History |
Student Learning Outcomes
Student Learning Outcomes
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) |
1. Develop Historical Knowledge with Breadth of Time and Space
2. Conduct and Articulate Research
3. Communicate Effectively
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