^{History |} _{Student Learning Outcomes}

Student Learning Outcomes

Quicklinks

Comparison Chart Student Learning Outcomes
History Department Skills Chart
Coursework Guidelines for Undergraduate History Courses

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

	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.

2. Conduct and Articulate Research

	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.

3. Communicate Effectively

	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.

*Please note that these course-levels are only meant to provide a general framework. Each undergraduate degree program differs in the number of course-levels they provide. Also, not every course is meant to elicit each program learning goal/outcome. As such, some 200-level courses may just be introducing a skill, and some 300-level courses may be either asking students to practice or master a skill. It is most important that students receive the opportunity to learn, refine, and develop their skills over time regardless of the specific course-level.

Coursework Guidelines for Undergraduate History Courses

History Students Can Expect	100-Level History	200-Level History	300-Level History	400-Level History
Types of Reading	Basic and Intermediate Primary Sources Narrative histories (textbooks) and introductory accounts *Multimedia sources	Basic and Intermediate Primary Sources Academic Textbooks and journal articles. Some historical monographs *Multimedia sources	Intermediate Primary Sources Academic journal articles, narrative histories and some use of academic monographs *Multimedia sources	Advanced Primary Sources Monographs Journal Articles Multimedia sources
Weekly Reading – Assigned and Research	50-75 pages a week	75-100 pages a week	100-150 pages a week	150-250 pages a week
Types of Writing	Short interpretive essays Reaction papers *Essays on exams	Short Interpretive essays Reaction papers Book reviews Essays on exams	Reaction Papers and reflections Book reviews *Shorter research essays	Historiographies Research Essays Scholarly Book Reviews Reflections
Quantity of Writing	Average 10 pages of graded writing or equivalent project; may be divided into smaller assignments	Average of 15 pages of graded writing or equivalent project; divided various lengths and genres	Average of 20 pages of graded writing or equivalent project; divided various lengths and genres	Average of 30 pages of graded writing or equivalent project; divided various lengths and genres
Assessment Tools	Exams, quizzes, writing assignments, projects, discussion participation …	Exams, quizzes, writing assignments, projects, discussion participation …	Essay assignments, class engagement, student presentations, exams, projects …	Essay assignments, class discussion, projects, student presentations, annotated bibliographies, exams …

These are recommended guidelines – not mandatory. These guidelines are intended to assist faculty in preparing courses and to convey departmental expectations to student.