tuning usa final report: the 2009 indiana...

Tuning USA Final Report:

The 2009 Indiana Pilot

Revised June, 2010

Indiana - Tuning Report, June 2010 1

Table of Contents

Introduction .................................................................................................................. 3 1. Participants ............................................................................................................ 4

2. How the subject work Groups Went about the Tuning Process ............................ 6

3. Suggestions for Advancing the Tuning‐Initiated Discussions .............................. 12

4. General and Subject Area Competencies ............................................................ 13

5. Mapping Subject Area Degrees to Employment Fields ....................................... 15

6. Survey Results ...................................................................................................... 16

7. Profiles of Degree Programs ................................................................................ 18

8. Potential Merit in Developing a National Qualifications Framework .................. 20

Appendix A: Team Participants Contact Information ................................................ 21

Appendix B: Tuning Subject Area Findings: Chemistry .............................................. 25

Appendix C: Tuning Subject Area Findings: Elementary Education .......................... 31

Appendix D: Tuning Subject Area Findings: History ................................................. 38

Appendix E: Team Meeting Agendas ......................................................................... 48

Appendix F: European Subject Area Findings: Chemistry,

Education Sciences, and History .........................................................58

Appendix G: Survey Results for General Competencies ...........................................89

Appendix H: Survey Results for Subject‐Specific Competencies ...............................98

Appendix I: Ongoing Project Work Since November, 2009 .....................................107

Appendix I – A: Employer Survey Design ..........................................................109

Appendix I‐B: Revised Subject‐Specific Learning Outcomes ...........................111


Introduction

This report is submitted to the Lumina Foundation for Education in fulfillment of the grant received by the Indiana Commission for Higher Education (ICHE) to be one of three states to pilot the Tuning process during 2009. The organization of the report follows the eight major headings, and questions under each of those headings, which were contained in the “Guidelines for Tuning USA Final Report,” or template, supplied by the Lumina Foundation. Each of the subject area teams – Chemistry, Education, and History – produced a report, “Tuning Subject Area Findings,” for their discipline. Because it seemed desirable to keep each report intact, and because the content of the reports are discussed under a number of the headings in the Lumina Foundation’s guidelines for the final report, the three team reports are attached to this report as Appendices B‐D. For comparison purposes, the Tuning Subject Area Findings produced by the corresponding European subject area teams are included as Appendix F. Survey results of current students, recent graduates, faculty and employers for both General and Subject‐Specific Competencies are included as Appendices G and H, respectively. This revised report includes detailed survey results for subject‐specific competencies, employer survey results, and revised subject‐specific learning outcomes, which were requested after the initial report submission. ICHE Project Co‐Directors – Ms. Haley Glover and Dr. Ken Sauer –have attempted to reflect the deliberations and conclusions of the three subject area teams to the greatest extent possible. Where the reflections of the Co‐Directors or personal reflections are needed, we have tried to be clear about whose reflections they are.


1. Participants

A total of 37 individuals from seven institutions, representing 11 separate campuses, participated in the Indiana pilot. The two public universities – Indiana University and Purdue University – had four of their campuses represented: two residential major research universities (Indiana University Bloomington and Purdue University West Lafayette), one urban research university (Indiana University Purdue University Indianapolis/IUPUI), and one regional campus (Purdue University North Central). Two public community colleges – Ivy Tech Community College (three campuses – Bloomington, Indianapolis, and Lafayette) and Vincennes University – were included in the pilot as well. Three Indianapolis‐area independent institutions – Butler University, Marian University, and the University of Indianapolis – also were represented in the pilot.

The 37 participants were equally divided among the teams: Chemistry (13), Education (12), and History (12). Representation from the public universities accounted for over half of the participants (20), followed by 13 drawn from the public community colleges and four from the independent universities.

Number of Participants by Institution Type

Community Colleges Public Ivy Tech Bloomington 2 Ivy Tech Indianapolis 3 Ivy Tech Lafayette 3 Vincennes University 5 Subtotal 13 Universities Public Indiana University Bloomington 6 IUPUI 7 Purdue University North Central 3 Purdue University West Lafayette 4 Subtotal 20 All Public Institutions –Total 33 Independent Butler University 2 Marian College 1 University of Indianapolis 1 Subtotal 4 All Campuses – Grand Total 37


Participants by Institution Subject Area

CHEMISTRY Keith Anliker – IUPUI Steve Arnold – Ivy Tech Bloomington Malathi Balachander – Ivy Tech Lafayette Jay Bardole – Vincennes University George Bodner – Purdue University West Lafayette LeRoy Breimeier – Vincennes University Norman Dean – Indiana University Bloomington Sapna Deo – IUPUI Stacy O’Reilly – Butler University Peter Ortoleva – Indiana University Bloomington James Preer – Ivy Tech Indianapolis Laura Unger – Purdue University North Central Gabriela Weaver – Purdue University West Lafayette EDUCATION Peggy Apple – Ivy Tech/IUPUI (joint appointment) Thomas Brush – Indiana University Bloomington Cary Buzzelli – Indiana University Bloomington Bruce Delaplane – Ivy Tech Lafayette Pam Garriott – Vincennes University Jan Henry – Vincennes University Lindan Hill – Marian College Linda Houser – IUPUI Kathy Moran – University of Indianapolis Rex Morrow – Purdue University North Central Anne Ociepka – IUPUI Teresa Taber‐Doughty – Purdue University West Lafayette HISTORY Susan Curtis – Purdue University West Lafayette Janusz Duzinkiewicz – Purdue University North Central Donn Hall – Ivy Tech Bloomington Paul Hanson – Butler University Gretchen Keller – Vincennes University Amanda Koch – IUPUI Erik Lindseth – IUPUI Ken Mueller – Ivy Tech Lafayette David Pace – Indiana University Bloomington Mark Roseman – Indiana University Bloomington Michael Sparks – Ivy Tech Indianapolis Marianne Wokeck – IUPUI ** Bold lettering indicates team leaders.


2. How the Subject Work Groups Went about the Tuning Process

a) Why did Indiana choose to participate in the Tuning Project? What problems or issues did we hope to address?

In 2008, the Indiana Commission for Higher Education released Reaching Higher: Strategic Initiatives for Higher Education in Indiana, a strategic plan that specifically calls for ever‐improving quality and accountability, particularly in the arena of learning outcomes, and for international benchmarking. Reaching Higher also calls for further development of Indiana’s colleges and universities into a true system of higher education, in which components fit together and complement one another. This is especially important for community college and university campuses, where transfer of credit and program articulation provide students with an opportunity to transition from one sector to another and succeed in completing a baccalaureate degree. The Tuning pilot seemed to support all of these strategic directions.

While some work has been done at an institutional level to arrive at learning standards, it has rarely been publicized outside of individual departments, it has rarely addressed more than one degree level, it has rarely clearly defined learning outcomes, focusing instead on student skills or standards that faculty must address, and it has never happened across institutional borders. Due to the increasing focus placed on learning outcomes by the Commission, and the increased prevalence of learning outcomes in the national agenda, the Commission felt that the Tuning project provided a unique opportunity to pilot an initiative that is prevalent throughout the world, and to build knowledge and institutional will to improve focus on learning outcomes.

b) What, if anything, happened in your state as a result of engaging in the Tuning process that might not otherwise have happened?

The work of the Tuning Project has, to this point, been limited to the scope of a pilot project. There have not been significant changes in the way colleges, departments, or even individual faculty members do business. Programs have not been changed to reflect the learning outcomes developed through the process, nor have faculty beyond those actively involved in the project been consulted.

However, through the work of the Tuning project, faculty members from a variety of institutions have had the opportunity to meet and converse. Across the disciplines that were “tuned,” faculty members invariably stated that they enjoyed the opportunity to engage with faculty from different institutions, and particularly across the two‐ and four‐year sectors. The conversations around Tuning built trust between the faculty, and have developed relationships that will be helpful in the future, both in potential continued Tuning efforts, and around areas like transfer, articulation, and common curriculum.

c) How did Tuning complement work already going on in our state?


Discussion about learning outcomes has been happening to a varying extent at most institutions, although these activities are often internal to specific programs and departments or colleges. The Tuning pilot seemed to be a way to broaden these conversations.

In addition, the Commission for Higher Education has issued a call to all institutions to participate in the Voluntary System of Accountability (VSA), at least in part, because VSA includes an emphasis on student learning outcomes. While participation in VSA is not yet universal, due largely to institutional dissatisfaction with the learning outcome assessments initially prescribed under the VSA, the Tuning project appeared to complement this ongoing effort. For those institutions with reservations about the learning outcomes approach embraced by VSA, the Tuning pilot seemed to provide a more preferable way of addressing student learning outcomes.

d) How did the array of institutional diversity affect the project? Were the right people involved?

The institutions participating in the Tuning project reflect a diverse slice of Indiana postsecondary education—two residential major research campuses, a joint urban research campus, a regional campus, four community college campuses, and three independent institutions. While this array is significant and is representative of many campuses and institutions in the state, any pilot involving only 11 campuses out of Indiana’s 14 public university, 25 community college, and 31 independent campuses cannot definitively represent all of Indiana higher education. Because of this, Faculty members participating in the project were often reticent, particularly at the beginning of the project, to speak for their colleagues at other campuses within the state.

Ultimately, the mix of institutions and participating faculty was both appropriate and productive for the purposes of the project. Having one team co‐chair from a university and one from a community college was particularly helpful, as was the successful effort to have community college campuses in the same cities as the research university campuses participate. We had substantial representation from both the 2‐year and 4‐year public sectors, and independent colleges, which enroll about 30% of the students in Indiana.

e) How did each group go about formulating the outcomes that define the subject area? Describe the approach and submit meeting agendas.

The Chemistry Tuning Group based its work, in large part, upon existing outcomes that had been developed for Chemistry degrees at Purdue University‐West Lafayette. These outcomes were consistent with the requirements and intent of the American Chemical Society (ACS) and North Central Association institutional accreditation guidelines. A committee, made up of faculty from across the Chemistry department, and led by a Tuning Team member, developed the list of competencies with a create deal of collaboration and discussion, and utilized all available resources to determine the most appropriate set of competencies.

The Chemistry Team adapted the existing list of competencies into a list appropriate to the Tuning project. The original list was broken out into three skill areas, and also by skill “levels,” namely, which skills were critical, important or desirable. Because Tuning Team members felt that the


purpose of the Tuning Project was to determine critical and important competencies, the group focused on the level one and two competencies from this original list.

Finally, the original list was built on the description of skills critical to those graduating with a baccalaureate degree. In going through the list to determine the appropriate competencies for the Bachelor’s degree for the purposes of Tuning, the group also identified which competencies were appropriate for Associate’s degrees. The group was extremely deliberate in building the Associate degree competencies as a foundation for Bachelor’s competencies, that is, all competencies included under the Associate’s degree are also incorporated into the Bachelor’s degrees, with modification in level of skill and autonomy in work. In this way, the group will be able to better build relationships and bridges between the two degree programs, and will ensure that faculty is aware of the linkages between the programs.

Initially, the Education Tuning Team planned on “Tuning” three education sub‐disciplines across all four degree levels—elementary education, special education, and math education. Given the time limitations inherent in the grant, and the specialty knowledge required for special education and math education (particularly in the development of math‐specific competencies) which were not well‐represented within the group, it was determined that the team would focus purely on elementary education at the Initial Licensure phase. Initial licensure is equivalent to the Bachelor’s degree, or the completion of a training program for those students who are pursuing alternative pathways to teacher licensure.

The Education Team based its work, in large part, upon existing standards, developed by the Association for Childhood Education International in 2007. These standards present a comprehensive overview of the wide variety of learning outcomes and abilities that should be possessed by a teacher just entering the profession. Because elementary educators do not teach only one subject, the entire scope of subjects that the majority of elementary school teachers cover are included here.

While the majority of standards articulated by the ACEI were retained, the language and intent were often amended to ensure specificity to Indiana’s teachers, and appropriateness for the Tuning Project.

The History Team’s work was guided by learning outcomes developed by Team Leader Marianne Wokeck, both in response to the Tuning Project and over the course of her career. These competencies, which were broken initially into Associate and Baccalaureate level competencies, were discussed and debated by the full History team, which amended language and intent to reflect competencies appropriate for the entire team, and appropriate for the Tuning Project.

Due to time constraints, the group did not determine Master and Doctorate‐level competencies until later in the process. These were again gathered by Marianne Wokeck, and disseminated to the rest of the group for review and edits. The final competencies reflect the consensus of the group.

Agendas for each team meeting are found in Appendix E.


f) Were disciplinary or professional organizations consulted?

Disciplinary and professional organizations were not consulted directly. For instance, while the standards that have been developed for Chemistry Baccalaureate programs by the American Chemical Society were heavily utilized in the development of Chemistry competencies, the American Chemical Society itself was not contacted.

g) If your state picked a subject area or subject areas that had previously been “tuned” to what extent did you rely upon existing Tuning materials from Europe or elsewhere? How helpful was the advice from European experts?

All three disciplines “tuned” in Indiana had previously been tuned in Europe and elsewhere. We chose the disciplines partially for this reason. We initially focused heavily on the existing materials, but soon learned that they were much more helpful in teaching and learning about the Tuning process, and were not particularly helpful in actually working to develop competencies and results. Ultimately, the most helpful documents for our purposes were the discipline templates, which we used to formulate our final reports and ensure that we focused on the appropriate topics during meetings.

Tim Birtwhistle in particular was very helpful. He was able to join us for two discipline team meetings during the summer, and while it is unlikely that the results of those meetings would have been different had he not been there, all participants were grateful for the knowledge and validation of our work that he provided.

h) If your state picked subject areas that had not previously been tuned, how did this affect the project?

[Does not apply.]

i) In what ways were students involved in your Tuning work? What input or feedback did students provide and how was it provided? What weight was student participation and input given?

Only one student, a master’s student in History, participated in the project. We were unable to secure any other students from other disciplines or degree levels to participate. The student participated to the same level as faculty members, and played a somewhat active role in Tuning meetings. On a couple occasions, she was asked specifically for her student perspective, and she complied. The student’s participation and input was given the same weight as any faculty participant, and she was afforded the same level of respect as her teammates.

j) What barriers or obstacles did each group encounter? How were these challenges addressed?

All three groups required a significant amount of time after the Chicago convening to go over what they had heard, to “vent,” and to re‐evaluate the purposes and mission of the project. We spent a good portion of the first meeting discussing how Tuning was different from existing learning‐


outcomes initiatives, dispelling misperceptions from Chicago, and assuring team members that the Tuning Project was indeed a pilot project, without direct implications for doing business.

Tuning was easier for some disciplines than others. To some extent, Chemistry had already been operating in a “tuned” world, due to the strong requirements by the American Chemical Society. This group was able to translate their efforts into competencies that emphasize the “scaffolding” necessary in the study of Chemistry. History is guided by no strong accrediting or professional organization, and so relied heavily on work that had already been done by faculty at IUPUI. This group focused not only on emphasizing the skills and knowledge that students need to possess at each degree level, something that had not been done before to any great extent, but then moved on to “selling” a history degree with those competencies.

Education, finally, appeared to have the greatest barriers to overcome in the Tuning Process, mainly because the profession is guided by literally hundreds of existing standards from a variety of groups that must, by law, be covered. This group also had the hardest time in viewing Tuning as anything different from what has already been done, and what is currently being practiced on college campuses. At the same time as the Tuning Project, the Indiana Department of Education announced significant changes to current teacher licensing regulations, which stands to change a great deal about the way schools of education operate.

k) What were viewed as the strengths and weaknesses of the process?

Overall, the discipline teams viewed the main strength of the process as the collaborative opportunities that it afforded. Cross‐institutional and cross‐sector meetings do not occur often—all participants noted that these opportunities were valuable, built trust between individuals and institutions, and could be a sustainable aspect of the project.

The participants viewed the weaknesses of the project through the perspective of their disciplines, but overall, viewed Tuning as something that, in its current form, may not be appropriate for the American postsecondary system. Those who were very familiar with the history of Tuning and the Bologna Process noted that the differences between American and European systems of higher education are significant, and the roots of the necessity of Tuning do not exist in the US (at least as a widely recognized issue). Those who were not very familiar with the roots of Tuning simply noted that, as a system, there is much to be done to streamline and ensure quality, but overall, that the system works quite well.

l) How does the process differ from other learning outcomes efforts?

As noted earlier, other learning outcomes efforts have focused to a great extent on individual institutions, and individual departments within institutions. Collaborations across institutions and particularly across sectors (2‐year and 4‐year) have rarely if ever occurred.


m) If one or more of your groups deviated from the process outlined during the Chicago convening, please explain these changes and why they were made so that we have a better understanding of how Tuning applies in the Tuning process?

Indiana’s Tuning teams did not focus at all on the areas of assessment and realignment of student credits. These were two areas that were mentioned in Chicago, but were not communicated as central parts of the pilot project. The areas were not addressed due to time constraints, and because speculation about changing the way student credits are counted did not seem a particularly fruitful exercise.

n) What lessons have you drawn from this project? What differences, if any, were there in how the process was perceived by the SHEEO office? Participating faculty members? Non‐participating faculty members in the disciplines with participating faculty members?

From the Tuning Pilot Project, we have learned that faculty are, to a great extent, willing and eager to engage in collaborative conversations with their peers about student learning and opportunities for improvement and cooperation. Faculty members also seem to appreciate the opportunity to collaborate as peers, outside of the political environment often found at institutions.

The cross‐sector collaboration was particularly helpful, as it almost never happens, and appeared to facilitate deeper discussions about how the degree levels work together, particularly the Associate’s and Bachelor’s degrees, as they’re delivered in two distinct institutions. This has potential to have impact on the way curriculum is “scaffolded” and build to ensure that students are gaining all of the appropriate skills that will enable future study.

There may be opportunity for the Tuning Process to inform student transfer and articulation, though exactly how is unclear at this point.


3. Suggestions for Advancing the Tuning‐Initiated Discussions

a) Do your subject area work groups intend to continue this work? Why or why not?

It is unlikely that the groups will continue to work on “Tuning,” per se. However, great interest was expressed in maintaining the cross‐institution/cross‐sector working groups, with special emphasis on competencies desired in graduates of degree programs. This aspect of the project was appealing to the faculty members, valuable as a learning experience, and has the potential to form the foundation for future work around learning outcomes and other initiatives.

b) What do your state’s work groups view as the next logical steps for expanding and deepening the Tuning work?

The next logical step would be to expand faculty involvement and conversations to other institutions and campuses that were not involved in the pilot. The History group in particular appeared interested in maintaining the group and bringing its work to a larger audience and specifically discussed the possibility of presenting the findings of the Indiana pilot at the state meeting of historians next year.

c) If you could do further work in this area, what would it be?

From the SHEEO perspective, it may be fruitful to expand the idea of cross‐institution/cross‐sector collaborative working groups to other disciplines, especially in core liberal arts disciplines, which are important to general education requirements and characterized by courses students frequently transfer. It would also be helpful to focus on with high demand career and professional degree programs.

d) Who needs to hear about this work, and why?

The results of the Tuning Pilot Project should certainly be communicated to the larger higher education community, particularly to SHEEOs who may be interested in implementing the process with their institutions. The learning outcomes developed through the process may be particularly helpful to institutions going through similar exercises, and because they were faculty‐led, these outcomes may be appealing to other faculty.


4. General and Subject Area Competencies

The three subject area teams reviewed the general competencies developed as a result of the European Tuning process and made what might be characterized as modest modifications to the number and wording of the list developed by the Europeans. Perhaps the most noticeable modification was to organize the general competencies under four headings: (1) thinking and analytical, (2) personal motivation and initiative, (3) communication, and (4) external awareness. The need not to drastically overhaul the general competencies suggests a robust nature to the work of the European Tuning in this area.

General Competencies

I. Thinking and Analytical Competencies Ability to: 1) think abstractly, analyze, and synthesize ideas 2) apply knowledge in practical situations 3) think critically 4) self‐evaluate 5) generate new ideas (creativity) 6) identify, pose, and resolve problems 7) design and manage projects 8) act on the basis of ethical reasoning 9) compute and analyze quantitative and qualitative data 10) interpret and apply research 11) collect, process and analyze data from diverse sources

II. Personal Motivation and Initiative Competencies

Ability to: 1) plan and manage time 2) self‐direct learning 3) stay current with information in one’s chosen field 4) adapt to and act in new situations 5) lead and motivate people toward a common goal 6) work independently 7) take initiative 8) persevere in the tasks given and responsibilities taken

III. Communication Competencies Ability to: 1) communicate orally in English 2) communicate in writing in English


3) communicate in a second language 4) use of information and communication technologies 5) work in a team 6) apply appropriate interpersonal skills 7) communicate about one’s chosen field to the public 8) communicate with and understand people from diverse backgrounds

IV. External Awareness Competencies

Ability to: 1) understand and respect diversity and multiculturalism 2) work in a broader context (international, national, state, local) 3) act with a commitment to safety 4) demonstrate and apply knowledge of environmentally responsible behaviors 5) act with social responsibility and civic awareness 6) act without discrimination toward all people

Subject Area Competencies

The subject area competencies were developed by each subject area team and are listed in as the third component of the “Tuning Subject Area Findings” (see Appendices G‐H).


5. Mapping Subject Area Degrees to Employment Fields

For employment maps, view the discipline reports.

Indiana is unique in that it operates a longitudinal database that links higher education data, collected from public institutions through the Commission for Higher Education’s Student Information System (SIS), with Department of Workforce Development employment data. This data warehouse is called the Indiana Workforce Intelligence System (IWIS).

While there are limitations to this database, it does enable us to get a very clear picture of where graduates of particular programs at public institutions in Indiana work after graduation. We provided IWIS with descriptions of the degrees (we limited the degrees to the Bachelor’s level) based on the NCES Classification of Instructional Programs (CIP) codes at the two‐, four‐, or six‐digit level, depending upon the program area:

131202 – Elementary Education

54 – History

4005 ‐ Chemistry

Based on these CIP codes, IWIS generated the employment industry, classified under the U.S. Office of Management and Budget’s North American Industry Classification System (NAICS), for graduates from 1999 through 2007 in years 2007, 2008 and the first quarter of 2009. Obviously, not everyone who graduates with a degree from an Indiana college stays in Indiana, or is employed 100% of the time after earning that degree. About 35 percent of Education graduates, 60% of Chemistry graduates, and 50% of History graduates were not employed in Indiana in 2007, 2008 and Q1 2009.

We took the discipline graduate industry employment as a percent of the total remaining in Indiana averaged over three years, and determined the industries with the highest concentration of graduates in Chemistry, Education and History in Indiana. These industries are noted in the discipline maps.

IWIS does not provide occupation‐specific data. However, utilizing the U.S. Bureau of Labor Statistics Occupational Employment Survey, which provides national industry‐specific staffing patterns (% of employment by occupation) we can make some educated guesses as to in what occupations graduates may be employed. For instance, while some Chemistry graduates may be employed as managers within a pharmaceutical manufacturing company, based on occupational data, the graduates are more likely to be employed as Chemists, Chemical Technicians and Bio‐chemists.


6. Survey Results

a) How did you go about surveying students?

Following on the faculty committees' work identifying general competencies and competencies for the three focal subject areas, the Project on Academic Success (PAS) at Indiana University Bloomington designed a questionnaire incorporating measures for respondents' views on the importance of each competency. Survey questions were designed so as to retain the exact wording agreed upon by the faculty committees. In addition, we included questions establishing the eligibility of the respondent for the study, on demographics, a final item set asking respondents to rank the top‐five most important general competencies for the appropriate degree level. We designed response categories, provided introductory paragraphs and reminders throughout the survey to help orient respondents to the response task for each section.

One challenge inherent in the design of this survey was the need to ensure that respondents are asked to answer only those questions that are relevant to them individually. Because the general competency constructs were defined specifically for each degree level and because subject‐specific competencies were defined by both role and degree level, careful planning was necessary in order to make certain that each respondent was guided smoothly through a complete set of individually relevant questions. With the assistance of IU Bloomington’s Center for Survey Research (CSR), PAS used Qualtrics online survey software to design and implement the skip logic programming required.

PAS obtained approval to conduct the study from the IU Institutional Review Board.

Data collection was based on a snowball sampling strategy. The link to the web survey was circulated to faculty committee members who participated in identifying the competencies. These contacts then forwarded the link to students, alumni, and faculty members affiliated with three focal disciplines‐‐chemistry, history, and education. The link was accompanied by an invitation letter asking potential respondents to participate in a survey on the importance of various general and discipline‐specific competencies for graduates with postsecondary degrees (associate's, bachelor's, master's, doctoral). Responses were collected via a Qualtrics interface on the Web and saved on secure servers at the CSR. Consequently, neither committee members nor researchers were able to identify any respondent individually.

Survey response data were downloaded and analyzed by PAS staff, who provided descriptive results and data tables to the Commission for Higher Education.

b) How did you identify recent graduates to survey?

Recent graduates were identified through the discipline departments and campuses that participated in the pilot.

c) How did you identify employers to survey? Who responded to your employer surveys?


The pilot ran out of time and hence, was unable to include employers in the survey. A sophisticated plan had been developed to identify likely employers of graduates of the participating disciplines, but we ran out of time to implement the plan.

Our intent was to use the Indiana Business Research Center (IBRC) of the Indiana University Kelly School of Business, and the inter‐agency Indiana Workforce Intelligence System (IWIS), to accomplish this. Here are the essential steps of the plan:

• Using ICHE data, identify the NAICS codes for the industry groupings, in which alumni were employed

• At least for the NAICS codes found to employ a relatively large number of alumni, identify all companies classified under those codes, utilizing directories such as Dunn and Bradstreet and infoUSA

• Send surveys to the human resource directors and other individuals, based on the contact information available through Dunn and Bradstreet and infoUSA

This approach holds much potential for being very targeted with respect to employer insights on the competencies of graduates, even of particular degree programs.

Please see Appendix I‐A for the employer survey design and results.

d) Did you use the European survey or design your own? Why or why not?

We did not. The more we considered this, the more we felt the need to utilize local resources. This was done for two reasons: (1) ease of communicating with those who were actually conducting the survey and (2) the modifications that the Indiana teams made to the general competencies suggested that a more customized surveying approach was needed.

e) Were problems encountered? How could these have been avoided?

The major problems focused around time constraints. We simply did not have enough time to fully implement our surveying design.

f) Are there other approaches Tuning participants should explore in the future for gathering this information?

The Indiana Team agrees that creating a new survey instrument provided more detailed and accurate results. However, in the future, it would be worth exploring strategies to increase response rates.

g) How were the survey results used to come up with the set of transferable skill graduates at various levels should have?

There was insufficient time to provide the sort of feedback loop to the subject area teams that the survey results could have provided. Key survey results are presented in Appendix G.


7. Profiles of Degree Programs

Since the Indiana Tuning pilot focused on three disciplines that had already been tuned, the Indiana teams had Subject Area Findings to use as benchmarks for the style, content, organization, and format required of the work products. Due to time constraints, the need to become familiar with the Tuning process, the inherent effort required of Tuning activities, and other factors, the Indiana pilot only focused on a subset of the components comprising the Subject Area Findings, which resulted from the full‐blown Tuning process in Europe. The table below summarizes what components of the Subject Area Findings were included in the Indiana pilot and which ones were left out. The complete Indiana Subject Area Findings are found in Appendices B‐D and, for comparison purposes, the European Subject Area Findings are found in Appendix F.

All three of the Indiana Subject Area Findings include a section on the process followed to develop the discipline competencies. Because of the special role played by accreditation in teacher education programs, the Education team elected to include a section on that topic as part of the introduction to the subject area component of the Subject Area Findings.


Components Included in the Subject Area Findings for Chemistry, Education, and History:

European Tuning v. the Indiana Pilot

Components Components Included in the Indiana

Included Subject Area Findings

in All Three

European Elementary

Components of the Subject Area Findings Subject Areas Chemistry Education History

1 Introduction to the Subject Area

Role of Accreditation

2 Degree Profiles

Typical Degrees Offered in the Subject Area

Typical Occupations of the Graduates in the

Subject Area (Map of Professions)

Role of Subject Area in Other Degree Programs

3 Learning Outcomes and Competencies

Discipline Process of Developing Competencies

Consultation Process with Stakeholders

4 Workload and ECTS

5 Learning, Teaching, Assessment

6 Quality Enhancement


8. Potential Merit in Developing a National Qualifications Framework

Given the priority of having to develop the Subject Area Findings for each discipline, the Indiana pilot did not focus any significant attention on considering the potential merit of developing a National Qualifications Framework for the United States. However, one of the Project Co‐Directors, Dr. Ken Sauer, was invited to attend a meeting convened by the Lumina Foundation for Education, which was held in Washington, D.C. on July 26‐28, 2009. The meeting was attended by approximately three dozen international and American participants and focused exclusively on the issue of whether or not developing a National Qualifications Framework made sense for this country. Dr. Sauer will express his views on this subject in a separate communication, since they represent his personal position.


APPENDIX A

Team Participants Contact Information


** Tuning Participants Contact Lists

(Bold denotes Discipline Team Leader)

Indiana Chemistry Tuning Team First Name Last Name Title Institution Email Keith Anliker Professor of Chemistry IUPUI [email protected] Steve Arnold Professor of Chemistry Ivy Tech Bloomington [email protected] Malathi Balachander Professor of Chemistry Ivy Tech Lafayette [email protected] Jay Bardole Professor of Chemistry Vincennes University [email protected] George Bodner Professor of Chemistry Purdue West Lafayette [email protected] LeRoy Breimeier Professor of Chemistry Vincennes University [email protected] Norman Dean Professor of Chemistry Indiana University

Bloomington [email protected]

Sapna Deo Professor of Chemistry IUPUI [email protected] Stacy O’Reilly Professor of Chemistry Butler University [email protected] Peter Ortoleva Professor of Chemistry Indiana University


James Preer Professor of Chemistry Ivy Tech Indianapolis [email protected] Laura Unger Professor of Chemistry Purdue North Central [email protected] Gabriela Weaver Professor of Chemistry Purdue West Lafayette [email protected]


Indiana Education Tuning Team First Name Last Name Title Institution Email Peggy Apple Professor of Education Ivy Tech/IUPUI (joint

appointment) [email protected]

Thomas Brush Professor of Education Indiana University Bloomington

[email protected]

Cary Buzzelli Professor of Education Indiana University Bloomington

[email protected]

Bruce Delaplane Professor of Education Ivy Tech Lafayette [email protected] Pam Garriott Professor of Education Vincennes University [email protected] Jan Henry Professor of Education Vincennes University [email protected] Lindan Hill Professor of Education Marian College [email protected] Linda Houser Professor of Education IUPUI [email protected] Kathy Moran Professor of Education University of

Indianapolis [email protected]

Rex Morrow Professor of Education Purdue North Central [email protected] Anne Ociepka Professor of Education IUPUI [email protected] Teresa Taber‐Doughty Professor of Education Purdue West Lafayette [email protected]


Indiana History Tuning Team First Name Last Name Title Institution Email Susan Curtis Professor of History Purdue West Lafayette [email protected] Janusz Duzinkiewicz Professor of History Purdue North Central [email protected] Donn Hall Professor of History Ivy Tech Bloomington [email protected] Paul Hanson Professor of History Butler University [email protected] Gretchen Keller Professor of History Vincennes University [email protected] Amanda Koch Student IUPUI [email protected] Erik Lindseth Professor of History IUPUI [email protected] Ken Mueller Professor of History Ivy Tech Lafayette [email protected] David Pace Professor of History Indiana University


Mark Roseman Professor of History Indiana University Bloomington

[email protected]

Michael Sparks Professor of History Ivy Tech Indianapolis [email protected] Marianne Wokeck Professor of History IUPUI [email protected]


APPENDIX B

Original Tuning Subject Area Findings:

CHEMISTRY


Original Tuning Subject Area Findings: Chemistry

Introduction to the subject area

Chemistry can be defined as the study of atoms and their behaviors. This very succinct definition however masks the broadness and scope of the field as all matter is composed of atoms. Scientists who study the decay of radioactive nuclei, who isolate new pharmacologically active compounds from plants, who synthesize these molecules in a lab, who monitor the levels of hazardous materials in ground water, or who develop new polymers for tires or satellite coatings, are all chemists. As one of the physical sciences it is strongly intertwined with physics and mathematics which are used to describe chemical behavior at its most fundamental levels. The study of the chemistry of biological systems has attracted great interest as chemists’ abilities to study very large assemblies of atoms have advanced, leading to an ever‐increasing merger of the fields of chemistry and biology.

Chemistry is a hierarchical field, meaning that acquisition of basic skills and knowledge in chemistry are necessary before advancing to higher levels. Current research often occurs at the intersection of the five sub‐disciplines: analytical, biological, inorganic, organic, and physical chemistry. An academic background in chemistry is an excellent starting point for a career as a professional scientist, or it can lead to careers in many other areas.

Typical Degrees Offered in the Subject Area Associate Associate Degrees in Chemistry take two forms. The technical degree, often called an

Associate of Applied Science (AAS), enables students to enter the job market after earning the AAS. The graduates are often identified in the workplace as Chemical Technicians. The transfer degree, often called an Associate of Science (AS), prepares students to transfer into Baccalaureate Degree Programs. A student with an AS may also be employable as a Chemical Technician.

Both types of Associate Degrees in Chemistry provide students with the necessary foundations in the discipline to enter the workforce and maintain safety and procedural rules on the job, or to enter a Baccalaureate Program that will build upon those foundations. The Associate Degree in Chemistry is subject to variation, but should consist of a year of general chemistry and a year of organic chemistry with a significant laboratory component. In addition the degree is expected to develop skills in problem solving, using the chemical literature, laboratory safety, communication, teamwork, and ethics1. The strong relationship between the Associate Degree and the first two years of the Bachelor’s Degree is reflected in the chemistry competencies developed by the Chemistry Tuning Team. The majority of the Bachelor’s Degree competencies are the same as, or extensions of, the Associate Degree competencies.

Bachelor The Bachelor’s Degree in Chemistry has remarkable consistency between institutions due to the strong role the American Chemical Society (ACS) plays in certifying these degrees. The degree typically requires introductory or general chemistry and one foundational course in each of the five sub‐disciplines: analytical, biological, inorganic, organic, and physical chemistry. In‐depth course work, the equivalent of four one‐semester courses, is expected to build upon these foundational courses. In addition, during the course of the degree, 400 lab hours are required. In recognition of the importance of mathematics and physics, two semesters of calculus and two semesters of laboratory based physics are also requirements. Within this framework, degrees in

1 ACS guidelines for Chemistry in Two Year College Programs. Spring 2009 American Chemical Society Committee on Education. American Chemical Society, 1155 Sixteenth Street, N.W., Washington DC 20036.


chemistry, or chemistry‐rich multidisciplinary degrees such as biochemistry, materials science or environmental chemistry can be certified2.

Typical Occupations and Industry of Employment for Graduates in the Subject Area (map of professions)

Upon completion of a Bachelor’s Degree in Chemistry, students enter a broad array of fields, reflecting the spectrum of qualifications and specializations within the discipline. Over the last three years, graduates of Indiana postsecondary chemistry programs have entered the following industries:

• Colleges, Universities, and Professional Schools – Teaching Assistant and Research Assistant

• Elementary and Secondary Schools – School Teacher • General Medical and Surgical Hospitals – Chemical Technician, Chemist,

Biochemist • Pharmaceutical Manufacturing – Chemist, Biochemist, Chemical Plant and

System Operator • Testing Laboratories – Chemist, Chemical Technician, Biochemist • Surgical and Medical Instrument Manufacturing – Chemist, Chemical Technician • Research and Development in the Physical, Engineering, and Life Sciences –

Chemist, Chemical Technician, Biochemist • Offices of Physicians – Clinical Laboratory Technician • Medical Laboratories – Clinical Laboratory Technician, Chemist, Chemical

Technician, Biochemist Role of Chemistry in Other Degree Programs

Chemistry is a discipline that is central to many areas of scientific study. Therefore, it is a required course of study for students in a variety of majors and programs. In some cases, only a course or two is required, but in others, a year or two of chemistry coursework is needed.

Students wanting to enroll in allied health professions are often required to take chemistry as a prerequisite to admission into a program. Examples include respiratory therapy, medical imaging technology, nuclear medicine technology, radiography, clinical laboratory science, cytotechnology, histotechnology, dietetics, and athletic training. Students wishing to enroll in nursing programs and in dental hygiene programs are also required to take one or more chemistry courses—typically before being admitted into the degree program. In many of these professions, introductory chemistry is supplemented and expanded upon by faculty in the program who provide the specific chemistry background needed for the profession.

Chemistry is a required part of majors in biology, biochemistry, physics, earth sciences, environmental sciences, agriculture, various engineering and technology degree programs, and in “pre‐professional” majors that lead to admission to medical school, dental school, veterinary school, chiropractic school, pharmacy school, optometry school and degree programs in physical therapy. For many of the professional schools, a minimum of 2 years of chemistry (including labs) is required. Chemistry is also a major that can lead to a career in patent law following completion of a law degree.

Coursework in chemistry is required for education majors at various levels. It is one of the central sciences that can be taken by elementary education majors. Secondary school science teachers will normally specialize in biology, chemistry or physics—but will typically take a number of chemistry courses regardless of their specialty.

Learning Outcomes and Competencies Associate A: Technical Competency: Operational Skills

i. ability to write scientific reports, with graphical presentation of data (technical writing skills)

ii. ability to document scientific information and experimental data (keeping a lab

2 Undergraduate Professional Education in Chemistry, ACS Guidelines and Evaluation Procedures for Bachelor’s Degree Programs. Spring 2008 American Chemical Society Committee on Professional Training. American Chemical Society, 1155 Sixteenth Street, N.W., Washington DC 20036.


notebook or other written record)iii. ability to use theory to understand experimental observations iv. ability to make quantitative/structural measurements and interpret results

(data collection and analysis) v. ability to identify and handle hazardous materials (includes ability to access this

information and to apply reasonable cautionary measures) vi. ability to design experiments that allow hypotheses to be critically evaluated vii. ability to execute chemical transformations (experimental skills) viii. ability to use chemical instrumentation and spectroscopy ix. ability to use computational tools to organize/process/store/retrieve data x. ability to use multiple programming, computational, online and database tools

(computer literacy) xi. ability to work in teams and develop collaborations xii. ability to present a formal oral summary of a topic in chemistry

B: Technical Competency: Knowledge Based

i. ability to use the physical principles upon which chemical instrumentation is based (e.g., Beer’s Law and analysis limits)

ii. ability to use the universal physical laws as they apply in chemistry (e.g., enthalpic and entropic factors applied to reactions and properties)

iii. ability to understand and use reaction chemistry iv. ability to predict chemical reactivity based on an understanding of

structure/activity and structure/property relationships (e.g., electronic effects in chemical reactivity)

v. ability to use models and theories vi. ability to apply a molecular understanding of chemical reactivity and materials vii. ability to carry out calculations related to specific chemistry topics (e.g.,

molarity) viii. ability to find information (e.g., library or reputable online resources) ix. ability to apply energetics and kinetics of chemical transformations x. ability to state the properties of elements and compounds

C: Critical/Analytical Thinking Skills

i. ability to apply the scientific process ii. ability to apply problem‐solving skills (identifying the objective) iii. ability to evaluate data for quality and reliability iv. ability to discern and practice good scientific ethics (e.g., avoiding plagiarism) v. ability to organize data for meaningful interpretations vi. ability to demonstrate an understanding of the connections between chemistry

and current events, everyday occurrences and other scientific disciplines. vii. ability to discern causes of experimental error viii. ability to use math and logic to understand data and results ix. ability to reduce complex problems into simpler components

Bachelor A: Technical Competency: Operational Skills

i. ability to write scientific reports, with graphical presentation of data (technical writing skills)

ii. ability to document scientific information and experimental data (keeping a lab notebook or other written record)

iii. ability to use theory to understand/predict experimental observations iv. ability to make quantitative/structural measurements and interpret results

(data collection and analysis) v. ability to identify and handle hazardous materials (includes ability to access this

information and to apply reasonable cautionary measures) vi. ability to design experiments that allow hypotheses to be critically evaluated


vii. ability to plan and execute chemical transformations (experimental skills)viii. ability to select and use chemical instrumentation and spectroscopy ix. ability to use computational tools to organize/process/store/retrieve data x. ability to use multiple programming, computational, online and database tools

(computer literacy) xi. ability to utilize information from scientific papers xii. ability to work in teams and develop collaborations xiii. ability to present a formal oral summary of a topic in chemistry xiv. ability to work with minimal supervision (specific to research experience)

B: Technical Competency: Knowledge Based

i. ability to use the physical principles upon which chemical instrumentation is based (e.g., Beer’s Law and analysis limits)

ii. ability to use the universal physical laws as they apply in chemistry (e.g., enthalpic and entropic factors applied to reactions and properties)

iii. ability to understand and use reaction chemistry iv. ability to predict chemical reactivity based on structure/activity and

structure/property relationships (e.g., electronic effects in chemical reactivity) v. ability to use models and theories vi. ability to apply molecular understanding of chemical reactivity and materials vii. ability to carry out calculations related to specific chemistry topics (e.g.,

molarity) viii. ability to find and evaluate the validity and usefulness of information (e.g.,

library or reputable online resources) ix. ability to apply energetics and kinetics of chemical transformations x. ability to state the properties of elements and compounds xi. ability to recognize the connections between different courses/sub‐disciplines

in chemistry

C: Critical/Analytical Thinking Skills

i. ability to apply the scientific process ii. ability to apply problem‐solving skills (identifying the objective) iii. ability to evaluate data for quality and reliability iv. ability to discern and practice good scientific ethics (e.g., avoiding plagiarism) v. ability to organize data for meaningful interpretations vi. ability to demonstrate an understanding of the connections between chemistry

and current events, everyday occurrences and other scientific disciplines. vii. ability to discern causes of experimental error viii. ability to use statistics to judge limitations of data ix. ability to use math and logic to understand data and results x. ability to reduce complex problems into simpler components


The Chemistry Tuning Team based its work, in large part, upon existing outcomes that had been developed in 2006 for Chemistry Bachelor’s Degrees at Purdue University‐West Lafayette, by a committee of faculty from across the Chemistry Department, which was led by a Tuning Team member. These outcomes were designed to be consistent with the requirements and intent of the ACS and North Central Association institutional accreditation guidelines. The Chemistry Tuning Team adapted this existing list of outcomes into a list of competencies appropriate to the Tuning Project. Because Tuning Team members felt that the purpose of the Tuning Project was to determine critical and important competencies, the group focused on the Associate Degree and Bachelor’s Degree competencies.

In the process of developing the competencies for the Bachelor’s Degree for the purposes of Tuning, the Chemistry Team identified which competencies were appropriate for the Associate Degree. The Chemistry Team was extremely deliberate in


building the Associate Degree competencies as a foundation for the Bachelor’s Degree competencies; that is, all competencies included under the Associate Degree are also incorporated into the Bachelor’s Degree, with modification in level of skill and autonomy in work. In this way, Chemistry faculty in Indiana will be able to build better relationships and bridges between Associate and Bachelor’s Degree programs, and will ensure that faculty are aware of linkages between the programs.


The Indiana Chemistry Tuning Team is comprised of twelve faculty members from nine Indiana campuses, including Ivy Tech Community College (Bloomington, Indianapolis, and West Lafayette Campuses), Indiana University‐Bloomington, Indiana University Purdue University Indianapolis, Purdue University‐West Lafayette, Purdue University‐North Central, Vincennes University, and Butler University. While the group did not include official representation from the ACS Committee on Professional Training, ACS standards and requirements were included both in general conversations about Tuning and in the development of General and Subject Specific Competencies.


APPENDIX C


ELEMENTARY EDUCATION


Original Tuning Subject Area Findings: Elementary Education


Elementary Education is defined as a multi and interdisciplinary subject matter program designed to prepare school teachers for primary or Kindergarten through the sixth grade in most states and Indiana. In some school districts (corporations), elementary schools may be divided by level, such as primary, often defined as Kindergarten through the third grade, and intermediate, which is usually defined as grades four through six. More recently, the early childhood and middle school movements redefined the traditional elementary school structure. The elementary education subject major is the largest area with which teacher candidates become state certified (licensed) in both Indiana and nationwide. The vast majority of both public and private school teachers currently received a postsecondary degree in elementary education. The undergraduate curriculum in most states for the elementary education major is substantially heavier than other more traditional subject majors, like history, mathematics, and biology. This is due to the interdisciplinary nature of elementary education teacher preparation, where teacher candidates are expected to acquire core knowledge in each of the elementary teaching subjects of social studies, science, mathematics, language arts and in pedagogy for Pre‐Kindergarten through the sixth grade.

In many elementary schools in Indiana, grades Pre‐Kindergarten through the second or third grade function as self‐contained classrooms where the classroom teacher instructs students in the core subjects of language arts (reading and writing), mathematics, science, and social studies. Beginning most often with the fourth grade in Indiana, elementary schools are departmentalized by subject major and classroom teachers are employed as content specialists in language arts (English), mathematics, science and social studies, rather than self‐contained elementary teachers found in the earlier grade levels. Most school districts will have specialized teachers for art, music, and physical education, although a number of schools will assign the self‐ contained classroom teacher these additional teaching duties. Most elementary teachers become certified after completing an undergraduate degree program, while a much smaller number of teachers will become initially certified as an elementary school teacher after completing a masters’ degree or a post bachelors’ teacher certification process.

Due to the growth of new and more specific state teaching licenses, also called certifications, in many states, the usual grade level designations for certified elementary teachers are Kindergarten through sixth grade. In many cases with additional university course work and field experiences, teacher candidates could add both early childhood (pre‐K through grade 2/3) and middle school (grades 7 and 8) to their existing Indiana teaching license.

Currently the majority of elementary education programs are administered by a department or school of education within a university. On occasion, the elementary education program may be provided through an interdisciplinary program or departmental structure outside of an education department. Today, most elementary education programs in the United States hold membership with the American Association of Colleges of Teacher Education, Washington D.C. Also, most elementary education programs subscribe to the learning standards of the Association of Childhood Education International, which provides national program accreditation for the field of elementary education. More recently the long debated professional issue of whether subject‐content knowledge or pedagogical effectiveness is the most important dimension of teacher preparation and competence in elementary education programs continues to rage nationwide.

Role of Accreditation To ensure the quality of elementary teacher education programs across the nation, schools of education seek accreditation through a variety of accrediting bodies. Currently, the majority of schools of education in Indiana are accredited by the National


Council for the Accreditation of Teacher Education (NCATE) with a few receiving accreditation through the state. The U. S. Department of Education and the Council for Higher Education Accreditation recognize NCATE as a professional accrediting body for teacher preparation. Nationwide, NCATE has accredited 632 colleges of education with nearly 100 more seeking accreditation.

NCATE’s has a performance‐based accreditation system which requires schools of education to provide evidence of that their students have the skills, knowledge and dispositions to be effective teachers. Grounded in national standards, schools of education must develop unit assessment systems to ensure that their students know the subject matter they plan to teach and how to teach effectively so that all students learn.

Typical Degrees Offered in the Subject Area Bachelor of Arts Bachelor of Science

A Bachelors’ Degree in Education consists of course work and field credit hours as well as 12‐16 additional credits of student teaching/classroom experience. The bulk of the course work for this degree is methodology courses in all of the content areas and each of these methods courses includes field work with children in the classroom. In addition, candidates are instructed in Educational Psychology, Foundations of American Education, Special Education, Bilingual Education, classroom management and professionalism.

Once the course work and field work are completed, the education candidates embark on 12‐16 weeks of student teaching. Often the student teaching experience includes a placement in two classrooms of different grade levels so that the candidates have an opportunity to work with children of varying ages. During the student teaching experience, the candidates are supervised by a university mentor and classroom teacher mentor. This experience is assessed by a set of performance criteria which the candidates must master.


Graduates of Indiana’s Elementary Education Programs are overwhelmingly employed as school teachers in the state’s elementary schools—nearly 80 percent of graduates who completed a program between 1998‐99 and 2007‐08 were employed in an elementary/secondary school between 2007 and the first quarter of 2009. A small percentage, 2 percent, were employed as child care specialists, pre‐school teachers, or education administrators in the Child Day Care Services industry. A smattering of graduates worked in the following industries:

• Religious Organizations • Colleges and Universities • Governmental Support • Civic and Social Organizations • Exam Preparation and Tutoring

Role of Elementary Education in Other Degree Programs

Elementary Education courses are connected with other degree areas in the following ways:

• Teachers must have subject matter preparation prior to training in pedagogy and thus take courses across the general education spectrum and various disciplines.

• Elementary Education degrees can serve as prerequisite expectations for building administrator (school principal) degrees, School Psychology degrees and potentially counseling degrees, all at the Masters level. These graduate level programs can result in state licensing based upon the preparation and teacher licensing in Elementary Education.

• Many programs in the state provide pre‐service teachers the option to combine an elementary education degree with a teaching licensing focused on special needs students.


Learning Outcomes and Competencies Bachelor Development, Learning and Motivation

Candidate will: • Understand the developmental periods of childhood and adolescence. • Understand and use research and theories of how children learn and acquire

knowledge. • Draw upon knowledge to construct learning opportunities that support

individual student development. • Understand the impact of social and cultural groups on student learning. • Understand and apply theories and applications of motivation in designing

student learning environments. • Demonstrate understanding that all students can learn. • Demonstrate the ability to change curriculum based on student needs and

developmental differences. Reading, Writing, and Oral Language Candidate will:

• Demonstrate adeptness at teaching the fundamentals of language arts. • Model effective use of the English language. • Demonstrate understanding how students learn to read and write. • Understand and apply a variety of research‐based strategies to teaching reading

and writing. • Help students think critically about what they read. • Help students write in various formats (persuasive, narrative, argumentative,

etc.) • Incorporate critical thinking and problem solving into curricular materials.

Science Candidate will:

• Demonstrate adeptness at teaching the fundamental concepts of life, physical and earth/space science.

• Understand and apply the concepts of scientific inquiry, involving asking questions, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about the relationships between evidence and explanations, constructing and analyzing alternative explanations, and communicating scientific arguments and explanations.

• Understand the misconceptions children may bring into science classes. • Understand and use appropriate strategies for teaching science. • Convey excitement about science and convey the belief that all students can do

science. • Demonstrates knowledge of career possibilities for students in math and

science, and foster student career ambitions. • Incorporate critical thinking and problem solving into curricular materials.

Mathematics Candidate will:

• Demonstrate an understanding of the importance of teaching conceptual understanding (problem solving and critical thinking).

• Demonstrate strong content knowledge, including measurement systems, pre‐numeration concepts, whole numbers, fractions, operations, and geometry.

• Demonstrate evidence of possessing conceptual understanding of mathematics, understanding the relationships between mathematical areas, and the sequential nature of mathematics processes.

• Demonstrate understanding of the misconceptions and error patterns in


elementary student work. • Demonstrate the ability to analyze what a child says and does to determine

whether the child possesses conceptual understanding of a math concept. • Demonstrate the ability to connect mathematics concepts to real‐world issues,

and teach children to apply and use knowledge in everyday applications. • Demonstrate knowledge of career possibilities for students in math and science,

and foster student career ambitions. Social Studies Candidate will:

• Demonstrate strong content knowledge in the fields of history, geography, the social sciences and other related areas.

• Demonstrate strong understanding of the historical development of democratic values.

• Demonstrate the ability to integrate knowledge between social studies and other academic fields.

• Encourage students to be citizens of the world. • Demonstrate respect for diversity of all cultures and belief systems. • Understand history and social studies as more than a series of events, and

demonstrate understanding of historical themes and multiple perspectives. • Demonstrate understanding of the underlying value systems of social studies

content areas in the context of a democracy. • Incorporate critical thinking and problem solving into curricular materials.

The Arts Candidate will:

• Demonstrate a basic knowledge of arts concepts and areas, and convey an appreciation for art.

• Work in cooperation with an art specialist. • Encourage children to appreciate artistic expression. • Demonstrate the ability to link the arts to other disciplines. • Incorporate critical thinking and problem solving into curricular materials.

Health Education Candidate will:

• Demonstrate adeptness at teaching the fundamentals of good health. • Encourage students to understand the benefits of a healthy lifestyle in culturally

sensitive ways. • Enable students to make healthy choices, and avoid dangerous health risks. • Incorporate critical thinking and problem solving into curricular materials.

Physical Education Candidate will:

• Encourage students to develop the knowledge and skills to achieve and maintain a physically active lifestyle.

• Incorporate critical thinking and problem solving into curricular materials. Integrating and Applying Knowledge for Instruction Candidate will:

• Evaluate, select and use appropriate resources to enhance instruction and learning opportunities.

• Understand and use appropriate technology to enhance instruction and learning opportunities.

• Demonstrate the ability to plan curriculum and instruction time to meet curriculum goals and standards.

Adaptation to Diverse Students Candidate will:


• Seek advice from specialists to address student learning needs. • Adapt to diverse students and diverse learning environments. • Gain experience during preparation in creating classroom management plans

for diverse educational situations. • Utilize a global perspective and understanding of different cultures in delivering

educational materials. • Demonstrate an ability to work with students who are English as New Language

learners. Active Engagement in Learning Candidate will:

• Understand and apply behavior and motivation theory. • Demonstrate the ability to create learning communities that foster self‐directed

learning. • Demonstrate the ability to create learning communities that foster collaborative

learning. Communication to Foster Collaboration Candidate will:

• Use technology and digital media to enhance learning opportunities. • Model effective communication strategies.

Assessment for Instruction Candidate will:

• Effect measurable improvement in student learning during the student teaching experience.

• Develop appropriate assessments that measure learning goals. • Use the results of assessments to inform instruction.

Professional Growth, Reflection and Evaluation Candidate will:

• Continually evaluate the effects of professional decision and actions on students, families, and other professionals in the learning community.

• Continually make an effort to ensure that student needs are being met. • Seek out and collaborate with peers, colleagues, families and community

agencies to ensure the best learning outcome for each child. • Demonstrate a strong understanding of the profession’s code of ethical

conduct. • Demonstrate the ability to be a reflective practitioner of teaching (candidates

reflect on their own teaching in order to improve it). • Project him or herself as a professional, including appearance, behavior and

professional distance.Discipline Process of Developing Competencies

Initially, the Education Tuning Team planned on “Tuning” three education sub‐disciplines across all four degree levels—elementary education, special education, and math education. Given the time limitations inherent in the grant, and the specialty knowledge required for special education and math education (particularly in the development of math‐specific competencies) which were not well‐represented within the group, it was determined that the team would focus solely on elementary education at the Initial Licensure phase. Students are recommended for initial licensure following successful completion of the requirements for a Bachelor’s degree or by successfully completing an alternative certification program. The Education Team based its work, in large part, upon existing standards, developed by the Association for Childhood Education International in 2007. These standards present a comprehensive overview of the wide variety of learning outcomes and abilities that should be possessed by a teacher just entering the profession. Because elementary


educators do not teach only a single subject, the entire scope of subjects that the majority of elementary school teachers cover are included here. While the majority of standards articulated by the ACEI were retained, the language and intent were amended to ensure sufficient cultural competency expectations of Indiana’s teachers, and appropriateness for the Tuning Project.


The Indiana Education Tuning Group is comprised of thirteen faculty members from nine Indiana campuses, including Marian University, Ivy Tech Community College (Indianapolis and West Lafayette Campuses), Indiana University‐Bloomington, Indiana University Purdue University Indianapolis, Purdue University‐West Lafayette, Purdue University‐North Central, Vincennes University, and the University of Indianapolis, an independent Indianapolis college. While the group did not include representation from any accrediting body or larger educational organization, existing accrediting standards and requirements from a variety of sources were taken into account both in general conversations about Tuning and in the development of General and Subject Specific Competencies.


APPENDIX D


HISTORY


Original Tuning Subject Area Findings: History


History has been a central component of liberal studies since their renaissance about six hundred years ago. History provides cross‐platform skills that enable students to acquire self‐knowledge and knowledge of the world as well to actualize their potential in a diverse and challenging environment. As a liberal art, history helps to make the individual free. As a systematic study of the past and a possible social science, history provides students and society with systematic interpretations and tools of analysis of the temporal dimension of human existence that continues from the past through the present and into the future.

History lends itself to general definitions of competencies on four degree levels. Such guidelines were developed through consensus by ten history faculty members from Indiana’s public supported universities. These, however, are only guidelines. Any mechanical application of competencies as accounting tools can seriously damage a liberal art and should be avoided.

Typical Degrees Offered in the Subject Area Associate The Associate’s degree is an introductory degree focusing on general knowledge and

methodologies relating to history. Emphasis is placed on broad chronology divisions from the ancient world to modern times. Courses offered in this degree cycle include surveys of American and World history, but can also vary by specialty at respective institutions. The length of study for the degree is typically two years. Many students opt to transfer this degree to a four year institution as the first phase of a baccalaureate degree. Upon completion of the Associate’s degree, employment is found in a wide range of occupations, including communications, public administration, journalism, civil service, museums, libraries, and tourism.

Bachelor The BA in history is traditionally the first degree in the academic discipline. It marks the completion of a course of study in the field of history which builds a broad and diverse foundation for critical and contextual understanding of how human society developed. The BA in history establishes the graduates’ ability to understand and explain a complex historical topic in written and oral form, and to have mastered the basic skills of the historical profession. The BA‐level competencies prepare students for employment in a great variety of professions, and continued study at the graduate level, in areas where the context of human experience with regard to time, place and culture is significant.

Master The MA in history can be one of the steps on the way to earning a PhD in history or it can stand alone as a professional degree. If the MA in history stands alone it can have a traditional concentration, or it can have a particularly focused specialization such as Public History or Secondary History Education, or it can be combined with other specialized professional pursuits in a dual MA such as Library and/or Information Science. Whatever its specific focus, specialization, or combination, the MA‐level competencies prepare graduates to begin and build a wide variety of careers in business, education, government, and the not‐for‐profit sector that require or profit from a grounding in the discipline and a foundation for lifelong learning. The MA‐level competencies reflect most fundamentally abilities:

• to demonstrate a broad understanding of history as a discipline; to acquire specialized knowledge in at least one time period, geographic region, and/or thematic field of history; and to develop original questions that can advance the field

• to conduct research that is focused on problem‐solving in order to propose and present an argument in accordance with disciplinary concepts and based on thorough knowledge of history in at least one field

• to master and present historical discourse imaginatively and insightfully in a variety of forms and media and to address various audiences


• to work independently and systematically on an original historical topic, to take initiative, make ethical decisions in complex situations, and to continue with professional or academic development

Doctorate The PhD degree is a tertiary level degree in which students gain expertise in the ideas, concepts and research agenda of a particular subfield(s) of history, and then conduct new research on a specific topic. In North American institutions PhD’s begin with typically two to three years of course work (length varies depending on whether students have already gained a masters, or are pursuing an integrated Masters and PhD). Courses are taken in the sub‐fields associated with the candidate’s area of particular interest. Such fields may be regional (modern European history, East Asian history), thematic (gender history, intellectual history), or professional (public history, scholarship of teaching and learning). In many programs, students may also take a minor field outside history itself, which again may be an area studies program, or thematic in nature. Once the coursework has been completed, the students will take some kind of qualifying exam which may be written, oral or both. Typically, the exam will be based on a lengthy agreed bibliography which reflects the defining texts in the fields in which the candidates are working.

Following successful completion of the qualifying exam, students will then spend some months preparing a thesis proposal and this too may be subject to some kind of exam, before the students move on to the research phase of the degree. The length of this phase varies depending on the nature of the topic. Typically PhD candidates will spend at least a year on field work and at least another year writing up their findings. Overall the PhD thus demands five to seven years to complete. Upon completion of the PhD degree, employment is typically found in the sphere of higher education, or in other areas such as archives and museums where professional historians are employed.


Upon completion of a baccalaureate degree in History, students enter a broad array of industries and occupations, appropriate for scholars with a broad‐based liberal arts curriculum. Many graduates go on to teach at one of Indiana’s elementary or secondary schools, having earned a teaching credential alongside a History major. Many others, 7.5% of those who graduated between 1999 and 2007, went on to graduate school to continue their studies. Other industries include:

• Governmental Support • Offices of Lawyers • Libraries and Archives • Commercial Banking • Civic and Social Organizations • Administration of Human Resource Programs • Newspaper Publishers • Museums • Book Stores

Role of History in Other Degree Programs

College students who have chosen history as their major need no convincing as to its value. They already have the bug. They find both beauty and excitement in the study of the past. The majority of students, however, who pursue other disciplines in preparation for other careers, may well ask why they should be required to learn about people no longer living and events that took place before they were born. What relevance, they ask, can this have to their own lives? In every encounter with the teacher and the subject lies the implicit question, “What’s in it for us?”

History has the potential to enrich students’ lives. It can both speak to their individuality and tell them where they fit in the great human drama. For those majoring in art, literature, music, or religion, history serves as the background and framework for the other humanistic disciplines. It explains how they developed over time and as part of a broader societal context.

Understanding the historical forces that shaped various governmental systems and


ideologies also serves the essential function of preparing students for citizenship and for active participation in the public sphere. By examining technological, economic, cultural, and environmental changes that have occurred over the course of centuries and by studying the responses of earlier peoples to such changes, history encourages students to take positive steps to address the problems of their own generation. History also contributes to moral understanding. It describes the ideals of liberty, equality, and justice that represent our society at its best. And it provides students with countless examples of human courage, wisdom, and virtue – as well as their opposites – to be either emulated or not.

In history courses, students should be led beyond the simple memorization of facts to develop certain intellectual habits that they will carry away the classroom and apply to other areas. These include an ability to distinguish between the important and the trivial. How does the personal and the local relate to broader national and international trends? Students should be prepared to live in a world full of uncertainties and ambiguities, full of problems that may not always have solutions. They should be taught to understand the complex and multiple causes behind historical events and to avoid easy generalizations. History courses should teach students to read critically from a variety of sources and to be able to ask useful questions. Since our understandings of the past are often tentative in nature, they should learn to avoid the temptation to seize upon particular “lessons” of history that may be touted as cures for present ills. Related to this objective is the need for students to appreciate what can be at stake people in positions of power offer interpretations history to advance their own agendas.

Finally, at its most basic, history is useful preparation for the world of work. Students planning on careers outside academia, whether in business, politics, or other professions, find the study of history useful training for the challenges they will be presented with as their careers progress. Employers often look for applicants with the very qualities that the study of history helps develop. These include a broad perspective that gives them a greater range and flexibility in dealing with various work situations. Historical studies develop research skills, the ability to track down and evaluate sources of information, as well as to weigh conflicting interpretations, all of which are valued by potential employers. History programs enhance communication skills, both written and oral, as well as the analytical skills used to identify, assess, and explain long‐term trends. While it does not prepare students for particular jobs as certain specific technical programs do, history prepares students for the longer span of their careers (or changes in career track, which are now increasingly common) by nurturing adaptability and preparation for the greater responsibilities that come with advancement beyond the entry‐level position.

Learning Outcomes and Competencies Associate History Awareness Competencies

Ability to: 1) recognize, appreciate, and understand how people have existed, acted, and

thought in the always different context of the past (continuity and change over an extended period of time)

2) recognize and appreciate the complexity and diversity of situations, events, and past realities (time depth; and geographical range) and respect points of view from deriving other national or cultural backgrounds

3) recognize and appreciate the importance and critical perspective of historical knowledge for contemporary society

4) recognize, appreciate, and understand the nature of history as a discipline; its social rationale, theoretical underpinning, and intellectual standing; the interdisciplinary and global dimension of professional history (what questions historians and why)

5) recognize and appreciate the diversity of specializations of and fields in history;


different perspectives on the past; different methods of researching the past; and different theories that can be used in historical research

6) recognize and appreciate the temporary and complex nature of historical knowledge and research and the ongoing nature of historical research and debate and understand the problems inherent in the historical record itself

History Thinking and Analytical Competencies Ability to:

1) acquire understanding and broad knowledge of basic facts, concepts and terms, and theories in history

2) acquire understanding and broad knowledge of basic historiography (history of history writing)

3) acquire an overview and understanding of the most important factors in the development of human society (agriculture, industry, religion, government, war and peace, culture; environment)

4) become familiar with one or two time periods; geographic regions; and/or thematic fields of history

5) understand the major historical research methods, including qualitative and quantitative techniques

6) think in a problem‐oriented way 7) gain experience with efficiently finding and handling information, data, and

evidence on simple historical problems 8) read, analyze, summarize, and evaluate texts critically (including some

documents and other primary sources; separate fact from opinion; distinguish between major and related aspects)

9) read and develop maps and time lines (illustrating and understanding historical events and their relations to space and time)

10) begin to place events, processes and structures in their historical context 11) begin to understand and utilize basic historical methods 12) begin to determine the quality of research, and the validity of source materials

History Communication Competencies Ability to:

1) explain a historical topic in a coherent manner using the terminology and techniques accepted in the historical profession (in a clear, well‐structured, correct, and controlled manner in both written work and oral presentation)

2) present arguments for the importance of knowing the past to understand contemporary society

3) participate actively and knowledgeably in discussions with respect for the reasoned views, opinions, and feelings of others

4) gain experience in the practice of historical discourse, oral and written History Focused Personal Motivation and Initiative Competencies Ability to:

1) follow instructions and respond to criticism 2) participate actively in collective projects 3) demonstrate acquired knowledge, understanding, and skills 4) demonstrate academic competence in the study of history

Bachelor History Awareness CompetenciesAbility to:

1) recognize, appreciate, and understand how people have existed, acted, and thought in the always different context of the past (continuity and change over an extended period of time)

2) recognize and appreciate the complexity and diversity of situations, events, and past realities (time depth; and geographical range) and respect points of view


deriving from different backgrounds3) recognize and appreciate the importance and critical perspective of historical

knowledge for contemporary society 4) recognize, appreciate, and understand the nature of history as a discipline; its

social rationale, theoretical underpinning, and intellectual standing; the multi‐disciplinary and global dimension of professional history (what questions historians ask and why)

5) recognize and appreciate the diversity of specializations of and fields in history; different perspectives on the past; different methods of researching the past; and different theories that can be used in historical research

6) recognize and appreciate the evolving and complex nature of historical knowledge and research and the ongoing nature of historical research and debate and understand the problems inherent in the historical record itself


1) acquire understanding and broad knowledge of basic facts, concepts and terms, and theories in history

2) acquire understanding and broad knowledge of basic historiography (history of history writing)

3) acquire an overview and understanding of factors in the development of human society

4) become familiar with two or more time periods; geographic regions; and/or thematic fields of history

5) understand and become familiar with the major historical research methods, including qualitative and quantitative techniques

6) think in a problem‐oriented way (consider and solve problems, including complex problems to which there is no single solution)

7) gain experience with efficiently finding and handling information, data, and evidence on complex historical problems

8) gain experience with searches for appropriate secondary literature including use of scholarly references, design (and annotation) of bibliographies, and addressing questions of genre, content, perspective, and purpose

9) gain experience with searches for primary sources (including documents in their original language and format)

10) understand and gain experience with source research 11) read, analyze, synthesize, and evaluate texts and other primary sources critically

(separate fact from opinion; distinguish between major and related aspects) 12) read and develop maps and time lines (illustrating and understanding historical

events and their relations to space and time) 13) place events, processes, and structures in their historical context 14) place new data and interpretations into context 15) determine the quality of research 16) use basic historical methods (basic critical skills [varying validity of statements;

ways of testing validity of evidence, interpretation and argument; rules of evidence])

17) comment, annotate, or edit documents correctly according to the critical canons of history

18) formulate and test plausible historical hypotheses and marshalling an argument (formulate appropriate questions and provide answers to them using valid and relevant evidence and argument)


1) explain a complex historical topic in a coherent manner using the terminology


and techniques accepted in the historical profession (in a clear, well‐structured correct, and controlled manner in both written work and oral presentation)

2) present arguments for the importance of knowing the past to understand contemporary society

3) participate actively and knowledgeably in discussions with respect for the reasoned views, opinions, and feelings of others

4) master historical discourse with imaginative insight in written and oral form History Focused Personal Motivation and Initiative Competencies Ability to:

1) follow instructions and respond maturely to criticism 2) take initiative and work independently and systematically on a defined historical

topic (set goals, design a work plan, and follow it) 3) analyze and critique one’s own point of view 4) participate actively in collective projects 5) take a leadership role in collective projects 6) demonstrate acquired knowledge, understanding, and skills in an extended (final)

research paper, including the critical use of primary sources 7) write short scholarly articles (discussion of historical literature [book reviews],

subjects, and problems) 8) gain experience in teaching of history (peer to peer teaching) 9) demonstrate academic competence in the study of history, independence, open‐

mindedness, and originality which can be used in post‐graduate studies or in the workplace

Master History Awareness CompetenciesAbility to:

1) understand and compare and explain how people have existed, acted, and thought in the past (continuity and change over an extended period of time)

2) understand and compare the complexity and diversity of situations, and events in past realities (time depth; and geographical range) and respect points of view derived from different backgrounds

3) understand and explain the importance and critical perspective of historical knowledge for contemporary society

4) understand and explain the nature of history as a discipline; its social rationale, theoretical underpinning, and intellectual standing; the multi‐disciplinary and global dimension of professional history (what questions historians ask and why)

5) understand, compare and explain the diversity of specializations of and fields in history, different perspectives on the past, different methods of researching the past, and different theories that can be used in historical research

6) understand and explain the evolving and complex nature of historical knowledge, the ongoing nature of historical research and debate, and the problems inherent in the historical record itself


1) apply understanding and broad knowledge of basic facts, concepts and terms, and theories in history

2) apply understanding and broad knowledge of basic historiography (history of history writing)

3) apply understanding of factors in the development of human society to at least one specific area and period or sub‐field of history

4) gain mastery of one or more time periods, geographic regions, and/or thematic fields of history

5) apply the major historical research methods, including qualitative and quantitative techniques, to at least one specific area and period or sub‐field of


history6) think in a problem‐oriented way (consider and solve problems, including complex

problems to which there is no single solution) 7) effectively find and handle information, data, and evidence on complex historical

problems 8) effectively search for appropriate secondary literature including use of scholarly

references, design (and annotation) of bibliographies, and to address questions of genre, content, perspective, and purpose

9) effectively search for primary sources (including documents in their original language and format), and to address questions of genre, content, perspective, and purpose

10) read, analyze, synthesize, and evaluate texts and other primary sources critically (separate fact from opinion; distinguish between major and related aspects)

11) develop and compare maps and time lines (illustrating and understanding historical events and their relations to space and time)

12) place events, processes, and structures in their historical context 13) place new data and interpretations into context 14) determine the quality of research 15) use basic historical methods (critical skills [varying validity of statements; ways of

testing validity of evidence, interpretation and argument; rules of evidence]) 16) comment on, annotate, and edit documents correctly according to the critical

canons of history 17) formulate and test plausible historical hypotheses and marshal an argument

(formulate appropriate questions and provide answers to them using valid and relevant evidence and argument)


1) explain complex historical topics in a coherent manner using the terminology and techniques accepted in the historical profession (in a clear, well‐structured, correct, and controlled manner in both written work and oral presentation) to varied audiences

2) present arguments for the importance of knowing the past to varied audiences, using a range of presentational media

3) participate actively and knowledgeably in discussions among a variety of learners with respect for the reasoned views, opinions, and feelings of others

4) master historical discourse with imaginative insight in written and oral form, using a variety of presentational media

History Focused Personal Motivation and Initiative Competencies Ability to:

1) follow instructions and respond maturely to criticism (common practices of peer review in the discipline)

2) take initiative and work independently and systematically on an original historical topic (set goals, design a work plan, and follow it)

3) analyze, critique, and develop one’s own point of view 4) participate actively in collective projects with disciplinary focus and application 5) take a leadership role in collective projects with disciplinary focus and application 6) demonstrate acquired knowledge, understanding, skills, and original thinking,

problem‐solving, and interpretation in an extended, peer‐reviewed research paper or project

7) write scholarly articles for publication (discussion of historical literature [book reviews], subjects, and problems)

8) demonstrate academic competence in the study and application of history, independence, open‐mindedness, and originality which can be used in additional


graduate studies or in the workplaceDoctorate History Awareness Competencies

Ability to: 1) Understand, compare, and explain how people have existed, acted, and thought

in the past (continuity and change over an extended period of time) 2) Understand, compare, and explain the complexity and diversity of situations and

events in past realities (time depth; and geographical range) and respect points of view derived from different backgrounds

3) understand and explain the importance and critical perspective of historical knowledge for contemporary society

4) understand and explain the nature of history as a discipline; its social rationale, theoretical underpinning, and intellectual standing; the multi‐disciplinary and global dimensions of professional history (what questions historians ask and why)

5) understand, compare, and explain the diversity of specializations and fields in history, different perspectives on the past, different methods of researching the past, and different theories that can be used in historical research

6) understand and explain the evolving and complex nature of historical knowledge, the ongoing nature of historical research and debate, and the problems inherent in the historical record itself


1) apply specialized understanding and knowledge of advanced facts, concepts and terms, and theories in history

2) apply specialized understanding and knowledge of advanced and particular historiography (history of history writing)

3) apply specialized understanding of complex factors in the development of human society to at least one specific area and period or sub‐field of history

4) gain mastery of two or more time periods, geographic regions, and/or thematic fields of history

5) apply advanced specialized historical research methods, including qualitative and quantitative techniques, to at least one specific area and period or sub‐field of history

6) think and teach in a problem‐oriented way (consider and solve problems, including complex problems to which there is no single solution)

7) gain mastery in efficiently finding and handling information, data, and evidence on complex historical problems

8) gain mastery in searching for appropriate secondary literature including use of scholarly references, design (and annotation) of bibliographies, and addressing questions of genre, content, perspective, and purpose

9) gain mastery in searching for primary sources (including documents in their original language and format) , and addressing questions of genre, content, perspective, and purpose

10) read, analyze, synthesize, and evaluate texts and other primary sources critically 11) create maps and time lines 12) place events, processes, and structures in their historical context 13) gain mastery in placing new data and interpretations into context 14) gain mastery in evaluating the quality of research 15) gain mastery in the use of basic historical methods (critical skills [varying validity

of statements; ways of testing validity of evidence, interpretation and argument; rules of evidence])

16) demonstrate mastery in commenting, annotating, or editing documents correctly according to the critical canons of history

17) demonstrate formulating and testing plausible historical hypotheses and


marshalling an argumentHistory Communication Competencies Ability to:

1) explain and teach complex historical topics in a coherent manner using the terminology and techniques accepted in the historical profession to varied audiences

2) present expert arguments for the importance of knowing the past to varied audiences, using a range of presentational media

3) initiate and lead discussions among a variety of learners and peers with respect for the reasoned views, opinions, and feelings of others

4) master historical discourse with imaginative insight in written and oral form, using a variety of presentational media

History Focused Personal Motivation and Initiative Competencies Ability to:

1) respond maturely to criticism and offer constructive criticism (following common practices of peer review in the discipline)

2) take initiative and work independently and systematically on original historical topics

3) analyze, critique, and develop one’s own point of view 4) participate actively in collective projects with (inter)disciplinary focus and

application 5) take a leadership role in collective projects with (inter)disciplinary focus and

application 6) demonstrate acquired knowledge, understanding, skills, and original thinking,

problem‐solving, and interpretation in an extended (book‐length), peer‐reviewed research project

7) write scholarly articles for publication 8) publish a monograph 9) demonstrate academic expertise in the study and application of history,

independence, open‐mindedness, and originality which can be used in additional research project or in higher education institutions


The History Team’s work was guided by learning outcomes developed by Team Leader Marianne Wokeck, both in response to the Tuning Project and over the course of her career. These competencies, which were broken initially into Associate and Baccalaureate level competencies, were discussed and debated by the full History team, which amended language and intent to reflect competencies appropriate for the entire team, and appropriate for the Tuning Project. Due to time constraints, the group did not determine Master and Doctorate‐level competencies until later in the process. These were again gathered by Marianne Wokeck, and disseminated to the rest of the group for review and edits. The final competencies reflect the consensus of the group.


Unlike Education or Chemistry, the discipline of History is not governed by a strong accrediting body that determines learning outcomes or teaching standards. However, ongoing work at Indiana University Purdue University Indianapolis, and particularly by Tuning Team Leader Marianne Wokeck, proved invaluable to the development of History subject specific competencies.


APPENDIX E

Team Meeting Agendas


CHEMISTRY TEAM TUNING MEETING 11:30 AM (EST) May 12, 2009

Indiana Commission for Higher Education 101 W. Ohio Street, Suite 550

Indianapolis, IN 46204 (317) 464‐4400

Agenda

1) Determination of upcoming team meeting dates (bring your calendars) 2) NING 3) Lunch 4) Mapping of Degree Programs 5) Mapping of Professions 6) Discussion of General Competencies (see attached) – Draft competencies utilized in Europe 7) Overview of survey process


CHEMISTRY TEAM TUNING MEETING 11:30 AM (EST)

Thursday, July 30, 2009 Indiana Commission for Higher Education

101 W. Ohio Street, Suite 550 Indianapolis, IN 46204

(317) 464‐4400 Agenda

1) Briefing on status of survey 2) Lunch 3) Determination of guiding subject‐specific competencies 4) Determination of degree‐level subject‐specific competencies


CHEMISTRY TEAM TUNING MEETING 11:30 AM (EST)

Thursday, October 1, 2009 Indiana Commission for Higher Education


(317) 464‐4400 Agenda

1) Briefing on status of survey and IWIS data 2) Review of General and Subject Specific Competencies 3) Lunch 4) Pulling together the final report

a. Outline of what’s in the final report b. Determination of duties c. Did Tuning work for Chemistry? For Indiana?


EDUCATION TEAM TUNING MEETING

10:30 AM (EST) May 18, 2009


Indianapolis, IN 46202 (317)464‐4400

Agenda

8) Determination of upcoming team meeting dates (bring your calendars) 9) NING 10) Mapping of Degree Programs 11) Lunch 12) Mapping of Professions 13) Discussion of General Competencies (see attached) – Draft competencies utilized in Europe 14) Overview of survey process


EDUCATION TEAM TUNING MEETING 10:30 AM (EST)

Tuesday, August 4, 2009 Indiana Commission for Higher Education


(317)464‐4400 Agenda



EDUCATION TEAM TUNING MEETING 10:30 AM (EST)

Friday, October 2, 2009 Indiana Commission for Higher Education


(317)464‐4400 Agenda


a. Outline of what’s in the final report b. Determination of duties c. Did Tuning work for Education? For Indiana?


HISTORY TEAM TUNING MEETING 10:30 AM (EST) May 11, 2009


Indianapolis, IN 46204 (317) 464‐4400

Agenda

15) Determination of upcoming team meeting dates (bring your calendars) 16) NING 17) Mapping of Degree Programs 18) Lunch 19) Mapping of Professions 20) Discussion of General Competencies (see attached) – Draft competencies utilized in Europe 21) Overview of survey process


HISTORY TEAM TUNING MEETING 10:30 AM (EST)

Friday, July 31, 2009 Indiana Commission for Higher Education


(317) 464‐4400 Agenda



HISTORY TEAM TUNING MEETING 10:30 AM (EST)

Friday, September 25, 2009 Indiana Commission for Higher Education


(317) 464‐4400 Agenda


a. Outline of what’s in the final report b. Determination of duties c. Did Tuning work for History? For Indiana?


APPENDIX F

European Subject Area Findings:

Chemistry, Education Sciences, and History


APPENDIX G

Survey Results for General Competencies


General Competencies – All DisciplinesTop Five General Competencies by Degree Level ‐ Ranked

Assoc. Bach. Master Dr.

Think critically 1 1 2 3

Think abstractly, analyze and synthesize ideas 2 3 1 1

Communicate in Writing in English 3 5 2

Apply knowledge in practical situations 4 4

Work in a Team 5

Plan and manage time 2

Self‐Evaluate 5

Interpret and apply research 3

Collect, process and analyze data from diverse sources 4

A t ith i l ibilit d i i 5 5Act with social responsibility and civic awareness 5 5

Generate new ideas 4

Stay current with information in one’s chosen field 5

Work independently 5Work independently 5

Communicate about one’s chosen field to the public 5


Bachelor – General Competencies Across the Disciplines (Faculty)p ( y)

Top Five General Competencies by Response Group – Bachelor’s Degrees

Chemistry Education History

Think abstractly, analyze and synthesize 1 2 2

Communicate in writing in English 2 3

Think critically 4 1 1Think critically 4 1 1


Act with social responsibility and civic awareness 5

Apply knowledge in practical situations 5

Compute and analyze quantitative and qualitative data 3


Self‐evaluate 3

Act on the basis of ethical reasoning 5


General Competencies – History FacultyTop Five General Competencies by Degree Level – Ranked


Think abstractly, analyze and synthesize 2 2 1 1

Communicate in writing in English 3 3 2

Think critically 1 1 3 3

Generate new ideas 4

Interpret and apply research 5

Apply knowledge in practical situations 5 2Apply knowledge in practical situations 5 2

Stay current with information in one’s chosen field 4

Self‐evaluate 5



Persevere in the tasks given and responsibilities taken 4


General Competencies – History Non‐Faculty

Top Five General Competencies by Degree Level – Ranked


Think abstractly, analyze and synthesize ideas 1 1 1


Think critically 2 3 2

Generate new ideas 3Generate new ideas 3

Interpret and apply research 2 3 2

Collect, process and analyze data from diverse sources

4 5sources


Compose and analyze quantitative and qualitative data

4

Identify, pose and resolve problems 5


Communicate with and understand people from 3p pdiverse backgrounds


General Competencies – Chemistry FacultyTop Five General Competencies by Degree Level – Ranked

Assoc. Bach.

Think abstractly analyze and synthesize 4 1Think abstractly, analyze and synthesize 4 1


Think critically 4


Compute and analyze quantitative and qualitative data 5 3

Work in a team 1


General Competencies – Chemistry

Top Five General Competencies by Degree level– Bachelor’s Degree

Assoc. Bach

Think critically 1

Think abstractly, analyze and synthesize 2

Apply knowledge in practical situations 3Apply knowledge in practical situations 3


Identify, pose and resolve problems 1 5


Take initiative 3

Persevere in tasks given and responsibilities taken 4

Work in a team 5


General Competencies – EducationTop Five General Competencies by Response Group– Bachelor’s Degree

Faculty Non‐Faculty

Think abstractly, analyze and synthesize 2

Think critically 1 2

Apply knowledge in practical situations 4

Plan and manage time 4 1

Self‐Evaluate 3 3

Act without discrimination toward all people 4Act without discrimination toward all people 4



General Competencies – EmployersTop Five Ranked General Competencies by Discipline– Bachelor’s Degree

Chemistry Education History

Communicate orally in English 1 1 1

Act without discrimination toward all people 2 2

Work independently 3

Take initiative 4

Persevere in tasks given and responsibilities taken

Act on the basis of ethical reasoning 2Act on the basis of ethical reasoning 2




Think critically 4


APPENDIX H

Survey Results for Subject‐Specific Competencies


The following survey results indicate the level of importance assigned to each of the original competencies determined by the Discipline Teams. Respondents were asked to identify the level of importance using a Likert Scale (1 to 5). Where there is significant differential between the importance assigned by each surveyed group, text is highlighted. This work will provide the basis of the faculty conference in Fall 2010, as it highlights the disparities in the value placed upon competencies by each group.

Chemistry – Bachelor’s (out of 4) Students Recent Graduates Faculty

Employers

Problem solving skills‐identifying the objective 3.64 3.73 3.83 4.0

Ability to carry out calculations related to specific chemistry topics 3.60 3.74 3.50 4.0

Ability to make quantitative/structural measurements and interpret results 3.57 3.61 3.58 3.67

Ability to discern and practice good scientific ethics 3.56 3.47 3.83 3.88

Ability to use theory to understand experimental observations 3.53 3.42 3.50 2.56

Ability to evaluate data for quality and reliability 3.53 3.60 3.67 4.0

Ability to organize data for meaningful interpretations 3.50 3.47 3.33 3.88

Ability to identify and handle hazardous materials 3.50 3.30 3.42 3.56

Understanding of the scientific process 3.49 3.67 3.55 4.0

Molecular understanding of chemical reactivity and materials 3.47 3.26 3.17 4.0

Understanding of reaction chemistry 3.46 3.32 3.36 3.88

Ability to document scientific information and experimental data 3.44 3.52 3.50 3.56

Ability to write scientific reports, with graphical presentation of data 3.44 3.52 3.25 3.33

Ability to use chemical instrumentation and spectroscopy 3.42 3.09 3.33 3.75

Ability to discern causes of experimental error 3.41 3.43 3.42 3.88

Ability to use math and logic to understand data and results 3.39 3.43 3.42 4.0

Ability to execute chemical transformations 3.36 3.27 3.25 3.67

Understanding of structure/activity and structure/property relationships 3.36 3.29 3.17 3.75

Ability to find and evaluate the validity and usefulness of information 3.34 3.35 3.17 3.88

Understanding of universal physical laws as they apply in chemistry 3.34 3.26 3.00 4.0

Ability to reduce complex problems into simpler components 3.34 3.40 3.33 4.0


Understanding of the physical principles upon which chemical instrumentation is based 3.33 3.23 3.00

3.63

Ability to utilize information from scientific papers 3.28 3.27 3.00 3.38

Ability to use computational tools to organize/process/store/retrieve data 3.28 3.12 3.00 3.88

Ability to use multiple programming, computational, online and database tools 3.26 3.45 3.17 4.0

Ability to work with minimal supervision 3.23 3.45 3.08 4.0

Understanding of the connections between different courses/subdisciplines in chemistry 3.21 3.13 3.00

3.75

Appreciation for the role and uses of models and theories 3.20 3.13 3.09 3.75

Ability to design experiments that allow hypotheses to be critically evaluated 3.18 3.18 3.08 3.44

Understanding of energetics and kinetics of chemical transformations 3.17 3.06 3.25 4.0

Ability to state the properties of elements and compounds 3.17 2.68 2.92 3.75

Ability to use statistics to judge limitations of data 3.15 3.17 3.25 3.75

Ability to work in teams and develop collaborations 3.13 3.18 3.08 3.75

Understanding of the connections between chemistry and current events 3.12 2.83 3.08 3.75

Ability to present a formal oral summary of a topic in chemistry 3.03 3.09 3.08 3.88


Elementary Education – Bachelor’s (out of 4) Students Recent Graduates Faculty

Employers

Continually make an effort to ensure that student needs are being met 3.80 3.64 3.75 3.83

Demonstrate understanding that all students can learn 3.79 3.69 3.81 3.83

Demonstrate the ability to connect mathematics concepts to real‐world issues 3.79 3.69 3.81 3.76

Demonstrate the ability to change curriculum based on student needs and developmental differences 3.73 3.62 3.84 3.73

Enable students to make healthy choices and avoid dangerous health risks 3.72 3.54 3.47 3.68

Demonstrate respect for diversity of all cultures and beliefs 3.71 3.67 3.78 3.75

Help students think critically about what they read 3.69 3.69 3.75 3.73

Evaluate, select and use appropriate resources to enhance instruction and learning opportunities 3.68 3.75 3.77 3.69

Demonstrate the ability to plan curriculum and instruction time to meet curriculum goals and standards 3.67 3.67 3.68 3.71

Demonstrate ability to be a reflective practitioner of teaching 3.67 3.64 3.75 3.75

Adapt to diverse students and diverse learning environments 3.66 3.42 3.75 3.75

Draw upon knowledge to construct learning opportunities that support individual student development 3.66 3.69 3.81 3.67

Model effective communications strategies 3.66 3.58 3.81 3.86

Seek out and collaborate with peers, colleagues, families and community agencies to ensure the best learning outcome for each child 3.65 3.55 3.56 3.68

Model effective use of the English language 3.65 3.54 3.88 3.9

Project self as a professional including appearance, behavior and personal distance 3.65 3.55 3.66 3.81

Demonstrate a strong understanding of the profession's code of ethical conduct 3.64 3.64 3.78 3.79

Demonstrate understanding of how students learn to read and write 3.64 3.54 3.75 3.83

Encourage students to understand the benefits of a healthy lifestyle in a culturally sensitive way 3.64 3.62 3.44 3.44

Demonstrate adeptness at teaching the fundamentals of good health 3.63 3.46 3.47 3.41


Convey excitement about science and convey the believe that all students can do science 3.62 3.62 3.72 3.59

Incorporate critical thinking and problem solving into Language Arts curricular materials 3.61 3.62 3.81 3.63

Demonstrate the ability to analyze what a child says and does to determine whether child possesses conceptual understanding of math concepts 3.61 3.54 3.72 3.69

Understand the developmental periods of childhood and adolescence 3.61 3.54 3.84 3.43

Gain experience during preparation in creating classroom management plans for diverse educational situations 3.60 3.42 3.72 3.64

Understand and use research and theories of how children learn and acquire knowledge 3.59 3.54 3.66 3.43

Encourage students to develop the knowledge and skills to achieve and maintain a physically active lifestyle 3.59 3.46 3.38 3.66

Demonstrate the ability to create learning communities that foster self‐directed learning 3.59 3.50 3.63 3.71

Understand the impact of social and cultural groups on student learning 3.58 3.46 3.69 3.43

Seek advice from specialists to address student learning needs 3.57 3.42 3.63 3.53

Understand and use appropriate technology to enhance instruction and learning opportunities 3.57 3.50 3.65 3.66

Understand and use appropriate strategies for teaching sciences 3.57 3.46 3.63 3.37

Develop appropriate assessments that measure learning goals 3.57 3.73 3.75 3.64

Demonstrate ability to create learning communities that foster collaborative learning 3.57 3.42 3.61 3.75

Understand and apply theories and applications of motivation in designing student learning environments 3.57 3.62 3.59 3.47

Incorporate critical thinking and problem solving into Science curricular materials 3.55 3.69 3.81 3.67

Demonstrate understanding of misconceptions and error patterns in elementary student work 3.55 3.46 3.81 3.62

Demonstrate understanding of the importance of teaching conceptual 3.54 3.62 3.78 3.76


understanding

Effect measurable improvement in student learning during the student teaching process 3.54 3.55 3.69 3.57

Encourage students to be citizens of the world 3.54 3.67 3.56 3.64

Use the results of assessment to inform instruction 3.53 3.73 3.81 3.86

Demonstrate strong content knowledge including measurement systems, etc. 3.53 3.58 3.56 3.76

Demonstrate adeptness at teaching the fundamentals of language arts 3.53 3.31 3.71 3.77

Help students write in various formats 3.51 3.31 3.53 3.65

Understand and apply behavior motivation theory 3.51 3.5 3.63 3.71

Incorporate critical thinking and problem solving into Social Studies curricular materials 3.51 3.67 3.78 3.61

Understand and apply a variety of research based strategies into teaching reading and writing 3.50 3.38 3.50 3.55

Continually evaluate the effects of professional decisions and actions on students 3.50 3.36 3.69 3.43

Incorporate critical thinking and problem solving into health curricular materials 3.48 3.62 3.63 3.70

Utilize a global perspective and understanding of different cultures in delivering educational materials 3.48 3.33 3.50 3.39

Demonstrate an ability to work with students who are English as New Language learners 3.47 3.33 3.35 3.39

Demonstrate ability to integrate knowledge of social sciences and other academic fields 3.46 3.67 3.47 3.48

Demonstrate knowledge of career possibilities for students in math and science, and foster student career ambitions 3.46 3.38 3.23 3.10

Understand the misconceptions children may bring into science class 3.46 3.31 3.50 3.13

Demonstrate evidence of possessing conceptual understanding of mathematics 3.45 3.54 3.63 3.66

Understand history and social studies as more than a series of events, demonstrate understanding of themes and perspectives 3.45 3.42 3.56 3.52

Encourage children to appreciate artistic expression 3.43 3.33 3.34 3.45


Use technology and digital media to enhance learning opportunities 3.43 3.33 3.44 3.69

Demonstrate strong content knowledge in the fields of history, geography and social studies 3.41 3.42 3.34 3.41

Demonstrate understanding of the underlying value systems of social studies 3.36 3.58 3.38 3.45

Incorporate critical thinking and problem solving into physical education curricular materials 3.36 3.62 3.50 3.55

Demonstrate strong understanding of the historical development of democratic values 3.29 3.33 3.48 3.48

Demonstrate basic knowledge of arts concepts and ideas, and convey an appreciation for art 3.18 3.33 3.19 3.03

Work in cooperation with art specialist 2.73 3.00 2.84 3.17


History – Bachelor’s Degree (out of 4) Students

Recent Graduates

Faculty

Employers

Recognize, appreciate and understand how people have existed, acted and thought in the always different context of the past

3.76 3.00 3.74 3.67

Understand and gain experience with source research 3.73 3.38 3.47 3.16 Use basic historical methods 3.71 2.88 3.63 3.46 Follow instructions and respond maturely to criticism 3.67 3.38 3.42 3.84 Demonstrate academic competence in the study of history, independence, open‐mindedness, and originality which can be used in post‐graduate studies or in the workplace

3.67 3.25 3.31 3.48

Determine the quality of research 3.67 3.25 3.21 3.24 Recognize and appreciate the complexity and diversity of situations, events and past realities and respect points of view deriving from different backgrounds

3.63 3.25 3.84 3.59

Gain experience with efficiently finding and handling information, data, and evidence on complex historical problems

3.60 3.75 3.26 3.07

Take initiative and work independently and systematically on a defined historical topic

3.60 3.38 3.47 3.625

Analyze and critique one’s own point of view 3.60 3.25 3.63 3.56 Recognize and appreciate the importance and critical perspective of historical knowledge for contemporary society

3.59 3.00 3.68 3.44

Recognize and appreciate the evolving and complex nature of historical knowledge and research and the ongoing nature of historical research and debate, and understand the problems inherent in the historical record itself

3.59 3.00 3.21 3.29

Read, analyze, synthesize and evaluate texts and other primary sources critically

3.53 3.63 3.83 3.36

Place events, processes, and structures in their historical context 3.53 3.63 3.79 3.64 Gain experience with searches for primary sources 3.53 3.50 3.37 3.18 Acquire understanding and broad knowledge of basic facts, concepts, terms and theories in history

3.53 3.25 3.53 3.63

Explain a complex historical topic in a coherent manner using the terminology and techniques accepted in the historical profession

3.53 3.25 3.42 3.36


Present arguments for the importance of knowing the past to understand contemporary society

3.53 3.25 3.37 3.60

Recognize and appreciate the diversity of specializations of and fields of history

3.53 3.13 3.21 3.04

Recognize, appreciate and understand the nature o f history as a discipline 3.47 2.63 3.1 3.37 Demonstrate acquired knowledge, understanding and skills in an extended research paper, including the critical use of primary sources

3.43 3.38 3.53 3.28

Read and develop maps and timelines 3.40 3.25 3.26 3.48 Place new data and interpretations into context 3.33 3.75 3.42 3.33 Formulate and test plausible historical hypotheses and marshal an argument 3.33 3.50 3.32 3.08 Participate actively and knowledgably in discussions with respect for the reasoned views, opinions and feelings of others

3.33 3.38 3.42 3.52

Understand and become familiar with the major historical research methods, including qualitative and quantitative techniques

3.33 3.13 2.95 2.96

Gain experience with searches for appropriate secondary literature including use of scholarly references, design and annotation of bibliographies, and addressing questions of genre, content, perspective and purpose

3.33 3.00 3.26 3.15

Become familiar with two or more time periods, geographic regions, and/or thematic fields of study

3.20 2.88 3.63 3.52

Take a leadership role in collective projects 3.20 2.75 2.00 3.24 Write short scholarly articles 3.20 2.5 2.73 2.67 Comment, annotate, or edit documents correctly according to the critical canons of history

3.14 2.5 2.79 2.88

Think in a problem‐oriented way 3.13 3.38 3.47 3.41 Acquire an overview and understanding of factors in the development of human society

3.07 3.13 3.42 3.62

Participate actively in collective projects 3.07 3.13 2.42 3.46 Master historical discourse with imaginative insight in written and oral form 3.00 2.75 2.95 3.04 Gain experience in teaching of history (peer to peer teaching) 2.87 2.63 2.26 3.56 Acquire understanding and broad knowledge of historiography 2.60 2.75 3.05 3.04


APPENDIX I

Ongoing Project Work since November, 2009


Due to the lack of air travel required by program recipients to the plenary meeting in Chicago, and the generosity of the participating institutions in covering the full travel costs of many team members, the grant fund had a surplus of roughly $40,000 at the original project end date of February 28, 2010. The Indiana Commission for Higher Education requested, and was approved for, an extension to utilize the remaining funds through December 31, 2010.

The following summarizes the ongoing work conducted under the Tuning project since November 2009.

Ongoing Work

Due to time constraints, the Indiana Tuning team was not able to develop and execute the employer survey in time for the November, 2009 report , as it required substantial time and resources to determine the appropriate industries and businesses for survey. Following the November submittal, we moved forward and engaged the assistance of the Indiana University Center for Survey Research. See Appendix I‐A for details and survey results.

Working with our Discipline Team Leaders, we have started the initial planning process for a conference for faculty leaders from both the private and public institutions in Indiana in the three Tuned discipline, as well as English and Biology. The anticipated conference date will be in October, 2010. At this conference, Team Leaders will provide an overview of the Tuning Process and the Pilot Project, discuss implications of learning outcomes developed through the project, and enable cross‐institutional discipline conversations. The result of this conference will not only be the improved knowledge of the initiative by more faculty members, but will call for tactics and strategies to integrate the determined learning outcomes into existing curriculum—the latter will be included explicitly as an agenda item. By bringing this issue in front of a larger and more representative group, Indiana’s Tuning Team will more fully address the question of integrating learning outcomes into curriculum. We anticipate that the conference attendance will be 200 faculty members or more.

In addition to planning for the upcoming conference, members of the History Tuning Team have presented their findings and perspectives at other convenings, including the Spring Indiana College Access and Success Network Conference, and the annual meeting of the Indiana Association of Historians.

We have also entered into a contract with Marianne Wokeck, Team Leader of the History group, and Amanda Koch, student member, to conduct further analysis of the learning outcomes developed through Tuning, develop sample rubrics for postsecondary history courses that utilize the outcomes, and to prepare a scholarly paper or book on Tuning, which may be completed in collaboration with colleagues from Utah.


Appendix I‐A

Employer Survey Design


In early spring 2010, the Commission for Higher Education again looked to the Project on Academic Success (PAS) at Indiana University Bloomington to design a questionnaire incorporating measures for employers’ views on the importance of each competency. Survey questions were designed so as to retain the exact wording agreed upon by the faculty committees.

One challenge inherent in the design of this survey was the need to ensure that respondents are asked to answer only those questions that are relevant to them individually. Because the general competency constructs were defined specifically for each degree level and because subject‐specific competencies were defined by both role and degree level, careful planning was necessary in order to make certain that each respondent was guided smoothly through a complete set of individually relevant questions. With the assistance of IU Bloomington’s Center for Survey Research (CSR), PAS used Qualtrics online survey software to design and implement the skip logic programming required.

PAS obtained approval to conduct the study from the IU Institutional Review Board.

The data collection process for the employer survey included several phases. First, utilizing results from analysis of data from the Indiana Workforce Intelligence System (IWIS) that were included in the original degree profiles, we determined the industries in which degree‐holders in each discipline were most highly concentrated. Second, based on the NAICS codes for the industries, PAS researchers determined the specific companies and organizations that represented large employers in each of the industries. PAS researchers also looked up the contact information for each of these companies. This search yielded 668 employers who would receive a contact email linking them to the survey.

The link to the web survey was emailed by PAS directly to the employer contact, with a request to forward on that link to persons responsible for the hiring and management of college graduates. The link was accompanied by an invitation letter asking potential respondents to participate in a survey on the importance of various general and discipline‐specific competencies for graduates with postsecondary degrees (associate's, bachelor's, master's, doctoral). Responses were collected via a Qualtrics interface on the Web and saved on secure servers at the CSR. Consequently, neither committee members nor researchers were able to identify any respondent individually.

Survey response data were downloaded and analyzed by PAS staff, who provided descriptive results and data tables to the Commission for Higher Education.

Survey results are included in subject‐specific survey tables in Appendix H.


Appendix I‐B

Revised Subject‐Specific Learning Outcomes


Revised Learning Outcomes: Associate Degree in Chemistry

Associate degrees in Chemistry are awarded to students who have shown themselves by appropriate assessment to:

• Have knowledge and understanding of the basic tenets of chemistry as they relate to the operations of chemical experimentation and reporting.

• Have knowledge and understanding of the physical principles, theories and formulas underpinning the study and practice of Chemistry.

• Have understanding of the critical thinking and analytical processes necessary to evaluate, interpret, and apply chemical data to solve problems.

• Have competences that fit them for employment as chemical technicians or related para‐professionals in chemicals and related industries.

• Have attained a standard of knowledge and competence which will give them access to and opportunity to succeed in Baccalaureate degree programs.

Technical Competency: Operational Skills

Based on assessments of written and oral assignments and projects, such graduates will:

• Write scientific reports, with graphical presentation of data.

• Record scientific information and experimental data

• Use theory to understand and explain experimental observations

• Make quantitative/structural measurements

• Effectively interpret results of experimentation

• Identify and properly handle hazardous materials

• Design experiments that allow hypotheses to be critically evaluated

• Execute chemical transformations

• Use chemical instrumentation and spectroscopy

• Use computational tools to manage data

• Use appropriate programming, computational, online and database tools

• Work in teams to develop collaborative projects

• Present formal oral summaries of topics in chemistry

Technical Competency: Knowledge‐Based Skills


• Use and understand the physical principles upon which chemical instrumentation is based

• Use and understand the university physical laws as they apply in chemistry

• Use and understand reaction chemistry

• Predict chemical reactivity based on an understanding of structure/activity and structure/property relationships


• Use and understand models and theories

• Apply a molecular understanding of chemical reactivity and materials

• Carry out and understand calculations related to specific chemistry topics

• Find information

• Apply energetic and kinetics of chemical transformations

• State the properties of elements and compounds

Technical Competency: Critical/Analytical Thinking


• Apply the scientific process

• Apply strategies, including identifying the objective and reducing complex issues to smaller components, to solve problems

• Evaluate data and information for quality and reliability

• Discern and practice good scientific ethics

• Organize data to enable meaningful interpretations

• Demonstrate an understanding of the connections between chemistry and current events, everyday occurrences and other scientific disciplines

• Discern and correct causes of experimental error

• Use math and logic to understand data and results


Revised Learning Outcomes: Bachelor’s Degree in Chemistry

Bachelor’s degrees in Chemistry are awarded to students who have shown themselves by appropriate assessment to:

• Have knowledge and understanding of the tenets of Chemistry, as they relate to the operations of chemical experimentation, design, process and reporting.

• Have knowledge and understanding of the physical principles, theories and formulas underpinning the study and practice of chemistry, and recognize the connections between the different sub‐disciplines within the discipline

• Have the understanding and knowledge of the critical thinking and analytical processes necessary to evaluate, interpret, calculate and apply data to solve problems

• Have competences which fit them for employment as chemists or other positions in the chemical or related industries.

• Have attained a standard of knowledge and competence which will give them access to Master’s and doctoral degree programs.

Technical Competency: Operational Skills


• Write scientific reports with graphical presentation of data

• Record scientific information and experimental data

• Use theory to understand and predict experimental observations

• Make quantitative and structural measurements and interpret results

• Identify and handle hazardous materials

• Design experiments that allow hypotheses to be critically evaluated

• Plan and execute chemical transformations

• Select and use chemical instrumentation and spectroscopy

• Use computational tools to manage data

• Use appropriate programming, computational, online and database tools

• Utilize information from scientific papers

• Work in teams to develop collaborative projects

• Present formal oral summaries of topics in chemistry

Technical Competency: Knowledge‐Based Skills


• Use the physical principles upon which chemical instrumentation is based

• Use the universal physical laws as they apply in chemistry

• Understand and use reaction chemistry

• Predict chemical reactivity based on structure/activity and structure/property relationships


• Use models and theories

• Apply molecular understanding of chemical reactivity and materials

• Carry out calculations related to specific chemistry topics

• Find and evaluate the validity and usefulness of information

• Apply energetic and kinetics of chemical transformations

• State the properties of elements and compounds

• Recognize the connections between different courses and sub‐disciplines in chemistry

Technical Competency: Critical/Analytical Thinking Skills


• Apply the scientific process

• Apply strategies, including identifying the objective and reducing complex issues into smaller components, to solve problems

• Evaluate data for quality and reliability

• Discern and practice good scientific ethics

• Organize data for meaningful interpretations

• Demonstrate an understanding of the connections between chemistry and current events, everyday occurrences and other scientific disciplines

• Discern and correct causes of experimental error

• Use statistics to judge limitations of data

• Use math and logic to understand data and results


Revised Learning Outcomes: Bachelor’s Degree in Elementary Education

Bachelor’s degrees in Elementary Education are awarded to students who have shown themselves by appropriate assessment to:

• Have understanding and knowledge of the pedagogical, social, practical and content‐related practices and theories of education.

• Satisfactorily complete a student teaching experience that incorporates the knowledge of the pedagogical, social, practical and content‐related practices and theories of education.

• Have competences that fit them for employment as elementary school teachers or related positions in education institutions or other related industries.

• Have attained a standard of knowledge and competence to enter the teaching profession as a notice teacher, or which will give them access to Masters or doctoral degree programs.

Such graduates will:

Assessment for Instruction • Demonstrate effective measurable improvement in student learning during the student teaching experience through the use of appropriate assessments that measure learning goals

• Create appropriate assessments that measure learning goals • Use assessment results to guide instruction

Development, Learning and Motivation

• Demonstrate an understand of the developmental periods of childhood and adolescence, demonstrated through the use of curricular and instructional evidence‐based strategies aligned to these periods

• Demonstrate knowledge of and ability to use research and educational theories of how children learn and acquire knowledge, as evidenced in weekly lesson plans evaluated by college instructors and teacher supervisors during the student teaching experience

• Construct learning opportunities that enable individual student development

• Design student learning environments that model effective use of theories and applications of motivation

• Change curriculum based on student needs and developmental differences

Integrating and Applying Knowledge for Instruction

• Evaluate, select and use appropriate resources, including technology, to enhance instruction and learning opportunities, as determined by the teacher supervisor of the student teaching experience

• Plan curriculum and instruction time to meet curriculum goals and standards, as assessed by the teacher supervisor of the student teaching experience

Adaptation to Diversity • Create and enforce classroom management plans for diverse educational situations, as assessed by the teacher supervisor of the student teaching experience

• Work with students who are English‐as‐New‐Language learners, as determined by the teacher supervisor of the student teaching


experience Active Engagement in Learning

• Understand and apply behavior and motivation theory, as assessed through written and oral assignments

• Create learning communities that foster self‐directed and collaborative learning opportunities, as assessed through written and oral assignments and by the teacher supervisor of the student teaching experience

Reading, Writing and Oral Language

• Demonstrate knowledge of and effective teaching of the fundamentals of Language Arts, through oral and written assignments and the student teaching experience

• Model correct and effective use of the English language in written and oral assignments, and in daily communications

• Understand and apply research‐based strategies of teaching reading and writing, assessed through oral and written assignments and by the teacher supervisor of the student teaching experience

• Demonstrate effective teaching of writing in various formats (persuasive, narrative, argumentative, etc.)

• Incorporate critical thinking and problem solving opportunities into curricular activities

Science • Demonstrate knowledge of and effective teaching of the fundamental concepts of life, physical, and earth/space science, through oral and written assignments and the student teaching experience

• Understand and use appropriate strategies for teaching science, assessed by the teacher supervisor of the student teaching experience

• Effectively understand and teach the concepts of scientific inquiry, through oral and written assignments and the student teaching experience

• Demonstrate knowledge of, and foster student knowledge of, career possibilities for students in science during oral and written assignments during the student teaching experience

Mathematics • Demonstrate strong content knowledge, including measurement systems, pre‐numeration concepts, whole numbers, fractions, operations and geometry, assessed through oral and written assignments and the student teaching experience

• Demonstrate strong conceptual understanding of mathematics, understanding the relationships between mathematical areas and the sequential nature of mathematical processes, assessed through oral and written assignments and the student teaching experience

• Demonstrate the ability to assess students’ words and work to determine conceptual understanding of math concepts, assessed by the teacher supervisor of the student teaching experience

• Demonstrate knowledge of, and foster student knowledge of, career possibilities for students in math during oral and written assignments during the student teaching experience

Social Studies • Demonstrate strong content knowledge in the fields of history, geography, the social sciences and other related areas, including understanding of historical themes, cultural systems and democratic


values, as assessed through oral and written assignments and the student teaching experience

• Integrate knowledge between social studies and other academic fields, assessed by the teacher supervisor of the student teaching experience

Arts • Demonstrate a base knowledge of arts concepts and areas, and demonstrate the ability to link the arts to other disciplines, such as history and English/language arts, as assessed through oral and written assignments and the student teaching experience

Health and Physical Education

• Demonstrate knowledge of and effective teaching of the fundamentals of good health, including diet, exercise, lifestyle and substance use, as assessed through oral and written assignments and the student teaching experience


Revised Learning Outcomes: Associate Degree in History

Associate degrees in History are awarded to students who have shown themselves by appropriate assessment to:

• Have understanding and knowledge of the basic facts, concepts, methods and theories in history, and of effective ways to communicate that knowledge verbally and in writing.

• Have competences that fit them for employment in a wide variety of occupations and industries

• Have attained a standard of knowledge and competence to enter a Bachelor’s degree program in History.


Historical Knowledge • Demonstrate an understanding of how people have existed, acted, and thought in the always different context of the past through course work [lecture and discussion], assessed by quizzes and tests

• Demonstrate an understanding of the complexity and diversity of situations, events and past events and of the importance and critical perspective of historical knowledge for contemporary society assessed through course work [lecture and discussion], by quizzes and tests; through specifically designed assignments [oral and written presentations]

• Demonstrate respect for points of view derived from other national or cultural backgrounds, assessed through course work [discussion]

• Demonstrate an understanding of the nature of history as a discipline; the interdisciplinary and global dimensions of professional history; and an appreciation of the temporary and complex character of historical knowledge, research, and record, to be assessed through course work [lecture and discussion], and by quizzes and tests; through specifically designed assignments [oral and written presentations]

Historical Thinking and Analytical Skills

• Demonstrate understanding of the basic facts, concepts and terms and theories in history, to be assessed through course work [lecture and discussion], and by quizzes and tests

• Demonstrate basic understanding of historiography, to be assessed through course work [lecture and discussion], and by quizzes and tests

• Demonstrate basic understanding of the most important factors in the development of human society (agriculture, industry, religion, government, war and peace, culture, environment), to be assessed through specifically designed assignments [oral and written presentations]

• Demonstrate basic familiarity with one or two time periods, geographic regions and/or thematic fields of history

• Demonstrate knowledge of major historical research methods, including quantitative and qualitative techniques to be assessed through specifically designed assignments [oral and written presentations]

• Effectively and efficiently find and handle basic information, data and evidence on simple historical problems to be assessed through specifically designed assignments [oral and written presentations]


• Read, analyze, summarize and evaluate texts critically and think in a problem‐oriented way to be assessed through specifically designed assignments [oral and written presentations]

• Read and develop maps and timelines to be assessed through specifically designed assignments [oral and written presentations]

• Demonstrate basic competence in placing events, processes and structures into historical context to be assessed through course work [lecture and discussion], and by quizzes and tests

• Demonstrate basic ability to utilize historical methods to be assessed through specifically designed assignments [oral and written presentations]

• Demonstrate basic understanding of and ability to determine the quality of research and validity of source materials to be assessed through specifically designed assignments [oral and written presentations]

Communication Skills • In written work and oral presentations explain a historical topic in a coherent, well‐structured, accurate and controlled manner using terminology and techniques accepted in the historical profession

• Participate actively and knowledgeably in discussions demonstrating respect for the reasoned views, opinions and feelings of others, to be assessed through course work [discussion]

Personal Motivation and Initiative

• Demonstrate ability to follow instructions and respond constructively to criticism to be assessed through specifically designed assignments [written projects]

• Participate actively in collective projects, to be assessed through course work [discussion]


Revised Learning Outcomes: Bachelor’s Degree in History

Bachelor’s degrees in History are awarded to students who have shown themselves by appropriate assessment to:

• Have understanding and knowledge of the facts, concepts, methods and theories of history

• Evaluate historical information for relationships and context

• Effectively community this information verbally and in writing using accepted standards.

• Have competences that fit them for employment in a wide variety of occupations and industries

• Have attained a standard of knowledge and competence to enter a Master’s degree program


Historical Knowledge • Demonstrate an understanding of how people have existed, acted, and thought in the always different context of the past to be assessed through course work [lecture and discussion], and by quizzes and tests

• Demonstrate an understanding of the complexity and diversity of situations, events and past events and of the importance and critical perspective of historical knowledge for contemporary society to be assessed through course work [lecture and discussion]; by quizzes and tests; through specifically designed individual and group project assignments [oral and written presentations]

• Demonstrate respect for points of view derived from other national or cultural backgrounds to be assessed through course work [discussion]

• Demonstrate an understanding of the nature of history as a discipline; the interdisciplinary and global dimensions of professional history; and an appreciation of the temporary and complex character of historical knowledge, research, and record , to be assessed through course work [lecture and discussion]; by quizzes and tests; through specifically designed project assignments [oral and written presentations]


• Acquire broad knowledge and understanding of the basic facts, concepts, themes and theories in history to be demonstrated through course work [lecture and discussion], assessed by quizzes and tests; specifically designed project assignments [oral and written presentations]

• Demonstrate broad understanding of basic historiography to be assessed through specifically designed project assignments [oral and written presentations]

• Demonstrate understanding of factors in the development of human society to be assessed through specifically designed project assignments [oral and written presentations]

• Demonstrate familiarity with two or more time periods, geographic regions and/or thematic fields of history to be assessed through specifically designed project assignments [oral and written presentations]

• Demonstrate basic knowledge of major historical research methods, including quantitative and qualitative techniques to be assessed through specifically designed project assignments [oral and written presentations]


• Effectively and efficiently find and handle information, data and evidence on complex historical problems to be assessed through specifically designed project assignments [written projects]

• Demonstrate ability to search for appropriate secondary literature, including the use of scholarly references, design and annotation of bibliographies, and address questions of genre, content, perspective and purpose to be assessed through specifically designed project assignments [written projects]

• Demonstrate ability to conduct searches for primary sources to be assessed through specifically designed project assignments [written projects]

• Read, analyze and critically evaluate texts and other primary sources to be assessed through specifically designed individual and group assignments [oral and written presentations]

• Read and develop maps and timelines, to be assessed through specifically designed individual and group project assignments [oral and written presentations]

• Place events, processes and structures in their historical context to be assessed through specifically designed individual and group project assignments [oral and written presentations]

• Place new data and interpretations into context, to be assessed through specifically designed individual and group project assignments [oral and written presentations]

• Determine the quality of research, to be assessed through specifically designed individual project assignments [written projects]

• Demonstrate the ability to use basic historical interpretation and evaluation methods, to be assessed through specifically designed individual and group project assignments [oral and written presentations]

• Comment, annotate and/or edit documents correctly according to the critical canons of history, to be assessed through specifically designed individual assignments [written projects]

• Formulate and test plausible historical hypotheses and marshal an argument, to be assessed through specifically designed individual assignments [written projects]

Communication Skills • Explain a complex historical topic in a coherent manner using terminology and techniques accepted in the historical profession, to be demonstrated through specifically designed individual and group project assignments [oral and written presentations]

• Demonstrate the ability to present arguments for the importance of knowing the past to understand contemporary society to be assessed through specifically designed individual and group project assignments [oral and written presentations]

• Participate actively and knowledgeably in discussions with respect for the reasoned views, opinions and feelings of others to be assessed through specifically designed individual and group assignments [oral presentations]

• Make effective use of historical discourse to be assessed through specifically designed individual and group project assignments [oral and written presentations]



• Follow instructions and respond maturely to criticism to be assessed through specifically designed assignments [written projects]

• Demonstrate ability to work independently and systematically on a defined topic to be assessed through specifically designed individual and group assignments [projects in oral and written formats]

• Analyze and critique one’s own point of view, to be assessed through specifically designed individual and group assignments [projects in oral and written formats]

• Participate actively in collaborative projects, to be assessed through specifically designed group assignments [projects in oral and written formats]

• Demonstrate the ability to effectively lead a group project, to be assessed through specifically designed group assignments [projects in oral and written formats]

• Demonstrate knowledge, understanding and skills in an extended research paper, including critical use of primary sources, to be assessed through specifically designed individual project assignment [written presentation]

• Write short scholarly articles, to be assessed through specifically designed individual assignments [book reviews and discussion of historical subjects in essay form]

• Effectively engage in peer‐to‐peer teaching experiences, to be assessed through specifically designed group assignments [in oral and written formats]


Revised Learning Outcomes: Master’s Degree in History

Master’s degrees in history are awarded to students who have shown themselves by appropriate assessment to:

• Have deep understanding and knowledge of the complex facts, concepts, methods and theories of history

• To evaluate historical relationships and contextual information

• To gain mastery of a particular field of history

• To effectively communicate information verbally and in writing, using accepted standards


Historical Knowledge • Demonstrate understanding of continuity and change over an extended period of time to be assessed through colloquia and seminars, directed readings, specifically designed individual and group assignments [presentations in oral and written form]

• Demonstrate understanding of complex and diverse situations in the past , respecting points of view derived from different backgrounds

• Demonstrate understanding and ability to explain the importance and critical perspective of historical knowledge for contemporary society

• Demonstrate understanding and ability to explain the nature of history as a discipline (what questions historians ask and why)

• Demonstrate understanding and the ability to compare and explain the diversity of specializations of and fields in history, different perspectives on the past, different methods of researching the past, and different theories that can be used in historical research

• Demonstrate understanding and the ability to explain the evolving and complex nature of historical knowledge, the ongoing nature of historical debate and research, and the problems inherent in the historical record itself


• Demonstrate the ability to apply understanding and broad knowledge of basic facts, concepts, terms and theories in history, to be assessed through colloquia and seminars, directed readings, specifically designed individual and group assignments [projects in oral and written form]

• Demonstrate the ability to apply understanding and broad knowledge of historiography

• Demonstrate the ability to apply understanding of factors in the development of human society to at least one specific area and period or sub‐field in history

• Demonstrate mastery of one or more time periods, geographic regions, and/or thematic fields in history through written and oral assignments

• Demonstrate the ability to apply the major historical research methods, including qualitative and quantitative techniques, to at least one specific area and period or sub‐field of history

• Demonstrate the ability to think in a problem‐oriented way


• Demonstrate the ability to effectively find and handle information, data, and evidence concerning complex historical problems

• Demonstrate the ability to effectively search for appropriate secondary literature, including using scholarly references, designing and annotating of bibliographies, and addressing questions of genre, content, perspective and purpose

• Demonstrate the ability to effectively search for primary sources, including documents in their original language and format, and to address questions of genre, content, perspective and purpose

• Demonstrate the ability to read, analyze, synthesize and evaluate texts and other primary sources critically

• Demonstrate the ability to develop and compare maps and timelines • Demonstrate the ability to place events, processes, and structures into their historical context

• Demonstrate the ability to place new data and interpretations into context • Demonstrate the ability to determine the quality of research • Demonstrate the use of basic historical methods • Demonstrate the ability to comment on, annotate and edit documents correctly according to the critical canons of history

• Demonstrate the ability to formulate and test plausible historical hypotheses and marshal an argument

Communication Skills • Demonstrate the ability to explain complex historical topics in a coherent manner using terminology and techniques accepted in the historical profession to varied audiences (at the master’s level the acquisition and application of knowledge and skills is integrated and based on coursework [colloquia and seminars]; directed readings; specifically designed individual and group assignments [projects in oral and written form]; peer‐to‐peer presentations; formal and informal teaching opportunities [comprehensive discussion of appropriate assessment rubrics is a potential outcome of the tuning project]))

• Demonstrate the ability to present arguments for the importance of knowing the past to varied audiences, using a range of presentational media

• Demonstrate active and knowledgeable participation in discussions among a variety of learners with respect for the reasoned views, opinions and feelings of others

• Demonstrate the ability to master historical discourse with imaginative insight in written and oral form, using a variety of presentational media


• Demonstrate the ability to provide and accept the practices of peer review typical in the (at the master’s level the acquisition and application of knowledge and skills is integrated and based on coursework [colloquia and seminars]; directed readings; specifically designed individual and group assignments [projects in oral and written form]; peer‐to‐peer presentations; formal and informal teaching opportunities; [comprehensive discussion of appropriate assessment rubrics is a potential outcome of the tuning project])

• Demonstrate the ability to take initiative and work independently and systematically on an original historical topic


• Demonstrate the ability to analyze, critique and develop one’s own point of view

• Demonstrate active participation in collaborative projects • Demonstrate the ability to take a leadership role in collaborative projects • Demonstrate acquired knowledge, understanding, skills, original thinking, problem‐solving, and interpretation in an extended, peer‐reviewed research paper or project

• Demonstrate the ability to write scholarly articles for publication


Revised Learning Outcomes: Doctoral Degree in History

Doctoral degrees in history are awarded to students who have shown themselves by appropriate assessment to:

• Have deep and broad understanding of the most complex concepts, facts, methods, and themes of history

• Evaluate historical relationships, contextual information and data to provide new insight or to contribute to historical scholarship

• To communicate information effectively verbally or in writing using accepted standards

• Have competences that fit them for employment as university faculty, and in a wide variety of occupations and industries


Historical Knowledge • Demonstrate mastery in understanding, comparing and explaining how people existed, active and thought in the past (at the doctoral studies and candidacy levels the assessment of mastery of historical knowledge is based on verbal and written contributions in seminars and colloquia and on outcomes of directed and independent readings and research projects [informal and formal presentations in a number of oral and written formats]; it can also be evaluated by peer‐to‐peer as well as mentor or supervisor reviews of teaching; typically the comprehensive exam at the end of course work and also the dissertation represent the most comprehensive assessment tools)

• Demonstrate mastery of understanding, comparing and explaining the complexity and diversity of situations and events in the past and respect points of view from different backgrounds

• Demonstrate mastery of understand and explaining the importance and critical perspective of historical knowledge for contemporary society

• Demonstrate mastery of understanding, comparing and explaining the diversity of specializations and fields in history, different perspectives on the past, different methods of researching the past, and different theories that can be used in historical research

• Demonstrate mastery of understand and explain the evolving and complex nature of historical knowledge, the ongoing nature of historical research and debate, and the problems inherent in the historical record itself


• Demonstrate the ability to apply specialized understanding and knowledge of advanced facts, concepts, terms and theories in history (at the doctoral studies land candidacy levels the assessment of mastery of historical thinking and analytical skills is based on verbal and written contributions in seminars and colloquia and on outcomes of directed and independent readings and research projects [informal and formal presentations in a number of oral and written formats]; it can also be evaluated by peer‐to‐peer as well as mentor or supervisor reviews of teaching; the comprehensive exam at the end of course work and successful completion of the dissertation represents the


most comprehensive assessment tool ) • Demonstrate the ability to apply specialized understanding and knowledge of advanced and particular historiography

• Demonstrate the ability to apply specialized understanding of complex factors in the development of human society to at last one specific area and period or sub‐field of history

• Demonstrate mastery of two or more time periods, geographic regions and/or thematic fields of history

• Demonstrate the ability to apply advanced specialized historical research methods, including quantitative and qualitative techniques, to at least one specific area and period or sub‐field of history

• Demonstrate the ability to think and teach in a problem‐oriented way • Demonstrate mastery in finding and handling information, data, and evidence on complex historical problems

• Demonstrate mastery in searching for appropriate secondary literature including using scholarly references, designing and annotative bibliographies, and addressing questions of genre, content, perspective, and purpose

• Demonstrate mastery in searching for primary sources, including documents in their original language and format, and addressing questions of genre, content, perspective and purpose

• Demonstrate proficiency in reading, analyzing, synthesizing and evaluating texts and other primary sources critically

• Demonstrate proficiency in creating maps and timelines • Demonstrate proficiency in placing events, processes, and structures in their historical context

• Demonstrate mastery in placing new data and interpretations into context • Demonstrate mastery in evaluating the quality of research • Demonstrate mastery in the use of historical methods • Demonstrate mastery in commenting, annotating, or editing documents correctly according to the canons of history

• Demonstrate mastery in formulating and testing plausible hypotheses and marshaling an argument

Communication Skills • Demonstrate proficiency in explaining and teaching complex historical topics in a coherent manner using the terminology and techniques accepted in the historical profession to varied audiences (at the doctoral studies land candidacy levels the assessment of mastery of communication skills is based on verbal and written contributions in seminars and colloquia and on outcomes of directed and independent readings and research projects [informal and formal presentations in a number of oral and written formats]; it can also be evaluated by peer‐to‐peer as well as mentor or supervisor reviews of teaching; the comprehensive exam at the end of course work and successful completion of the dissertation represents the most comprehensive assessment tool )

• Demonstrate proficiency in presenting expert arguments for the importance of knowing the past to varied audiences, using a range of presentational media

• Demonstrate the ability to Initiate and lead discussions among a variety of


learners and peers with respect for the reasoned views, opinions, and feelings of others

• Demonstrate mastery of historical discourse with imaginative insight in written and oral form, using a variety of presentational media


• Demonstrate proficiency in responding maturely, formally and informally, to criticism and offer constructive criticism (at the doctoral studies land candidacy levels the assessment of personal motivation and initiative is based on verbal and written contributions in seminars and colloquia and on outcomes of directed and independent readings and research projects [informal and formal presentations in a number of oral and written formats]; it can also be evaluated by peer‐to‐peer as well as mentor or supervisor reviews of teaching; the comprehensive exam at the end of course work and successful completion of the dissertation represents the most comprehensive assessment tool )

• Demonstrate proficiency in working independently and systematically on original historical topics

• Demonstrate proficiency in developing, analyzing, and critiquing one’s own point of view

• Demonstrate proficiency in participating actively and taking leadership roles in collaborative projects

• Demonstrate acquired knowledge, understanding, skills and original thinking, problem‐solving, and interpretation in an extended (book‐length), peer‐reviewed research project

• Demonstrate the ability to write scholarly articles for publication • Demonstrate the ability to publish a monograph


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