Student Learning Assessment Program s6

STUDENT LEARNING ASSESSMENT PROGRAM SUMMARY FORM AY 2013-2014

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PART ONE

What are the learning How, where, and when What are the What are the results? Committee/ person objectives? are they assessed? expectations? responsible? How are results shared? 1. Students will incorporate Four major capstone 1. Class Exhibit 1. Class Exhibit, 2013-14 1. Instructor for exhibit the theories and principles of experiences:  Exhibit plan and Students researched, designed, fabricated, design course. Results Historical Administration into 1.) installed class design will and installed “Text and Textiles: Crafting the shared through the their written work, oral exhibit demonstrate ability to Lives of Guy and Irene Buzzard” exhibit itself; through presentations, and major 2.) written deliver complex discussion among the projects, thus demonstrating comprehensive exam messages in simple Central to the exhibit design process is HA faculty, guest exhibit their ability to think critically 3.) revised seminar manner translation of complex topics into a curator, and exhibit site and analytically about these paper (chosen by the presentation that is readily accessible to client; and through  Exhibit plan and concepts, as well as student) for defense at visitors with no knowledge of the topic, discussions between design will respond demonstrating effective oral oral comprehensive while remaining interesting to those with faculty and students. to, address, or and written communication exam more familiarity. The students successfully While the exhibit is demonstrate an skills. 4.) oral comprehensive ‘wove’ personal, institutional, and historical public, and therefore the awareness of multiple exam (which covers contextual stories into a coherent narrative results are technically perspectives or the gamut of their through careful choice of artifacts for shared with anyone who arguments experience as a student display, concise label copy, and gallery visits, the analysis of the and an intern, as well  Exhibit plan and design. They also used a variety of digital outcome remains as the scholarship design will platforms to present ideas of text and textile confined to those who demonstrated in the demonstrate an to the public. participated in the seminar paper). awareness of multiple process. Rubric for assessment audiences Students successfully presented multiple of oral and written  Exhibit will respond historical perspectives, as is evident from the 2. Two to three members comprehensive exams to front-end analysis materials they included on the exhibit’s of the HA faculty read is attached. conducted by website: each written students http://www.eiu.edu/ha/exhibits/2014/home.h comprehensive exam and  Students will critique tml share impressions of the exhibit through those exams prior to the summative oral comprehensive evaluations or final Students reached multiple audiences beyond exam. Comments are reports the physical exhibit in the Tarble through the either written on the 2. Written Comprehensive use of several social media sites, as well as exam or shared with the Exam through the creation of the exhibit website, coordinator. Students are itself. (Access this through the website url also informed of the  Students will respond above.) Students have also conducted gallery assessment of their in a clear and talks and demonstrations. written exams at their organized fashion to oral exams (assuming a total of four Students conducted multiple front-end there were no serious questions analyses prior to determining the precise problems that would  Students will employ direction and narrative of the exhibit have required retaking relevant theories consisting of interviews, focus groups (on the exam—which has and/or principles to and off campus), and questionnaires never happened to my support their answers knowledge), and are  Students will Students critiqued the exhibit through sometimes asked to delve incorporate their own summative evaluation based on more deeply into a topic projects, research, questionnaires and site visits, and in an in- they addressed in their and perceptions gallery intensive critique written comprehensive gained from the fall exam. and spring study trips 2. Written Comprehensive Exam into their answers All members of the class of 2012-2013 3. One to two members 3. Revised Seminar Paper passed their written exams. As always, each of the HA faculty read  Paper clearly states exam was read by two-three faculty each seminar paper and defends a thesis members (including the coordinator) who submitted for the provided feedback to the coordinator on student’s permanent file.  Paper incorporates whether or not the students had achieved the The student then and explains relevant previously stated expectations. Students responds to suggestions theories and/or continue to emphasize the applied aspects of for revision. The revised principles the program in their written comprehensives, paper is read by two-  Paper demonstrates often citing field-wide standards. As was three members of the HA ability to use primary true last year, few chose to incorporate faculty, who share their and secondary literature from the field that helps to critiques prior to and sources critically contextualize (providing underlying during the oral 4. Oral Comprehensive philosophy or historiography) those comprehensive exam. All Exam professional standards and practices. faculty are informed of  Students will be able the student’s to succinctly state 3. Revised Seminar Paper performance after the seminar paper thesis Students are required to revise one seminar oral exam.  Looking back on paper in accordance with one faculty their coursework, member’s suggestions. Seminar papers are 4. Two to four members students will analyze read by two-three faculty members prior to of the HA faculty the ways in which oral comprehensive exams. Eight of the 10 participate in each oral relevant theories and full-time members of the class of 2012-13 comprehensive exam. principles were have submitted their papers and passed their Results of the exam are incorporated into oral exams. The part-time student also discussed immediately their various projects submitted his paper and completed his oral following administration, and papers, as well as exam. All of those students who have prior to deciding whether into their written completed their oral comps have the student has passed, or comprehensive exam successfully fulfilled all of the expectations achieved a pass with answers for their seminar paper, which becomes a distinction. The student permanent part of their file. We had several is informed of the  Students will discuss strong papers, but not due a change in decision immediately. the theory and curriculum, as this class completed their principles of coursework under the old curriculum. We The HA Program Historical continue to strive to have students make Committee meets at least Administration in the original contributions to the literature once a year to discuss context of their through the use of primary sources and overall results of written internships analysis of the literature in the field, but and oral comprehensive some are more successful than others. exams, as well as papers and projects that have 4. Oral Comprehensive Exam been or will be Eight of the ten full-time members of the incorporated into class class of 2013-14 have taken and passed the work. oral comprehensive exam. Our most recent part-time student has taken and passed his The HA faculty continue oral exam. Another oral exam is scheduled to evaluate and discuss for late May 2014, and the last one is yet to student performance and be scheduled. All were able to clearly and stress levels throughout concisely restate their seminar paper’s thesis, the year. In this way we and were able to discuss/ defend their paper are able to detect and topic. All reflected on their coursework and address particular affiliated projects, as well as their strengths and weaknesses internships, in the process considering the of the group and of principles and theories that underlay that individuals. work. Finally, the HA coordinator, at multiple points throughout the year reviews with the students (as a group) the expectations for the written and oral exams, the internship reports, and their revised seminar papers. The students are reminded to employ their HA Student Handbooks as reference guides. 2. Students will apply the In order to achieve Applied projects will APPLIED PROJECTS APPLIED PROJECTS theories and principles of Objective 1, students explore the relationship Multiple courses throughout the academic Instructors for respective Historical Administration in need the opportunity to between theory or year require students to complete projects in courses. Depending on accordance with professional apply the theory and principles and practice. which they must translate readings and project, results shared standards. Successful principles they are theoretical knowledge into practice. Projects publicly, or within in HA applications will demonstrate attempting to master. Student exhibit will conducted by the class of 2013-14 included: Grad Committee, or with the ability to think critically They have multiple demonstrate familiarity writing grants for local and regional cultural the partner institution. and analytically about the opportunities with a variety of media institutions; researching, designing, application of these concepts. throughout the and presentation methods. fabricating, and installing the annual HA STUDENT EXHIBIT academic year and exhibit, “Text and Textiles: Crafting the Course instructor. during their 6-month Internship special project Lives of Guy and Irene Buzzard”; Results shared internship to apply report will explain both developing feasibility plans for open storage publically, with partner these theories and the practical and of collections for the College of Education institution, and with HA principles. Specific theoretical principles and Professional Studies and for the Tarble faculty through formal projects vary from involved in the project. Art Center; cataloguing the Tarble’s Buzzard and informal meetings as year to year but textile collection; completing archival well as through the include such things as Internship supervisor will projects for the College of Ed’s Lab School exhibit opening. writing grants for area express satisfaction with holdings and for the University archives; historical and cultural the knowledge and skills digitizing the Tarble’s folk music collection; INTERNSHIP/SPECIAL agencies, creating the student brought to the and creating public programs for the PROJECT REPORTS public programming internship. Charleston Historic Preservation HA Coordinator. All HA for local historical and Commission. All of these projects required faculty participating in cultural organizations, Written exams will that the students grapple with the application the student’s oral designing, fabricating incorporate students’ own of professional standards and principles comprehensive exam and installing an projects, research, and while coping with real-world limitations and review these reports. exhibit in a local perceptions gained from constraints. venue. These projects the fall and spring study COMPREHENSIVE are completed as part trips into their answers, STUDENT EXHIBIT EXAMS of the course and will explain the role The students’ annual exhibit incorporated a HA Coordinator requirements for HIS of theory and principles in wide variety of media and presentation schedules. At least two 5010 Administration their projects and/or in the methods. The extent of their involvement HA faculty, usually 3 of Historical projects and practices of with those media and presentation methods and sometimes 4, Organizations, HIS the institutions visited. can be seen at participate in oral exams. 5030 Archival http://www.eiu.edu/ha/exhibits/2014/home.h All HA faculty read Methods, HIS 5060, During the oral exam, tml. They created a carefully thought-out students’ responses to the HIS 5090 Care and students will explain the web presence, as well as a well-designed questions the faculty Management of application of theory and exhibit. An excerpt from an article written member posed on the Historic Artifacts, HIS principles in their own for the HAPA newsletter, gives their sense written comps. Students 5110 and 5111 History applied projects, or as of accomplishment in their own words: receive feed-back on Museum Exhibits. The observed on study trips to their written comps when assessment measure various institutions. “During exhibit installation week, the H.A. they return for their oral for this objective is students worked long and hard to create the comps, and receive a simply the attempt to Students will receive a right atmosphere and background for their decision on their oral incorporate theory and pass or pass with exhibition. After months of planning and comprehensive principle into practice distinction on written and design, led by the Exhibit Team (Amanda performance through these discrete oral comprehensive Hursch, Brittany Contratto, Caitlin Smith, immediately. projects. exams. A pass will and Jim Willaert), the objects came to life constitute a demonstration for the students; labels were created, panels Students’ overall of knowledge were mounted, and lighting was set. The success in applying the commensurate with an Marketing/Publicity Team (Stevy theories and principles emerging professional: Hernandez, Desiree Ramirez, and Sarah of the multiple 1. knowledge of DePuy) documented the exhibit progress disciplines professional standards throughout the week (as well as all of spring incorporated in the 2. some experience semester), posting photos on the Text & field of Historical applying those Textiles social media sites. Administration is professional standards “The Text & Textiles exhibit opening on assessed through the 3. knowledge of April 11, 2014, had a great turnout, with 114 applied projects principles and theories people in attendance. At the reception, completed in the that underlay museum and President Perry gave words of welcome to course of the academic cultural institution the audience members at the Tarble Arts year, the written and practice Center. Special guests, such as Charles oral comprehensive 4. some experience “Buzz” Buzzard and family members, shared exams (the written applying those principles memories of Guy and Irene Buzzard’s crafts. exam administered at and theories “On May 1, the Education Team (Cate the end of the LiaBraaten, Stephanie Templin, and Erin academic year, the oral Richards) led a gallery talk for an insightful exam administered at group. They interpreted the exhibit for the the completion of the audience members through Cate’s galley talk internship) and as well as Erin’s weaving and Stephanie’s through the required huck embroidery. These demonstrations internship report, allowed visitors to realize how much time internship special and dedication it took for Irene and Guy project report, seminar Buzzard to create their textile crafts. paper submitted for “The H.A class learned many crafts and permanent file, and skills from community members, classmates, internship supervisors’ and personal research, allowing them to letters of evaluation. produce an exhibit that made connections to the visitors’ collective memories.”

INTERNSHIP AND SPECIAL PROJECT REPORTS Nine of the ten members of the class of 2012-13 have completed their internships. The internship and special project reports were all thoughtful critiques of their experiences in general and of their special projects in particular. All students referenced professional standards, and considered where and why their projects met or fell short of those standards.

All internship supervisors were pleased with the level of expertise and professionalism that the students brought to their internships.

WRITTEN COMPREHENSIVE EXAMS In the course of answering the questions posed for their written comps, all students from the class of 2012-13 demonstrated an ability to address professional standards in the context of projects and study trips. They also grappled with the difficulties inherent in applying best practices based on field-wide principles in the face of ever-present constraints. (The May 2013 Written Comprehensive Exam is attached.) The Written Comps for the class of 2013-14 will be assessed in the Fall when faculty return to campus. In keeping with the revision of the curriculum, the questions have been grouped in a different manner so as to encourage more critical thinking about each area of the curriculum. (May 2014 Written Comp Exam is attached.)

ORAL COMPREHENSIVE EXAMS All students completing their oral comps over the course of the last academic year were challenged to consider why their internship institutions functioned the way they did, why their internship projects were structured as they were, what problems they encountered with their projects during the academic year, and so on. Few could cite specific literature in the field that grappled with the problems they encountered (a common problem, perhaps due to the lag time between completion of the academic courses and taking the oral exam), but all understood the issues and could think critically about the application of principles and standards in the field.

COMPREHENSIVE PASS Nine of the ten members of the class of 2012-13 have passed their oral exams (the last will return in Fall ’14 to take that exam). All demonstrated knowledge commensurate with being an emerging professional (as laid out in the previous column). 3. Students will demonstrate Students’ grasp of In the aggregate, a Members of the class of 2012-13 Course instructors advanced scholarship through relevant historiography student’s research papers demonstrated a competency in understanding responsible for assuring achieving a competency in is assessed through and comprehensive exams the literature and historiography of the field competency in their the historiography of the their use and will demonstrate through their successful completion of the respective courses. disciplines integral to discussion of that awareness of multiple course requirements under the old Results shared informally historical administration. literature in their historiographies curriculum. Members of the class of 2013-14 in HA Grad Committee. Competency requires research papers and associated with the demonstrated a competency in understanding familiarity with the literature major projects in HIS various disciplines within that literature and historiography through All HA faculty of the respective disciplines 5010 Administration historical administration. successful completion of the courses listed in responsible for reading and the incorporation of that of Historical the second column. their segments of the literature into their research Organizations, HIS Papers and written comprehensive papers and projects. 5020 Historical comprehensive exams All but one member of the class of 2012-13 exam. Those faculty Interpretation for will demonstrate have completed both sets of comprehensive attending the oral comp Public Audiences, HIS familiarity with specific exams, and have turned in the seminar paper are responsible for 5040 Research authors’ viewpoints and for their permanent file. Some of those assuring student Methods in Local arguments. papers deal only superficially with competency there. History, HIS 5050 historiography, some of the comprehensive Results of History of American Papers and exams demonstrate a difficulty in translating comprehensive exams Architecture, and HIS comprehensive exams knowledge about historiography garnered in shared informally in HA 5330 Material Life in will demonstrate an class into their own thinking about those Grad Committee, and America. Again, awareness of the ways in comprehensive questions. Students often with students as noted gaining a competency which politics, society, incorporate a single author into their work, above. in this literature and culture shape but are hard pressed to put that author’s requires repeated perceptions of the past work into a larger historical context. We exposure and practice and museum policy. hope, through our revised curriculum, to in its use. have more success in this area, but won’t know until the class of 2013-14 completes Students’ overall all degree requirements following their success in achieving a internships. competency in the relevant historiography Course work (papers, projects, class is demonstrated discussion) suggests that students understand through use of and that politics, society, and culture shape discussion of that perceptions of the past and shape museum literature in written policy, but incorporating that knowledge into and oral comprehensive exams seems to remain a comprehensive exams, challenge. and in the revised seminar paper turned in for their permanent file. 4. Students will demonstrate a Assessed throughout Formulating: Students’ Members of the class of 2013-14 have Instructor of record competency in formulating, the academic year in papers or projects will be produced a variety of papers and projects responsible for assessing conducting, and presenting papers and projects based on a research throughout the academic year. In the process work on individual research. Competency in completed for HIS question or thesis derived they have articulated key concepts, devised papers and projects presenting research includes 5010 Administration from course readings and research questions and thesis statements, and throughout the academic the ability to articulate, in of Historical discussions or from marshaled evidence to support their year. writing and orally, such Organizations, HIS curiosity about a arguments or procedures. They have things as key concepts that 5020 Historical particular aspect of the presented this research publicly in the form Members of the oral drive their research, research Interpretation for material studied in that of an exhibit, in gallery talks, and through comprehensive questions , thesis statements, Public Audiences course; seminar papers the creation of websites, and less publicly committee assess and supporting arguments. (formerly Historical will reflect wide reading through informal class presentations. student’s seminar paper Interpretation and in both primary and and student’s ability to Research Methods in secondary sources in the All but one member of the class of 2012-13 present and defend Local History), HIS subject area. have successfully completed their oral his/her argument during 5040 Research comprehensive exams, during which they the oral exam. Methods in Local Conducting: Students will defended their seminar papers. All submitted History (new seek out resources in a seminar papers demonstrated the ability to curriculum), HIS 5050 variety of formats and formulate a clear thesis, reflected research in U.S. Architecture, HIS from a variety of sources, primary and secondary sources, 5330 Material Life in both secondary and demonstrated knowledge of the scholarship America. primary; student research in their respective areas of research, and will ensure that the were clearly argued. Many of these papers As with the previous student has a strong grasp also demonstrated a reluctance to integrate learning objectives, of the scholarship/ the particular topic into the larger questions this is a skill that historiography in the field posed by scholars in that arena. All students requires practice. The of research. were pressed to consider ways to expand on assessment measure their research questions, sources, and for this objective is the Presenting: Seminar connections to the larger field during their attempt, in various papers offer a clear thesis; oral exams. Most could do this. formats, to articulate supporting argument is key concepts, research clearly laid out; argument questions, thesis is based on accurate and statements, and valid evidence; paper supporting arguments. provides synthesis and analysis of arguments Students’ overall from secondary sources success in achieving and demonstrates that this objective is student has interpreted assessed through the primary sources critically; seminar paper oral presentations or submitted for the oral public presentations of comprehensive exam any sort (exhibit, public and for their programming, paper permanent file. presentation) demonstrate command of subject and Students’ overall ability to engage and success is also inform audience. assessed during their oral comprehensive exam, where the examiners are looking particularly for the ability to verbally articulate and present their research

(Continue objectives as needed. Cells will expand to accommodate your text.)

PART TWO Describe your program’s assessment accomplishments since your last report was submitted. Discuss ways in which you have responded to the CASA Director’s comments on last year’s report or simply describe what assessment work was initiated, continued, or completed. The HA faculty were honored that the Program was awarded the Provost’s Assessment Award this past year.

We continue to respond to the needs of the museum field, and believe that our new curriculum directly addresses the recommendations made in a recent study by Dr. William Bomar, “Skills Most Valued for Entry-Level Professional Museum Positions,” AASLH Technical Leaflet #261. The first two recommendations directly pertain to museum studies programs:

1. “Students preparing for a museum or public history career should work to strengthen their skills in leadership, oral and written communication, interpersonal relationships, community engagement, and technology. Students should also get as much experience working in museums or heritage sites as possible.” Our new curriculum directly addresses all of these issues—two courses on Leadership in Museums provide students the opportunity to interview leaders in the field, to present the results of those interviews to HA faculty, and to create e-portfolios. All courses provide students the opportunity to hone written and oral communication skills. All of the applied courses build interpersonal relationships and community engagement. And all students are required to complete a 6- month internship, giving them additional experience in the field, outside of the direct supervision of faculty members.

2. “Graduate museum students and public history programs should . . . ensure that they adequately emphasize museum administration and management, the public dimension of museums, and technology, and that they provide adequate opportunities for field experiences and closely-supervised funded internships.” Our two courses in Museum Leadership are focused specifically on museum administration and management, and include material on the public dimension of museums as well as technology. Other courses (including HIS 5060, 5110, and 5111) incorporate the history and nature of the public dimension of museums; and 5110 and 5111 specifically provide students with direct experience in engaging a broad public in their exhibit. One thing that has not changed in our curriculum is the multiple opportunities students have for field experience—not only do they devise their own projects in conjunction with external partners (exhibit, preservation project, archival project, grant writing, and more) they also all participate in the Fall and Spring Study Trips to sites well beyond Charleston, and participate in an annual trip to the U. of IL museums and library collections storage, and to Taylor Exhibit Studios. While we do not require that our students’ internships be funded, they must be closely supervised by a museum professional, and meet all the standards laid out in our internship guidelines. This year, we were able to offer three students scholarships to offset some of the expenses of their unfunded internships, thanks again to program supporters.

All students from the class of 2012-13 received top marks from their internship supervisors, suggesting to us that we are achieving our program goals.

When assessed against these recommendations, the Historical Administration Program continues to deserve its national reputation as one of the top programs for producing museum professionals.

PART THREE

Summarize changes and improvements in curriculum, instruction, and learning that have resulted from the implementation of your assessment program. How have you used the data? What have you learned? In light of what you have learned through your assessment efforts this year and in past years, what are your plans for the future?

In 2013-14 we implemented the new HA curriculum, which was devised after a long process of program analysis (described in last year’s report). That new curriculum includes new opportunities for the HA students to share their work, and thus refine their presentation skills. The students presented their new e-portfolios to the HA program applicants during March interview weekend, and the HA faculty were all impressed with the professionalism of their presentations. Those e-portfolios may be accessed through the Internship web page by clicking on the student locations on the interactive map: http://www.eiu.edu/ha/internships.php. In addition, students introduced the annual exhibit at the exhibit opening, conducted demonstrations at the exhibit opening, and conducted gallery talks at several points throughout the spring semester. Students also presented the programs they had created for the Charleston Historic Preservation Commission to the chair of the Commission, who was impressed with the quality of the projects as well as of the presentations.

One of our goals with the new curriculum was to enable and encourage the students to thoughtfully integrate professional and historical literature from the museum field into all of their research and applied projects. The jury is still out on how successful we were in this first year. We should have a better idea of how they have fared in this area when they turn in the required seminar research paper prior to their oral comprehensive exams, and as they return to complete their oral exams.

Although our learning objectives have not changed for this round of assessment (as we transition from the students still operating under the old curriculum to all students working under the new curriculum), all members of the HA class of 2013-14 received a copy of the Program Competencies and the rubrics for Oral and Written Comprehensive Exams. (attached) Early in the Fall 2014 semester the incoming HA coordinator (spring 2015) and the outgoing HA coordinator will be examining these learning goals, assessment measures, and expectations to ensure alignment, and will then share their suggestions with the rest of the HA faculty, revising as needed.