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u 0 F L w 0 " Q L F 4 = : Academic Year 2008/09 Assessment Report
Department of Anthropology
Fairmount College of Liberal Arts and Sciences
Objective A:
During the winter of 2009, the department conducted an annual evaluation of the full faculty in accordance with the university guidelines using the faculty activity report. The reports were submitted to the college and document the continued intensive teaching and research activity in the department. A request to search for a replacement for one faculty position was
turned down, one faculty was not re-hired, and one faculty remains in phase-retirement (1/2 time). The economic strain on the university in general, and in our case, the department, is stressful to our ability to continue to address our program objective of employing and maintaining a high quality faculty and to provide varied teaching with comprehensive research and development opportunities for students at all levels (objective A). All faculty work over-time to meet this objective. The department did develop a broad-based introductory course reaching out to a wide audience of university students, as per last years report. The course along with a planned on-line introductory course will be put in place in AY 09-10, thus addressing objective A.
Objective B and E:
During the school year 2007-2008, thirteen anthropology graduates identified an overall satisfaction with the program in the departmental exit/senior survey and interview. Four students have matriculated in graduate programs in anthropology and six are considering matriculating in an MA or PhD program. Three students are seeking employment in teaching or in the human services or Peace Corps sector. In addition to several graduates who are now holding academic positions in different states, a former graduate student accepted a position as assistant professor of anthropology at the University of Kentucky, Lexington (after completing her PhD at the University of Arkansas). Another of our graduate students took a position as Museum Director at Arizona State University, one held a one year fellowship at the Weiner Institute in Greece, and several remain in PhD programs across the U.S. clearly reflecting the competitive ability of the graduates of our program.
Objective C:
This years assessment of an introductory class focused on the relevance and efficacy of library assignments in an undergraduate class for both Majors and General Education. A single section of ANTH 101 Biological Anthropology was chosen for this purpose. And to assess teaching methods, approaches, student motivation and learning issues. All attending students in the class were asked to complete an 8 question pre-test, post-library instruction survey. Each of the questions on the survey each pertain to the students knowledge of and ability to use the university library resources as it related to class assignments and in general. Majors were grouped with non-majors to better assess the contribution of anthropology course work to objectives C (Biological Anthropology and Biological Science) in the general education program. The instrument is considered objective and relative free of rater bias.
Post-library instruction survey results showed an improvement of 18% overall in correct responses over Pre-instruction survey results. The 8 questions demonstrated an improvement in correct responses. One question showed only a 6% increase. The remaining 7 questions demonstrated an increase in correct responses ranging from 17 to 24%.
The student responses demonstrate improvement in all questions. An 18% growth in learning in the library component in a class of over 100 students is recognizable and it is evident that the efforts of the anthropology librarian and the instructor has a positive impact on student learning as related to the use of the library and its resources, in full, both electronic and print. Following instruction, students better appreciate and more efficiently research historical and current components to proper library research. Students also gain a greater recognition of the importance of "patience" in a research effort. The results show student learning and critical thinking skills are enhanced through a class library component with complementary library instruction. The success is further motivation to continue these components, thus serving the general education, the major, and the broader university need to attain improved and meaningful student learning and development of research skills and critical application. Therefore, this class will continue to integrate and update the library component and the complementary direct library instruction. The importance of direct instruction over availability of on-line resources, appear self-evident. Students taking the pre-instruction survey all or most have already been exposed to on-line availability of library resources and protocols. It is rather apparent that direct library instruction, specifically in a class setting, is of great and enhancing value to student in this class and across the curriculum.
Objectives C and D:
In the fall 2008 the department administered assessment tools to measure the educational outcomes related to of the program objectives C (Command and critical thinking re: basic concept, theories and subject matter) and D (appreciation of a variety of human social systems), particularly in general and socio-cultural anthropology. An instrument measuring the educational outcome of the required capstone class in anthropology (ANTH 647 Theories of Culture) was prepared, administered, and rated by the undergraduate coordinator and the class instructor as a committee of two. The direct knowledge-based multi-component designed to demonstrate subject mastery and critical thinking was administered to all majors in the class. Committee ratings were averaged for each student and totaled for the class (majors only).
The instrument comprised two essay questions designed to assess the students general knowledge of anthropology. Students were asked to address each essay in a written format and 19 of the 29 majors enrolled in the class completed the instrument. The essay questions were rated by each of the two faculty as a letter grade on a 100% scale (A: 90+%; B: 80+%; C: 70+%; D: 60+%; F >60%).
The averaged ratings from the two essays demonstrate that scores for each question identify 76.7% of students as meeting the minimum expectations on both essays. Although rating of essay questions is notoriously subjective in nature, it is observed that ratings derived independently by each faculty member differ by 4.6%. This observation supports the validity of results and the use of this particular instrument. Further, the reported educational outcomes strongly suggest that objectives C and D are being met. No changes are recommended to the instrument and its application here. It is recommended that the present assessment of Anth 647 be repeated in fall 2008.
Objectives C and D:
Objectives A, C. and D. are also assessed by examination of transcript records for the capstone course. A total of 25 (approximately 86.2%), of all students enrolled in the class, scored 2.0 or better. The results suggest that students receive mentorship, instruction, and that they demonstrate acceptable mastery of anthropological method and theory. No change or revision is suggested to this instrument or its application. It is recommended that transcript records continue to be monitored for ANTH 647.
Comments:
Despite of our losses of resources, our program continues to meet its goals and addressing its objectives, particularly thanks to the overtime and extra efforts that faculty put into the success of the program. The department will continue to monitor its progress and address important issues of continued support for the development and maintenance of program with the Dean. There are currently no plans to change the program pending the financial conditions. However, the department is working more intensively on a Web-Site construction to advertise the program and the curriculum not only to majors, but also non-majors, and specifically focusing on our on-line offerings to potential students on and off the main campus as well as on other university campuses. The site could not be completed this year because of budget cut that took away funding previously set aside for this purpose. The department will also continue examine how to prepare varied course offerings and classes, although the limitations in funding greatly restrict such efforts.
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