University of Nebraska Kearney

Political Science Assessment Report 2005

Submitted Fall, 2005

SUBJECT AND SKILL MASTERY

Subject and skill mastery was assessed by required completion of PSCI 381, Introduction to Political Inquiry, and evaluation for methodological competency using a standard rubric and by administering senior exit surveys which include questions on subject and skill mastery. The assessment plan also calls for subject and skill mastery to be assessed through an alumni survey administered every five years; alumni survey data will be collected January through March 2006 in anticipation of the Department’s academic program review in late spring of 2006. The Department has discussed but not yet implemented portfolio development as an additional tactic for assessing subject and skill mastery. The Department is in the process of revising its Senior Seminar course and its contribution to the assessment plan; data from the spring 2005 offering were not collected.

PSCI 381 Results: Because of the decision to move the annual offering of PSCI 381 from spring to fall, enrollment for PSCI 381 in Spring 2004 was limited to graduating seniors – only 3 had not yet taken the course. In Fall 2004, 30 students were enrolled. The students’ median performance scores on the various methods skills taught in the course are compared below. Overall, students show high degree of proficiency in basic methodological skills, which is also confirmed by their success in acceptance to graduate programs in Political Science or Public Administration.

Action: No changes to PSCI 381 are needed at this time.

Senior Exit Survey Results: 19 graduating seniors completed senior exit surveys. The mean and median scores for each question related to subject and skill mastery are presented below (see table next page). These results indicate that the typical graduating senior views quite favorably the subject and skill training received in the Political Science Department. The comparable scores from the exit survey taken by graduating seniors in 2004 (n = 15) are also presented. Of particular note are the reported improvement in experiencing diverse subject matter and in becoming more adept as a writer as a result of training and work in Political Science courses.

Action: The Department implemented a comprehensive curriculum review and revision, which went into effect for Catalog 2004-2006. The changes made to our undergraduate curriculum responded, in part, to feedback from recent senior exit surveys. In particular, we expanded our offerings in Political Thought and Comparative Politics. We also revised program requirements for BA and BS degrees to require that majors complete at least one course each in four of five subfields; this change was a response to the faculty’s perceptions that majors were becoming too narrowly specialized in their coursework for an undergraduate degree program. The new subfield coursework requirements were designed to mandate broader study in the discipline. Although the graduating seniors who completed the 2005 senior exit survey were not formally under the new requirements, we are encouraged that this cohort reported greater exposure to diverse subject matter within the discipline than did the 2004 cohort, which may be an early effect of advising under the new program requirements.

EXPERIENTIAL LEARNING

Opportunities for practical experience linking course work to applied settings were assessed by collecting data on the number of successfully completed internships and the number of successfully completed independent or collaborative research projects. These data are presented below. In addition, 8 students attended the Model United Nations conference in St. Louis, MO where they participated in a simulation of the UN general assembly, representing Peru.

Internship Results:

Action: Faculty will continue to advise students to complete internships and place them in suitable positions where available. External supervisors of student interns will continue to be encouraged to complete the standard evaluation form so the department can evaluate the students’ performances and the suitability of the site for placement of future interns.

Independent and Collaborative Research Results:

Action: Students who have worked independently or with faculty on collaborative research projects are better prepared for graduate study. The Department will continue to promote undergraduate research opportunities to students and to collect these data.

CAREER PREPARATION

Career preparation was assessed through students’ self-reporting of admission to law or graduate school or job placement.

Admission to Law or Graduate School Results:

Job Placement Results:

Action: The Department will continue to collect these data. The assessment plan also calls for career preparation to be assessed through an alumni survey administered every five years; alumni survey data will be collected January through March 2006 in anticipation of the Department’s academic program review in late spring of 2006.