Comparison Chart Student Learning Outcomes
| WSU Learning Goals | History Department Student Learning Outcomes | History Final Project (300 and 469) Learning Outcomes |
|---|---|---|
| Critical and Creative Thinking – Graduates will use reason, evidence, and context to increase knowledge, to reasons ethically, and to innovate in imaginative ways. | 1a – Interpret the human past with recognition of how different temporal and spatial contexts shape society. 1b – Interpret the human past by analyzing change, continuity, and causality. 2c – Organize, synthesize, and effectively use primary and secondary sources to support an argument through a variety of mediums. | 1 – Conceptualize and develop historically and contextually relevant questions. 2 – Construct and organize and original research project within an appropriate historical context. 4 – Critically and carefully assess evidence and arguments within primary and secondary sources. 5 – Effectively examine and evaluate source materials for implicit and explicit bias. 6 – Creatively and ethically integrate primary and secondary source materials into their prose. 7 – Evaluate and engage diverse arguments and interpretations of source material. 8 – Identify and analyze conclusions, implications, and consequences. |
| Information Literacy – Graduates will effectively identify, locate, evaluate, use responsibly and share information for the problem at hand. | 2a – Identify, locate, and critically evaluate appropriate sources for the task at hand. 2b – Critically examine evidence, discerning fact from opinion, and recognize bias in evidence. 2c – Organize, synthesize, and effectively use primary and secondary sources to support an argument through a variety of mediums. 2d – Ethically and responsibly identify and cite all source information. | 3 – Effectively utilize library, archival, and online resources to locate a variety of primary and secondary source materials. 6 – Creatively and ethically integrate primary and secondary source materials into their prose. |
| Communication – Graduates will communicate successfully with audiences through written, oral, and other media as appropriate for the audience and purpose. | 3a – Communicate fluently to diverse audiences through written, oral, visual and other formats. 3b – Explain significance of a project and its conclusions. 3c – Demonstrate the contested nature of history and the historical record through the contextualization of sources. 2c – Organize, synthesize, and effectively use primary and secondary sources to support an argument through a variety of mediums. | 9 – Communicate effectively and persuasively with attention to established notation and citation standards in the discipline of history. |
| Diversity – Graduates will understand, respect, and interact constructively with others of similar and diverse cultures, values, and perspectives. | 1a – Interpret the human past with recognition of how different temporal, spatial and human diversity contexts shape society. 1b – Interpret the human past by analyzing change, continuity, and causality. 2b – Critically examine evidence, discerning fact from opinion, and recognize bias in evidence. 3c – Demonstrate the contested nature of history and the historical record through the contextualization of sources. | 5 – Effectively examine and evaluate source materials for implicit and explicit bias. 7 – Evaluate and engage diverse arguments and interpretations of source material. 8 – Identify and analyze conclusions, implications, and consequences. |
| Depth, Breadth, and Integration of Learning – Graduates will develop depth, breadth, and integration of learning for the benefit of themselves, their communities, their employers, and for society at large. | 1a – Interpret the human past with recognition of how different temporal, spatial and human diversity contexts shape society. 1b – Interpret the human past by analyzing change, continuity, and causality. 3c – Demonstrate the contested nature of history and the historical record through the contextualization of sources. | 5 – Effectively examine and evaluate source materials for implicit and explicit bias. 7 – Evaluate and engage diverse arguments and interpretations of source material. 8 – Identify and analyze conclusions, implications, and consequences. 1 – Conceptualize and develop historically and contextually relevant questions. 2 – Construct and organize an original research project within an appropriate historical context. |
History Department Skills Chart
| Performance Level | Introduce | Practice | Develop / Refine | Demonstrate Competency |
|---|---|---|---|---|
| Course Level | 100 | 200 | 300 | 400 |
| General skill description: | Students are not expected to be familiar with the program outcome-related content knowledge or skill at the collegiate level. (Basic level; attempts may contain much inaccuracy) | Students are expected to possess a basic level of program outcome-related knowledge and familiarity with content and skills at the entering collegiate level. (Increases accuracy of what is attempted) | Students are expected to possess a solid foundation of program outcome-related knowledge and skills, now working at a more rigorous upper division level. (Demonstrates increasing accuracy in more complex attempts) | Students are expected to consolidate and apply an advanced level of program outcome-related knowledge and skills, appropriate for graduating senior majors. (Achieves high level of accuracy in complex work) |
Develop Historical Knowledge with Breadth of Time and Space
| Goal | Introduce | Practice | Develop / Refine | Demonstrate Competency |
|---|---|---|---|---|
| 1a. Interpret the human past by recognizing how long-term trends and contexts shape society. | 100 Course-level learning outcome: Partially develops at least one aspect of historical context (cultural, social, economic, gender, political or intellectual.) | 200 Course-level learning outcome: Partially develops at least two aspects of historical context. | 300 Course-level learning outcome: Fully develops one aspect of historical context and may partially develop others. | 400 Course-level learning outcome: Fully develops two or more aspects of historical context. |
| 1b. Interpret the human past by analyzing change, continuity, and causality. | 100 Course-level learning outcome: Begins to analyze at least one aspect of change, continuity, causality and significance when presenting a position. | 200 Course-level learning outcome: Superficially analyzes at least two aspects. | 300 Course-level learning outcome: Analyzes several factors throughout the paper or presentation, some with more clarity than others. | 400 Course-level learning outcome: Thoroughly analyzes several factors in the paper or presentation. |
Conduct and Articulate Research
| Goal | Introduce | Practice | Develop / Refine | Demonstrate Competency |
|---|---|---|---|---|
| 2a. Identify, locate, and critically evaluate appropriate sources for the task at hand. | 100 Course-level learning outcome: Acquire skills to identify and locate appropriate sources. | 200 Course-level learning outcome: Practice identifying and locating appropriate sources. | 300 Course-level learning outcome: Identify, locate, and evaluate appropriate sources. | 400 Course-level learning outcome: Identification, location and evaluation of sources is entirely appropriate for the range and scope of the project. |
| 2b. Critically examine evidence, discerning fact from opinion, and recognize bias in evidence. | 100 Course-level learning outcome: Begin to separate fact from opinion and identification of bias in sources. | 200 Course-level learning outcome: Practice separation of fact from opinion and identification of bias in sources. | 300: Course-level learning outcome: In most cases, separates fact from opinion and identifies bias in sources. | 400 Course-level learning outcome: Consistently separates fact from opinion and identifies bias in sources, with no or only a few omissions. |
| 2c. Organize, synthesize, and effectively use primary and secondary sources to support an argument through a variety of mediums. | 100 Course-level learning outcome: Begin the process of creating an argument supported by sources. | 200 Course-level learning outcome: Practice creating an argument supported by sources. | 300 Course-level learning outcome: Organize and synthesize sources into a coherent argument with few errors. | 400 Course-level learning outcome: Organize and synthesize sources into a coherent argument with few errors or no errors. |
| 2d. Ethically and responsibly share information. | 100 Course-level learning outcome: Cite sources using Chicago Style for footnotes and bibliography. 5-7 page paper or presentation.* | 200 Course-level learning outcome: Cite sources using Chicago Style for footnotes and bibliography. 7-10 page paper or presentation. | 300 Course-level learning outcome: Cite sources using Chicago Style for footnotes and bibliography. 15-20 page paper or presentation. | 400 Course-level learning outcome: Citations and bibliography comply fully with Chicago Style. 20-25 page research paper or SURCA presentation. |
Communicate Effectively
| Goal | Introduce | Practice | Develop / Refine | Demonstrate Competency |
|---|---|---|---|---|
| 3a. Communicate fluently to diverse audiences through written, oral, visual and other formats. | 100 Course-level learning outcome: Demonstrates minimal attention to context, audience, purpose and the assigned task. | 200 Course-level learning outcome: Demonstrates awareness of context, audience, and purpose and a clear focus on the assigned task. | 300 Course-level learning outcome: Demonstrates adequate consideration of context, audience, and purpose and a clear focus on the assigned task with aligns with audience and purpose. | 400 Course-level learning outcome: Demonstrates a thorough understanding of context, audience, and purpose that is responsive to the assigned task and focuses all elements of the work. |
| 3b. Explain the significance of a project and its conclusions. | 100 Course-level learning outcome: Begin to identify the project’s significance and its conclusions with inconsistent ties to the information discussed. | 200 Course-level learning outcome: Practice identifying the project’s significance and its conclusions with fewer inconsistencies to the information discussed. | 300 Course-level learning outcome: Project’s significance and its conclusions are identified, with some articulation needed. Ties to the information are clearly indicated with few errors. | 400 Course-level learning outcome: Project’s significance and its conclusions are fully identified. Ties to information are clearly indicated with few to no errors. |
| 3c. Demonstrate the contested nature of history and the historical record through the contextualization of sources. | 100 Course-level learning outcome: Identifies one or two contexts when presenting a position. Evaluation may be absent or emerging. | 200 Course-level learning outcome: Identifies some contexts and partially evaluates them when presenting a position. | 300 Course-level learning outcome: Identifies and partially evaluates the relevance of most, but not all pertinent contexts when presenting a position. | 400 Course-level learning outcome: Carefully evaluates the relevance of pertinent contexts when presenting a position. |