Edwards College of Humanities and Fine viewEdwards College of Humanities and Fine Arts 2010-2011 Annual Report Mission Statement: The Edwards College of Humanities and Fine Arts is committed to providing a transformative education for all students and to preparing

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<p>Edwards College of Humanities and Fine Arts</p> <p>Edwards College of Humanities and Fine Arts</p> <p>2010-2011 Annual Report</p> <p>Mission Statement: </p> <p>The Edwards College of Humanities and Fine Arts is committed to providing a transformative education for all students and to preparing majors in humanities and fine arts for positions of leadership and stewardship in the complex, diverse, and interdependent world of the twenty-first century. To this end, the College emphasizes the values of intellectual vitality, moral activism, aesthetic appreciation, and creative engagement within and beyond the classroom. These values are realized: </p> <p> Through the disciplined refining of skills in careful reading, clear thinking, close observation, effective writing, and persuasive argument, and </p> <p> Through student mastery of the body of knowledge specific to each major within the College. </p> <p>In its emphasis on students as makers of the world they inhabit, the College serves its ultimate goal: to prepare each student to live a thoughtful and fulfilling life as a responsible and responsive human being. </p> <p>Vision Statement: </p> <p>We are an intellectual and artistic community that cultivates a passion for rational thought, creative expression, and moral responsibility.</p> <p>Core Values:</p> <p>We are student-centered We work for the common good of our College, our University, our community We respect academic and intellectual diversity We commit ourselves to student accessibility We promise transparency of deliberations and decision-making We strive for excellence, creativity, and originality </p> <p>ASSESSMENT</p> <p>Structure of Assessment (Who is responsible for the assessment in your area?): </p> <p>Starting in the Summer of 2011, the Associate Dean for the Humanities, Dr. Carol Osborne, directed assessment within the Edwards College of Humanities and Fine Arts and reported on assessment to the Dean. With the assistance of the College Assessment Coordinator, Ellen Arnold, she worked directly with the nine Department Chairs, one Graduate Director, and three Directors of Centers to update and establish clear assessment plans for each academic program, to insure that such plans are followed and that stated assessment tools are used, and to edit the resulting assessment reports from each area. These final reports included the explanations of results and use of results for continuous improvement for that year. Within their areas, each Chair is responsible for implementing the posted departmental assessment, and each has a growing number of interested faculty members who help administer various parts of the assessment plan. Also, a college-wide COHFA Assessment Committee made up of representatives from each department in the College and chaired by Dr. Osborne meets regularly throughout the academic year to evaluate College assessment plans and results and to make recommendations to the Dean. </p> <p>Identify the strengths you have found as a consequence of the assessment: </p> <p>(1) The College of Humanities and Fine Arts now shows signs of developing a culture of assessment, in which assessment is understood to be an important part of decision-making in the College and within departments. </p> <p>(2) Most departments have deepened the level of involvement in the assessment process so that the chair is not solely responsible for some or all of the steps of assessment. The departments of Visual Arts, Communication, English, World Languages &amp; Cultures, and Philosophy &amp; Religious Studies either have or are developing standing assessment committees.</p> <p>(3) As a whole, the College is applying a wide variety of assessment measures, both direct and indirect. Direct measures range from objective tests, to evaluation of student performance by faculty teams, to assessment of oral presentation, to assessment of student writing. Indirect measures include student self-assessments, exit surveys, and exit interviews. In addition, multiple measures of assessment are being used within eight majors. In two cases (English and Philosophy), Writing Portfolio assessment has been enabled by University Assessment Grants, important since writing assessment is labor-intensive for faculty and involves tasks beyond the normal expectations for departmental service. </p> <p>(4) Just as in previous years, according to the various assessment tools now in use, the majority of our majors tend to master the basic skills and background information required of their disciplines at a level that meets or exceeds departmental expectations by the time they graduate. For example, 91.1% of the majors enrolled in HIST 250 are able to distinguish between primary and secondary sources by the end of the course and 92.5 % recognize correct Chicago Style documentation; 87.4% of English majors are proficient in defining, describing, and identifying salient features of literary works; and 87.5% of the Philosophy majors performed at the acceptable level in identifying major theories.</p> <p>(5) Likewise, by the time majors arrive at the upper-level courses within the major, their skills and knowledge have advanced from where they were two or three years earlier. Departments note strengths in essential abilities such as identification of key figures or concepts, understanding of terminology, and verbal and reading comprehension. Seven departments are now assessing student learning over time (either comparing knowledge and skill levels of sophomores and seniors or comparing assessments given before and after instruction). For example, 37% of Political Science majors are able to identify key concepts and theories of international relations and of international political and economic institutions, societies, and systems as sophomores as opposed to 65% as seniors. 90% of the Graphic Design majors scored excellent or very good in their senior exhibit.</p> <p>(6) As in past years, assessments that are specifically performance-based and that require an application of knowledge in practice, such as those that involve rating students actually performing music, doing acting, and making art, as well as participating in group activities or presenting posters and other such performances, tend to indicate higher levels of proficiency in the students being assessed than more traditional standardized tests, class exams, or essays writing. Whether these assessment practices are better or worse at actually assessing student learning has not been determined by the College, but students seem to learn more or perhaps simply show more of that learning through performance. For example, all the Music majors passed the sophomore barrier exams in voice and keyboard. The Theatre Department assessments showed the majors were very strong in movement and rehearsing and performing dramatic texts.</p> <p>Identify the challenges you have found as a consequence of assessment: </p> <p>(1) For some departments, faculty involvement and confidence in the process of assessment continue to be the biggest challenges. Because program assessment involves a shift from the accustomed grading of individual students within individual courses to a larger view of how courses and programs demonstrate student learning, its success depends on faculty seeing themselves as part of a larger effort. Some departments are still in the process of developing this mindset.</p> <p>(2) Some departments are finding that standardized test results do not align easily with current SLOs. They are in the process of developing new exit exams or revising ones currently in use so that all SLOs are addressed with more precision.</p> <p>(3) Some departments continue to struggle with the systematic collection of data, the development and consistent use of departmentally-developed, detailed rubrics, and sufficient analysis and dissemination of assessment results to the members of the department.</p> <p>(4) The areas of student learning that are most challenging for students are, not surprisingly, the higher-order areas of critical thinking. Assessments across the College record lower levels of success with understanding abstract concepts, applying theory, and critically evaluating the work or ideas of others.</p> <p>(5) Student writing continues to be a concern across the College. Although some departments note marked improvement when writing done early in the students career is compared to writing done in the senior year, many departments document students difficulty with multiple levels of writing skills, from mechanics and sentence structure to research and argumentation. </p> <p>What are the changes based on assessment results? </p> <p>Making generalizations about student learning across the College is made more difficult by the wide variety of assessment methods and reporting styles among the departments. For instance, while many departments have clearly stated benchmarks for department expectations, a large number still do not. As an assessment culture gains footing in the College, patterns should become clearer. Nonetheless, at this point, it is possible to see that assessment has brought about a number of important changes this year. </p> <p>(1) Changes in assessment methods or instruments, SLOs, etc. </p> <p>Many of the departments in the College have revised their approaches to assessment in some way this year, from modifying test questions to rewriting Student Learning Outcomes. Philosophy created in-class assessments for each required course in the major and the Visual Arts department plans to utilize an outside critic in assessing student portfolios.</p> <p>(2) Changes in course content </p> <p>Several departments have used assessment results to guide substantive redesign of course content in order to realign more closely with Student Learning Outcomes. English is creating a template for ENGL 300, outlining common goals and objectives for textual analysis and research methods across sections, and the Spanish faculty are changing the focus of their reading classes to include more texts about Spanish-speaking cultures. Theatre has added more critical discussion of all production activity in all performance-based and majors-only classes, and Philosophy is putting more emphasis on writing in 200-level courses.</p> <p>(3) Changes in curriculum</p> <p>Many departments have dropped, added, or created courses for the major at least partly in response to assessment results. Politics added courses and increased major requirements in the area of American government and politics. English is advising their majors to take ENGL 459, Advanced Composition, and ENGL 300 early in the program. One department, Communication, has been involved in a complete reorganization of the major into four separate tracks. </p> <p>(4) Changes within departments</p> <p>In some cases, the choice of new faculty hires has been impacted by assessment (English, History, Theatre). In others, standing committees and faculty development/training opportunities were created as a result of assessment (English, Philosophy &amp; Religious Studies).</p> <p>(5) Other</p> <p>Especially in the Department of Theatre and in the Centers that are associated with the College of Humanities and Fine Arts, assessment has led to expanded opportunities outside of the classroom for students. In response to student feedback that suggested there was not enough opportunity to perform in faculty-directed shows, the Theatre Department expanded its production schedule from 4 shows in AY2006-07 to a projected 7 shows in AY 2011-12. Jackson Scholars are involved with outreach efforts in a middle school, the Waccamaw Center funds a work study student to digitize and upload audio and video materials on the HCOHLP website, and the Center for Archaeology and Anthropology involved approximately ten students in survey and excavation activities in lowcountry sites.</p> <p>New Projects and Initiatives</p> <p> The Edwards College recruited 18 new tenure-track faculty and 10 new lecturers for fall 2010. </p> <p> Faculty created 56 new undergraduate courses and 6 new graduate courses. </p> <p> New travel abroad opportunities were created (including Spring Break in Paris, a collaboration between History, Arts, and French, and a trip to Cuba, a collaboration of World Languages and Politics &amp; Geography).</p> <p> The Art Department began a partnership with the Nanjing Arts Institute (with Easton Selby traveling to China to serve as Guest Lecturer and Critic) and finalized the 2+2 arrangement with HGTC for their Graphic Design majors.</p> <p> The Music Department implemented an audition process for incoming majors</p> <p> The English Department, in conjunction with Dean Burd and the library staff, developed a pilot program pairing twenty sections of ENGL 101 with newly-developed literacy labs.</p> <p> The following minors were created: Medical Humanities (Philosophy &amp; Religious Studies), Intelligence and Security Studies (Politics &amp; Geography), Photography (Visual Arts), Graphic Design (for Art Studio majors) and Art Studio (for Graphic Design majors). The Middle Eastern Studies minor and the Global Studies minor were updated.</p> <p> The Communication Department developed 4 concentrations: Communication Studies, Health Communication, Interactive Journalism, and Public Relations/ Integrated Communication.</p> <p>Grants and Other Externally-Funded Activities</p> <p>Faculty received numerous external grants, with some of the most prestigious being listed below:</p> <p> Arne Flaten received a book publication grant for Middeldorf Collection from the Samuel H. Kress Foundation ($10K).</p> <p> Brandon Palmer received a Freeman Foundation Faculty-Student Research Grant through ASIANetwork ($30,424).</p> <p> Paul Olsen and Ken Townsend received a $3,000 grant from the United States Marine Corps Heritage Museum .</p> <p> Suheir Daoud received an honorarium from the Chr. Michelsen Institute in Norway and Muwatin, the Palestinian Institute for the Study of Democracy, for Gendering Faith: Palestinian Women and the Islamic Revival ($7000 over three years).</p> <p> Roy Talbert received a grant from the Georgetown Baptist Historical Society ($5,000).</p> <p> Daniel Cross Turner received a grant from the Watson-Brown Foundation for Blue Ridge to Blue Sea: Literature and History of the U.S. South, an interdisciplinary travel course ($16,520). </p> <p> Cheryl Ward secured a grant from the Antiquities Endowment Fund of the American Research Center in Egypt for Artifact Conservation and Storage at Mersa/Wadi Gawasis: A Pharaonic Harbor on the Red Sea ($25,482).</p> <p>COHFA faculty secured more than $32,000 in Research Enhancement and Research Council Grants and an additional $16,000 from other internal funding sources. In addition, both the English Department and the Department of Philosophy &amp; Religious Studies received Assessment Grants.</p> <p>Scholarly and Creative Accomplishments</p> <p>Faculty published eight books and more than 120 individual scholarly works (articles, book reviews, essays, poems, works of fiction, etc.) during the academic year.</p> <p>Faculty made more than 190 separate scholarly presentations; 40 at inte...</p>

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