMANITIES AND JUSTICE MAJOR (BA) DRAFT CURRICULUM MAP - 01/18/2011 Course CORE COURSES HJS 250 Justice in the Western Traditions 1 Learning Objective Knowledge Acquisition: Focusing on historical, literary, and philosophical primary texts and contexts, students will gain a comprehensive foundation in major concepts, underlying principles, values, issues, and theories of justice in the Western tradition. Study major justicerelated primary texts, issues, and underlying principles in the Western historical, literary, and philosophical tradition. Engage in close textual, critical analysis of primary historical, literary, and philosophical texts and their historical and intellectual contexts. 2 Learning Objective 3 Learning Objective 4 Learning Objective Knowledge Acquisition: Comparative Analytical Multidisciplinary Focusing on historical, Skills: Students will learn Methods of Inquiry: literary, and to identify, compare, Students will learn to philosophical primary contrast, apply, and employ, compare, and texts and contexts, evaluate the concepts, evaluate the methods of students will gain an underlying principles, inquiry used in the understanding of selected values, and theories disciplines of history, concepts, underlying embedded in justicerelated literary study, and principles, values, issues, issues, events, and philosophy; students will and theories of justice in texts; they will be able to be able to select and apply non-western traditions / formulate, find a these methods to the study cultures in several theoretical framework of justice-related concepts, historical periods. for, and seek answers to issues, events and texts, their own original and to the investigation of research questions. their own original research questions. COURSE LEARNING OBJECTIVES Identify, compare, and Identify and begin to critically evaluate justicerelated apply methods of inquiry concepts, common to history, principles, values and literary studies, and theories in primary texts philosophy. in the Western tradition. Engage in disciplinary Formulate text-based and interdisciplinary questions. analysis of primary texts. Construct text-based arguments. 5 Learning Objective Writing + Rhetorical Skills: Students will be able to produce wellreasoned, wellresearched, well documented and articulate texts, including essays, a Thesis Prospectus and/or draft, and a final Senior Thesis. Compose clear, persuasive short essays. Use evidence quotation, paraphrase and summary as support for thesis and claims. Integrate and fully acknowledge sources. Revise in response to critique. 6 Learning Objective Research Skills + Information Literacy: Students will be able to investigate an original research question or research problem, and / or argue an original thesis, by engaging in a critical, rigorous, and ethical process of academic research. Begin to engage in the research process: - Identify / distinguish between primary and secondary texts. - Evaluate sources re: credibility. - Use MLA citation style. HJS 310 Comparative Perspectives on Justice Study selected non- Western historical, literary, and philosophical primary (and secondary) texts, issues, and underlying principles, covering several historical periods. Engage in close textual, critical analysis of non- Western historical, literary, and philosophical texts and their historical and intellectual contexts. Identify, compare, and critically evaluate justicerelated values and assumptions in selected primary texts and secondary readings in non-western traditions. Formulate text-based questions. Construct text-based arguments. Apply and compare methods and results of inquiry common to history, literary studies, and philosophy. Engage in disciplinary and interdisciplinary analysis of primary texts. Analyze and integrate secondary texts. Compose clear, persuasive essays of various lengths. Use evidence quotation, paraphrase and summary as support for thesis and claims. Integrate and fully acknowledge sources. Revise in response to critique. Engage in the research process: - Identify and locate relevant primary and secondary texts. -Evaluate sources re: credibility. -Use MLA citation style. Page 1 of 3

8 HUMANITIES AND JUSTICE MAJOR (BA) DRAFT CURRICULUM MAP - 01/18/2011 Course CORE COURSES 1 Learning Objective Knowledge Acquisition: major concepts in the Western tradition. 2 Learning Objective Knowledge Acquisition:.selected concepts. in non-western traditions 3 Learning Objective Comparative Analytical Skills 4 Learning Objective Multidisciplinary Methods of Inquiry 5 Learning Objective Writing + Rhetorical Skills 6 Learning Objective Research Skills + Information Literacy HJS 315 Research Methods HJS 410 Problems and Theory: Thesis Prospectus HJS 415 Thesis in Humanities and Justice Studies Study a justice-related topic selected by Instructor this topic may involve Western, non-western, or comparative Western / non-western contexts.. Engage in close reading and analysis of issue-specific primary and secondary texts in history, literary studies, and philosophy. Apply, analyze and synthesize issues, concepts and principles relevant to the original research project. Integrate, analyze, evaluate relevant primary texts in the Western and / or non-western traditions. Integrate, analyze, evaluate relevant secondary texts. Apply issues, concepts and principles relevant to the original research project. Integrate relevant primary texts in the Western and / or non-western traditions. Integrate, analyze, evaluate relevant secondary texts. COURSE LEARNING OBJECTIVES Compare and evaluate principles, theories and assumptions, in primary and secondary sources assigned by Instructor. Analyze and evaluate additional primary and secondary sources. Formulate an original thesis / question. Use textual evidence. Place thesis within existing secondary literature. Formulate an original thesis / question. Use textual evidence. Place original thesis within existing secondary literature. Formulate and effectively present reasons, claims, warrants. Refine / revise thesis statement or research question. Use textual evidence. Place thesis within existing secondary literature. Formulate and effectively present reasons, claims, warrants. Select and evaluate disciplinary perspectives and methods appropriate to topic. Integrate more than one disciplinary method in an analysis. Develop a theoretical framework for an analysis. Synthesize evidence. Select and evaluate disciplinary perspectives and methods as appropriate to topic. Integrate more than one disciplinary method in an analysis. Develop a theoretical framework for an analysis. Synthesize evidence. Apply disciplinary methods. Further develop a theoretical framework. Synthesize evidence. Compose essays of increasing analytical and argumentative complexity. Integrate and fully acknowledge sources. Revise in response to critique. Compose: - Outline - Abstract* - Introduction - Section drafts* - Full 1st draft* - Review of the Literature* Integrate and fully acknowledge sources. Revise in response to critique. * in some iterations of the course Compose multiple drafts of thesis. Revise in response to critique. Compose a final draft of thesis. Fully engage in the research process: - Identify topic and discipline-specific databases - Locate credible, relevant primary and secondary sources. - Use MLA citation style. Select subjectspecific databases, journals, indexes. Execute subject and keyword searches. Locate and evaluate sources. Compile Working Bibliography and Annotated Bibliography. Use MLA citation style. Repeat, revise database, subject, and keyword searches. Locate and evaluate additional sources. Compile Works Cited List in MLA style. Page 2 of 3

9 HUMANITIES AND JUSTICE MAJOR (BA) DRAFT CURRICULUM MAP - 01/18/2011 MISSION STATEMENT The Justice Studies major seeks to address fundamental questions about justice by examining them from a humanistic, interdisciplinary perspective. The major strives to provide students with a comprehensive knowledge of the textual foundations, underlying principles, and major debates that address the varied meanings of justice. The focus on close critical reading, analytical skills and writing skills in each of the core courses is designed to provide the tools that enable students to evaluate and participate in that conversation. The major prepares students for an ongoing inquiry into very idea of justice through a series of core courses that investigate how the concept of justice has been framed (in primary and secondary texts) and explored (using discipline-specific models) in history, literature, and philosophy. Core courses and electives expose students to the vocabularies, objects of study, and methods of these disciplines, and they consider how humanities-based inquiry may impact, define, and shape public debate and public policy. The curriculum prepares students for advanced research culminating in a senior thesis and for ongoing practical work in the future. This may entail advanced study in law school and other professional programs, and graduate programs in the humanities as well as careers in law, education, public policy, and criminal justice. LEARNING OBJECTIVES 1) Knowledge Acquisition: Focusing on historical, literary, and philosophical primary texts and contexts, students will gain a comprehensive foundation in major concepts, underlying principles, values, issues, and theories of justice in the Western tradition. 2) Knowledge Acquisition: Focusing on historical, literary, and philosophical primary texts and contexts, students will gain an understanding of selected concepts, underlying principles, values, issues, and theories of justice in non- Western traditions / cultures in several historical periods. 3) Comparative Analytical Skills: Students will learn to identify, compare, contrast, apply, and evaluate the concepts, underlying principles, values, and theories embedded in justice-related issues, events, and texts; they will be able to formulate, find a theoretical framework for, and seek answers to their own original research questions. 4) Multidisciplinary Methods of Inquiry: Students will learn to employ, compare, and evaluate the methods of inquiry used in the disciplines of history, literary study, and philosophy; students will be able to select and apply these methods to the study of justice-related concepts, issues, events and texts, and to the investigation of their own original research questions. 5) Writing + Rhetorical Skills: Students will be able to produce well-reasoned, well- researched, well documented and articulate texts, including essays, a Thesis Prospectus and/or draft, and a final Senior Thesis. 6) Research Skills + Information Literacy: Students will be able to investigate an original research question or research problem, and / or argue an original thesis, by engaging in a critical, rigorous, and ethical process of academic research. LONG TERM OBJECTIVES Students will be prepared for well informed and ethical civic, professional, and personal engagements with issues of justice, human rights, equality, and due process. Page 3 of 3

10 Appendix B

11 Appendix B Humanities and Justice Major Descriptive Assessment Rubric Explanatory Overlay: Program Learning Objectives Keyed to Descriptive Assessment Rubric HJS 415 Thesis *Assessment Criteria *Program Learning Objective 1) Formulates thesis statement. # 3 - Comparative Analytical Skills 2) Constructs, sustains, develops focus # 5 - Writing + Rhetorical Skills 3) Applies principles as theoretical frame # 4 Multidisciplinary Methods of Inquiry 4) Engages primary sources # 3 [+ #4 + #6] 5) Integrates and evaluates secondary sources # 3 [+ #4 + #6] 6) Engages with counter-arguments # 3 [+ #4 + #6] 7) Employs MLA system of documentation # 6 - Research Skills, Information Literacy 8) Demonstrates competence in technical # 5 [+ #6] conventions of academic writing *Please refer to extended descriptions on Curriculum Map and Descriptive Assessment Rubric

12 Humanities and Justice Major Descriptive Assessment Rubric HJS 415 Thesis CRITERIA Exceeds Meets Approaches Fails to Meet In the final draft of the senior thesis the student: 1) Formulates an original thesis Thesis /problem Thesis /focus clearly Thesis / focus not No stated focus; statement, research question displays original stated; relevance identified; topic does not address or research problem relevant thought, is finely to justice implied, is general; offers justice in relation to the study of justice in the focused and clearly not stated /or some evidence of to subject area. Humanities. stated; relevance to fully developed; an area of interest; study of justice is may be derivative, justice-related made explicit. unoriginal; may be aspect not too broad. developed. Assessment 2) Constructs, sustains and Attention to stated Focus maintained Without a clear thesis No focus, no develops the stated focus focus is consistent; but connections or focus, material sense of of the thesis. clear connections to evidence not presented seems organization made between thesis, always clearly random, cannot of material or evidence, analysis. established. be evaluated re: its relevance. relevance. Assessment 3) Applies one or more justice- Concept(s), principle(s) Concept(s), prin- Concept(s), principle(s) No concepts related concepts, principles, are clearly articulated; ciple(s) are stated; may be suggested; principles are and / or values as a theoretical material is analyzed some connections few connections made discussed. framework for the thesis. within that theoretical btw supporting to supporting material; framework. material + theoret- no clear framework for ical framework are analysis of topic. made. Assessment 4) Engages primary sources Engages with relevant Incorporates relevant Uses few primary Does not use critically and creatively; primary texts; primary texts; texts; does not primary presents textual evidence summarizes, analyzes, summarizes, makes connect primary texts. persuasively. makes persuasive connections to texts to thesis. connections to thesis. thesis. Assessment

13 CRITERIA Exceeds Meets Approaches Fails to Meet In the final draft of the senior thesis the student: 5) Effectively integrates and Secondary sources are Secondary sources Too few secondary; Few or no evaluates relevant secondary relevant, offer strong are generally sources; doubtful credible literature. support for thesis; relevant, peer- origins, not secondary sources are peer- reviewed, analyzed. sources. reviewed, authoritative; authoritative; sources are well sources are clearly analyzed, evaluated. presented, most are well analyzed. Assessment 6) Acknowledges and engages with Alternate views are Alternate views Alternate views are No attention counter-arguments and alternate seriously considered, are noted, some given little to alternate perspectives. objectively presented, specific examples attention and are views. evaluated in context of are included, some dismissed without major claims, evidence. analysis is offered. analysis. Assessment 7) Correctly and consistently employs All sources are cited Most sources are Some sources Most sources MLA system of documentation. in body of text with acknowledged not clearly not clearly appropriate parenthet- in body of text and identified in body; identified; ical data; all sources listed on Works some sources not many not are listed on Works Cited; most citations listed on Works not listed on Cited with full publica- are complete and Cited; format is Works Cited; tion information in correctly formatted. inconsistent. little attention MLA format. to format. Assessment 8) Demonstrates competence in Prose is clear; needs of Prose is generally Prose is sometimes Many errors the technical conventions audience are met; terms clear; most terms unclear; terms are at many of academic writing. are defined; error-free re: are defined; few rarely defined; levels cause sentence structure, errors in sentence errors in sentence serious grammar, punctuation, structure, etc.; structure, etc., diction, interference spelling; paragraphs are paragraphs are word choice; lack of with the well constructed; clear generally well- paragraph coherence. communicatransitions are made. structured. of ideas. Assessment Grading scale: Points Exceeds expectations / standards = 4 Meets expectations / standards = 3 Approaches expectations / standards = 2 Fails to meet expectations / standards = 1

14 Appendix C-1

15 Learning Objective TRIAL RUN - HJS 415 SP THESIS ASSESSMENT OVERVIEW Learning Learning Learning Learning Learning Learning Objective Objective Objective Objective Objective Objective Formulates an original thesis statement, research question or research problem relevant to the study of justice in the Humanities. Constructs, sustains and develops the stated focus of the thesis. Applies one or more justicerelated concepts, principles, and / or values as a theoretical framework for the thesis. Engages primary sources critically and creatively; presents textual evidence persuasively. Effectively integrates and evaluates relevant secondary literature. Acknowledges and engages with counter-arguments and alternate perspectives. Correctly and consistently employs MLA system of documentation. Learning Objective Demonstrates competence in the technical conventions of academic writing. Thesis # X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X 1 Each thesis was assessed by two readers. 4 = Exceeds expectations / standards 3 = Meets expectations / standards 2 = Approaches expectations / standards 1 = Fails to meet expectations / standards

16 Appendix C-2

17 TRIAL RUN - HJS 415 SP THESIS ASSESSMENT STATISTICS Learning Objective Thesis # - Reader # * Mean 1 Median 2 Mode 3 LO LO LO LO LO LO LO LO * Each thesis had 2 readers. Thesis #1 and Thesis #2 had 5 readers (norming sample) and results were not counted here. 1 The mean is the average value. 2 The median is the middle value or the midpoint. 3 The mode is the value that occurs most frequently in the data set.

18 Appendix C-3

19 TRIAL RUN - HJS 415 SP THESIS ASSESSMENT PERCENTAGES Learning Objective 1: Formulates an original thesis statement, research question or research problem relevant to the study of justice in the Humanities. 4 = Exceeds expectations / standards 3 = Meets expectations / standards 2 = Approaches expectations / standards 1 = Fails to meet expectations / standards 5% 25% 45% 25% Learning Objective 2: Constructs, sustains and develops the stated focus of the thesis. 4 = Exceeds expectations / standards 3 = Meets expectations / standards 2 = Approaches expectations / standards 1 = Fails to meet expectations / standards 10% 45% 20% 25% Learning Objective 3: Applies one or more justice-related concepts, principles, and / or values as a theoretical framework for the thesis. 4 = Exceeds expectations / standards 3 = Meets expectations / standards 2 = Approaches expectations / standards 1 = Fails to meet expectations / standards 10% 45% 20% 25% Learning Objective 4: Engages primary sources critically and creatively; presents textual evidence persuasively. 4 = Exceeds expectations / standards 3 = Meets expectations / standards 2 = Approaches expectations / standards 1 = Fails to meet expectations / standards 10% 35% 30% 25% Learning Objective 5: Effectively integrates and evaluates relevant secondary literature. 4 = Exceeds expectations / standards 3 = Meets expectations / standards 2 = Approaches expectations / standards 1 = Fails to meet expectations / standards 25% 30% 35% 10% Learning Objective 6: Acknowledges and engages with counter-arguments and alternate perspectives. 4 = Exceeds expectations / standards 3 = Meets expectations / standards 2 = Approaches expectations / standards 1 = Fails to meet expectations / standards 5% 40% 35% 20% Learning Objective 7: Correctly and consistently employs MLA system of documentation. 4 = Exceeds expectations / standards 3 = Meets expectations / standards 2 = Approaches expectations / standards 1 = Fails to meet expectations / standards 25% 30% 30% 15% Learning Objective 8: Demonstrates competence in the technical conventions of academic writing. 4 = Exceeds expectations / standards 3 = Meets expectations / standards 2 = Approaches expectations / standards 1 = Fails to meet expectations / standards 10% 55% 25% 10%

20 Appendix C-4

21 HJS 415 SP THESIS ASSESSMENT STATISTICS Thesis # Mean 1 Median 2 Mode 3 LO LO Learning Objective LO LO LO LO LO LO The mean is the average value. 2 The median is the middle value or the midpoint. 3 The mode is the value that occurs most frequently in the data set.

22 Appendix C-5

23 HJS 415 SPRING THESIS ASSESSMENT PERCENTAGES Learning Objective 1: Formulates an original thesis statement, research question or research problem relevant to the study of justice in the Humanities. 4 = Exceeds expectations / standards 3 = Meets expectations / standards 2 = Approaches expectations / standards 1 = Fails to meet expectations / standards 40% 50% 10% 0% Learning Objective 2: Constructs, sustains and develops the stated focus of the thesis. 4 = Exceeds expectations / standards 3 = Meets expectations / standards 2 = Approaches expectations / standards 1 = Fails to meet expectations / standards 44% 35% 21% 0% Learning Objective 3: Applies one or more justice-related concepts, principles, and / or values as a theoretical framework for the thesis. 4 = Exceeds expectations / standards 3 = Meets expectations / standards 2 = Approaches expectations / standards 1 = Fails to meet expectations / standards 13% 56% 31% 0% Learning Objective 4: Engages primary sources critically and creatively; presents textual evidence persuasively. 4 = Exceeds expectations / standards 3 = Meets expectations / standards 2 = Approaches expectations / standards 1 = Fails to meet expectations / standards 31% 40% 25% 4% Learning Objective 5: Effectively integrates and evaluates relevant secondary literature. 4 = Exceeds expectations / standards 3 = Meets expectations / standards 2 = Approaches expectations / standards 1 = Fails to meet expectations / standards 21% 49% 29% 1% Learning Objective 6: Acknowledges and engages with counter-arguments and alternate perspectives. 4 = Exceeds expectations / standards 3 = Meets expectations / standards 2 = Approaches expectations / standards 1 = Fails to meet expectations / standards 15% 61% 22% 1% Learning Objective 7: Correctly and consistently employs MLA system of documentation. 4 = Exceeds expectations / standards 3 = Meets expectations / standards 2 = Approaches expectations / standards 1 = Fails to meet expectations / standards 22% 51% 22% 4% Learning Objective 8: Demonstrates competence in the technical conventions of academic writing. 4 = Exceeds expectations / standards 3 = Meets expectations / standards 2 = Approaches expectations / standards 1 = Fails to meet expectations / standards 13% 46% 31% 9%

24 Appendix D-1

25 HJ Major Exit Survey Report Fall 2010 & Spring 2010 Page 1 of 11 HJS 250: Respondents: 22 (F10) + 49 (Sp10) = 71 total (Note: the following percentages are based on the total number of responses for each question, not the total number of respondents) 1) In this course I have gained a foundation in major principles and theories of justice in the Western tradition % 48% 4% 1% 0% 2) In this course I have gained the knowledge and developed the skills I need in order to compare and contrast different principles and theories of justice % 39% 10% 3% 0% 3) In this course I have become familiar with the different ways of presenting and analyzing material used in the disciplines of: a) history, b) literary study, and c) philosophy % 47% 10% 4% 0% 3h) In this course I have become familiar with the methods of presenting and analyzing material used in the study of: History: % 42% 5% 5% 5% 3l) In this course I have become familiar with the methods of presenting and analyzing material used in the study of: Literature: % 50% 15% 5% 0% 3p) In this course I have become familiar with the methods of presenting and analyzing material used in the study of: Philosophy % 23% 5% 5% 0% 4a) This course has taught me how to take a position and formulate a thesis statement on justice-related questions / issues % 35% 8% 6% 0% 1 49 students were surveyed with this particular wording students were surveyed with this particular wording; same thing with 3l and 3p.

26 HJ Major Exit Survey Report Fall 2010 & Spring 2010 Page 2 of 11 HJS 250 (continued): 4b) This course has taught me how to write persuasive essays on justice-related questions / issues % 28% 22% 4% 0% 5a) This course has taught me how to use evidence effectively in my writing % 44% 6% 4% 0% 5b) This course has taught me how to incorporate sources in my writing % 41% 10% 3% 0% 5c) This course has taught me how to fully acknowledge sources in my writing % 36% 10% 4% 0% 6) This course has challenged me and helped me to think more deeply about issues involving justice, fairness, human rights, and equality % 35% 11% 4% 0% 7) This course has helped me to understand that ideas, values, and principles involving justice will vary -- depending on historical period, specific culture, and tradition % 39% 4% 1% 0% 8) I always did the assigned readings and came prepared for class discussion % 47% 18% 10% 3% 9) I spent the following amount of time each week doing the work assigned for this class: 3 5+ hours 4-5 hours 3-4 hours 1-2 hours Other % 25% 23% 8% 16% 3 Only 22 students were surveyed with this particular wording (close-ended); the other 49 were surveyed with similar wording but the question was open-ended. The data enterer sorted the respondents answers into the above scale as best as possible.

27 HJ Major Exit Survey Report Fall 2010 & Spring 2010 Page 3 of 11 HJS 310: Respondents: 20 (F10) + 30 (Sp10) + 8 (Sp10-1) = 58 total (Note: the following percentages are based on the total number of responses for each question, not the total number of respondents) 1) In this course I have learned about major principles and theories of justice in non-western traditions % 31% 2% 0% 0% 2) In this course I have gained the knowledge and developed the skills I need in order to compare and contrast different principles and theories of justice in non-western traditions % 33% 9% 2% 0% 3) In this course I have increased my knowledge and understanding of the different ways of presenting and analyzing material used in the disciplines of: a) history, b) literary study, and c) philosophy % 26% 18% 8% 0% 3h) In this course I have become more familiar with ways of presenting and analyzing material used in the discipline of history % 20% 5% 0% 0% 3l) In this course I have become more familiar with ways of presenting and analyzing material used in the discipline of literary study % 30% 10% 0% 0% 3p) In this course I have become more familiar with ways of presenting and analyzing material used in the discipline of philosophy % 25% 15% 0% 0% 4) This course has required and helped me to take a position [formulate a thesis statement] on justice-related questions or issues and to write persuasive essays on these subjects % 50% 38% 0% 0% 1 38 students were surveyed with this particular wording students were surveyed with this particular wording; same thing with 3l and 3p. 3 8 students were surveyed with this particular wording.

28 HJ Major Exit Survey Report Fall 2010 & Spring 2010 Page 4 of 11 HJS 310 (continued): 4a) This course has taught me how to take a position and formulate a thesis statement on justice-related questions / issues % 34% 8% 4% 0% 4b) This course has taught me how to write persuasive essays on justice-related questions / issues % 42% 6% 2% 0% 5) This course has required and helped me to use evidence effectively in my writing, and to fully acknowledge my sources, in support of my position / thesis % 75% 0% 0% 0% 5a) This course has taught me how to use evidence effectively in my writing % 36% 4% 4% 0% 5b) This course has taught me how to incorporate sources in my writing % 24% 4% 6% 0% 5c) This course has taught me how to fully acknowledge sources in my writing % 38% 0% 2% 0% 6) This course has challenged me and helped me to think more deeply about issues involving justice, fairness, human rights, and equality % 29% 5% 2% 0% 4 50 students were surveyed with this particular wording; same thing with 4b. 5 8 students were surveyed with this particular wording students were surveyed with this particular wording; same thing with 5b and 5c.

29 HJ Major Exit Survey Report Fall 2010 & Spring 2010 Page 5 of 11 HJS 310 (continued): 7) This course has helped me better understand that ideas, values, and principles involving justice will vary -- depending on historical period, specific culture, and tradition % 24% 3% 2% 0% 8) I always did the assigned readings and came prepared for class discussion % 38% 12% 10% 0% 9) I spent the following amount of time each week doing the work assigned for this class: 8 5+ hours 4-5 hours 3-4 hours 1-2 hours Other % 22% 17% 9% 2% 7 This question was included on only 50 of the 58 surveys. 8 This question was included on only 50 of the 58 surveys. Additionally, the question had similar wording to what appears above, but the question was open-ended. The data enterer sorted the respondents answers into the above scale as best as possible.

30 HJ Major Exit Survey Report Spring 2010 Page 6 of 11 HJS 315: Respondents: 47 (Sp10) = 47 total (Note: the following percentages are based on the total number of responses for each question, not the total number of respondents) 1) In this course I have become more skilled in how to formulate a thesis, a research question, and / or a research topic % 54% 7% 0% 0% 2) In this course I have become skilled in using libraries (in person and online) to identify and locate relevant sources % 43% 6% 0% 0% 3) In this course I have learned how to identify the databases that index and / or provide direct access to sources relevant to my thesis, research question, and / or research topic, and how to locate these sources % 47% 9% 2% 0% 4) In this course I have become more skilled in incorporating and fully acknowledging sources in my writing % 47% 9% 6% 0% 5) In this course I have learned how to read critically, evaluate and analyze sources % 49% 6% 0% 0% 6) In this course I have increased my understanding of how the disciplines of a) history, b) literary study, and c) philosophy engage in research, collect information, and use sources to develop an interpretation % 47% 2% 0% 0% 7) In this course I have learned how to develop a Working Bibliography for a thesis project % 40% 15% 0% 2% 8) In this course I have learned how to create an Annotated Bibliography for a thesis project % 40% 6% 2% 4%

31 HJ Major Exit Survey Report Spring 2010 Page 7 of 11 HJS 315 (continued): 9) In this course I have learned how to write a Review of the Literature on a thesis topic % 37% 11% 2% 0% 10) In this course I have learned how to create an Outline for a thesis project % 57% 13% 4% 0% 11) In this course I have learned how to create a Prospectus for a thesis project and how to begin drafting one or more sections of that thesis % 38% 27% 9% 0% 12) I spent the following amount of time each week doing the work assigned for this class: 1 5+ hours 4-5 hours 3-4 hours 1-2 hours Other % 19% 7% 0% 5% 1 This question had similar wording to what appears above, but the question was open-ended. The data enterer sorted the respondents answers into the above scale as best as possible.

32 HJ Major Exit Survey Report Fall 2010 Page 8 of 11 HJS 410: Respondents: 45 (F10) = 45 total (Note: the following percentages are based on the total number of responses for each question, not the total number of respondents) 1) I found that, having taken the core requirements in the major [HJS 250, HJS 310, HJS 315], I was prepared to formulate a thesis, a research question, and / or a research topic % 49% 18% 2% 0% 2a) I started this semester with the skills I needed to identify and use library databases relevant to my topic % 48% 18% 2% 0% 2b) HJS 410 helped me further develop these skills % 38% 7% 2% 2% 3a) I started this semester with the skills I needed to locate sources relevant to my topic % 40% 27% 7% 0% 3b) HJS 410 helped me further develop these skills % 52% 2% 0% 0% 4a) I started this semester with the skills I needed to read sources critically, comparatively, and analytically % 49% 18% 2% 0% 4b) HJS 410 helped me further develop these skills % 36% 4% 2% 2%