The University of North Carolina at Pembroke
Academic Plan, 2002-2007
1. Introduction.
Current status and commitments of the History Faculty
As of Fall 2001, the History Department has seven full-time faculty, one faculty member with an administrative assignment, and one faculty member completing the last year of his Phased Retirement Contract. Of the seven full-time faculty, six are either tenured or tenure-track and one is a Senior Lecturer. Two faculty were recruited in May and June 2001 to replace Dr. Kathleen Hilton, who has been appointed Interim Dean of the Graduate School, and Dr. Kathleen Zebley, who resigned, effective 30 June 2001.
History faculty are committed to the University’s goals of excellence in teaching, research, and service. Nonetheless, the Department’s major emphasis has been and will continue to be excellence in teaching. Indeed, the Department has earned a reputation for excellence in teaching, and since 1996, one faculty member has received the UNC Board of Governor’s Award for Teaching Excellence while another was a finalist. In addition, four faculty have been awarded UNC Pembroke’s Outstanding Teacher Award. The Departmental commitment to teaching notwithstanding, History faculty are actively involved in research, and they frequently publish articles and reviews and participate in state, regional, national, and international professional organizations. The Department, finally, values university service, and History faculty serve on many Departmental and university-wide committees.
The History Department is responsible for an array of undergraduate and graduate programs. It offers a BA in History; a BA in History: Social Studies Licensure; and a BA in American Studies. It also offers for prospective teachers a Middle Grades (6-9) Licensure Program in Social Studies and Academic Concentrations in History and American Studies. Rounding out the undergraduate programs are Minors in History and American Studies. At the graduate level, the Department coordinates a Master of Arts in Education (M.A. Ed.): Social Studies Education.
Most of the seven full-time members of the Department have additional university commitments that reduce their time to teach History Courses. The Chair has a three-semester hour reduction in load each semester; the Social Studies Education Coordinator has a 50%-75% commitment to administer and teach courses in that program; one faculty member has a 50% commitment to teach courses in the American Indian Studies Department; the Department is committed to offering courses required by other Departments (i.e. North Carolina History and U.S. Military History); and the Department is committed to offering History courses to support off-campus programs at Richmond Community College, Sandhills Community College, and in Lumberton. Department members also teach in the Freshman Seminar Program, which will entitle them to a reduced teaching load in the future. Finally, important for the future is increased faculty involvement in the Graduate Program in Social Studies Education, which means that selected faculty will be granted reduced teaching loads. In short, the current level of staffing means that History faculty are stretched thin, and the Department finds it difficult to meet the needs of its on-campus students, majors as well as General Education students. The heavy workload of the History faculty was noted by Dr. William Spellman, the Department’s External Reviewer in the Spring of 2000 (Email to Robert W. Brown, 11 April 2000).
The Department’s major challenge at this time is lack of faculty to cover existing programs and commitments and to meet future demands for additional History courses. In the next five years, there is a need for at least three to five additional faculty to teach General Education and Upper-division courses. Upper-division fields that need to be covered include Early Modern Europe, the American West, Colonial and Modern Latin America, United States Cultural and Intellectual History, and Public History. In the long term, the Department will need to add faculty as UNC Pembroke grows and as the enrollment increases.
Enrollment in History Courses
Enrollment in History and Social Studies Education courses has grown since 1995, while the number of full-time faculty has not increased. The Department has only replaced two faculty who have elected to participate in the Phased Retirement Program and faculty who have resigned or accepted other responsibilities on-campus. To put matters in a longer perspective, the Department has lost the equivalent of almost two full-time faculty slots since the mid-1990s. Fall 1999 enrollment was 656 (Lower Division: 434; Upper Division: 219; and Graduate: 3) and Semester Credit Hour Production was 1,970. Fall 2000 Enrollment was 745 (Lower Division: 503; Upper Division: 236; Graduate: 6) and Semester Credit Hour Production was 2179. Fall 2001 Enrollment was 850 (Lower Division: 618; Upper Division: 206; Graduate: 6) and Semester Credit Hour Production has yet to be supplied. This represents about a 30% increase in enrolled students. Using data supplied by the Registrar’s Office, the number of declared majors in History, American Studies, and Social Studies Education in 1999-2000 was 91; in 2000-2001, the total number was 87; in Fall 2001, the total number was 101. In addition to the documented increase in enrollment in Undergraduate courses, the Department projects an enrollment increase at the Graduate level, once the new M.A. Ed. is fully publicized. The projected growth in UNC Pembroke’s total enrollment to 6,140 in the years 2001-2010 will likewise substantially increase enrollment in History and Social Studies Education classes.
2. Executive Summary of the Five-Year Plan.
1. New Programs/ Minors/ Tracks/ Courses/ Other initiatives.2. Process.The Department will continue to offer and enhance a quality program of instruction for undergraduate majors in History, Social Studies Education, and American Studies and a quality program of instruction for graduate students in the Master of Arts in Education: Social Studies Education program.
The Department will continue to enhance teaching by greater use of Instructional Technology and other equipment. The Department will also utilize Instructional Technology to make courses available to diverse student populations, including off-campus students.
The Department will provide History faculty, majors, and students taking History classes with a Multimedia Resource Center/Computer Lab (Dial 217-219).
The Department will have each classroom (Dial 215, 216, and 221) equipped with a computer and a ceiling mounted In Focus Projector.
The Department will limit class size to 25 in selected General Education courses, so that students will have a richer educational experience.
The Department will establish a 4/3 teaching load for faculty with research agendas. Two faculty members a year will be awarded released time based upon a proposed research program.
The Department will encourage more students to write research papers (undergraduate research) and present the results to on-campus and off-campus audiences (such as the regional meeting of Phi Alpha Theta).
The Department will develop, in cooperation with the Director of the Honors College, an Honors Track in History.
The Department will develop, in cooperation with the American Indian Studies Department, an Interdisciplinary Minor in Public History. The proposed Minor would include existing courses and require the development of new ones.
The Department will initiate planning for an Interdisciplinary Minor in Women’s Studies. The proposed Minor would include existing courses and may require the development of new ones.
The Department will participate in planning Interdisciplinary Area Studies Minors (as proposed by Richard Kania). The proposed Minors would include existing courses and may require the development of new ones.
The Department will cooperate with the Dean of the School of Graduate Studies to increase enrollment in the MA Ed. in Social Studies Education by developing and implementing a recruitment plan.
2. Related “Themes”.
Preparing knowledgeable managers and professionals for the future to ensure business and economic development.
Improving the quality of life for a culturally diverse society by empowering students, teachers, and parents through grades P-K to 12 and including post-graduate Continuing Education.
Adapting (and humanizing) emerging information technology to meet the intellectual, pedagogical, and creative needs of the society, with particular emphasis on the development of “information literacy,” the knowledge and skills necessary for accessing and applying information from multiple sources and media.
Viewing the Liberal Arts as the basis for critical thinking, ethical decision making, and life-long learning skills.
Enriching the intellectual and cultural life of the region, including both knowledge of and an appreciation for the arts and UNC Pembroke’s unique Native American and southern heritage.
Promoting international exchanges of faculty, students, and administrators to enhance the cultural understanding of the University community and the region.
3. Resources required to implement (faculty, staff, facilities, equipment, etc.)
The History Department needs to recruit at least one new tenure-track faculty member this year and two to four more new faculty in the five years of this plan. Additional faculty are needed to allow the Department to: 1) teach the growing number of students in History classes; 2) offer an adequate number of advanced courses in History, American Studies, and Social Studies Education so students can complete their degree requirements within a standard period of time; 3) maintain the quality of instruction in courses offered by the Department; 4) meet the needs of certification candidates and the growing number of lateral entry teachers; 5) reduce class size in General Education classes; 6) reduce the teaching load for faculty with a research agenda; 7) plan and teach courses in the proposed Interdisciplinary Minors; and support off-campus programs.
Provide state-of-the-art Instructional Technology (hardware and software) to support the growing number of faculty who teach technologically or web-enhanced courses and who will offer Internet courses. Computers should be on a three-year renewal cycle.
Add office and classroom space to the History area. All offices are currently occupied and are too small. At least two to four new offices will be needed. The Department’s four classrooms and one usable seminar room are barely adequate to support the Department’s faculty and its teaching goals. But, they are in constant use, especially during high demand teaching hours and, as the student population grows, will be inadequate.
Add a computer lab for instruction, demonstration projects, and student use. The Department has discussed converting Dial 219 into such a lab, but the room may be too small, so other alternatives need consideration. (Repeated requests notwith-standing, the History Department is the only department in the Dial Building without computers for student use.)
Add secure storage space and an adequate resource room with shelving and locking cabinets. At present, media equipment and other materials are mostly stored in Dial 217, but such use makes the room difficult to use for seminars and other classes. The Department is therefore considering converting Dial 217-219 into a Resource Center/Computer Lab. If such a conversion takes place, the Department will need a new Seminar Room.
Add a new Seminar Room if the renovation discussed above takes place. The Department needs a room furnished for seminars (like HST 300: Introduction to the Study of History, HST 435: Topics in History, and HST 451: Senior Seminar), graduate classes, and other uses, such as department meetings. Given the paucity of space in the History Department’s area, finding a location for a new Seminar Room will be a challenge, but the Department would like to have the proposal on the table for discussion.
Equip each classroom (Dial 215, 216, 221) with a computer and a ceiling-mounted In Focus Projector.
4. New departmental structure or organizational change proposed
None
5. Anticipated student demand. (Determined how?)
Total enrollment in History courses has grown substantially (see the Fall enrollment figures below), and the Department anticipates future growth as UNC Pembroke grows.
Fall 1999: 656
Fall 2000: 745
Fall 2001: 850Enrollment in General Education classes:
Fall 1999: 434
Fall 2000: 503
Fall 2001: 618Number of General Education sections (HST 101, 102, 110, 111, 114, and 115):
Fall 2000: 16
Fall 2001: 19In short, total course enrollment has increased by almost 200 students since 1999 and faculty, financial, and other resources have not increased. The Department has just replaced departing or reassigned faculty. Moreover, with the retirement this year of a faculty member in the Phased Retirement Program, the Department will lose a professor who teaches two large survey sections each semester (about 95 students).
Faculty teaching loads are heavy. In Fall 2001, History had 15/19 General Education classes with enrollments in the 30-40 range. Since most faculty teach three General education classes, the result is a General Education teaching load per faculty of 90-120 and an overall teaching load in the 140 and up range. This burden is too heavy, given that professors want interaction and give numerous writing assignments. Hence the pressing need for additional faculty.
The Department also expects increases in the number of certification candidates, given the teacher shortage in North Carolina. Moreover, meeting the needs of lateral entry students will put pressure faculty on resources. And, the Department expects the graduate program to grow in the years to come, likewise straining scarce faculty resources.
6. Interdisciplinary collaboration involved? (With what other units?)
The Department has initiated discussions with the American Indian Studies Department concerning the establishment of an Interdisciplinary Minor in Public History. It will also cooperate with other Departments in developing other Interdisciplinary Minors in Women’s Studies and Area Studies. And, it will work with the University Honors College to develop an Honors Track in History.
Work on the Academic Plan for 2002-2007 began during the spring 2001 semester, and was initiated by the Provost’s Memorandum of 5 January 2001. The Chair duplicated this document and distributed copies to each member of the Department. Departmental planning discussions began at the February 2001 Department meeting, when the Chair asked faculty members to review the Department’s current mission statement and to suggest Goals and Objectives for the years 2002-2007. In addition, faculty were asked to revisit the Academic Program Review prepared during the 1999-2000 academic year and the report and recommendations submitted by the Department’s external reviewer, Dr. William Spellman of the History Department at UNC-Asheville. Finally, Faculty were asked to take another look at the “Draft Outline of Goals, 2000-2005” originally distributed for comment on 24 April 2000. Faculty were asked to submit their suggestions via email or personally to the Chair by 2 April 2001. Because of relatively small number of full-time faculty in the Department, the whole Department actively participated in the planning process. Drawing upon input provided by the faculty, the Department Chair drafted the 2000-2007 Plan and circulated it for comment and approval by the Department. It was submitted, as specified in the Provost’s memorandum of 5 January 2001, to the Dean of the College of Arts and Sciences by 15 May 2001. As requested by the Dean, an Executive Summary of the Department’s Plan was submitted on 14 September 2001. An present, the Chair is drafting a Time Line for the implementation of the Five-year Plan, and it will be approved by the Department and submitted to the Dean by 15 November 2001. Thereafter, the Department will adhere to the schedule established by the Provost for the revision and final implementation of 2002-2007 Academic Plan for the History Department.
3. Assumptions.
The Department will maintain and enhance its reputation for excellence in undergraduate and graduate teaching.
The Department will continue to support the General Education program with courses in American, World, and American Indian History.
The Department will continue to offer majors in History, Social Studies Education, and American Studies that are academically sound and intellectually stimulating programs of study.
The Department will continue to be responsible for a significant number of undergraduate majors, minors, and academic concentrations and for a MA Ed in Social Studies Education. While ensuring that these programs are adequately staffed, the Department would like to consider adding an Interdisciplinary Minor in Public History, in cooperation with the American Indian Studies Department.
The Department will continue its commitment to research.
The Department will continue its commitment to service at the local, state, and national levels.
The Department’s undergraduate and graduate programs in Social Studies Education will continue to be strong and they will be innovative in helping southeastern North Carolina meet an increasing demand for public school teachers and in assisting Lateral Entry teachers earn certification. Indeed, given North Carolina’s critical need for teachers, the Department expects all the Social Studies Education programs to grow, increasing the demand on faculty and resources.
The History Department will continue its commitment to enhancing the technological skills (Information Technology) of its majors and to sharing faculty expertise with public school teachers and others requiring assistance in this growing field. In addition, the Department plans to explore the possibility of offering selected high demand courses over the Internet or other electronic media. Expanded use of Instruction Technology is, of course, dependent on support from the University.
The Department will continue to support off-campus programs, particularly programs associated with the preparation of teachers.
The History Department will build upon its current level of outreach to the local community and Southeastern North Carolina, particularly in the areas of education and cultural enrichment.
Demands on UNC Pembroke and the History Department will increase and needed funding will be scarce. Accordingly, faculty and other resources must be utilized efficiently and effectively. Nonetheless, the Department expects that the University will provide the necessary resources – especially faculty and technological resources – needed to achieve departmental goals and objectives.
4. Mission and Vision Statements.
Mission Statement
History is a humanistic discipline and a core component of a liberal arts education. “History,” one distinguished scholar has said, “is part of society's attempt to structure a self-image and to communicate a common identity. No community can exist as a community without common references. In a modern nation, they come from history.”
Students of History, the broadest as well as the most integrative of the academic disciplines, learn to understand how men and women throughout the ages have attempted to solve the vital problems of human existence and of their manifold political, social, economic, and cultural achievements. Through the study of the modern world and the rise, flourishing, and decline of major civilizations in the past, they gain insight into the shared experience of humanity, a perspective which is enriched and broadened by the study of peoples at different times and places. Students of History learn accordingly to comprehend the perennial issues confronting human beings living in society, acquiring thereby the knowledge that enables them to become discerning citizens able to make informed, reasoned, and intelligent responses to these problems and to cope with the complex, diverse, and interdependent world of today and the future.
Students earning a B.A. in History master research, communication, and critical thinking skills. They learn research techniques and the analytical skills needed to evaluate conflicting evidence and interpretations. These skills and modes of thought, together with the depth and breadth of knowledge also acquired, prepare graduates for many exciting and rewarding careers, not only in the traditional field of teaching but also in public service, law, journalism, publishing, business, and the arts. History is thus an ideal major for the student seeking a liberal arts education rather than specific job training.
The Department of History is committed to achieving excellence in teaching, scholarship, and service and to preparing students for employment, post-graduate study, and responsible citizenship. The Department’s teaching mission consists of offering courses in United States, Native American, and World History that meet the stated goals and objectives of the General Education Program. The Department also offers a major structured so as to require a balanced program of study in American, European, and Non-western History, as well as the more specialized study of specific topics and research methods. For students wishing to pursue a teaching career, the Department offers a program in Social Studies Education, which combines the History major with course work in the Social Sciences and professional education, and an Academic Concentration. Non-majors interested in History have the opportunity to complete a minor. The Department contributes to the advancement of historical knowledge through research, presentations at regional and national scholarly conferences, and the publication of books, articles, and reviews. History faculty are committed to service on both a regional and a national level. This departmental mission is in accord with the statement adopted by the University of North Carolina at Pembroke.
Current Educational Goals of the History Department
1. History Faculty will provide students with an up-to-date and challenging curriculum that requires a balanced program of study in American, European, and non-Western History.Vision Statement2. History Faculty will strive to graduate majors who will demonstrate knowledge of their fields of study, reveal an understanding and appreciation of History as an academic discipline and a mode of thinking, and express satisfaction with their major.
3. History Faculty will provide students with instruction that emphasizes the critical evaluation of primary and secondary sources, the organization and synthesis of evidence, and the coherent presentation of such material in a written and/or oral format.
4. History Faculty will provide quality instruction so that students taking History courses as part of the General Education Program will express satisfaction with their course experience; that History majors will express satisfaction with their course experience in upper division courses, and that graduate students in the Social Studies Education program will express satisfaction with their course experience in History courses.
5. History Faculty will serve their students so that majors will express satisfaction with the quality of academic advising, interaction with faculty outside of the classroom, and departmental activities for students.
6. History Faculty will demonstrate an on-going commitment to scholarship.
7. History Faculty will demonstrate a commitment to professional service at the local, state, or national levels.
8. History Faculty will perform Department service, take part in departmental decisions, and serve on university-wide committees.
9. History Faculty will be committed to the Department’s mission of quality teaching, research, and service.
The History Department will continue to offer academically sound and intellectually stimulating programs at the undergraduate and graduate level. It will also emphasize teaching excellence without minimizing research and service. Looking to the future, the Department wants to meet the needs of UNC Pembroke students by adequately staffing existing programs and by adding faculty so it can offer courses in currently neglected areas. In addition, the Department, in cooperation with the American Indian Studies Department, intends to plan and implement an Interdisciplinary Minor in Public History. It also intends to plan and implement, in cooperation with the appropriate departments and programs, Area Studies Minors, an Women’s Studies Minor, and an Honors Track in History.
5. Departmental Goals and Objectives, 2002-2007.
Goals:
A. Teaching:
Goal 1: The Department will offer a quality program of instruction for undergraduate majors in History, Social Studies Education, and American Studies.B. Research:Goal 2: The Department will offer a quality program of instruction for non-major undergraduates who take History courses (included are students taking History courses in the following areas: General Education, Academic Concentrations, Minors, or interest in the subject).
Goal 3: The Department will offer a quality program of instruction for graduate students in the Master of Arts in Education: Social Studies Education program.
Goal 1: The Department will demonstrate a commitment to research.C. Service:Goal 1: The Department will demonstrate a commitment to service to the Department and UniversityTeaching Objectives:Goal 2: The Department will demonstrate a commitment to service at local, state, and national levels.
1. Hire, reward, and retain three to five new talented faculty committed to teaching excellence to adequately staff existing as well as planned programs. (Teaching Goals 1-3; Planning Theme: Liberal Arts and others)
Action: The chair and the department will continue to invest substantial efforts to recruit and retain additional faculty committed to teaching excellence and the department’s overall mission in the areas of teaching, research, and service. Fields that need to be covered include: Early Modern Europe, the American West, Latin America, United State Cultural and Intellectual History, and Public History.2. Offer rigorous and up-to-date courses and undergraduate majors in History, Social Studies Education, and American Studies. (Teaching Goal 1; Planning Themes: Liberal Arts and others)Action: The chair will recognize and reward teaching excellence by nominating faculty for teaching awards and by granting appropriate released time.
Action: History faculty and the chair will review courses and the requirements for majors offered by the Department on an annual basis and during the Five-year External Review. Faculty will also review assessment data provided by the University of North Carolina. Finally, the chair and faculty will review annually student evaluations of instruction.3. Offer academically sound and intellectually stimulating courses for the General Education Program and non-History majors. (Teaching Goal 2; Planning Themes: Liberal Arts and others)Action: History faculty and the chair will review courses offered in the General Education Program on an annual basis and during the Five-year External Review. Faculty will also review assessment data provided by the University of North Carolina. Finally, the chair and faculty will review annually student evaluations of instruction.4. Enhance teaching by greater use of Instructional Technology and other equipment. (Teaching Goals 1-3; Planning Themes: Liberal Arts, Information Technology, and others)Action: History faculty will continue the current practice of offering more web-enhanced courses. The chair and faculty will also assess the feasibility of offering Internet courses.5. Limit class size in selected General Education courses. (Teaching Goals 1-2; Planning Themes: Liberal Arts and others)Action: The Department will maintain and enhance the Department’s web pages, so they serve as a teaching resource for faculty, students, and teachers (K-12).
Action: The Department will request University funding to convert Dial 217 and 219 into a Multimedia Resource Center/Computer Lab.
Action: The Department will request University funding to equip each classroom (Dial 215, 216, and 221) with a computer and a ceiling-mounted In Focus Projector.
Action: Limit enrollment to 25 in selected General Education classes each semester. Smaller class size will permit more class discussion, student interaction, and written assignments. The current practice of permitting General Education classes to enroll 40 or more students makes these and other related instructional activities all but impossible. The Department’s external reviewer made this recommendation.6. Involve more students in undergraduate research activities.Action: Encourage more students to write research papers and make presentations on campus (to students and faculty) and off campus at conferences like the regional meetings of Phi Alpha Theta.7. Make History courses and selected degree programs available to non-traditional students. (Teaching Goals 1-3); Planning Themes: Liberal Arts and others)Action: The Department will continue to support the University’s efforts to reach non-traditional students by offering when needed courses at off-campus sites.9. Participate in Interdisciplinary Programs [American Indian Studies, American Studies, the proposed Public History Minor, the proposed Area Studies Minors, the proposed Women’s Studies Minor, and the Honors College.] (Teaching Goal 2; Planning Themes: Liberal Arts and others)Action: The Department will continue to participate in existing and planned Interdisciplinary Programs. In addition, the Department will explore, in cooperation with the American Indian Studies Department, the feasibility of offering an interdisciplinary Minor in Public History. It will also explore, in cooperation with the appropriate departments, the creation of Area Studies Minors and a Minor in Women’s Studies.
7. Conclusion.Action: The Department will determine the feasibility of offering an Honors Track in History.11. Maintain a rigorous and up-to-date graduate program in Social Studies Education. (Teaching Goal 3: Planning Theme: Education)Action: The chair and the Graduate Social Studies Education Coordinator will review courses and the requirements for MA Ed. in Social Studies Education on an annual basis and during the Five-year External Review. The chair and the Graduate Social Studies Education Coordinator will also review assessment data provided by the Graduate Office and University of North Carolina. Finally, the chair and the Graduate Social Studies Coordinator will review annually graduate student evaluations of instruction.Research Objectives:Action: The chair and the Graduate Social Studies Education Coordinator will develop a recruitment plan for the M.A. Ed. in Social Studies Education.
1. Maintain and enhance (if possible) the Department’s commitment to scholarship. (Research Goal 1)
Action: The Department will actively encourage and support scholarship. Scholarship includes print and electronic publication and presentations at regional and national meetings of scholarly associations. Scholarly activities receive priority when faculty request travel money.2. Establish a 4/3 teaching load for faculty with research agendas. (Research Goal 1)Action: The chair will award released time to faculty who submit applications for time to begin and/or complete a research project. The Department’s external reviewer made this recommendation.Service Objectives:1. Maintain a tradition of Departmental Service. (Service Goal 1)
Action: History faculty will demonstrate a commitment to Departmental service. The chair will annually review service.2. Maintain a tradition of University Service. (Service Goal 1)Action: History faculty will demonstrate a commitment to professional service at the University level. The chair will annually review service.3. Maintain and enhance (if possible) a tradition of Community Service. (Service Goal 2)Action: History faculty will demonstrate a commitment to professional service at the community level. The chair will annually review service.4. Maintain a tradition of service to the Historical profession. (Service Goal 2)Action: The department, in cooperation with the Social Studies Education Coordinator, will offer – as needed or requested – workshops for teachers in UNC Pembroke’s service area.
Action: History faculty will determine the feasibility of offering National History Day (or a similar activity) for high school students in UNC Pembroke’s service area.
Action: History faculty will demonstrate a commitment of service to the Historical profession at the local, state, and national level. The chair will annually review service.5. Establish a 4/3 teaching load for faculty with heavy service commitments, such as coordinating programs. (Service Goal 1)Action: The chair will endeavor to award appropriate released time to faculty with heavy service commitments.6. Evaluation/Assessment:1. The chair and History faculty will annually monitor faculty resources to make sure they are sufficient to meet the instructional and programmatic needs of the Department.2. The chair and History faculty will annually assess the curriculum of each program offered by the Department to ensure that they are academically solid and up-to-date.
3. The chair and History faculty will annually assess student mastery of content and skills in History courses. Grades and other assessment data supplied by the Office of Planning and Institutional Research and the UNC system will be used to make this assessment.
4. The chair and the Social Studies Education Coordinator will annually assess the performance of teacher licensure candidates in Social Studies Education classes, student teaching, and standardized tests.
5. The chair and the Social Studies Education Coordinator will annually assess the performance of students in the M.A. Ed. Program in Social Studies Education.
6. The chair and History faculty will regularly review student survey data provided by the UNC Pembroke Office of Planning and Institutional Research and the UNC Office of the President.
7. The chair and History faculty will annually review the space and equipment allocated to the Department.
8. The Department will continue to participate in UNC Pembroke’s five-year cycle of Departmental Self-studies and evaluations by outside reviewers.
Use of Evaluation Results: If the assessment procedures outlined above reveal problems in the areas of teaching, research, and service, the chair and History faculty will develop a plan to correct deficiencies.
Full implementation of the History Department’s Five Year Plan will substantially strengthen the Department and its programs.
A number of the Department’s objectives can be achieved at little or no cost. For example, History faculty can regularly assess, as they have in the past, the degree programs and course offerings in History, American studies, and Social Studies Education. Student performance can also be assessed, assuming that the University and the UNC System will continue to supply the necessary data. The Department lacks the resources to collect data on its own. And, to give but one additional example, the proposed Interdisciplinary Minor in Public History can be implemented using existing courses and faculty.
Other objectives will require the allocation of new faculty positions and resources, especially in the area of Instructional Technology. Additional faculty will be needed as enrollment increases and to fill existing gaps in the Department’s fields of expertise. Implementation of objectives involving the use of Instructional Technology, the enhancement of student study space, and the limiting of class size to improve student learning will require a commitment of resources.
The History Department is committed to its Mission at UNC Pembroke and to the University’s Mission, and faculty will continue to work to make sure that both Missions are fulfilled.
8. Time Line for the History Department’s Five–year Plan.
Year I (2002-2003)
Action: Add a new tenure-track Assistant Professor with a specialization in Early Modern Europe and sub-fields (Britain and the Atlantic World) that meet the Department’s needs.Year II (2003-2004)Assessment: The successful recruitment of a faculty member who is committed to the Department’s goals of teaching excellence and active involvement in research and service.
Action: Begin a search for a new tenure-track Assistant Professor with a specialization in American West/Latin America and related sub-fields (perhaps Public History) that meet the Department’s needs.
Assessment: The successful recruitment of a faculty member who is committed to the Department’s goals of teaching excellence and active involvement in research and service.
Action: Provide History faculty, majors, and students taking History classes with a Multimedia Resource Center/Computer Lab (Dial 217-219).
Assessment: Plan the Multimedia Resources Center/Computer Lab. Construction and installation of equipment could take place during the summer of 2003.
Action: Enhance teaching by greater use of Instructional Technology and other equipment. The Department will also utilize Instructional Technology to make courses available to diverse student populations, including off-campus students.
Assessment: The additional number of courses that utilize Instructional Technology.
Action: Limit class size to 25 in selected General Education courses, so that students will have a richer educational experience. Faculty members will submit a proposal for a General Education course with reduced enrollments.
Assessment: The quality of the faculty proposals and the number of General Education courses with reduced enrollment. Each of these courses will be evaluated by faculty and students concerning the quality of the educational experience.
Action: Establish a 4/3 teaching load for faculty with research agendas. Two faculty members a year will be awarded released time based upon a proposed research program.
Assessment: The quality of the faculty proposals and the research results (presented at conferences and/or published).
Action: Encourage more students to undertake research projects (undergraduate research) and present the results to on-campus and off-campus audiences (such as the regional meeting of Phi Alpha Theta).
Assessment: The number of students presenting the results of research projects to on-campus and off-campus audiences.
Action: Develop, in cooperation with the American Indian Studies Department, an Interdisciplinary Minor in Public History. The proposed Minor would include existing courses and require the development of new ones.
Assessment: Initiate planning for an Interdisciplinary Minor in Public History that will be implemented during 2003-2004 academic year.
Action: Initiate planning for an Interdisciplinary Minor in Women’s Studies. The proposed Minor would include existing courses and may require the development of new ones.
Assessment: The development of a plan for an Interdisciplinary Minor in Women’s Studies.
Action: Participate in planning Interdisciplinary Area Studies Minors (as proposed by Richard Kania). The proposed Minors would include existing courses and may require the development of new ones.
Assessment: The development of plans for Interdisciplinary Area Studies Minors.
Action: Increase, with the cooperation with the Dean of the School of Graduate Studies, enrollment in the MA Ed. in Social Studies Education program by developing and implementing a recruitment plan.
Assessment: The development and implementation of a recruitment plan to increase enrollment in the MA Ed in Social Studies Education program.
Action: Hire a new tenure-track Assistant Professor with a specialization in American West/Latin America and related sub-fields (perhaps Public History) that meet the Department’s needs.Year III (2004-2005)Assessment: The successful recruitment of a faculty member who is committed to the Department’s goals of teaching excellence and active involvement in research and service.
Action: Begin a search for a new tenure-track Assistant Professor with a specialization and related sub-fields that meet the Department’s needs.
Assessment: The successful recruitment of a faculty member who is committed to the Department’s goals of teaching excellence and active involvement in research and service.
Action: Use of the Multimedia Resource Center/Computer Lab to enhance teaching by greater use of Instructional Technology and other equipment. The Department will also utilize Instructional Technology to make courses available to diverse student populations, including off-campus students.
Assessment: The additional number of courses that utilize Instructional Technology.
Action: Continue limiting class size to 25 in selected General Education courses, so that students will have a richer educational experience. Faculty members will submit a proposal for a General Education course with reduced enrollments.
Assessment: The quality of the faculty proposals and the number of General Education courses with reduced enrollment. Each of these courses will be evaluated by faculty and students concerning the quality of the educational experience.
Action: Continue offering a 4/3 teaching load for faculty with research agendas. Two faculty members a year will be awarded released time based upon a proposed research program.
Assessment: The quality of the faculty proposals and the research results (presented at conferences and/or published).
Action: Continue to encourage more students to undertake research projects (undergraduate research) and present the results to on-campus and off-campus audiences (such as the regional meeting of Phi Alpha Theta).
Assessment: The number of students presenting the results of research projects to on-campus and off-campus audiences.
Action: Develop, in cooperation with the Director of the Honors College, an Honors Track in History.
Assessment: The development of a plan for an Honors Track in History that will be implemented during 2004-2005.
Action: Implement, in cooperation with the American Indian Studies Department, an Interdisciplinary Minor in Public History. The proposed Minor would include existing courses and require the development of new ones.
Assessment: Implementation of an Interdisciplinary Minor in Public History.
Action: Implement an Interdisciplinary Minor in Women’s Studies. The proposed Minor would include existing courses and may require the development of new ones.
Assessment: Implementation of a plan for an Interdisciplinary Minor in Women’s Studies.
Action: Continue participating in planning Interdisciplinary Area Studies Minors (as proposed by Richard Kania). The proposed Minors would include existing courses and may require the development of new ones.
Assessment: The development and implementation of Interdisciplinary Area Studies Minors.
Action: Increase, with the cooperation with the Dean of the School of Graduate Studies, enrollment in the MA Ed. in Social Studies Education program.
Assessment: Increased enrollment in the MA Ed in Social Studies Education program.
Action: Hire a new tenure-track Assistant Professor with a specialization and related sub-fields that meet the Department’s needs (if enrollment increases continue).Year IV (2005-2006)Assessment: The successful recruitment of a faculty member who is committed to the Department’s goals of teaching excellence and active involvement in research and service.
Action: Begin a search for a new tenure-track Assistant Professor with a specialization in United States Cultural/Intellectual History and sub-fields (American Studies and/or Public History) that meet the Department’s needs.
Assessment: The successful recruitment of a faculty member who is committed to the Department’s goals of teaching excellence and active involvement in research and service.
Action: Use of the Multimedia Resource Center/Computer Lab to enhance teaching by greater use of Instructional Technology and other equipment. The Department will also utilize Instructional Technology to make courses available to diverse student populations, including off-campus students.
Assessment: The additional number of courses that utilize Instructional Technology.
Action: Continue limiting class size to 25 in selected General Education courses, so that students will have a richer educational experience. Faculty members will submit a proposal for a General Education course with reduced enrollments.
Assessment: The quality of the faculty proposals and the number of General Education courses with reduced enrollment. Each of these courses will be evaluated by faculty and students concerning the quality of the educational experience.
Action: Continue offering a 4/3 teaching load for faculty with research agendas. Two faculty members a year will be awarded released time based upon a proposed research program.
Assessment: The quality of the faculty proposals and the research results (presented at conferences and/or published).
Action: Continue encouraging more students to undertake research projects (undergraduate research) and present the results to on-campus and off-campus audiences (such as the regional meeting of Phi Alpha Theta).
Assessment: The number of students presenting the results of research projects to on-campus and off-campus audiences.
Action: Implement, in cooperation with the Director of the Honors College, an Honors Track in History.
Assessment: Implementation of an Honors Track in History.
Action: Implement, in cooperation with the American Indian Studies Department, an Interdisciplinary Minor in Public History. The proposed Minor would include existing courses and require the development of new ones.
Assessment: Implementation of an Interdisciplinary Minor in Public History that will be implemented during 2003-2004 academic year.
Action: Implement an Interdisciplinary Minor in Women’s Studies. The proposed Minor would include existing courses and may require the development of new ones.
Assessment: Implementation of a plan for an Interdisciplinary Minor in Women’s Studies.
Action: Continue participating in planning Interdisciplinary Area Studies Minors (as proposed by Richard Kania). The proposed Minors would include existing courses and may require the development of new ones.
Assessment: Implementation of Interdisciplinary Area Studies Minors.
Action: Increase, with the cooperation with the Dean of the School of Graduate Studies, enrollment in the MA Ed. in Social Studies Education program.
Assessment: Increased enrollment in the MA Ed in Social Studies Education program.
Action: Hire a new tenure-track Assistant Professor with a specialization in United States Cultural/Intellectual History and sub-fields (American Studies and/or Public History) that meet the Department’s needs.Year V (2006-2007)Assessment: The successful recruitment of a faculty member who is committed to the Department’s goals of teaching excellence and active involvement in research and service.
Action: Begin a search for a new tenure-track Assistant Professor with a specialization and sub-fields that meet the Department’s needs.
Assessment: The successful recruitment of a faculty member who is committed to the Department’s goals of teaching excellence and active involvement in research and service.
Action: Use of the Multimedia Resource Center/Computer Lab to enhance teaching by greater use of Instructional Technology and other equipment. The Department will also utilize Instructional Technology to make courses available to diverse student populations, including off-campus students.
Assessment: The additional number of courses that utilize Instructional Technology.
Action: Continue limiting class size to 25 in selected General Education courses, so that students will have a richer educational experience. Faculty members will submit a proposal for a General Education course with reduced enrollments.
Assessment: The quality of the faculty proposals and the number of General Education courses with reduced enrollment. Each of these courses will be evaluated by faculty and students concerning the quality of the educational experience.
Action: Continue offering a 4/3 teaching load for faculty with research agendas. Two faculty members a year will be awarded released time based upon a proposed research program.
Assessment: The quality of the faculty proposals and the research results (presented at conferences and/or published).
Action: Continue encouraging more students to undertake research projects (undergraduate research) and present the results to on-campus and off-campus audiences (such as the regional meeting of Phi Alpha Theta).
Assessment: The number of students presenting the results of research projects to on-campus and off-campus audiences.
Action: Continue participating in planning Interdisciplinary Area Studies Minors (as proposed by Richard Kania). The proposed Minors would include existing courses and may require the development of new ones.
Assessment: Implementation of Interdisciplinary Area Studies Minors.
Action: Increase, with the cooperation with the Dean of the School of Graduate Studies, enrollment in the MA Ed. in Social Studies Education program.
Assessment: Increased enrollment in the MA Ed in Social Studies Education program.
Action: Hire a new tenure-track Assistant Professor with a specialization and related sub-fields that meet the Department’s needs (if enrollment increases continue).Assessment: The successful recruitment of a faculty member who is committed to the Department’s goals of teaching excellence and active involvement in research and service.
Action: Begin a search for a new tenure-track Assistant Professor with a specialization and sub-fields that meet the Department’s needs.
Assessment: The successful recruitment of a faculty member who is committed to the Department’s goals of teaching excellence and active involvement in research and service.
Action: Use of the Multimedia Resource Center/Computer Lab to enhance teaching by greater use of Instructional Technology and other equipment. The Department will also utilize Instructional Technology to make courses available to diverse student populations, including off-campus students.
Assessment: The additional number of courses that utilize Instructional Technology.
Action: Continue limiting class size to 25 in selected General Education courses, so that students will have a richer educational experience. Faculty members will submit a proposal for a General Education course with reduced enrollments.
Assessment: The quality of the faculty proposals and the number of General Education courses with reduced enrollment. Each of these courses will be evaluated by faculty and students concerning the quality of the educational experience.
Action: Continue offering a 4/3 teaching load for faculty with research agendas. Two faculty members a year will be awarded released time based upon a proposed research program.
Assessment: The quality of the faculty proposals and the research results (presented at conferences and/or published).
Action: Continue encouraging more students to undertake research projects (undergraduate research) and present the results to on-campus and off-campus audiences (such as the regional meeting of Phi Alpha Theta).
Assessment: The number of students presenting the results of research projects to on-campus and off-campus audiences.
Action: Continue participating in planning Interdisciplinary Area Studies Minors (as proposed by Richard Kania). The proposed Minors would include existing courses and may require the development of new ones.
Assessment: Implementation of Interdisciplinary Area Studies Minors.
Action: Increase, with the cooperation with the Dean of the School of Graduate Studies, enrollment in the MA Ed. in Social Studies Education program.
Assessment: Increased enrollment in the MA Ed in Social Studies Education program.
Last Update: 13 November 2001