History 101: 2019-2020

Intended Outcomes Means of Assessment Criteria for Success Summary & Analysis of Assessment Evidence Use of Results
SLO 1: The student shows mastery of relevant context using information from primary and/or secondary sources. Evaluation 1: Students completed a research essay in each HIS 101 section. These respective assignments were selected by individual course instructors. These assignments all fit diverse parts of the historical course objectives for Early Western Civilization.

Eval 1: 70% of students should meet intended outcome.

Example Grading Rubric

FALL 2019
Total Sections: 15
391/526 Students 74%

Online Classes: 4
Students: 106
Online: 90/106 85%

Jefferson Campus:
Sections: 2
51/85 60%

Shelby Campus:
Sections: 6
171/239 73%

Pell City Campus:
Sections: 1
31/38 82%

Clanton Campus:
Sections: 2
48/58 83%

______________________

SPRING 2020
Total Sections: 8
Students: 134/175 77%

Jefferson Campus:
Sections: 1
22/32 69%

Shelby Campus:
Sections: 6
98/125 79%

Pell City Campus:
Sections: 1
14/18 82%









Summary: The outcome was successfully met as 74% of students demonstrated mastery or relevant context using information from primary and/or secondary sources.

Observations/Changes based on previous cycle (18-19): The overall success rate was 79% the previous year. The capabilities of students to properly interpret historical context from research materials often requires planned out instructional strategies. These approaches may differ depending on the instructor and the assignment. Faculty members selected several research assignment handouts to accompany this SLO document: Example 1, Example 2, Example 3, and Example 4.
As these materials demonstrate, primary document and secondary document historical contextual understanding may vary depending on how students respond to the content offerings of a respective assignment. Primary documents themselves can elicit different levels of commitment to learn further by an individual student or a group of students. Primary documents like stories, songs, or poems may click in a better contextual way for students than lengthy legal or economic documents.

Observations/Changes based on current cycle (19-20): Although the department met the threshold for success, there was an unfortunate decline in success by 5%. Unlike the previous year, the department reported data from all four campuses and online courses. The inclusion of data from the Jefferson campus, which did not meet the outcome may, in part, explain this reversion. That, however, is not the complete story. Not a single campus showed growth in this outcome. As the department looks to the next school year, instructors will diversify the way they present information. Homework assignments will include various modalities beyond textbook readings, including instructor-created lecture videos or short informational videos by professionals. When assessing student work, the department will include more low-stakes assignments, like InQuizitive, to help students practice comprehension rather than assessing their immediate understanding of material.


SLO 2: Student constructed/organized a satisfactory thesis using clear, organizational structure and coherent language.



Evaluation 2: Students completed a research essay in each HIS 101 course section. These respective assignments were selected by individual course instructors. These assignments all fit diverse parts of the historical course objectives for Early Western Civilization.

Eval 2: 70% of students should meet intended outcome.

Example Grading Rubric

FALL 2019
Total Sections: 15
Students: 402/526 77%



Online Classes: 4
Students: 106
Online: 89/106 84%

Jefferson Campus:
Sections: 2
66/85 78%

Shelby Campus:
Sections: 6
172/239 73%

Pell City Campus:
Sections: 1
30/38 81%

Clanton Campus:
Sections: 2
45/58 78%
______________________

SPRING 2020
Total Sections: 8
Students: 137/174 79%

Jefferson Campus:
Sections: 1
25/32 71%

Shelby Campus:
Sections: 6
98/125 79%

Pell City Campus:
Sections: 1
14/17 76%






Summary: This outcome was met as 77% of students successfully constructed and organized a satisfactory thesis by using clear organizational structure and coherent language.

Observations/Changes based on previous cycle (18-19):
Mentoring a student’s understanding and development of an effective thesis can be a complex instructional endeavor. Individual course instructors utilize different strategies for instructing students on how to best create a good thesis. These include the use of brainstorming questions, the use of multiple assigned research options for students to choose from, the use of rough draft review sessions to assist students proactively in the thesis creation process, and the use of post assignment feedback to assist students in learning how to best improve thesis construction on future research assignments. Faculty have contributed several different assignment handouts, as supplementary materials for this SLO document, that demonstrate the diverse options for thesis creation instructional approaches: Example 1, Example 2, Example 3, and Example 4.

Observations/Changes based on current cycle (19-20): To continue towards improved student engagement and implementation of thesis creation, history faculty will implement several approaches such as having shared instructional strategies for best practices on assignment thesis construction. This will be done via a formal shared set of steps. Instructors will provide numerous opportunities throughout the semester, and with a variety of topics, to practice writing thesis sentences and workshop them with their classmates.
SLO 3: Student used primary and/or secondary materials in a coherent and thoughtful manner in support of his/her thesis.



Evaluation 3: Students completed a research essay in each HIS 101 course section. These respective assignments were selected by individual course instructors. These assignments all fit diverse parts of the historical course objectives for Early Western Civilization.

Eval 3: 70% of students should meet intended outcome.

Example Grading Rubric

FALL 2019
Total Sections: 15
Students: 373 /526 71%

Online classes: 4
Students: 106
Online: 88/106 83%

Jefferson Campus:
Sections: 2
28/85 33%

Shelby Campus:
Sections: 6
178/239 74%

Pell City Campus:
Sections: 1
31/38 82%

Clanton Campus:
Sections: 2
48/58 83%

______________________

SPRING 2020
Total Sections: 8
Students: 128/174 74%

Jefferson Campus:
Sections: 1
22/32 69%

Shelby Campus:
Sections: 6
93/125 72%

Pell City Campus:
Sections: 1
13/17 76%





Summary: This outcome was met as 71% of students used primary and/or secondary sources in a coherent and thoughtful manner to support a thesis.

Observations/Changes based on previous cycle (18-19): The task of combining a student’s ability to create a thesis and utilize evidence to properly support it is an instructional goal that can take time and patience. A variety of instructional strategies were attempted by history faculty to engage students towards a positive outcome in this area. These diverse approaches are explained in the supplementary assignment handouts that faculty submitted to accompany this SLO document: Example 1, Example 2, Example 3, and Example 4. Other activities include individual meetings for instructors to review student outlines and rough drafts, the use of instructional handouts and videos to offer step by step tips on how to accomplish this goal, and the providing of post assignment feedback by instructors to assist students in improving in future such endeavors.

Observations/Changes based on current cycle (19-20): To continue towards gaining positive student outcomes for combining the creation of a thesis statement and supporting it with historical evidence, the history faculty will seek to discuss and implement successful strategies. While individual instructors can vary in their approaches, the workshopping of diverse plans can lead to a good set of common success approaches. Going into the next academic year, instructors will provide students with graphic organizers that help students understand the multiple steps needed to successfully complete this SLO. Instructors will also design exercises to help students uncover source bias/perspective.