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  History
Sarasota-Manatee - Undergraduate - BA
CIP Code: 54.0101

Program Mission Statement: 

The Bachelor of Arts in History develops in students the ability to connect the causes, contexts, and chronologies of individual events to larger historical developments, showing continuity and change in human experiences. By placing contemporary issues, ideas, and relationships in historical perspective, a historical perspective gives a sense of both the chronological ordering of events and the relationship of diverse events at a given moment, as well as sensitivity to cultural differences and awareness of conflicting interpretations of the same occurrences. 

 

Graduates of this program will be able to demonstrate the following:
OUTCOME 1:
  • Demonstrate an understanding of the importance of historical context in analyzing the nature of past societies.
Methods of Assessment :
  • Writing Assignment: Papers for assessment are produced in the 2 required History courses: Theory of History (in fall) and Pro-Seminar (in spring). Assessing work from both these courses provides demonstration of this competency. Clean copies of papers are collected by instructors, then sorted and rendered anonymous by the IR office. In the summer, a team of faculty members assesses a significant sample, using a rubric, and responds to the findings.
  • Objective Test: An objective test, developed by the faculty, is administered electronically to all majors of senior standing during the term they take Pro-Seminar, which is required.
  • Faculty Assessment of Outcomes Survey: At the end of every semester, instructors in all History courses fill out scoring rubric that first rates the degree of emphasis placed on this outcome by the course, and then rates students’ performance of this competency in that particular course.
  • Student Assessment of Outcomes Survey: Students in all History courses are surveyed about the degree of emphasis placed on this outcome in the course and how well they feel the course helped them to develop this competency.
  
OUTCOME 2:
  • Demonstrate an understanding of how the practice of history and interpretations of the past have changed over time.
Methods of Assessment :
  • Writing Assignment: Papers for assessment are produced in the 2 required History courses: Theory of History (in fall) and Pro-Seminar (in spring). Assessing work from both these courses provides demonstration of this competency. Clean copies of papers are collected by instructors, then sorted and rendered anonymous by the IR office. In the summer, a team of faculty members assesses a significant sample, using a rubric, and responds to the findings.
  • Objective Test: An objective test, developed by the faculty, is administered electronically to all majors of senior standing during the term they take Pro-Seminar, which is required.
  • Faculty Assessment of Outcomes Survey: At the end of every semester, instructors in all History courses fill out scoring rubric that first rates the degree of emphasis placed on this outcome by the course, and then rates students’ performance of this competency in that particular course.
  • Student Assessment of Outcomes Survey: Students in all History courses are surveyed about the degree of emphasis placed on this outcome in the course and how well they feel the course helped them to develop this competency.
  
OUTCOME 3:
  • Understand methodologies and theoretical constructs currently employed by historians.
Methods of Assessment :
  • Writing Assignment: Papers for assessment are produced in the 2 required History courses: Theory of History (in fall) and Pro-Seminar (in spring). Assessing work from both these courses provides demonstration of this competency. Clean copies of papers are collected by instructors, then sorted and rendered anonymous by the IR office. In the summer, a team of faculty members assesses a significant sample, using a rubric, and responds to the findings.
  • Objective Test: An objective test, developed by the faculty, is administered electronically to all majors of senior standing during the term they take Pro-Seminar, which is required.
  • Faculty Assessment of Outcomes Survey: At the end of every semester, instructors in all History courses fill out scoring rubric that first rates the degree of emphasis placed on this outcome by the course, and then rates students’ performance of this competency in that particular course.
  • Student Assessment of Outcomes Survey: Students in all History courses are surveyed about the degree of emphasis placed on this outcome in the course and how well they feel the course helped them to develop this competency.
  
OUTCOME 1:
  • Demonstrate the ability to analyze works by historians and identify their arguments and interpretations.
Methods of Assessment :
  • Writing Assignment: Papers for assessment are produced in the 2 required History courses: Theory of History (in fall) and Pro-Seminar (in spring). Assessing work from both these courses provides demonstration of this competency. Clean copies of papers are collected by instructors, then sorted and rendered anonymous by the IR office. In the summer, a team of faculty members assesses a significant sample, using a rubric, and responds to the findings.
  • Objective Test: An objective test, developed by the faculty, is administered electronically to all majors of senior standing during the term they take Pro-Seminar, which is required.
  • Faculty Assessment of Outcomes Survey: At the end of every semester, instructors in all History courses fill out scoring rubric that first rates the degree of emphasis placed on this outcome by the course, and then rates students’ performance of this competency in that particular course.
  • Student Assessment of Outcomes Survey: Students in all History courses are surveyed about the degree of emphasis placed on this outcome in the course and how well they feel the course helped them to develop this competency.
  
OUTCOME 2:
  • Demonstrate the ability to research and write a historical paper with a thesis, supported by relevant documentation.
Methods of Assessment :
  • Writing Assignment: Papers for assessment are produced in the 2 required History courses: Theory of History (in fall) and Pro-Seminar (in spring). Assessing work from both these courses provides demonstration of this competency. Clean copies of papers are collected by instructors, then sorted and rendered anonymous by the IR office. In the summer, a team of faculty members assesses a significant sample, using a rubric, and responds to the findings.
  • Faculty Assessment of Outcomes Survey: At the end of every semester, instructors in all History courses fill out scoring rubric that first rates the degree of emphasis placed on this outcome by the course, and then rates students’ performance of this competency in that particular course.
  • Student Assessment of Outcomes Survey: Students in all History courses are surveyed about the degree of emphasis placed on this outcome in the course and how well they feel the course helped them to develop this competency.
  
OUTCOME 1:
  • Present the results of historical research in a logically organized, written paper that is grammatically correct and presents a thesis, supported by relevant documentation.
Methods of Assessment :
  • Writing Assignment: Papers for assessment are produced in the 2 required History courses: Theory of History (in fall) and Pro-Seminar (in spring). Assessing work from both these courses provides demonstration of this competency. Clean copies of papers are collected by instructors, then sorted and rendered anonymous by the IR office. In the summer, a team of faculty members assesses a significant sample, using a rubric, and responds to the findings.
  • Faculty Assessment of Outcomes Survey: At the end of every semester, instructors in all History courses fill out scoring rubric that first rates the degree of emphasis placed on this outcome by the course, and then rates students’ performance of this competency in that particular course.
  • Student Assessment of Outcomes Survey: Students in all History courses are surveyed about the degree of emphasis placed on this outcome in the course and how well they feel the course helped them to develop this competency.
  
 


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For further inquiries and/or suggestions regarding ALC at USF, please contact Felix Wao, Assistant Director for Assessment of Student Learning and Academic Program Review, Center for 21st Century Teaching Excellence
 
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