Assessment of American Studies and Folklore
Philosophy
The faculty and administrators of the American Studies Program believe they have an obligation to plan carefully this course of instruction to respond to student needs, to evaluate the effectiveness of that educational program in terms of the change it brings about in students, and to make improvements in the program as suggested by the evaluative process. In essence, the program will be engaged in a continuing process of academic planning with faculty and staff responsible for carrying out those plans, assessing outcomes, and revising the program as need be. Improvement of teaching and learning is the primary goal of assessment activities.
Background on American Studies Program
The program has been housed in the Department of English, advised by Professor Jack Scherting until his retirement and later by Professor Evelyn Funda and Professor Ted Andra. With the transition to semesters and new leadership in the Mountain West Center, the American Studies program went on hiatus for 1997-1998, not accepting new majors. In general, faculty felt that students tended to "fall into" the American Studies major, accumulating courses without design. Another problem was a lack of community among the majors. Given the strengths of Utah State University, especially in studies of the West, it was determined that the American Studies program should be revamped entirely. Over the past few years, faculty interested/involved in the AS program came together to discuss program goals and to hear invited experts (e.g., Ann Fabian from Columbia University) offer advice on curriculum design. In 1997-1998, the planning team met individually with department heads in the College of Humanities, Arts and Social Sciences to assess potential American Studies offerings from the revised semester curriculum. In May 1998, faculty interested and/or involved in the American Studies Program met to review a draft of the program. The outcome of this planning is a program (standard major of 33 credits, composite major of 51 credits, and minor of 18 credits) that features foundation courses, thematic "cluster" courses, an advanced seminar, and a capstone-along with internship opportunities. The clusters include interdisciplinary offerings in the following areas: American Institutions and Ideas; American Art and Literature; American Culture and Persity; American Folklore; Nature and the Environment; Studies in the American West.
Annual Assessment Meetings
Several data sources will be used to make judgments about the effects of the American Studies Program upon students. When review reveals that students consistently demonstrate weaknesses in a specific area or if students request that a particular education experience be included, then the program will be modified accordingly as resources allow. The faculty involved in this program have a major role and responsibility in the design, integrity, and implementation of the curriculum. Program review should be systematic and regular.
Assessment Guidelines
Below is a list of the assesment guidelines.
-
Analysis of course offering for accessible scheduling.
-
Analysis of program description and course syllabi to ensure stated objectives, coherent design, appropriate breadth, appropriate depth, sequencing of courses, synthesis of learning, library use, reinforcement of skills introduced in University Studies (general education). The specific skills that should be reinforced whenever possible include written and oral communication; quantitative reasoning; critical analysis and logical thinking; and technological literacy.
-
Entrance interviews with undergraduate advisor.
-
End-of-semester meeting with American Studies student advisory council to discuss the program and classes offered that term.
-
End-of-year meetings with American Studies faculty to discuss the program, goals, and objectives, and possible programmatic revisions.
-
End-of-program portfolio evaluations of student work, including senior presentation, senior exit interviews. Portfolios should include two sections: documents demonstrating the best work of the student and self-assessment.
-
Capstone Seminar comparative data: Do students perform better or worse than their predecessors? Why? For what reasons?
-
Tracking of American Studies alumni, including graduate school and/or employment.
-
Five-year reviews of the program to assess annual data for a broader picture although a period of two to three years of data compilation may be sufficient to enact changes.
Below are links to information we gather from students throughout the program.