Graduate College
Master of Science in International Studies
Assessment Report Form for 2014-2015 Academic Year
Date of Report: 9/14/2015
Name of Person Submitting Report: Joel M. Jenswold
A. Program Information:
Assessment Coordinator’s Name: Joel M. Jenswold
Assessment Coordinator’s Email Address:
Number of students enrolled in the program 2014-2015: 56
Number of students graduated in 2014-2015: 40
B. Program Mission Statement
In the box below, provide the mission statement for the program.
The School of International Studies Graduate Program is under the umbrella of International Studies and Outreach. International Studies and Outreach advocates (serves as a catalyst) for the internationalization of OSU and actively promotes the university’s engagement with state, national and international communities by fulfilling compelling educational needs and advancing the development of Oklahoma.
C. University Assessment Funds
Were university assessment funds used by the department/program for assessment activities? Yes No
If university assessment funds were used by the department or program, describe how university assessment funds were used and the contribution the funds had on the assessment process. Funding requests for the next academic year have a separate process and should not be included here.
If yes, click here to enter information about how university assessment funds were used.
D. Student Learning Outcomes
On the pages that follow, list the Student Learning Outcomes associated with the program identified in this assessment form.
D1) Student Learning Outcome #1: Demonstrate research and analytical skills appropriate to defining and investigating issues related to international economic, political, and social challenges, with emphasis on topics related to the student’s chosen focus area within the program.
Identify opportunities for students to learn this outcome during the 2014-2015 academic year:
Learning outcome #1 is specifically integrated into the curriculum. All students must take INTL 5013, which includes original written and oral research report projects. The oral presentation is a group exercise. Also, a substantial amount of information and exercises in research design and research techniques are dealt with in this course. In addition, all students are required to take a separate course in research designs. All courses in the program curriculum are graduate seminars, and most include the sorts of creative projects and communication demands typically associated with such courses. Finally, all students are required to complete either a thesis or creative component. There is some variation among creative component requirements (depending upon the supervising faculty member and the academic culture of that particular department), but they generally involve an original research project of some sort.
How many students were included in the assessment of this outcome?
29
How were students selected to participate in the assessment of this outcome?
All students scheduled to graduate during the spring and fall semesters of academic year 2014-2015 were assessed.
1
Assessment Methods
Identify the method(s) used to assess this learning outcome. Check all that apply.
1
Survey
Rating of skills (e.g., rubrics)
Analysis of written artifacts
Comprehensive, certification, or professional exam(s)
Oral presentation
Course project
Satisfaction Survey
Benchmarking
Measuring effectiveness relative to professional standards
Review of thesis/dissertation/ creative component
Capstone project
Internship
Interviews
Performance or jury
Visual collection (photos, videos, etc.)
Review of student research
Other (please specify):
Click here to specify.
1
1
Describe the how the assessment method was implemented, administered, and/or conducted.
Student papers and projects produced in their various graduate courses were evaluated according to rubrics made available to the corresponding faculty members. Student theses and creative components were also assessed according to the same rubrics (attached).
Did your department/program faculty have a goal set for this learning outcome? Yes No
For example, “80% of students included in the assessment will receive a 4 on the rubric” or “80% of students included in the assessment will achieve a passing score on the certification exam.” If yes, please describe the goal below.
If yes, click here to describe the goal set for this learning outcome.
Provide a summary of the results from the assessment of Learning Outcome 1.
Average score for this Outcome was 3.8 (out of a possible 5). The weakest area overall was in “identify and expose theoretical context or background.” There was little difference among the other specific elements, with “Identify and gather appropriate data and information” and “develop explanation” marginally better that the others.
What do the results suggest about student achievement of this learning outcome?
In general, students appear to be able to conduct Masters-level research projects, but there are apparent deficiencies in their theoretical understandings and ability to specify and utilize underlying theories.
Timeline for the Assessment
Indicate the timeline for the assessment of this learning outcome. While outcomes assessment must be conducted every year, not all student learning outcomes for a given program must be assessed every year. If the assessment of a particular learning outcome occurs on cycle or rotation, please describe and provide the rationale for the cycle/rotation below.
1
Each Semester
Yearly
Every other year
1
Other (please specify): If the assessment of Learning Outcome 1 occurs on a cycle or rotation, click here to describe and provide the rationale.
D2) Student Learning Outcome #2: Attain and display communication skills commensurate with professional roles in governmental, private sector, and/or non-governmental organizational settings.
Identify opportunities for students to learn this outcome during the 2014-2015 academic year:
Learning outcome #2 is specifically integrated into the curriculum. All students must take INTL 5013, which includes original written and oral research report projects. The oral presentation is a group exercise. Also, a substantial amount of information and exercises in research design and research techniques are dealt with in this course. In addition, all students are required to take a separate course in research designs. All courses in the program curriculum are graduate seminars, and most include the sorts of creative projects and communication demands typically associated with such courses. Finally, all students are required to complete either a thesis or creative component. There is some variation among creative component requirements (depending upon the supervising faculty member and the academic culture of that particular department), but they generally involve an original research project of some sort.
How many students were included in the assessment of this outcome?
29
How were students selected to participate in the assessment of this outcome?
All students scheduled to graduate during the spring and fall semesters of academic year 2014-2015 were assessed.
5
Assessment Methods
Identify the method(s) used to assess this learning outcome. Check all that apply.
5
Survey
Rating of skills (e.g., rubrics)
Analysis of written artifacts
Comprehensive, certification, or professional exam(s)
Oral presentation
Course project
Satisfaction Survey
Benchmarking
Measuring effectiveness relative to professional standards
Review of thesis/dissertation/ creative component
Capstone project
Internship
Interviews
Performance or jury
Visual collection (photos, videos, etc.)
Review of student research
Other (please specify):
Click here to specify.
5
5
Describe the how the assessment method was implemented, administered, and/or conducted.
Student papers and projects produced in their various graduate courses were evaluated according to rubrics made available to the corresponding faculty members. Student theses and creative components were also assessed according to the same rubrics (attached).
Did your department/program faculty have a goal set for this learning outcome? Yes No
For example, “80% of students included in the assessment will receive a 4 on the rubric” or “80% of students included in the assessment will achieve a passing score on the certification exam.” If yes, please describe the goal below.
If yes, click here to describe the goal set for this learning outcome.
Provide a summary of the results from the assessment of Learning Outcome 2.
Average score for the Outcome was 4.2 (out of a possible 5). “Content” and “Organization” were generally stronger; weakest scores were in “Grammar” and “Vocabulary and Semantics.”
What do the results suggest about student achievement of this learning outcome?
There are a very high number of students in the program who are not native English speakers (+-50% at any given time). Considering this, the scores are quite good overall.
Timeline for the Assessment
Indicate the timeline for the assessment of this learning outcome. While outcomes assessment must be conducted every year, not all student learning outcomes for a given program must be assessed every year. If the assessment of a particular learning outcome occurs on cycle or rotation, please describe and provide the rationale for the cycle/rotation below.
5
Each Semester
Yearly
Every other year
5
Other (please specify): If the assessment of Learning Outcome 2 occurs on a cycle or rotation, click here to describe and provide the rationale.
D3) Student Learning Outcome #3: Develop cross-cultural awareness and sensitivity that will allow each student to function effectively across diverse cultures.
Identify opportunities for students to learn this outcome during the 2014-2015 academic year:
Learning outcome #3 is supported in three ways: Each student is required to demonstrate some familiarity with a foreign language, each student is required to spend some time abroad, and students interact with each other in the program. Since a typical student cohort is the program is made up of approximately 50% international students from a dozen or more countries, this last element is not insignificant.
How many students were included in the assessment of this outcome?
29
How were students selected to participate in the assessment of this outcome?
All students scheduled to graduate during the spring and fall semesters of academic year 2014-2015 were assessed.
7
Assessment Methods
Identify the method(s) used to assess this learning outcome. Check all that apply.
7
Survey
Rating of skills (e.g., rubrics)
Analysis of written artifacts
Comprehensive, certification, or professional exam(s)
Oral presentation
Course project
Satisfaction Survey
Benchmarking
Measuring effectiveness relative to professional standards
Review of thesis/dissertation/ creative component
Capstone project
Internship
Interviews
Performance or jury
Visual collection (photos, videos, etc.)
Review of student research
Other (please specify):
Click here to specify.
7
7
Describe the how the assessment method was implemented, administered, and/or conducted.
Student papers and projects produced in their various graduate courses were evaluated according to rubrics made available to the corresponding faculty members. Student theses and creative components were also assessed according to the same rubrics (attached).
Did your department/program faculty have a goal set for this learning outcome? Yes No
For example, “80% of students included in the assessment will receive a 4 on the rubric” or “80% of students included in the assessment will achieve a passing score on the certification exam.” If yes, please describe the goal below.
If yes, click here to describe the goal set for this learning outcome.
Provide a summary of the results from the assessment of Learning Outcome 3.
Average score for the Outcome was 4.4 (out of a possible 5). The weakest area was “Demonstrate appreciation for sources and contexts of cultural variation,” but variations across the three subcategories were minimal.
What do the results suggest about student achievement of this learning outcome?
Students in the program generally display high levels of cultural awareness and sensitivity. This is not surprising due to the aforementioned high numbers of international students. Also, US students in the program tend to have greater interest in other cultures and often have overseas experience upon entering the program. All students have overseas experience by the time they graduate (this is a program requirement).
Timeline for the Assessment
Indicate the timeline for the assessment of this learning outcome. While outcomes assessment must be conducted every year, not all student learning outcomes for a given program must be assessed every year. If the assessment of a particular learning outcome occurs on cycle or rotation, please describe and provide the rationale for the cycle/rotation below.
7
Each Semester
Yearly
Every other year
7
Other (please specify): If the assessment of Learning Outcome 3 occurs on a cycle or rotation, click here to describe and provide the rationale.
1. D4) Student Learning Outcome #4 [IF NEEDED]: Achieve command of substantive knowledge in the area of concentration (“focus area”) selected by the student.
Identify opportunities for students to learn this outcome during the 2014-2015 academic year:
Learning outcome #4 is related to the requirement that each student select one of five available “focus areas” to provide more narrowly targeted expertise. The bulk of a student’s curriculum in the program is concentrated in her or his “focus area,” so we naturally expect the student to develop a body of expertise in that particular area.
How many students were included in the assessment of this outcome?
29
How were students selected to participate in the assessment of this outcome?
All students scheduled to graduate during the spring and fall semesters of academic year 2014-2015 were assessed.
9
Assessment Methods
Identify the method(s) used to assess this learning outcome. Check all that apply.
9
Survey
Rating of skills (e.g., rubrics)
Analysis of written artifacts
Comprehensive, certification, or professional exam(s)
Oral presentation
Course project
Satisfaction Survey
Benchmarking
Measuring effectiveness relative to professional standards
Review of thesis/dissertation/ creative component
Capstone project
Internship
Interviews
Performance or jury
Visual collection (photos, videos, etc.)
Review of student research
Other (please specify):
Click here to specify.
9
9
Describe the how the assessment method was implemented, administered, and/or conducted.
Student papers and projects produced in their various graduate courses were evaluated according to rubrics made available to the corresponding faculty members. Student theses and creative components were also assessed according to the same rubrics (attached).
Did your department/program faculty have a goal set for this learning outcome? Yes No
For example, “80% of students included in the assessment will receive a 4 on the rubric” or “80% of students included in the assessment will achieve a passing score on the certification exam.” If yes, please describe the goal below.