University of Nebraska Kearney

Since both students [hereafter referred to as student A and B] opted for the Thesis option, their MA Thesis - approximately 80-100 pages - was evaluated by a team of three history department faculty for evidence of specific student learning outcomes relating to knowledge and skills.

Each Master's Thesis was evaluated on the basis of the following criteria:-

1. Historical knowledge: demonstrates broad foundation of historical knowledge in primary field.

   Student A:	4	4	3
   Student B:	3	3	3

2. Historiography: displays and in depth knowledge of historiography and recent research in chosen area of specialization.

   Student A:	4	4	4
   Student B:	2	2	2

3. Source material: demonstrates effective use of primary documents.

   Student A:	4	4	4
   Student B:	2	2	2

4. Originality: represents original research in chosen area of specialization

   Student A:	4	4	4
   Student B:	2	2	3

5. Analysis of source material: demonstrates ability to read and interpret historical documents, books, and articles.

   Student A:	4	3	3
   Student B:	3	3	3

6. Communication skills: ability to write effectively.

   Student A:	4	4	4
   Student B:	3	4	4

1. Exit Interview: Both graduate students participated in an exit interview upon completion of their program of study. The questions asked at this interview seek to assess student learning outcomes relating to the areas of knowledge, skills, and values and to illuminate departmental successes and failures in achieving its stated goals.
   1. What makes historical research original? (values)

      Student A:	I suppose historical research can be original the same way most things can be original: by presenting facts or ideas that heretofore have not been expressed.
      Student B:	Original historical research is coming up with a hypothesis not already proven or researched on a particular topic and proving your point. The result should be a unique contribution to already published opinions, thus, adding a new element for future discussions.

   2. What is the purpose of historical research? (values)

      Student A:	To uncover truths about the past and record them for present-time and future use.
      Student B:	To add to the already existing information and to create a window for further examination of a subject.

   3. What do historians do for society? (values)

      Student A:	Help the public become aware of humanity's past, its flaws, weaknesses, strengths, etc., so that they can learn from past events.
      Student B:	Historians complete the pictures of past societies to point the way to the future. They answer questions and raise questions relevant to society for further investigations. They prove or disprove theories to aid in understanding the past and to educate future generations.

   4. What is a professional historian? (values)

      Student A:	Anyone who has a fair knowledge of history and makes money researching, writing about, reviewing, reading, or collecting history, etc.
      Student B:	A professional historian presents original ideas and concepts to the historical community and provides proof of their theories. They either support or debunk previous theories presented.

   5. Why do historians document their findings? (values)

      Student A:	To share the value of their research/opinions with others, and to receive feedback about their work (which helps to improve their work).
      Student B:	Historians document their findings for future generations and to add to an element for further investigation into historical subjects.

   6. Why is the preservation of primary sources and open access to them important to historians? (values)

      Student A:	Without access to such sources, it is difficult for historians to conduct thorough research.
      Student B:	Primary sources are important because they are the "voice" of the past - They instruct other about viewpoints, ideals, etc that were important during the time in question. They are also important to understand how much society has grown since their time.

   7. What does intellectual diversity mean? (values)

      Student A:	I don't know. The word diversity in the phrase makes me think it means being open to, and studying various "intellectual" opinions and ideas about any given topic or event.
      Student B:	Intellectual diversity means being aware of different views, ideas, concepts, and theories regarding historical topics. Keeping an open mind and willingness to be open to suggestions maintains intellectual diversity.

   8. Did the graduate curriculum meet your needs? (knowledge)

      Student A:	Yes. I'm willing to bet that most Gas would like to teach a class their second year-which the program seems to do only selectively-but that didn't affect me. Of course, it would always be nice to have more classes to choose from, but I enjoyed all the classes I was able to take.
      Student B:	Yes, the graduate curriculum met my needs and prepared me to go on to pursue my PhD in Indigenous Studies.

   9. What skills did this experience provide for you? (skills)

      Student A:

      How to be a more critical thinker and a better writer, and, as a GA, to speak in front (and work with) large groups of people.

      Student B:

      I learned how to research and write historical papers, etc. I learned how to read books for research purposes. I learned how to find the sources required for my research. I learned that there are many different types of material/media available to me for research purposes. My writing skills have improved dramatically since my undergraduate years. Graduate school made this change possible. I have gained more confidence in my abilities as a researcher and writer.

    
2. Surveys: No responses to the surveys have been received as yet.

In December 2004 the department reviewed the above and offered the following:

1. The assessment will develop more data in the long term as more and more students complete the assessment process.
2. The department decided to conduct exit interviews before the student's thesis defense.
3. The department is investigating ways in which historiography could be further integrated into the curriculum.