HISTORY
HISTORY 401: SENIOR SEMINAR
ASSESSMENT REPORT 1999

This report is based on the performance of five senior and one junior students in History 401, the capstone seminar for History majors and Social Studies majors with a primary concentration in History. Four of the six students were either History or Social Studies majors, while the other two were double majors completing both their B.A. in History and B.Sc. in Social Studies at the same time.

The topic was Modern China from 1839 to the present. Since none of the students had any previous training in modern Chinese history, the course began with nine introductory lectures. It was then followed by a colloquium of sixteen sessions, which intended to acquaint students with the major themes in Chinese history through readings and discussion. Each student was required to moderate four discussion sessions, prepare an annotated bibliography on a selected topic, and complete the research with the production of a seminar paper written according to the format and style of the American Historical Review. In this report, students' general performances are assessed in terms of the skills and abilities outlined in the assessment plan which was adopted by the History Department in Spring, 1998. (See attachment)

A. Reading Comprehension and Cognitive Skills

1. identify the main points or thesis in a piece of historical writing.

The analytical questions which students raised for discussion in class fully supported the fact that they had no difficulty in identifying the main points and key issues. Their accurately annotated bibliographies also demonstrated that they clearly understood the contents of the reference materials.

2. analyze how authors develop their thesis and support them with evidence.

This was not too difficult for most students. At first some were slow in following the arguments in the readings. They made impressing improvement toward the second half of the semester.

3. recognize and evaluate differences in historical interpretation among different authors.

Owing to their inadequate background in Chinese studies, it was not easy for students to recognize and evaluate differences in historical interpretations among different authors. In this regard, the instructor's guidance was important. It was a learning process for them.

B. Historical Thinking Skills

1. recognize potential sources of bias in historical writings.

They were generally aware of the bias in different historical writings. At times, some guidance from the instructor might be helpful.

2. understand and interpret events in their appropriate historical context.

As a result of their training in other history courses, all the students had no problem in doing this.

3. understand and interpret relations of cause and effect and other sequential relations.

Some needed more help from the instructor than others. It largely depended on the student's background knowledge of modern China.

4. understand the complexity of human motivations and appreciate cultural differences in patterns of behavior and ideation.

In view of the cultural differences between the West and the East, this was one of the most difficult areas for students. Throughout the course, the instructor gave short supplementary lectures to enhance their understanding of the patterns of cultural development in modern China.

5. synthesize a variety of evidence into a coherent and plausible account of events.

Students had no problem with this. All the papers showed a high degree of competency in presentation.

C. Research Skills

1. recognize the difference between primary and secondary sources, and understand the uses and importance of each type.

Many students were not clear about the difference between primary and secondary sources. The instructor was responsible for explaining it to them and pointing out that some of the Chinese primary sources had been translated into English. At the same time, they should pay equal attention to basic sources in English, such as official documents, journalistic reports and diaries. Four of the students made use of some primary sources in the writing of their papers.

2. select and refine an appropriate topic for a given assignment.

The colloquium was in part designed to introduce students to different research topics. In the course of selection and refinement of a topic, the instructor offered individual guidance to each student, which was greatly facilitated by the use of e-mail.

3. identify a variety of different kinds of source materials that could shed light on a particular topic.

Some students used more secondary sources than others. It all depended on the efforts of the individual as well as the nature of the topic.

4. use the library and various bibliographic aids to identify and locate different sources relevant to a particular topic.

Most students relied heavily on the internet for bibliographic information. Unfortunately, many of the reference guides from the computer were edited by non-specialists, and the entries were of marginal value for research.

5. evaluate which of their sources are the most authoritative.

As novices in Chinese studies, it was difficult for students to determine which kinds of sources were more authoritative.

6. compile and annotate a bibliography, and present it in a proper format.

Students were adept at this kind of exercise. Their bibliographies were of high quality.

7. conduct an oral history interview.

It was not a requirement in this course.

D. Written Communication Skills

1. formulate a thesis on the basis of insights gained from research.

That was one of the emphases in the seminar class. While most students understood what it was, only three succeeded in formulating a clear thesis in their papers. They were all History majors.

2. develop their thesis in an organized and logical progression.

Generally the History majors were superior to the Social Studies majors in this regard.

3. use appropriate evidence to support points.

Most students were able to do it, some more consistently than others.

4. cite their sources properly.

Students had no problem in following the style of the American Historical Review. Some were careless editors who repeatedly made minor mistakes in both the first and final drafts.

5. summarize points made in source materials, and made the connections between different points of view and their own.

Students were strong in summarizing materials from the reference sources, but weak in making connections between different points of view and their own.

6. recognize the shortcomings of their evidence and anticipate possible objections.

Some might be able to recognize the shortcomings of their evidence. But anticipating objections to their arguments was undoubtedly not one of the skills students could master in their first seminar.

7. respond constructively to criticism and make appropriate revisions.

Students were more likely to make simple factual corrections. Only a few students took it seriously and rewrote part of their paper.

8. write clear and grammatical prose.

This is one of the strengths of History and Social Studies majors.

9. critically evaluate the work of other students.

This was not a component of the course.

E. Oral Communication Skills

1. respond clearly and thoughtfully to questions and comments in class discussion.

In each discussion session, the moderators in general responded thoughtfully to questions and comments. But it was disappointing to find that those who were not assigned to moderate the discussion often played a passive role in participation.

2. draw upon and summarize reading materials in ways that address larger themes and issues.

Those who had a good mastery of Chinese history were able to do it. Some with a weaker background were sometimes lost in a sea of Chinese names and historical facts.

3. deliver an effective oral presentation.

They were proficient in presenting the bibliographies and papers. Interestingly, the Social Studies majors were better than the History majors in presentation.

4. critically evaluate the work of other students.

Since this was their first course on Chinese history, it was out of the question for them to evaluate the work of other students. They were not expected to do that.

 
E. Computer Literacy

1. produce a paper using word processing software.

Students had no difficulty in this area.

2. use e-mail.

All students mastered this means of communication. Moderators were required to send study questions to the instructor and discussants by e-mail two days before the discussion. Students felt more relaxed to discuss their papers in an informal manner with the instructor through the electronic system.

3. conduct research using the World Wide Web in addition to traditional source materials.

All students knew how to get reference information from this channel. But they soon found out that the materials from libraries and bibliographic aids on modern China were more useful.

CONCLUSION

This was a very difficult course for students without any background in Chinese history. Starting with a class of seven, six students survived a semester of intensive studies. The fairly high quality of their papers amply testifies to the abilities of our students as well as the strengths of both the History and Social Studies programs. However, there is always room for further improvement. We should encourage our students to speak up and actively participate in class discussion. With the development of the East Asian Studies program, it is certain that there will be more students who are better prepared for a course like this in the future.

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