Expanded Statement of Institutional Purpose s7

Global Learning Course Assessment Matrix Faculty Name: Course: EUH 2021, Western Civilization: Medieval to Modern Europe Academic Unit: History Degree Program: BA History Semester Assessed:

Global Learning Student Learning Assessment Method Assessment Results Outcome Addressed Assessment Activity/Artifact: To be entered after each time Global Awareness: Students will The minipaper requires students to consider how interactions course is taught be able to demonstrate between the Roman culture of the Early Medieval Church and knowledge of the the non-Romanized culture of the Anglo Saxons resulted in interrelatedness of local, global, unique practices of Christianity. international, and intercultural issues, trends, and systems. Evaluation Process: Assignments will be evaluated based on the following: Course Learning Outcome  Strong thesis that answers the question, addresses Students will be able to construct both Roman/Christian and Anglo-Saxon/Pagan culture. an evidence-based argument  Paragraphs with topic sentence, evidence, conclusion. demonstrating how local,  • Understanding of the historical context early medieval regional, and inter-regional conversion in Northern Europe events shaped the interactions of Required number of sources (minimum) two or more groups in the  premodern world, and the development of premodern Minimum Criteria for Success: Europe. A minimum grade of a C on the assignment. Sample: All students will be assessed.

Use of Results for Improving Student Learning To be entered after each time course is taught

1 9.10.12 Global Learning Course Assessment Matrix Faculty Name: Course: EUH 2021, Western Civilization: Medieval to Modern Europe Academic Unit: History Degree Program: BA History Semester Assessed: Global Learning Student Assessment Method Assessment Results Learning Outcome Addressed Assessment Activity/Artifact: To be entered after each time Global Perspective: Paper two requires students to consider the viewpoints of English and course is taught Students will be able to French early modern citizens and their respective monarchs, and to conduct a multi-perspective construct an argument about the evolution of the modern nation state based analysis of local, global, on at least two of those perspectives. international, and Evaluation Process: intercultural problems. Assignments will be evaluated based on the following:  Strong thesis that answers the question, addresses either both Course Learning citizens and the government or both the English and the French, and Outcome goes beyond the obvious. Students will be able to  Paragraphs with topic sentence, evidence, conclusion. construct an evidence-  Paragraphs that make an argument and are analytical. based argument that integrates multiple  Understanding of the historical context of both England and France perspectives on issues in the 1600s, and their connections. related to premodern  Intro and conclusion. Europe.  Required number of sources (minimum), use of sources related to either both citizens and the government or both the English and the French, and analysis of those sources.

Minimum Criteria for Success: A minimum grade of a C on the assignment..

Sample: All students will be assessed.

Use of Results for Improving Student Learning To be entered after each time course is taught

2 Global Learning Course Assessment Matrix Faculty Name: Course: EUH 2021, Western Civilization: Medieval to Modern Europe Academic Unit: History Degree Program: BA History Semester Assessed: Global Learning Student Assessment Method Assessment Results Learning Outcome Addressed

Global Learning Student Assessment Method (for my class only) Assessment Results Learning Outcome Addressed Assessment Activity/Artifact: To be entered after each time Global Engagement: Students will consider the issue of the simultaneous request for rights course is taught Students will be able to for themselves by a group while denying rights to others. We will demonstrate willingness to consider this in class debate in relation to both the French Revolution engage in local, global, and the Enlightenment, and students will face an essay question on the final exam that requires them to draw on these debates. international, and intercultural problem solving. Evaluation Process: Students will be evaluated on the following: Course Learning Outcome  their ability to engage with different perspectives on a historical problem or controversy Students will be able to consider their ability to identify the strongest and most relevant evidence different perspectives on a  problem or controversy related to related to the topics premodern Europe and attempt to  their ability to reach a resolution about it based on evidence reach a resolution about it. presented in the class and critical thinking.  Their ability to articulate their opinions clearly and coherently.

Minimum Criteria for Success: Either a minimum grade of a C on the assignment.

Sample: All students will be assessed. Use of Results for Improving Student Learning

3 9.10.12 Global Learning Course Assessment Matrix Faculty Name: Course: EUH 2021, Western Civilization: Medieval to Modern Europe Academic Unit: History Degree Program: BA History Semester Assessed: Global Learning Student Assessment Method (for my class only) Assessment Results Learning Outcome Addressed To be entered after each time course is taught