See Assessment Plan Timeline for implementation dates for the following measures.
Direct Measures
All majors and minors have required participation in PSCI 381, Introduction to Political Inquiry, for all majors and minors at or around the second semester of the sophomore year. This course was optional until 2000, when it was re-designed and made a requirement for all majors. Students must successfully complete PSCI 381 including completion of a research design (reviewed by a two-member faculty board beginning 2003; evaluation rubric attached).
The comprehensive examination for graduating seniors is a component of the required capstone course. This measure was instituted in 1998 and has been revised three times per our assessment evaluations in 1998, 1999, and 2000. For 2003, a formal assessment rubric has been developed.
Comprehensive examinations are evaluated (double-blind method) by a faculty board of three members, specific to sub-fields.
A senior essay is required as a component of the required capstone course. The senior essay was instituted in 2000 as a new assessment measure subsequent to our 1999 assessment evaluation. For 2003, a formal assessment rubric has been developed.
Senior essays are evaluated by a faculty board (minimum of two members, specific to sub-fields).
An Oral presentation for graduating seniors is a component of the required capstone course. The oral presentation requirement was instituted in 2000 as a new assessment measure subsequent to our 1999 assessment evaluation. For 2003, a formal assessment rubric has been developed.
Presentations are evaluated by a faculty board (three members, specific to sub-fields).
Student portfolios will include annual additions of a paper beginning their sophomore year, a vita/resume updated each year, and optional material submitted by students to document learning and achievement. The department is preparing folders for students in 2002-2003 for initial portfolio development in 2003-2004.
Department faculty review board will evaluate student portfolios for: 1) completion; 2) writing skills; 3) content; 4) progress.
Objective
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Participants
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Evaluators
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3
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all majors
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faculty board
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Students will complete internships relevant to their degree emphases and professional interests. Beginning in 2002, supervisors (at placement site) were asked to submit a written evaluation. Beginning in 2003, supervisors will submit a standardized evaluation form.
Students will complete independent research projects with a faculty advisor. Students will engage is collaborative research as assistants to department faculty.
Faculty review student work; number of successfully completed research projects; research projects accepted for presentation at academic and/or professional conferences; research projects published in outlets appropriate to the discipline; peer-reviewed, published research projects; research projects awarded research grants via review process; student projects successfully completed as a consequence of research assistant work; faculty-student collaborative presentations; faculty-student publications
Objective
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Participants
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Evaluators
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4
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some majors
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faculty
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Alumni survey reports career placement.
GRE scores (self-reported; collected by department) successful applications to graduate schools (self-reported; collected by department); scholarships and assistantships to graduate schools; graduation data; alumni survey results.
LSAT scores (self-reported; collected by department); successful applications to law schools (self-reported; collected by department); scholarships to law schools (self-reported; collected by department); law school graduation data; alumni survey results.
Indirect Measures
The annual exit survey questions graduating seniors on writing, thinking, and communication skills. The department annually reviews exit survey results.
The alumni survey (every 5 years) questions alumni on satisfaction and learning outcomes related to the development and utility of writing, thinking, and communication skills. The survey was most recently administered in 2000; a revised version stressing learning outcomes is scheduled for 2005.
Assessment of Assessment Process
The department reviews its assessment plan in two ways, making adjustments and revisions as appropriate in each stage.
- Annual Assessment Review: In May of each year, at the time of collection for most relevant assessment data, the department reviews the data and considers appropriate changes to the assessment plan. There reviews have lead to numerous changes and additions to the department's assessment measures. Review of the assessment data is led by the department chair and involves the entire department faculty.
- Five Year Program Review: At the time of the five year program review cycle, the department reviews in overall program, including assessment, and makes changes. Many of the current measures fro the assessment plan were developed or revised in the department's last review (2001). Program reviews lead to curriculum reviews lead by the department chair and involving the entire department faculty.