SACSCOC Fifth Year Interim Report
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Assessment : 2013 - 2014 : Educational Programs :
Political Science MA
Political Science MA
1 Goal 1 Objective 1 Indicator 1 Criterion 1 Finding 1 Action
| GOAL: Written Comprehensive Exams |
| Objective |
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Upon completion of the MA in Political Science program, students will be able to: 1. Explain the key features of methodology. 2. Evaluate political theories and discuss the significant research in one of the program's subject areas: American government, public administration, comparative politics, or international relations. |
| Indicator |
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| We utilize written comprehensive exams as a tool for measuring graduate students' knowledge and skills. Prior to graduation, students complete two written comprehensive exams in areas relevant to their coursework. Exam questions are written by faculty with expertise in the students' areas of study and the questions are based on the comprehensive exam reading lists and the content of the overview courses (see department level goal of revise written comprehensive exam process for more information on the reading lists and overview courses). Students' exams are graded by at least two faculty members (more when possible) who have expertise in the areas of study pursued by students. Exams are assigned one of the following scores: high pass, pass, and no pass. If the two faculty members issue conflicting scores (e.g., pass and no pass), a third faculty member will be asked to score the exams and issue a final ruling. |
| Criterion |
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| We expect that at least 80% of our students will pass their exams on the first attempt and that 100% of the students who have to take the exam a second time will pass. Efforts noted in our 2008-2009 actions will be implemented; specifically, we require students to attend a comprehensive exam study skills session conducted by the graduate director and graduate faculty members. Utilizing a rubric developed in the spring of 2010, graduate faculty will determine low pass, pass, and high pass. We believe that this will produce at least 2 high passes for this year's cohort. |
| Finding |
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| Three students completed their comprehensive exams. All three students passed on their first attempt. Two students received high passes and one student received a pass. Thus, we exceeded our expectations. |
Actions for Objective:
| Action |
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As noted in the department level section of the report, the director duties for the MA in political science and the MA in public administration will be divided between two individuals rather than one individual. In fall 2014 and spring 2015 the new director will, in consultation with MA faculty, begin discussions about how to improve the written comprehensive exam process (i.e., how to better prepare students for exams). |
| Previous Cycle's "Plan for Continuous Improvement" |
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In order to improve written comprehensive exam scores, the MA faculty will emphasize research design, data collection methods, and analysis as part of the curriculum for each substantive course. The faculty will also focus on developing teaching skills of the students as the majority have expressed their goal of teaching at the junior college/community college level.
The F13/S14 assessment year will focus primarily on discussion and data collection regarding the department’s two graduate programs, the Masters in Political Science (MA) and the Masters in Public Administration (MPA). Actions based on F13/S14 discussions and data collection will occur in next assessment cycle (F14/S15). We are focusing on graduate programs because our programs are scheduled for the 2015 audit and because we are already in discussions about our graduate programs. Goal: Expand our assessment (at both the student learning objective level and the department performance objective level) of our two graduate programs beyond comprehensive exams. Actions: Collect data on current and incoming graduate students for the purpose of creating profiles of MA and MPA students. The profiles will help us: a. Develop student exit surveys which will include questions, such as: How has the program contributed to your knowledge of the field? Do you believe the program improved your ability to perform your professional duties? Did the program contribute to your ability to obtain a promotion, salary increase, etc.? b. Document the economic impact of the graduate programs |
| Update on Previous Cycle's "Plan for Continuous Improvement" |
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Two contextual challenges prevented the department from implementing all elements of the previous cycle's improvement plan. First, an interim chair was appointed in F13 and a permanent chair was appointed in F14. The changes in chairs disrupted the workflow. Second, one person was assigned the duty of directing both the Masters in Political Science program and the Masters in Public Administration. That person was also serving as interim chair in F13. The workload proved too much for a single individual.
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| Plan for Continuous Improvement |
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In fall of 2014 a new chair was appointed and the department adopted a five year strategic plan. As a result of these changes, the department's plan for continous improvement has changed.
Goal 1: Expand Assessment of Student Learning and Department Performance: (1) Develop and administer entrance and exit surveys that are designed to provided informabout student learning and economic impact of the degree programs. Possible survey questions might include: How has the program contributed to your knowledge of the field? Do you believe the program improved your ability to perform your professional duties? Did the program contribute to your ability to obtain a promotion, salary increase, etc.? Goal 2: Improve the Comprehensive Exam Process: (1) Revise the comprehensive exam process so as to offer graduate students more preparation for the exams. The MA director , in consultation with faculty from the disciplines subfields, will develop a database of exam questions and set a an agreed upon schedule for when students begin preparing for exam and when exams are administered. Goal 3: Improve Graduate Student Writing Skills and Implement an Early Warning System for Students Who are at Risk (1) At the beginning of each semester the MA director will send all graduate faculty the names of students new to the program. Faculty will be asked to alert the director to any new student whose first written assignment indicates weak writing skills. Students with weak writing skills will be referred to the Writing Center. ( |