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Linfield College2001-02 Assessment Program

ART DEPARTMENT

Mission StatementThe faculty members of the Department of Art seek to provide technical, historical, and philosophical instruction in the visual arts. Linfield students may elect to major in studio art, or to minor in studio art or art history. In addition, art history courses and lower-division studio courses will introduce various aspects of the visual arts to students seeking to fulfill the requirements of the Linfield Curriculum. We are committed to instilling visual and conceptual literacy, and to providing the technical and intellectual skills necessary as a foundation for a wide variety of careers in the fine and applied arts. A major goal of the faculty, as practicing artists and scholars, is to impart an understanding of the life-long vitality of artisitic development and practice.

Goals for the Major/MinorStudents who successfully complete a major or a minor in studio art will: Have a working understanding of the fundamentals of two- and three-

dimensional design and basic drawing and the related nomenclature common throughout the field, along with the basic technical skills necessary to carry out projects in these areas;

Be competent in at least one medium beyond basic design and drawing; Be able to present the conceptual basis of their work in both oral and written

form, and to critique the work of others; Be familiar with major trends in the development of Western art, and with

various methodological approaches to the study of art history; Be able to research topics in art and art history, using both print and electronic

resources.

In addition to the above, students who successfully complete a major in studio art will: Be familiar with the significant developments and key figures of 20th-century

art; Demonstrate an advanced level of competence in at least one medium beyond

basic design or drawing, or acquire competence in a second medium; Produce a coherent, cohesive body of work and an artist’s statement, presented

in an appropriately professional manner; Have a sufficient understanding of the discipline to allow them to prepare for

graduate studies or entry-level professional opportunities.

Students who successfully complete a minor in art history will Be able to describe and analyze works of art and architecture, using appropriate

technical vocabulary; Be familiar with major trends in the development of Western art, and with

various methodological approaches to the study of art history; Be able to research topics in art and art history, using both print and electronic

resources. Be able to demonstrate a more detailed understanding of the artistic

developments and major monuments of at least two historical periods of art history (e.g., Renaissance, modern, etc.) and at least one specialized topic (e.g. Islamic art, women artists, etc.).

Means of Assessing Achievement of Goals.

Linfield Assessment Plan / 2

To assess the achievement of these goals, the department requires majors to: Achieve a grade of C or better in all required studio courses and in Art 200 (Art

History and Visual Culture); Produce a satisfactory paper demonstrating their ability to research, analyze,

and describe a work of art, and to apply various methodologies to its interpretation;

Complete Art 390, Studio Practices. This new course is intended to be an integrative experience, and will include readings, gallery practice, and creative development.

Produce a coherent, cohesive body of work, accompanied by an artist’s statement. Students’ ability to produce such a body of work will give clear evidence of the development and improvement of their skills, both technical and intellectual, as a result of their departmental coursework.

To assess the achievement of these goals, the department requires studio art minors to: Achieve a grade of C or better in all required studio courses and in Art 200 (Art

History and Visual Culture); Produce a satisfactory paper demonstrating their ability to research, analyze,

and describe a work of art, and to apply various methodologies to its interpretation;

To assess the achievement of these goals, the department requires art history minors to: Complete a minimum of 20 credits in art history, including Art 200, with a grade

of C or better; Produce a satisfactory paper on a topic of moderate complexity, demonstrating

their ability to research, analyze, and describe a work of art, and to apply various methodologies to its interpretation.

BIOLOGY DEPARTMENT

Mission Statement. The faculty and staff in the Biology Department are committed to helping each student achieve his or her potential. To this end we strive to prepare students for graduate programs and careers in Biology through fostering an atmosphere of intellectual stimulation, critical thinking, scholarly activity, and exposure to the latest information in all major areas of Biology.

Goals for the Major. All biology majors must demonstrate an understanding of the basic principles and

concepts of biology. All biology majors must demonstrate an in-depth knowledge of three areas of biology:

1) Cell and molecular biology; 2) Organismal biology; and 3) Ecology/Evolution biology. All biology majors must demonstrate the ability to critically think and synthesize

information from a variety of different sources. All biology majors must demonstrate the ability to write in the discipline.

Means of Assessing Achievement of Goals. Every biology major must complete a one year introductory course team taught by

each member of the faculty and covering the breadth of biology. Every biology major must complete a sequence of at least one course in the cell and

molecular area, one course in organismal biology area, and one course in the ecology/evolution area as well as additional elective courses in their area of interest.


During their four years at Linfield, every biology major will take a majors course designated as "intensive writing" in which they must demonstrate their ability to write in the discipline.

Every biology major must successfully complete Biol. 486 (Senior Oral Comprehensive Examination). This is administered by the faculty in the department. Students are questioned for an hour over the breadth and depth of knowledge they have obtained in biology and its related fields, as well as their ability to think and reason under a pressure situation.

Use of Assessment in Planning. One of the challenges of providing a quality program for students is to identify what

types of knowledge and skills will be important for them after they graduate from Linfield. Recognizing that all outcomes are not knowable in advance, we make an effort to track our majors to determine what employment they find, what types of graduate and professional programs they enter, and what specific skills have been most useful to them.

Doing science has always been an important part of science education, whether that meant engaging in laboratory or field exercises. In recent years, providing undergraduate students with research experiences has become an increasingly important prerequisite for admission to graduate and professional schools and for achieving gainful employment. This year a research paper was submitted for publication in a peer review journal with a Linfield student as co-author. A number of other research papers have been presented at conferences by Linfield students as previously mentioned.

Several years ago, biology faculty recognized that the best way to capture student interest in the whole of biology is to allow faculty to teach to their areas of interest and expertise. Accordingly, we made the decision to organize our first-year introductory course as a team-taught course. Each year, we evaluate the textbook and the organization of the course to address student comments and to reflect our changing biology program.

The department presently requires minors to take the one year introductory course plus three additional courses in the department; however, we have no specific goals or means of assessing a minor in biology.

BUSINESS DEPARTMENT

ACCOUNTING MAJOR

Goals For the Major. In successfully completing a major in Accounting, a student will be able to: explain the basic concepts of financial and managerial accounting. demonstrate basic procedures of financial and managerial accounting. use fundamental techniques in the analysis of financial statements and other

corporate disclosures. demonstrate an introductory-level understanding of the fundamental concepts

of microeconomic and macroeconomic theory and the ability to apply these concepts to analyze a wide variety of economic problems.

analyze, synthesize, and evaluate the impact of relevant environmental influences on marketing activities and to formulate effective marketing strategies in a competitive environment.

apply core management functions of decision-making, planning, organizing, leading and controlling to realistic organizational situations.


analyze complex factual and legal situations, identifying, defining, and explaining applicable legal principles and their impact on the involved parties.

appraise the analytical techniques in the valuation of financial assets and investments.

explain the function and operation of financial markets. appraise a firm’s capital structure and dividend policy and their relevance to the

firm’s value. work in teams for project development/completion and presentation. professionally communicate ideas, research, and analysis in both oral and

written formats. demonstrate an in-depth understanding of cost accounting systems and

procedures, the use of managerial accounting information for short run decision making and the use of accounting data for planning and controlling in an organization.

perform an audit of a sample company, including risk assessment, evaluation of internal control risk, development and execution of substantive audit programs.

develop and produce audit opinions appropriate to circumstances involved in an audit.

resolve reporting issues which apply to unique and nonrecurring economic events.

properly account for and report an organization’s assets, liabilities, equity, and income.

explain the basic concepts of federal income tax theory.

Means of Assessing Achievement of Goals. To assess the achievement of these goals, the department will require students majoring in Accounting to: complete a series of writing exercises designed to demonstrate understanding

and rationale of basic accounting concepts. complete and present a series of mini-cases to demonstrate the ability to

process routine accounting data. complete a comprehensive analysis of corporate financial information at the end

of ECB 261 Managerial Accounting. complete an objective exam covering theoretical and applied topics at the

beginning of both ECB271 Introductory Microeconomics and ECB 272 Introductory Macroeconomics and retake the same exams at the start of ECB 301 Management Process.

complete a written New Product/Service Marketing Plan providing a situation analysis, synthesis of market forces, evaluation of information and the application of concepts learned throughout ECB 321 Principles of Marketing; complete a professional oral presentation of the plan.

complete a written analysis of one or more realistic business administration cases, to include presentations of sound programs of action based on the application of core management functions as learned in ECB 301 Management Process.

complete a final essay exam involving legal case analysis which calls for the identification, definition, and application of legal principles learned in ECB 340 Business Law I.

complete midterm and final exams which assess numerical and discursive skills related to the analysis of financial assets and investments, the function and operation of financial markets in wealth creation, and a firm’s capital structure and dividend policy as learned in ECB 341 Financial Management.

complete a budget case and examinations which apply principles of cost accounting for product costs, use of accounting information for decision making, and the use of data for planning and control.


complete an audit case study and examinations which demonstrate mastery of overall audit risk assessment, evaluation of internal control risk, satisfactory performance of substantive audit procedures, and the writing of audit opinions.

demonstrate application of specific accounting principles by preparing and presenting mini-cases.

satisfactorily pass examinations that are made up largely from past questions of the Uniform Certified Public Accountant’s examination.

complete a comprehensive tax compliance and planning project.

BUSINESS MAJOR

Goals For the Major. In successfully completing a major in Business, a student will be able to: explain the basic concepts of financial and managerial accounting. demonstrate basic procedures of financial and managerial accounting. use fundamental techniques in the analysis of financial statements and other








firm’s value. strategically analyze a firm and determine appropriate responses to issues given

the industry and competitive conditions coupled with the condition/s of the firm itself.

work in teams for project development/completion and presentation. professionally communicate ideas, research, and analysis in both oral and

written formats.

Means of Assessing Achievement of Goals. To assess the achievement of these goals, the department will require students majoring in Business to: complete a series of writing exercises designed to demonstrate understanding





complete a written New Product/Service Marketing Plan providing a situation analysis, synthesis of market forces, evaluation of information and the


application of concepts learned throughout ECB 321 Principles of Marketing; complete a professional oral presentation of the plan.




complete an international business computer simulation calling for the integration of knowledge of production, marketing, finance, human resources, accounting, and economics, and the application of the tools of strategic analysis; complete Five-Year Strategic Plans and subsequent Five-Year (Actual) Performance Reports in ECB 489 Business Policy.

complete two written case analyses demonstrating the ability to perform industry, competitive and internal firm analysis resulting in issue identification and resolution; complete one professional oral presentation supporting a strategic recommendation resulting from the foregoing analysis in ECB 489 Business Policy.

NOTE: Students majoring in Business must take twelve business elective hours (four courses) beyond what is called the “core”. Because the composition of this “core” is highly variable, it is not prudent to attempt to define goals and means of assessment for all possible combinations of electives. However, research papers/projects/exams representative of individual elective course goal accomplishment will be maintained in the student portfolios in addition to the representations of goal accomplishment for the “core” courses. These student portfolios are further discussed in Section D.


BUSINESS MINOR

Goals For the Minor. In successfully completing a minor in Business, a student will be able to: explain the basic concepts of financial and managerial accounting. demonstrate basic procedures of financial and managerial accounting. use fundamental techniques in the analysis of financial statements and other











written formats.

Means of Assessing Achievement of Goals. To assess the achievement of these goals, the department will require students minoring in Business to: complete a series of writing exercises designed to demonstrate understanding












FINANCE MAJOR

Goals For the Major. In successfully completing a major in Finance, a student will be able to: explain the basic concepts of financial and managerial accounting. demonstrate basic procedures of financial and managerial accounting. use fundamental techniques in the analysis of financial statements and other











written formats. appraise the financial concepts and theory that underpin financial management

and practice. evaluate the strategies, vehicles, and techniques for implementing investment

goals within a risk-return framework. demonstrate how financial managers seek to manage financial price risk in their

portfolios. explain the creation and development of financial institutions and their

regulatory framework.


Means of Assessing Achievement of Goals. To assess the achievement of these goals, the department will require students majoring in Finance to: complete a series of writing exercises designed to demonstrate understanding











complete a trading simulation exercise which calls for role playing and formulating strategies in portfolio selection and investment and evaluating portfolio performance within a risk-return efficient market framework as learned in ECB 447 Investments.

complete exams covering applied theoretical issues in corporate finance as learned in ECB 444 Financial Theory.

complete a series of mini-case study assignments focusing on the creation, development, and management of financial institutions and their instruments as learned in ECB 441 Financial Institutions.

INTERNATIONAL BUSINESS MAJOR

Goals For the Major. In successfully completing a major in International Business, a student will be able to: explain the basic concepts of financial and managerial accounting. demonstrate basic procedures of financial and managerial accounting. use fundamental techniques in the analysis of financial statements and other

corporate disclosures.


demonstrate an introductory-level understanding of the fundamental concepts of microeconomic and macroeconomic theory and the ability to apply these concepts to analyze a wide variety of economic problems.









written formats. assess international environmental dimensions (i.e. political, economic, cultural,

technological, geographical) and establish their potential effect on business operations.

effectively utilize current international business terminology. competently research international business topics. appraise the finance function within a dynamic international environment

including the application of financial tools to manage the volatility of international interest and currency rates on business decisions.

demonstrate proficiency in a foreign language. have an experiential understanding of a foreign culture.

Means of Assessing Achievement of Goals. To assess the achievement of these goals, the department will require students majoring in International Business to: complete a series of writing exercises designed to demonstrate understanding










complete an international business computer simulation calling for the integration of knowledge of production, marketing, finance, human resources, accounting, and economics, and the application of the tools of strategic analysis; complete Five-Year Strategic Plans and subsequent Five-Year (Actual) Performance Reports in ECB489 Business Policy.


complete a research project examining the business and financial issues affecting the chosen multinational company and make an oral presentation of the key analysis and conclusions therefrom.

complete an environmental analysis and a strategic global marketing plan targeting selected foreign markets.

complete a country analysis and determine the management issues resulting from the differences in the political, business and cultural environments.

complete language study through the second year or demonstrate this competency through a language exam.

complete a study abroad course.

Use of Assessment in Planning. To make use of assessment information in planning and curriculum design for the Accounting, Finance, International Business majors, and the Business majors and minors the department will: develop a data base of grade records for comparison. Since there is a “core” of

courses taken by all business majors and minors, student achievement results can be used for comparative purposes.

maintain a file for each student majoring/minoring in business; these files will contain evidence of successful accomplishment of each of the goals of the major/minor as outlined above.

meet annually with an advisory group comprised of selected alumni and area business people regarding the knowledge, skills and competencies expected of entry level candidates as well as future leaders of their organizations.

CHEMISTRY DEPARTMENT

Mission Statement. The multifaceted nature of chemistry requires a department to offer a curriculum representative of the diversity within the discipline and simultaneously maintain an atmosphere promoting learning and instigating curiosity. Our primary objective is to confront students with the methodologies, professional issues, theoretical paradigms and major themes found within the science of chemistry. This foundation when combined with experiences in laboratories and supervised research will equip students with the necessary prerequisites for professional opportunities including advanced training.


Goals for the Major/Minor. In successfully completing a major/minor in chemistry, a student will be able to Identify, describe and contrast the major approaches used in studying chemical

properties. Describe and differentiate the major theoretical positions in chemistry, integrate

these theories with their respective approaches to the study of chemical reactivity, and evaluate the major evidence that has a bearing on these positions.

Describe the methodology of scientific inquiry in chemistry, including quantitative assessment.

Means of Assessing Achievement of Goals. To assess the achievement of these goals , the department will Utilize frequent and rigorous evaluations of each student's progress in courses. Provide timely evaluations of students engaged in laboratory, research and

collaborative learning. Use the appropriate achievement tests to assess content knowledge. Make every effort to track the progress of graduates and obtain feedback from

them with respect to their evaluation of their undergraduate experience.

Use of Assessment in Planning. To make use of assessment information in planning and curriculum designs the department will Evaluate the curriculum on a regular basis for the purpose of:

--Adding and deleting courses where necessary.--Altering the requirements where necessary.--Seeking resources to provide opportunities for faculty to upgrade or retrain in areas where necessary.

Upgrade the collaborative and experiential learning components in keeping with changes.

Seek the resources to provide the continuing equipment modernization in those areas where evaluation suggests it is necessary.

COMMUNICATIONS DEPARTMENT

Mission Statement.The mission of the Mass Communication Program is to develop women and men who understand the vital role of mediated communication as they adapt to and challenge their environments, and who can express themselves accurately, clearly, grammatically and persuasively. More specifically, the program’s mission is to pursue the study of mass media within a context of modern liberal arts and sciences and to develop in our students an understanding and appreciation of the historical background, the theoretical, legal and ethical dimensions, and the social influences of mass media. In addition, the program’s mission is to offer course work, activities and experiences that will provide students with specific skills required to perform effectively in media industries. Those skills include writing, gathering information, reporting and thinking critically.

Goals for the Major. In successfully completing a major in mass communication, students Will have studied a foreign language and will be exposed to the multi-cultural

dimensions of modern American society. Will have completed a clear and cohesive plan of studies that includes at least

one secondary academic focus beyond the major in Communication. Will have the ability to critically evaluate information and messages delivered

through the mass media, and to act on them insightfully and independently.


Will have an understanding and appreciation of mass media heritage, of contemporary media problems including ethical and legal dimensions, and of the dynamic relationship between the American people and its press.

Will be able to express themselves accurately, clearly, grammatically, and persuasively, and will have the practical knowledge and skills required to begin a fulfilling and effective professional life.

Will have adequate academic preparation to successfully and effectively enter graduate-level studies, if they so choose.

Means of Assessing Achievement of Goals. To assess the achievement of these goals, the department Offers only a Bachelor of Arts degree, which carries a foreign-language

requirement. Includes significant emphasis on American pluralisms in Introduction to Mass

Communication and the History of American Mass Media. The first is taken in the freshman year; the last typically is taken in the senior year. This provides an assessment tool early and late in a student’s tenure at Linfield.

Maintains close collaboration between the student and his or her faculty adviser. This is particularly important because of the inherent flexibility of the Communication major, which requires fewer hours within the discipline than any other major at Linfield College, and imposes an upper limit on hours within the major.

Conducts “sophomore conferences” in which the entire faculty meets with each student to discuss his or her progress, goals, aspirations, plans and problems. Faculty provide students a brief written summary of interview highlights and recommendations.

Requires every major to take Information Gathering, a sophomore-level course in which critical evaluation of sources, media and messages becomes a virtual fetish. This attitude of skepticism and mastery of critical evaluation is tested in several other courses, including History of American Mass Media, our version of a senior academic capstone.

Requires no less than half of all major credits be in the area of media studies concentrating on the history, law, ethics, problems and the issues of mass communication. Testing and grades in these courses reflect and monitor a student’s increasingly sophisticated understanding of the relationships between media and society.

Requires all majors to pass an intensive review of grammar, spelling, punctuation, diction and syntax in their first or second year, and to demonstrate their level of mastery in at least one other media writing course. The ambitious research paper in the senior-level History of American Mass Media serves as a final measurement of a student’s writing skills.

Strongly encourages every student to complete an internship, which is a fundamental assessment tool for professional abilities. Internships require students to prepare résumés and conduct a job search under faculty supervision. Eighteen of the department’s 22 graduating seniors this year completed internships, all successfully.

Informally monitors well over a hundred alumni in media, advertising and public relations professions. Nearly every graduate in recent memory is currently working in an area related to his or her major.

Encourages students with the aptitude and interest to enter graduate school. In the past several years, placement of those students in graduate programs has been 100 percent.

Use of Assessment in Planning.


To make use of assessment information in planning and curriculum design, the department will maintain regular contact with alumni through a department newsletter to be published at least twice a year.

COMPUTER SCIENCE DEPARTMENT

Mission StatementThe faculty of the Computer Science Department are committed to helping students achieve their maximum potential in a rapidly growing and changing field. This means providing students the real world skills to enter industry as well as the theoretical background to prepare for graduate programs. This is accomplished by maintaining an environment of state of the art equipment, software and curriculum that encourages development of critical analysis and problem solving skills, individual research and group project development.

Goals for MajorMajors in computer science will demonstrate: Understanding of the fundamental principles and concepts of computer science. In-depth knowledge of software development, networks and systems

development and administration, and information management. Ability to plan, design, implement, and maintain a hardware, software, or

networked project both individually and as part of a group. Ability to work in multiple programming environments, software development

languages, and design paradigms. Ability to orally present information and write clearly. Ability to develop in-depth understanding of at least one specialty area of

computer science through independent research and wherever possible internship in industry.

Means of Assessing Achievement of Goals Each major and minor must complete a sequence of two courses in

programming fundamentals, algorithms, data structures, software development paradigms, and work in at least two programming languages and environments.

Each major must develop theoretical background through a sequence of three specialized courses in mathematics.

Each major must complete at least 6 advanced computer science courses covering the fields of system and network development, software engineering, information management, computer graphics, and programming languages.

Courses will provide opportunity for clear writing through software documentation following IEEE/ACM standards and individual courses and independent study projects will require formal written reports.

Opportunities for public speaking in an organized setting will be provided through group projects requiring a presentation to an invited audience.

Each major must complete at least 1 independent study in a specialty area of his/her choice. This will enable students to do research in advanced computer science, apply knowledge from courses, and develop skills in continual learning as required by a rapidly changing field.

Students are encouraged to participate in internships and professional societies and are provided opportunities to tour facilities, to hear, and to interact with working computer science professionals. This provides exposure to current trends in the computer industry and the internship further provides an independent assessment tool for their professional abilities as well as group work skills.


Students are encouraged to utilize their computer skills in working with faculty in other curriculum areas of the college. (For example this year, a joint major in physics and computer science developed the computer simulation tools to help a pair of physics researchers visually explore and prepare data for publication of a paper, and received joint credit on the paper.)

Compliance with published curriculum standards such as those from ACM will be maintained.

Connections to industry programs, such as the Oracle Academic Inititive Program, will be established and maintained to provide state-of-the-art products, faculty training, curriculum, and program certification.

Use of Assessment in PlanningTo make use of assessment information in planning and curriculum design, the department will regularly evaluate and revise its curricular program using the following external means in addition to standard evaluation of student performance in classes: Maintain a close feedback loop between lecture, one on one help, and lab

assignments constantly evaluating the success of students and filling in weak areas as they occur. Where reasonable, feedback from upper level courses is used to revise lower level curriculum so that weaknesses are minimized or no longer occur.

Work with independent study students, evaluating planning, success, skills used, and needed skills at multiple points as they progress. Also working with them on a regular basis to help them learn techniques to self evaluate their progress and success. Where possible and reasonable, utilize their research to provide better skills and curricular support for students investigating similar areas in the future.

Provide regular opportunities for students to contribute to faculty planning of curriculum facilities, and working environment.

Track and evaluate success of intern experiences from local campus work-study jobs to industry jobs. In particular, work with employers as well as students to determine skills and techniques most helpful as well as those not helpful at all.

Track success of students on a growing number of professional certification exams from companies such as Microsoft, Oracle, and IBM, and increase emphasis in curriculum as needs become apparent.

For students entering graduate school, Track student success on Graduate Record Examination, admission to graduate school, and level of success in graduate curriculum.

Maintain ties with industry, graduate schools, professional standards groups, and other undergraduate programs providing feedback into our own curriculum as changing trends and technology become apparent.

Evaluate the program against industry and professional standards. Track our graduates as they participate in graduate programs, industry jobs and

professional research. Regularly evaluate their success and the attitudes, skills, techniques, and knowledge that most contribute to that success. Likewise, the lack of those that most contributed barriers to success and those that contribute nothing at all and might be removed from the curriculum.

ECONOMICS DEPARTMENT

ECONOMICS MAJOR/MINOR

Goals For the Major. In successfully completing a major in Economics, a student will be able to:


demonstrate intermediate-level understanding of the fundamental concepts of microeconomic and macroeconomic theory and the ability to apply these concepts to analyze a wide variety of economic problems.

demonstrate intermediate-level understanding of the fundamental concepts of statistical inference and linear regression analysis and the ability to apply these concepts to test economic hypotheses.

demonstrate the ability to interpret and discuss academic writings from professional journals and an integrated, intermediate-level understanding of theoretical and empirical economics as demonstrated by the completion of a senior research paper.

Goals For the Minor. In successfully completing a minor in Economics, a student will be able to: demonstrate intermediate-level understanding of the fundamental concepts of

microeconomic and macroeconomic theory and the ability to apply these concepts to analyze a wide variety of economic problems.

Means of Assessing Achievement of Goals. To assess the achievement of these goals, the department will require students majoring in Economics to: attain a “C” average across all economics classes taken to fulfill major

requirements. complete an objective exam covering theoretical and applied topics at the

beginning of both ECB 271 Introductory Microeconomics and ECB 272 Introductory Macroeconomics and retake the same exam at the end of both ECB 372 Intermediate Microeconomics and ECB 373 Intermediate Macroeconomics. The results of these exams will form a data base which the department can use to develop a measure of value added in its introductory and intermediate-level classes over time.

complete an objective exam covering topics in statistical inference and linear regression analysis at the beginning of ECB 481 Empirical Methods and retake the same exam at the end of this course. The results of this exam will form a data base which the department can use to develop a measure of value added in this class over time.

write and revise reviews of professional journal articles and complete an integrative research paper as part of the requirements for ECB 483 Topics in Economics.

Means of Assessing Achievement of Goals. To assess the achievement of these goals, the department will require students minoring in Economics to: attain a “C” average across all economics classes taken to fulfill minor

requirements. complete an objective exam covering theoretical and applied topics at the

beginning of both ECB 271 Introductory Microeconomics and ECB 272 Introductory Macroeconomics and retake the same exam at the end of both ECB 372 Intermediate Microeconomics and ECB 373 Intermediate Macroeconomics. The results of these exams will form a data base which the department can use to develop a measure of value added in its introductory and intermediate-level classes over time.

Use of Assessment in Planning. To make use of assessment information in planning and curriculum design, the department will:


establish a data base of the results of its introductory-intermediate level objective exams and its objective exam in empirical economics. Evaluations of the integrative senior research papers will augment this data base by providing subjective information about student abilities at the senior-level.

EDUCATION DEPARTMENT

Mission Statement.The education of its citizens is one of the most important tasks of any society. Linfield’s teacher education program prepares students within the context of a strong liberal arts tradition for service in the public schools of Oregon and the nation, schools which have been charged with “informing the people’s discretion” in preparation for citizenship in a democracy. Linfield’s education faculty believe that teacher education candidates should be able to teach effectively, creatively, and with concern for the broad diversity of abilities, cultures, and personalities present in their students.

The Linfield College teacher education program is committed to developing teachers who Accept the challenges of working with socially and culturally diverse student

populations. Teacher education candidates will be challenged to examine their own beliefs and attitudes about schools, about learning, about culture, and about ability. They will be expected to develop the ability to empathize with those who are different, to accommodate varying learning and thinking styles, and to gain experience working with students from varying groups in society.

Willingly reflect on their own behaviors and on the teaching/learning process. Teacher education candidates from the very beginning of the program will be asked to reflect on what they see and what they do in schools, to make informed judgments about those things, and to try new behaviors based on those judgments. They will be expected to exhibit the characteristics of life-long learners, including thoughtful, informed risk-taking, actively seeking out alternative methods which have proven successful, and carefully observing and evaluating their own teaching. They will be expected to become advocates of excellence in teaching.

Understand the role of public schooling in a democracy and their own role in preparing their students for citizenship in a democracy. Building a community of learners is one of the most fundamental aspects of teaching, and teacher education candidates will be expected to demonstrate the ability to include children, staff, parents, community members, and others in a learning community. They will be responsible for modeling and teaching an understanding of the role of the individual in society balanced by the needs of the community as a whole, whether that community is the classroom, the school, the town, the state, the nation, or even the planet.

Understand child and adolescent development, the constructivist nature of learning, and the holistic nature of knowledge. Teacher education candidates will be expected to possess a thorough understanding of their students’ developmental capabilities and potential, as well as their own development as a teacher. They will be asked to demonstrate the ability to help each student understand the material at hand through multiple avenues, including reading, writing, speaking, individual and group work, and demonstrations. They should be able to present new material so that their students understand how subjects relate to one another and to the world at large. They should be able to assess their students’ learning, they should be able to assist their students to learn to


assess their own understanding, and they should use the results of those assessments to improve the teaching/learning environment.

Goals for the major in Elementary Education and those seeking secondary teacher licensure. As a result of experiences in the Education Department, the student will be able to

Plan for InstructionSelect or write learning goals that are consistent with district and state objectives.Determine the current achievement level of the pupils with respect to the learning goals.Establish objectives for a unit of instruction that is useful in formulating daily lesson plans

and in evaluation of student attainment.Determine content, skills, and processes, and design learning activities that assist

students in accomplishing desired unit outcomes.Select and organize instructional materials and equipment needed to teach the unit of

instruction.Adapt lesson plans for exceptional learners and for pupils from varying cultural, social,

and linguistic backgrounds.Estimate the time required for direct instruction, pupils’ practice and application, and

evaluation of pupil learning.

Establish a Classroom Climate Conducive to LearningAffirm the dignity and worth of all students and provide the positive support students

need to be effective learners.Communicate classroom rules and behavioral expectations that are appropriate to the

pupils’ level and in keeping with their legal rights.Apply principles of sex equality and racial justice to all, and apply principles of least

restrictive environment to students with disabilities.Encourage appropriate behavior and provide meaningful reinforcement when it occurs.Recognize the effects of the physical, social, and emotional climate of the pupils’ homes

and community on pupil motivation and behavior.Monitor pupil conduct and take appropriate action when misbehavior occurs.Interact thoughtfully and courteously with students, colleagues, and parents and resolve

conflicts in a professional manner.Use classroom time effectively to provide maximum time for learning.Manage instructional transitions decisively and without loss of instructional time.Arrange and set up instructional materials and equipment in advance of class to facilitate

use during lessons.Coordinate the use of teacher aides, parent volunteers, student assistants and other

personnel to achieve instructional objectives.

Implement Instructional PlansOrganize pupils to engage in planned learning activities.Communicate learning outcomes to be achieved and focus pupil interest on tasks to be

accomplished.Provide instruction using a variety of instructional techniques to achieve planned

objectives.Use techniques that promote critical thinking and problem solving and that encourage

divergent as well as convergent thinking.Monitor the effectiveness of learning activities and modify the pace of instruction as

needed to achieve unit and lesson objectives.

Evaluate Pupil AchievementSelect and use tests, observation, pupil interviews, and other formal and informal

assessment procedures to determine achieved objectives.


Document student progress in relation to standards and inform students, supervisors, and parents.

Evaluate student progress in learning and refine plans for instruction when a student’s progress in learning is less than desired.

Collaborate with parents, colleagues, and members of the community to provide assistance if needed to promote student learning.

Assemble, reflect upon, interpret, and communicate evidence of one’s own effectiveness as a teacher.

Analyze and interpret evidence showing lack of student progress, if any, and suggest possible alternative approaches.

Exhibit Professional CharacteristicsDemonstrate dependable, conscientious, and punctual behavior.Meet work schedule demands.Dress acceptably.Demonstrate awareness of, and act in accordance with, school policies and practices.Demonstrate respect for cultural patterns and expectations that operate within a school.Interact constructively with colleagues, administrators, supervisors, and educational

assistants and parents.Perform advisory functions for students in formal and informal settings. Function as a member of an interdisciplinary team to achieve long-term curriculum goals,

and state and district standards.Exhibit energy, drive and determination to make one’s school and classroom the best

possible environment for teaching and learning.Exhibit energy, drive and determination to become a professional educator.

Means of Assessing Achievement of Goals. The following documents are used in the Education Department to assess its students relative to the objectives established by the department:

Assessment Document Completed By

Evaluation of Student Aiding (twice) Classroom teacher

Professional Conduct Form (twice) Student

Evaluation of Part-Time Student Teaching Classroom teacher, college supervisor

Student Teaching Assessment Classroom teacher

Work Sample Guidelines Student, classroom teacher, college supervisor

Student Teaching Summary Report Student, classroom teacher, college supervisor

In addition, students complete three levels of testing required for teacher licensure in Oregon, CBEST or PPST, Subject Assessments and Specialty Area Tests (PRAXIS), and Professional Knowledge Test (PRAXIS). Each year students finishing their programs evaluate the student teaching experience and the supervision of student teaching. At the same time, the classroom teachers who serve as mentors for student teachers are asked to evaluate the student teaching program and the preparation of their student teachers. Further, the adjunct faculty who supervise student teachers are asked to evaluate the student teaching program. All first year graduates and third year graduates of the programs are asked to evaluate their preparation, and principals of first year graduates who are currently teaching are asked to evaluate the skill of these first year teachers.



Each year the evaluation data that are collected are presented to the Education Department and the Linfield College/Yamhill County Educational Consortium for review. At that time questions are raised and suggestions are made that the department takes under consideration. The current redesign of the departmental programs was influenced by these reviews.

ENGLISH DEPARTMENT

Mission statement.The English Department at Linfield College has a mission to serve both its majors in English and Creative Writing. This kind of dual emphasis poses unique challenges as well as opportunities for students in our department. All of our courses explore the power of language to reflect and to shape human experience. In our department, students bring their private experience of reading and writing into the more public arena of the classroom where, through questioning and discussion, they deepen their own understanding of literature and creative writing, including all this implies: a sense of literary history, knowledge of the interplay of ideas and forms, and an understanding of how the power of the imagination is fostered by the written word. This same effort is typically reinforced in individual creative writing courses through a focus on both published and student texts. Through writing, discussion, and revision, students hone their imaginations, sharpen their understanding of human character, and become more conscious of the importance of craft. Both the Creative Writing major and the English major culminate in a required senior project.

Description of the English Major The Department offers a number of general courses for the major and non-major (those with numbers in the 200s and 300s) whose purpose is to acquaint students with the power of literature. This power manifests itself in many ways: in the expression of a particular view of reality, in harmonious structures and the beautiful use of language, or in the promotion of greater thoughtfulness. These manifestations of literary power can enrich and inform our lives. In addition, general and survey courses are designed to help students read, write, think, and speak more effectively. Students at the introductory level study a variety of literary genres both within particular periods and that cross several literary periods. Writings from different cultures are often compared and connections are made with other disciplines such as history, film studies, philosophy, anthropology, and biology.

The English major introduces students to the most influential works of the English and American literary traditions, and, from the start of the major, students encounter voices that have been silenced throughout history. The department strives for a generous inclusion of works by women, minorities, and writers from underprivileged classes. The student who majors in English at Linfield recognizes the intertextual nature of literature--that is, the way that all writing is affected by other writing.

The major in English is designed for students who wish to become sophisticated readers of literature, attentive to the ways imaginative works are made, and the impact those works have on the lives of historical as well as contemporary human beings. The department hopes to serve several constituencies: those preparing for


graduate work in English; those planning further study in fields such as philosophy, history, law, business, or cultural studies; and those intending to further their own professional or personal educational goals. We hope that all Linfield English majors will be lifelong readers and confident writers.

To achieve these ends, the English Major is tightly constructed, proceeding from simple beginnings to levels of increasing complexity. Most analysis begins with close attention to the text itself. Students learn how to interpret the text on its own terms and how to describe its stylistic features. As they become more skilled, students pay more attention to the social and historical contexts of literary works. They learn to employ a variety of critical approaches and research strategies. The English major culminates in a required senior seminar.There is not one dominant mode of teaching in the English department although especially frequent use is made of discussions. We encourage maximum student participation. Our goal is a pedagogy that does not silence but, rather, helps students speak and listen with respect.

Goals for the Major. In successfully completing a major in English, students will Strengthen their grasp of historical periods and different genres within different

periods of English and American literary history. Deepen their knowledge of the production and reception of literature in terms of

the diverse historical, political, and social contexts shaping that literature. Develop their response to imaginative literature. Undertake an ambitious senior project. Write effectively a number of literary/critical essays on a poem, novel, drama, or

film. Think critically and creatively about issues in the history of literary criticism. Develop an appreciation and critical understanding of Shakespeare’s plays and

historical area.

Means of Assessing Achievement of Goals for Major. To assess the achievement of these goals, the department requires majors to Take twelve hours of survey courses in English or American literature; with a

strong recommendation to take either English 213--Early American or English 223--Beginnings to 1603.

Participate in a senior roundtable discussion with at least one-half the English faculty to probe student understanding of the production and reception of literature in terms of its diverse historical, political and social contexts.

Select and complete elective courses in either English or Creative Writing. Complete a senior seminar whose point is to write a long paper on a

literary/critical subject. Maintain a cumulative 2.75 grade point average in all English or Creative

Writing classes. Students will write a two page self-assessment of their writing and reading skills upon declaring their major and another self assessment upon completion of their senior seminar. The first assessment will be discussed with their adviser, kept in the student’s file, and then used again in preparing the student’s senior self-assessment. These assessments and such other information as might be requested by the Department will be evaluated and discussed by the English department before the student graduates.

Meet with their advisers at the beginning of each academic year to assess their progress toward completing the English Major requirements.

Take a course in Literary Criticism or Literary Theory. Take one course in Shakespeare, either English 350 (Comedies/Histories) or

English 351 (Tragedies).


Description of the Creative Writing MajorStudents complete a course of study divided between creative writing courses and literature courses. Creative writing courses are offered in various genres including poetry, fiction, creative non-fiction, and script writing. Students are encouraged to sample various genres in order to develop knowledge of craft and a broad assortment of writing skills. In consultations with an adviser, students select literature courses to complement the creative writing curriculum and to develop a broad understanding of various types of literature. Work on the student literary magazine and an internship involving writing, editing, teaching or publishing are strongly recommended. During the senior year, the student completes a required full-length work in a genre of their choice, such as a novel, a collection of stories, a manuscript of poetry, a collection of essays, a play or a screenplay. True to the methods of professional writers, this senior creative thesis may be a cumulative work including polished work from earlier courses.

Goals for the Creative Writing Major. In successfully completing a major in Creative Writing, students will have Practiced writing skills in a variety of literary genres and become familiar with

the craft of writing and its formal aspects. Substantial experience with group discussion and writing workshops and should

be able to benefit from workshop discussion. Broad familiarity with literature, with emphasis on English and American but

not excluding world literature, and will recognize the influence of literary precursors on contemporary writing.

The ability to critique a manuscript-in-progress in a constructive way and apply editing skills at each stage of the writing process.

Become familiar with various stages of the writing process, from gathering of material and free writing to revision and completion of a final polished manuscript.

The ability to successfully complete a polished, sustained manuscript in the genre of a student's choice and to present that manuscript in an appropriate format.

Means of Assessing Goals for the Major: To assess the achievement of these goals, the department requires Majors in Creative Writing to Successfully complete at least sixteen hours of course work in creative writing

workshops in which group discussion, ongoing critique and revision, and the portfolio system are practiced. (With the consent of the creative writing faculty adviser, one course in an allied arts field may be substituted for one of the writing workshops.)

Successfully complete at least twenty hours of work in literature courses, including at least one in American literature. (With the consent of the creative writing faculty adviser, literature courses in foreign languages may be counted as part of this total.)

Complete a senior thesis consisting of a full-length polished manuscript in the genre of the student's choice, presented to the department in an appropriate format. The thesis will earn four credits as part of the overall credits required for the major. (In most cases, the manuscript should be in a single genre, though an argument to the contrary may be made in the case of a student working in mixed media or multiple genres with definite artistic goals. Acceptance of the mixed media or mixed genre thesis should be approved by the creative writing faculty adviser at the beginning of the project.)



The department of English will use this draft of the goals and assessment information above to plan an introductory course in literary study for majors. This course would provide an opportunity for our newly declared majors to have a class to introduce them to the terminology and study of literary and cultural discourse. Over the next year, the department will explore the possibilities of offering this course and will develop a description to bring before the Curriculum Committee of the college. Additionally, this course will be the first step in the assessment of our majors' writing and critical thinking skills since the course would give particular attention to student writing on selected topics and literary/critical techniques. We also will be reevaluating our Surveys of Literature Written in English to see if they need to be adapted to the new Linfield Curriculum or to changes in literary historical coverage.

Secondly, the department will use the statements above to further discuss the advising process, both for our Creative Writing and English Majors. We will use the annual meeting with advisers to assess the students' progress in the major. The department will also explore the possibility of raising our standards for the minimum grade point average in our English department courses for graduation. This will undoubtedly have curricular implications and will have to be fully discussed with the college curriculum committee during the 1997-8 academic year. Finally, the department will use this draft of our departmental goals and mission statement to begin discussions with our majors about how the department serves their needs. How can our two departmental majors better serve students' interests and graduate school/work place needs upon graduation?

Finally, there is no statement here about departmental minors since these are simply lists of courses within the department. The department may, in the future, choose to give the minor in English or Creative Writing a more coherent structure. This also will be discussed next year and appear in the final goals and assessment document.

ENGLISH AS A SECOND LANGUAGE DEPARTMENT

Mission Statement.The English as a Second Language program at Linfield College seeks to improve the English language skills of those students for whom English is not their native language. Students will develop competency in the reading of academic texts, the writing of academic papers and the discussion of course content, thus enabling them to satisfactorily fulfill in English the requirements of their undergraduate course work at Linfield College.

Goals for the ESL Program. In successfully completing the ESL program, a non-native speaker of English will demonstrate competency in the following skill areas

Reading Skills Read various forms of written English: essays, editorials, journal articles,

short stories, novels, poems. Read and interpret graphs, charts, tables, and other visual materials. Apply different reading strategies to engage a text critically and recognize a

variety of discourse patterns. Apply strategies to recognize and comprehend unfamiliar vocabulary.

Writing Skills Outline, summarize, paraphrase, and synthesize written material.


Select a topic, write a clear thesis, with logically developed support for a research paper.

Write essays demonstrating a range of rhetorical modes such as cause/effect, definition, categorization, argument, persuasion and analysis.

Demonstrate ability to apply appropriate MLA format for parenthetical documentation and bibliography.

Demonstrate ability to use proofreading and editing strategies. Demonstrate ability to write timed essay exams.

Listening/Speaking Skills Comprehend academic lectures, take notes, discuss and ask questions on

lecture material. Comprehend overall meaning of authentic speech in news reports,

documentaries, full feature movies, and demonstrate ability to discuss the content.

Prepare, organize, and deliver clear speeches in a variety of styles, as required by an academic class e.g.: process, argument.

Participate in small group academic discussions and demonstrate understanding of participants’ roles in discussions.

Demonstrate ability to recognize and speak in both formal and informal registers in academic and non-academic settings.

Study Skills Develop understanding of American classroom culture. Develop understanding of research resources and how to use them. Develop skills for preparing and presenting academic work. Be aware of available college services and how to use them e.g.: Writing

Center, Office of Counseling, Career and Learning Support, academic advisers, ESL tutoring, etc.

Means of Assessing Achievement of ESL Program Goals.ESL students must satisfactorily pass all required ESL classes with an average GPA of 2.7 before being permitted to take a full load of academic classes. (specified ESL classes are required after entrance to the college, based on TOEFL, TWE and Oral Interview).

Use of Assessment Planning. During the academic year 1997-98, ESL faculty will review the current use of a GPA exit criterion with the intention of proposing an alternative mode of assessment in the form of a final ESL portfolio. This final portfolio would include work of various types, e.g. research paper, video of presentations, journal etc. to demonstrate competency in all the skill areas listed above.

HEALTH, HUMAN PERFORMANCE, AND ATHLETICS DEPARTMENT

Mission Statement.The Department of Health, Human Performance and Athletics (HHPA) offers undergraduate degree programs in Athletic Training, Exercise Science, Health Education, and Physical Education.

The mission of the Athletic Training program is to provide a comprehensive, progressive educational and clinical foundation to prepare multi-skilled professionals for a career in athletic training. The educational program encompasses current research and formal instruction in the prevention, treatment,


evaluation, and rehabilitation of the physically active. This preparation along with a passing score on the National Athletic Trainers Association Board of Certification (NATABOC) examination will qualify students for entry-level careers in athletic training.

The study of Exercise Science at Linfield College provides the student major with a scientific foundation in preparation for graduate level study in exercise science or related professional programs.

Programs in Health Education and Physical Education, when combined with successful training through the Education Department lead to basic teacher certification. The Health Education program also prepares students for entry-level positions delivering health education in community, public health, and health promotion settings. Students can become Certified Health Education Specialists (CHES) by passing the National Certified Health Education examination.

The HHPA Department also offers service courses in physical education that are part of Linfield’s paracurricular requirement. Service courses in physical education expose students to a variety of activities designed to provide experiences that encourage engagement in and commitment to lifetime fitness.

The Linfield College Intercollegiate Athletics Program strives for regional and national success in athletics while maintaining a high standard of academic excellence among all student-athletes. It is our goal to provide equal opportunities for participation in intercollegiate athletics for both men and women while fostering the educational achievements of our student athletes and the academic integrity of Linfield College.

The Intercollegiate Athletics Program at Linfield has a rich tradition of competition and achievement. Many of our student-athletes have achieved recognition for excellence in their respective sports. Linfield College has won team national championships in football and baseball. Individual or event national championships also have been won in swimming and track and field.

We currently offer sports for men in baseball, basketball, football, soccer, swimming, track and field, cross country, tennis, and golf. Women’s sports include basketball, volleyball, swimming, soccer, softball, track and field, cross country, tennis, and golf.We are especially proud of the academic success of our student-athletes. The comprehensive advising efforts of coaches and staff produce consistently high graduation rates.

Goals for the Majors in the HHPA Department.

Athletic Training. In successfully completing a major in Athletic Training, a student will be able to Identify injury and illness risk factors associated with participation in

competitive athletics and plan and implement all components of a comprehensive athletic injury/illness prevention program.

Conduct a thorough initial clinical evaluation of injuries and illnesses commonly sustained by the competitive athlete and formulate an impression of the injury/illness.


Provide appropriate first aid and emergency care for acute athletic injuries/illness and refer injured/ill athletes to appropriate medical/paramedical personnel for evaluation/diagnosis and follow-up care.

Plan and implement a comprehensive rehabilitation/reconditioning program for injuries/illness sustained by the competitive athlete.

Plan, coordinate and supervise all administrative components of an athletic training program.

Provide health care information and counsel athletes, parents and coaches on matters pertaining to the physical, psychological, and emotional health and well being of the athlete.

Exercise Science. In successfully completing a major in exercise science, a student will be able to Understand and apply the underlying scientific foundations of the field of

exercise science. Demonstrate the ability to administer, evaluate, and interpret assessment

techniques and protocols that measure components of health-related physical fitness (cardiovascular endurance, body composition, muscular strength, muscular endurance, and flexibility).

Design appropriate exercise prescription for normal and special populations which account for possible modifications due to environmental conditions and special needs of the subjects.

Engage in health promotion activities including physical assessments, interpretation of assessments, and program design and delivery.

Understand human relations issues as they relate to physical performance. Pursue ongoing professional development in exercise science or related

professional fields through graduate level study and through membership and participation in professional organizations.

Health Education. In successfully completing a major in Health Education, a student will be able to Assess individual and community needs for health education. Plan and assess health education programs based on needs assessment. Apply educational principles to implement effective health education programs

in community, public health, health promotion and school settings. Evaluate effectiveness of health education programs. Coordinate provisions of health education services. Act as a resource person in health education. Communicate health and health education needs, concerns and resources to

target populations and other health professionals.

Physical Education. In successfully completing a major in Physical Education, a student will be able to Provide planned and sequential Kindergarten to 12th grade physical education

curricula that promote enjoyable, lifelong participation in physical activity. Use physical education curricula that are consistent with the National

Standards for Physical Education. Provide physical and social environments that encourage and enable safe and

enjoyable participation in physical activity. Involve parents and the community in physical activity instruction, and

extracurricular physical activity programs. Conduct outcome evaluation to measure student achievement of physical

activity knowledge, behavioral skills, and participation competencies. Conduct process evaluation to determine how physical activity policies,

curricula, instruction, programs and training programs are being implemented.


Intercollegiate Athletics Program. The Intercollegiate Athletics Program, as an integral part of Linfield College, considers its mission to Emphasize to all student-athletes the importance of a college education. Ensure steady progress toward graduation by counseling each student-athlete

yearly on this subject. Emphasize honesty and fair-play in athletic competition. Demand acceptable behavior both on and off the playing field. Encourage student-athletes to apply these principles in all aspects of their lives.

Means of Assessing Achievement of Goals. To assess achievement of these goals, the department Provides opportunities for students to demonstrate achievement of

competencies identified for each major through examinations, assignments and relevant projects.

Offers service learning, practicum, internship, and/or student teaching experiences in which specific competencies are evaluated.

Routinely assesses student progress through the use of student feedback including one-minute essays and ungraded assignments and quizzes.

Collects formal student evaluations at the end of each semester for each course. Maintains student portfolios of definitive work within student advising files for

review at graduation, specifically for Health Education and Physical Education Teacher Education students (in the Department of Education), and Athletic Training majors.

Utilizes graduation evaluations and exit interviews to obtain feedback from students.

Pursues accreditation where applicable (Athletic Training - Commission on Accreditation of Allied Health Education Programs (CAAHEP), Health Education and Physical Education - National College Accreditation for Teacher Education (NCATE).

Encourages program graduates to take certification examinations (Certified Athletic Trainer - NATABOC, Certified Health Education Specialist - National Commission of Health Education Coalitions, Health Education and Physical Education Teacher Basic Certification, Oregon Teacher’s Standards and Practices Commission).

Collects anecdotal data from graduates and their employers.

Use of Assessment in Planning. To make use of assessment information in planning and curriculum design, the department will Utilize informal and formal student feedback to modify course delivery. Modify course delivery, redesign courses, and/or provide additional

opportunities to demonstrate acceptable levels of performance in response to student failure in areas of professional competencies.

Stay abreast of current professional preparation guidelines and competencies and modify courses and curriculum to reflect changes.

Support and encourage faculty members who pursue advanced degrees, sabbaticals, continuing education, and attendance at professional conferences that contribute to their ability to stay current in the field, and specifically that enable them to better address curriculum goals.

HEALTH SCIENCES MAJOR

Mission Statement.The mission of the health sciences major is to provide a comprehensive program of study of the concepts of health, health care, and health care delivery in the U.S. and throughout the world. The major prepares graduates to understand the human


perception of health from a cultural, psychological, natural, organizational, and environmental perspective.

Goals for the Major. In successfully completing the Health Sciences major, a student will be able to Understand and discuss the basic principles of management and leadership as

they apply to the U.S. health care delivery system. Understand and discuss the basic biological principles and scientific concepts as

they relate to humans, plants, and animals. Understand and discuss the structure of the U.S. health care system, including

the historical development of the health care system, education of health care professionals, financing mechanisms, economics of health care, mental health, and public health.

Undertake the research process, to include the ability to develop a research project, to operationalize that project, and to develop a paper or project that outlines the conclusions reached by that project (the research process includes one course in statistics and two courses in research methods).

Understand, analyze, and criticize health care related research. Define the concept of health and specify how health care is delivered, and how

health care systems function in other countries, including developed, newly developed, and under-developed countries.

Explore philosophical conceptual models and principles with which to deal with and understand moral and ethical situations as they relate to health care delivery and finance.

Understand and employ health care terminology. Deliver at least one formal lecture, presentation, or seminar of at least 45

minutes duration that examines, in detail, an element of a health care system within the U.S. or abroad.

Compare and contrast the U.S. health care system with world health systems. Successfully complete an internship in a health care organization within the

Portland metropolitan area. Have the conceptual, writing, and reasoning skills necessary to qualify for

employment within the health care field.

Means of Assessing Achievement of Goals . To assess the achievement of these goals, the major will Offer the necessary courses that expose students to the concepts, principles,

and methods discussed above. Develop close functional relationship between the student and his or her

adviser. Have all Health Sciences students entering at the freshman level take

Colloquium as a cohort. Have all Health Sciences students completing the major take a capstone course

that will measure knowledge gained in all the courses that comprise the major. The measurement of this knowledge will be the student’s ability to synthesize concepts learned from all the interdisciplinary courses in the major into a successfully defended original work (project or paper) related to a current issue affecting world health or a health care delivery system.

Conduct mid-term and final evaluations of the student’s senior year internships. These will measure a student’s ability (and preparation) to work in the health care delivery system, determined by the student’s internship supervisor or mentor. The evaluation will include a quantitative measurement of the student’s strength and areas for improvement that include, at a minimum:

--Interpersonal Communication Skills


--Quantitative Skills (where used)--Critical Thinking and Reasoning Skills--Time Management Skills--Response to Supervision Skills--Ability to Complete Assigned Tasks--Other Skills Unique to the Specific Internship

The evaluation will also provide the student with feedback as to the areas of strength and/or areas needing improvement

Require student self assessment of the internships. This will include two papers that are required of all students completing their senior year internships. The first paper will be a feedback paper on how well the students felt they were prepared to enter the workplace and to complete tasks assigned to them by their internship supervisor and/or mentor. Also, this paper will ask which body of knowledge was most critical to preparing them for their specific internship site. The second paper will be a feedback paper for future students interested in the same or similar internship experience that outlines what specific courses the student should complete prior to pursuing the specific internships.

Use of Assessment in Planning . To make use of assessment information in planning and curriculum design, the major will Hold a yearly two-day faculty retreat, to include a senior or recent health

sciences graduate, to review the present curriculum as it relates to the assessment findings, and continue to refine, improve, or modify the curriculum based upon the assessment findings.

Track student progress by way of formal surveys and informal e-mail communications to determine the areas of employment and/or post-baccalaureate education students are obtaining or pursuing.

HISTORY DEPARTMENT

Mission StatementThe mission of the History Department is to teach history as a distinct form of inquiry into the human condition. Students will learn the skills of history through the study of historical methods, area studies, and research and writing.

Goals for the major/minor In successfully completing a major/minor in history, a student will possess:

A sensitivity to the values and attitudes of other times and places. An appreciation of basic continuities in human affairs. The ability to observe and analyze significant change over time. An awareness of multiple causation The recognition that history is an ongoing and incomplete search for truth An understanding of the relativist character of the discipline The skills necessary to research and write well.

Assessing Achievement of Goals. To assess the achievement of these goals, the department requires majors

Take History 185, Historical Methods to develop the methods and skills necessary to learn to think like historians at the novice level.


Enroll in at least one additional 100 level survey course in Western Culture, World Civilizations, or History of the United States, Europe, East Asia, or Latin America.

Take two or more courses at the 200 and 300 levels. Take one or more courses at the 400 level. Complete a 35-50 page paper in History 485, Senior Seminar, based on original

research.

Use of Assessment in Planning. To assess the achievement of these goals, the department will

Measure students’ growth over time through a close study of their essays. Keep copies of four or more papers from each history major including work from

Historical Methods and Senior Seminar. Study the files of each graduating senior in the spring and discuss the progress

of each candidate based on organization, clarity of the writing, accuracy, quality and quantity of research, balance, and sophistication of understanding.

Retain copies of brief summaries of the discussion on each student written by academic advisors as well as the chair’s yearly report reflecting on how well this year’s seniors did as a group.

Produce a result yielding qualitative information that feeds productively back into planning.

MATHEMATICS DEPARTMENT

Mission Statement.The Mathematics Department of Linfield College seeks to produce graduates with appropriate knowledge and abilities in mathematics. For all graduates, this means an understanding of those basic concepts in algebra that are required for the study of science at an introductory level. For students in many disciplines, further study of mathematics is needed, and the department offers courses of study providing the necessary background. Our students will be able to formulate and solve problems employing the basic principles of algebra and calculus, use logic and mathematical language to investigate solutions of problems, appreciate the importance of abstraction as a tool in the investigation of mathematical ideas, understand the foundations of mathematics and its relevance in solution of problems, and consider mathematical structures from a mathematically mature point of view.

The Department is in the process of formulating a plan for assessment of its wide-ranging program. The task is difficult because a large part of the department’s load is in service courses, and majors can be difficult to identify since many students take a mathematics major as a second major. The department taught about 4200 student credit hours during the year. Assuming 20 graduating majors per year earning 40 credit hours in mathematics (or 10 credits per year), we see that about 20 ¥ 10 ¥ 4 = 800 student credit hours (out of a total of 4200 student hours) goes into teaching majors. Thus 800/4200 or about 19% of our instructional load involves teaching majors. If one considers our previous long term average of about 6 majors per year this figure becomes about 6% (6 ¥ 40/4200 = .057).

Non-majors being served by the Department are extremely diverse with enrollment in mathematics courses resulting from requirements for other majors to personal enrichment. The Mathematics Department attempts to work with the departments being served in


assessing our curriculum. The addition of the Finite Mathematics with Calculus a few years ago and the modification of the Numerical Analysis course during the current year are examples of such consultation.Goals for the service role of the department. In studying mathematics as a supporting discipline for another area of study, the student will be able to Understand the basic principles of mathematics and/or statistics. Apply relevant principles of basic mathematics and/or statistics to the solution of

problems in their area of interest. Use appropriate technology in the solution of mathematical problems.

Goals for the major. In successfully completing a major in mathematics, a student will be able to

Competently apply basic principles of algebra and calculus in the solution of problems. Understand and apply basic principles in statistics. Solve elementary differential equations and interpret their solutions. Demonstrate knowledge of the principles of matrix theory and linear algebra. Solve problems using the methods and theory of at least two areas of advanced

mathematics. Use logic and mathematical language in a mathematically mature manner. Use appropriate technology in the solution of mathematical problems. Appreciate the concept of a mathematical proof and write elementary proofs.

Goals for the minor. In successfully completing a minor in mathematics, a student will be able to

• Competently apply basic principles of algebra and calculus in the solution of problems.• Use appropriate technology in the solution of mathematical problems.• Solve problems using the methods and theory of some area of advanced mathematics.• Appreciate logic, rigorous thought, and mathematical language.

Means of Assessing Achievement of Goals. To assess the achievement of these goals the department will Survey, each spring, the departments that require mathematics courses of their majors

in order to determine the appropriateness of these courses. Utilize examinations to evaluate each student’s progress in required courses. Request results of achievement tests (e.g., CBEST, GRE) taken by graduating students. Retain copies of graduation checklists of majors. Ask each major to complete a graduation interview form regarding his or her

experiences. Keep records of the Mathematics Proficiency Examination results. Keep records regarding course enrollments and class schedules. Make use of the guidelines prepared by the Committee on the Undergraduate Program

in Mathematics (CUPM).

Use of Assessment in Planning. To make use of assessment information in planning and curriculum design, the department will• Evaluate the curriculum each year, based on the information collected above,

for the purpose of adding or deleting courses, modifying prerequisites, changing texts, or altering the syllabi.

• Study the results of the Mathematics Proficiency Examination to determine whether changes in the program are needed.

• Evaluate the role of technology in the department’s curriculum.• Consider staffing questions that arise because of this information, especially

questions of class size and adjunct use.


MODERN LANGUAGES DEPARTMENT

Mission Statement.The Department of Modern Languages aims to provide its students with experience in all phases of language learning and insight into foreign cultures and literatures. In doing so, it hopes to foster in Linfield students an increased awareness of their own interests and intellectual direction. Through the study of other languages and cultures, students become more tolerant and sensitive to the needs and ideas of others; they sharpen their perspective on written and spoken English and on American culture; and they gain important self-knowledge and the intellectual mobility and flexibility that are keys to success in a global society.

Goals for the major in French, German, or Spanish. Students completing a major in one of these languages will have acquired the ability to

Speaking and Listening Handle with confidence casual conversations about current events as well as

family, work, and personal information. Apply to these areas of discourse a vocabulary sufficient to function actively,

even with some circumlocution, within another culture. Narrate and describe with some details.Reading Read with full understanding most factual information and description in

nontechnical prose. Separate main ideas from less important ones. Locate and interpret both main ideas and details in material written for the

general public, including the print media. Read within various literary genres for pleasure, with understanding of some

common rhetorical devices such as metaphor.Writing Write routine correspondence and simple discourse about everyday topics,

including current events. Write simple social correspondence, take notes, and compose summaries,

resumes, and descriptions as well as short narratives. Exhibit enough control of the morphology and complex syntax (e.g. use of

interclausal connectors) of the target language to be understood by a native speaker not used to dealing with foreigners.

Cultural Literacy Demonstrate with sensitivity commonly accepted rules of social behavior within

routine situations involving natives of the target culture. Demonstrate, when appropriate, some intellectual engagement with features of

the target culture often associated with refined creative activity.

Goals for the Minor in French, German, or Spanish. Students completing a minor in one of these languages will have acquired the ability to

Speaking and Listening Satisfy all basic needs and most common social demands, including describing,

giving, and understanding instructions in everyday situations. Initiate and sustain a conversation, including all types of questions, with

flexibility beyond the survival level. Use circumlocution to substitute for complex linguistic structures. Narrate with sufficient accuracy to be understood even by a native speaker not

used to dealing with foreigners.


Reading Understand the facts in authentic prose such as news items, simple biographical

information, social notices, and standard business letters. Understand the main ideas presented in prose fiction texts about familiar

subjects. Read, with a high level of understanding, texts dealing with topics of personal

interest.

Writing• Control basic vocabulary and syntactic patterns needed for

—taking notes and writing simple letters to satisfy routine social demands.—writing summaries and short compositions about familiar topics.—discussing items of personal history, preferences, and other familiar

material.

Culture Deal with familiar situations and interact with a native used to dealing with

foreigners. Demonstrate appropriate behavior in asking questions and directions, buying

food, using public transportation, and fulfilling similar tasks of everyday life. React appropriately to local behavior and mores.

Goals for the Minor in Japanese. Students completing a minor in Japanese will have acquired the ability to

Speaking and Listening Satisfy some survival needs and some limited social demands. Formulate some questions. Discuss topics such as personal history and leisure time activities. Demonstrate some evidence of grammatical accuracy.Reading Comprehend set expressions in areas of immediate need. Recognize the two kana syllabaries and high-frequency kanji characters. Understand standardized messages and phrases in authentic texts such as

menus, schedules, and timetables.Writing Write summaries and short compositions about familiar topics. Write short messages, including questions, in postcards and brief letters. Use a character dictionary to locate unfamiliar characters and character

combinations.Culture Interact with native speakers used to dealing with foreigners. Deal with familiar situations such as greeting, leave-taking, asking directions,

buying food, and using transportation.

Means of Assessing Speaking Proficiency.For majors, the department will conduct ACTFL oral proficiency interviews toward the end of the second term of intermediate language instruction. Candidates for admission to the major must be rated Intermediate Mid. Seniors must have achieved a level of Advanced in order to graduate in the major.

Admission to the minor will require an ACTFL rating of Intermediate Low by the end of the second term of intermediate language instruction. Students graduating with a minor must meet the exit requirement of Intermediate High.


Use of Assessment in Planning.The department will use the results of the Oral Proficiency Interview in the senior year to plan curriculum.

MUSIC DEPARTMENT

Mission Statement.Music programs at Linfield are a synthesis of liberal arts education and professional studies. They are designed to provide the richness and the breadth of understanding needed for worthwhile living along with providing those special skills and understanding necessary to becoming a creative artist.The music student's liberal arts education begins with an overlay of participation and performance in musical activities. The amount and intensity of participation increases for those declaring a major. An environment of strong caring exists for building confident, qualified, and self-actualizing musicians. Individual attention and personal advising are high priorities and in all music classes there is an excellent student/teacher ratio.

Linfield's patterns of quality professional training within the liberal arts setting are accomplished through a number of concentrations toward the music major: performance, music education, composition/theory, and general music. Additionally, the curriculum includes a self-designed major, a minor in music, and applied study opportunities for majors engaged in the International Program's study abroad.

The student who participates in the vibrant music program at Linfield has enormous choice, enjoys the attention and caring which is evident campus wide, and receives an education which prepares him/her to enter the professional arena and to meet the challenges of a pluralistic world. The student gains insight and depth of human understanding which enhance the opportunity for personal success and significant service to the broader community.

Goals for the Major. In successfully completing a major in Music, a student will Understand harmonic analysis of music from the Medieval period through the 20th

Century. Understand traditional and non-traditional forms in music. Understand and demonstrate the ability to compose music using different

compositional techniques and forms. Perform music using appropriate style and pedagogical techniques. Develop an appropriate knowledge of solo and ensemble literature for the applied

emphasis . Demonstrate the ability to hear and sing music accurately. Understand and demonstrate a basic understanding of orchestration and counterpoint. Pass piano proficiency appropriate to the BA in Music degree. Demonstrate the ability to write about and discuss intelligently the historical

development of music with primary emphasis on western music. Understand how to improvise simple accompaniments and musical ideas. Use and understand the basic technology (hardware/software) appropriate to music. Develop an understanding of and appreciation for the accomplishments and

contributions that women and individuals from other cultures have made to the art of music.

Goals for the Minor. In successfully completing a minor in Music, a student will Understand and analyze music including the dominant seventh chord, cadences, non-

harmonic tones, traditional harmonic progressions, etc.


Compose simple pieces demonstrating an understanding of the elements of music. Be able to write about and discuss in-depth at least two of the major periods of music. Through performance, demonstrate a basic understanding of technique and style.

Means of Assessing Achievement of Goals for Major. To assess the achievement of these goals, the department requires students to Successfully pass (at a grade of C or above) all required theory courses. In performance, meet or exceed the appropriate level as determined by the

concentration. Successfully pass (at a grade of C or above) all required music history courses. Pass piano proficiency. Complete music theory assignments using appropriate music technology. Complete one of the following culminating projects for the appropriate concentration:

a senior recital, a departmental thesis, a composition recital or a major music theory project, student teaching and state testing requirements.

Successfully pass (at a grade of C or above) all ear training/sight singing courses. Successfully complete applied lessons and major ensemble courses (at a grade of C or

above). Pass juries each semester as required.

Means of Assessing Achievement of Goals for Minor. To assess the achievement of these goals, the department requires students to Successfully complete the first year of the music theory sequence. Successfully complete the first year of the ear training/sight singing sequence. Successfully pass juries each semester as required. Successfully complete applied lessons and major ensemble courses. Successfully complete two in-depth music history courses.

Use of Assessment in Planning.To make use of assessment in planning, the department meets at the conclusion of each year to recognize what is going well and to develop a list of recommended changes to be made either during the following year or incorporated into the departmental five-year plan. All discussions consider the following internal and external factors which impact the music program: a) accreditation; b) diversity and multicultural issues; c) cost to the department and college; d) a world view of music; e) the changing market place for music graduates; and f) music curriculum in a liberal arts setting. In conjunction with the above factors, the following list reflects the general focus of the discussions. The appropriateness of student preparation for the upper division courses The quality of the student recitals The quality of ensemble performances The ability of students to express themselves both verbally and in writing The quality of culminating projects for each of the concentrations The ability of the students to express themselves musically The ability of the students to appropriately and accurately handle the elements of

music in creative or performance situations The overall level of the students with regard to general knowledge

LINFIELD-GOOD SAMARITAN SCHOOL OF NURSING

Mission Statement.The philosophy of the School of Nursing is consonant with the Mission Statement of Linfield College. The school is committed to the preparation of individuals for professional nursing practice as generalists. The faculty of the school accept teaching as their primary responsibility with professional achievement and service


as integral parts of the educational process. The faculty base their philosophy on a framework of beliefs held about people, society, health, professional nursing, and education.

Goals for the Major. In successfully completing a major in Nursing, a student will be able to Synthesize theoretical and empirical knowledge from nursing, scientific, and

humanistic disciplines to diagnose and treat human responses to actual or potential health problems throughout the lifespan.

Use critical, analytical and creative thinking, as well as intuitive processes, in making clinical judgments.

Actualize professional nursing roles to meet health needs of multi-dimensional individuals and families, groups and communities in a continually evolving diverse and multicultural society.

Evaluate research findings, apply them to professional nursing practice and identify researchable problems.

Function independently and collaboratively in providing nursing care which supports the worth and dignity of clients and their efforts towards self-determination in health care.

Demonstrate accountability for conduct consistent with professional nursing standards based on an integration of professional values with ethical and legal considerations.

Use leadership skills and knowledge of social systems to introduce change that may impact the health and welfare of society.

Accept responsibility for lifelong personal, educational and professional development.

Means of Assessing Achievement of Goals. Since the inception of the Linfield-Good Samaritan School of Nursing, comprehensive systematic evaluation of the program has been ongoing, and is an integral part of the refinements of the program. Each program component has been reviewed in relation to the mission of the college, the School of Nursing philosophy, goals and objectives, and applicable standards for nursing practice.

Data are routinely collected and analyzed on the following curriculum outcomes: Congruence of school’s curriculum objectives, goals and philosophy with the

mission statement of the college. Collaboration with community nurse experts to provide the school with data

concerning current trends in clinical nursing practice and nursing research. Congruence of school’s curriculum objectives, goals and philosophy with faculty

beliefs and current issues and trends in nursing education. Analysis of graduation rates, students at-risk and students who drop out/stop

out. Analysis of courses by students and clinical sites by faculty. Analysis of program satisfaction and career status by graduating seniors,

graduates within a year of graduation, and graduates four years later. Critique of new or revised course syllabi to determine the achievement of

curriculum objectives in relation to the school’s goals and philosophy, as well as the mission statement of Linfield College.

Analysis of the following senior outcome measures--California Critical Thinking Cognitive Skills Test--California Critical Thinking Disposition Inventory--Senior Critical Thinking Essay--Summative Clinical Competency Evaluation--Community Outreach Project Evaluation Tool


--Achievement of Computer Literacy--Computer Adaptive Test in Pharmacology--Standardized Computer Examination (EXAMCO) and--National Council Licensure Examination for Registered Nurses (NCLEX-RN)

Use of Assessment in Planning.Nursing faculty and administrators regularly use the evaluation process to validate program achievements and identify areas to be improved and strengthened. Program refinements are based on evaluative data. The nursing faculty are committed to excellence both in teaching and the practice of professional nursing. Faculty affirm the role of evaluation in achieving excellence, and recognize that evaluation is a continual and systematic part of the program.

Nursing faculty have used assessment in the following two areas: curriculum change and teaching methodologies. Listed below are the two areas along with the assessment methods.

Curriculum Change Consultation with national leaders and statewide nursing experts in curriculum

and health care reform Literature search of national nursing education trends and health care reform Involvement in professional nursing organizations Awareness that health care is becoming more community based (not acute care

hospital based) Focus group feedback from faculty, students, community experts Course and clinical written evaluations Assessment and recommendation from transcultural committee in three areas:

--Curriculum on diversity--Retention of minority students--Establishment of an international nursing site

Teaching Methodologies Awareness of trend in education to provide an active learning environment

promoting student responsibility for learning Importance of using critical thinking strategies in student learning/teaching Awareness of trend to use new forms of multi-media technology (interactive

video, computer-assisted instruction, CD ROM, presentation software)

PHILOSOPHY DEPARTMENT

Mission Statement. The Philosophy Department of Linfield College is committed to training minds to view issues critically, to think logically, and to function with rational consistency as indispensable requisites to deal with the complexities of contemporary society. Although a liberal arts education provides various avenues for achieving these proficiencies, there is no more direct way to achieve them than through a study of philosophy.

The department seeks to present the perspectives of the major schools of philosophical thought from both the Western and Eastern perspective. The student acquires an appreciation of the great philosophers in these traditions and the penetrating questions raised.


The department offers an intellectual experience in which the emphasis is not on information retrieval but upon the dialectical process through which the students learn to think and question. Course offerings in the department serve these purposes: development of the capacity to think and write clearly and coherently, exploration of the basic philosophical ideas which constitute the intellectual heritage of the Western and eastern worlds, encouragement of a synoptic view of life through the integration of insights derived from studies in the sciences and the humanities, and encouragement of students to form their own working philosophies of life.

Goals for the Major. In successfully completing a major in philosophy, a student will Develop a competence in principles of correct reasoning by taking either

Introduction to Logic or Critical Thinking. Exhibit competence in understanding at least two major historical periods in

Western philosophy. Exhibit competence in understanding major motifs in non-Western philosophy. Develop a competence in at least two fields of philosophy, such as aesthetics,

philosophy of law, philosophy of science, social and political philosophy, bioethics, environmental ethics, and philosophy of religion.

Demonstrate ability to examine philosophical arguments by the writing of analytic and creative research essays and reflection papers.

Complete either an independent study or a thesis project in the senior year.

Goals for the Minor. In successfully completing a minor in philosophy, a student will Develop a competence in principles of correct reasoning by taking either

Introduction to Logic or Critical Thinking. Exhibit competence in understanding at least two major historical periods in

Western philosophy. Exhibit competence in understanding major motifs in non-Western philosophy. Develop a competence in at least one of the fields of philosophy, such as

aesthetics, philosophy of law, philosophy of science, social and political philosophy, bioethics, environmental ethics, and philosophy of religion.

Means of Assessing Achievement of Goals for Major. To assess the achievement of these goals, the department requires majors to Pass either Introduction to Logic or Critical Thinking. Complete two courses in the history of philosophy. Complete at least one non-Western philosophy course. Complete a senior independent study project or a philosophy thesis. Assess development of writing skills, research and conceptual analysis, the

faculty will compare a senior course essay, a senior independent study projects essay, or a philosophy thesis with an example of earlier work.

Use of Assessment in Planning. To make use of assessment information in planning and curriculum design, the department will review in the future the success or failure of the above goals and their proposed method of achievement.

PHYSICS DEPARTMENT

Mission Statement.


The Physics Department strives to maintain a history of successfully training physicists. Many have earned doctorates and are now teaching or pursuing research careers. Other graduates have entered careers as engineers, secondary teachers, technicians, and medical doctors. Members of the faculty are available to assist students individually and every student is encouraged to become involved in a research project, either individually or with a member of the faculty. The Department’s faculty continually work to secure outside funding for basic and applied research. Each grant or contract contains opportunities for student involvement in collaborative research. Historically, this effort has primarily focused on surface physics and electron emission physics.

The Department offers courses to meet the needs of two categories of students; first, those who expect to become scientists, technicians, medical professionals, or teachers of science and second, those who wish to increase their understanding of the physical world without becoming practicing scientists.

Goals for a Major/Minor. In successfully completing a major/minor in physics, students will be able to Improve their skills in communications, critical thinking, and problem solving. Understand problems qualitatively, and also to apply increasingly sophisticated

mathematical techniques to quantitative problem solving. Undertake a career in physics or applied physics or attend graduate school. Exhibit research skills sufficient for employment or continuing study.

Means of Assessing Achievement of Goals. To assess the achievement of these goals, the department will Measure student achievement of desired learning objectives through their

performance on various written and oral examinations, assignments, and reports. Continue to require all graduating seniors to write a thesis (for physics major) or a

senior project (for an applied physics major). In addition, each student must deliver an oral presentation of the work through our seminar program.

Make every effort to track the progress of graduates and obtain feedback from them on an evaluation of their undergraduate experience.

Use of Assessment in Planning. To make use of assessment information in planning and curriculum design, the department will Evaluate the curriculum on a regular basis to keep it in line with current pedagogy

and developments in the field. Continue to upgrade and add additional experimental equipment in our teaching

laboratories. Currently, emphasis is on modernization of our Advanced Lab. Place continued emphasis on demonstrations in classes taught for majors and non-

majors alike.

Student involvement in research records have been kept for several years along with copies of student theses. This data is helpful in keeping our focus on research involvement for all students.

POLITICAL SCIENCE DEPARTMENT

Mission Statement. The political science curriculum is intended to help students make the connection between political events and experiences, and the normative and empirical theories


that give them meaning. Students will develop skills of critical analysis, evaluation and independent thinking as they deal with politics and public policies in local, national and global political communities.

Goals for the Major/Minor. In successfully completing a major/minor in political science, a student will be able to Communicate with precision and clarity in a coherent and literate fashion. Acquire a basic understanding of the fundamental philosophical questions

concerning government and politics. Acquire a basic understanding of political structures and processes. Think critically about contemporary political issues and be able to relate

political knowledge to the student’s own life, professionally and personally.Department goals for the minor will be the same as those listed for majors, although with a more modest degree of sophistication.

Means of Assessing Achievement of Goals. To assess the achievement of these goals, the department will in the case of

Majors Compare student papers in the first political science class taken at Linfield and

papers taken in the student’s last year. Compare student self-assessments administered during their political science

Research Methods course (taken in the sophomore year), with self-assessments administered during senior year.

Collect reports from alumni regarding post-graduation achievement, career choices, success in graduate/law school, and reflections on their undergraduate training.

Collect data on success rate of students applying to graduate/law schools, and the quality of schools to which they are admitted.

Assess employer evaluations of student internship performance. Collect data on student participation in politically related extracurricular

activities, such as student government and newspaper work, political campaigns and other community experiences.

Minors Compare student papers in first and last political science class taken at Linfield. Collect data on student participation in politically related extracurricular

activities, such as student government and newspaper work, political campaigns and other community experiences.

Use of Assessment in PlanningTo make use of assessment information in planning and curriculum design, the department will undertake an annual curricular review in light of the data and information provided through the methods and instruments listed under means of assessing achievement.

PSYCHOLOGY DEPARTMENT

Mission Statement.The multifaceted nature of psychology requires a department to offer a curriculum representative of the diversity within the discipline and simultaneously maintain an atmosphere promoting learning and instigating curiosity. Our primary objective is to confront students with the methodologies, professional issues, theoretical paradigms, and major themes found within the science of psychology. This


foundation when combined with the practicums in laboratories and supervised internships will equip students with the necessary prerequisites for professional opportunities including advanced training.

Goals for a Major/Minor. In successfully completing a major/minor in psychology, a student will be able to Identify, describe and contrast the major approaches used in studying behavior. Describe and differentiate the major theoretical positions in psychology,

integrate these theories with their respective approaches to the study of behavior, and evaluate the major evidence that has a bearing on these positions.

Describe the methodology of scientific inquiry in psychology including quantitative assessment.

Means of Assessing Achievement of Goals. To assess the achievement of these goals the department will Utilize frequent and rigorous evaluations of each student’s progress in courses. Provide timely evaluations of students engaged in laboratories, internships, and

collaborative learning. Use the appropriate achievement tests to assess content knowledge. Make every effort to track the progress of graduates and obtain feedback from

them with respect to their evaluation of their undergraduate experience.

Use of Assessment in Planning. To make use of assessment information in planning and curriculum design, the department will evaluate the curriculum on a regular basis for the purpose of Adding and deleting courses where necessary. Altering the requirements where necessary. Seeking resources to provide opportunities for faculty to upgrade or retrain in

areas where necessary. Upgrading the collaborative and experiential learning components in keeping

with changes. Seeking the resources to provide the continuing equipment modernization in

those areas where evaluation suggests it is necessary.

RELIGIOUS STUDIES DEPARTMENT

Mission Statement. We expect that our students will learn that the academic study of religion is an integral part of a liberal arts education. By inquiry, reflection, critical thinking and writing, students will develop the capacity to know one’s own way and the ways of others.

Goals for the Major/Minor. In successfully completing a major/minor in Religious Studies, a student will be able to Recognize, identify and understand prominent ways in which people have been

and are religious. Critically examine significant human conditions and problems, with the

background question: What does it mean to be human? Write clearly and persuasively.

Assessing Achievement of Goals. To assess the achievement of these goals, the department

Gives close, daily attention to the progress (or lack thereof) of students for assigned reading.


Gives regularly scheduled written, blue-book examinations. Grades rigorously the content, expression, syntax, grammar, spelling of the

examinations. Returns the examinations in a timely fashion. Assigns broader research projects for advanced students. Grades rigorously the content, expression, syntax, grammar, spelling of the

research papers. Invites friends and family to observe and share in the student’s defense of and

celebration of senior projects.

Use of Assessment in Planning. To make use of assessment information in planning and curriculum design, the department will Listen to student development (or lack thereof). Monitor consistently the reading and writing requirements for students. Continue to strive to be as current and well-informed as we are today.

SOCIOLOGY AND ANTHROPOLOGY DEPARTMENT

Mission Statement.The sociology and anthropology department of Linfield College is committed to the teaching of undergraduates about human societies and cultures in an atmosphere of tolerance, respect, intellectual rigor, and open inquiry. The department seeks to nurture the growth of individuals who are maximally informed about the human condition and dedicated to its improvement. While training students in anthropological and sociological strategies for understanding the world, the department fosters their acquisition of tools and skills that will enrich their life experience, and enable them to find fulfilling, meaningful, and socially responsible work in the 21st Century.

Goals for the Major. In successfully completing a major in anthropology and in sociology, a student will possess The disposition to think critically and responsibly about the world and the place

of humans as social beings within it. The sociological imagination to see the connections between individual lives and

the social forces which impact them. An awareness of the major issues, problems, and questions that have provoked

the emergence of the human sciences over the past two centuries. A fundamental understanding of the distinctive history, scope, and theoretical

contours of the academic discipline of their major. The skills in oral and written discourse to allow effective communication of that

knowledge to others, both inside and outside academic contexts. The ability to work both independently and cooperatively. The ability to access, organize, scrutinize critically, analyze, and produce

knowledge about humans as social beings and about the social groups to which humans belong and from which they derive their social identities. This will include sufficient mastery of contemporary technology to facilitate movement from consumption of information to production of knowledge.

The recognition that the knowledge they have gained as SOAN students must be integrated with the practice of living as engaged citizens in a complex society that forms part of an even more complex global system.

The ability to recognize the problems facing humans as members of collectives; the knowledge to reflect critically on alternative interpretations of and


explanations for those problems; the confidence and social consciousness to act decisively to address, mitigate, and resolve them.

An informed understanding of human cultural diversity as well as regularities in socio-cultural processes, and the forces which promote such wide variation and patterns of convergence.

Goals for the Minor. In successfully completing a minor in sociology or anthropology, a student will have acquired the same capacities as noted above for majors, though to a less well-developed degree.

Means of Assessing Achievement of Goals for Major. To assess the achievement of these goals, the department requires majors To maintain, with the assistance of his/her major adviser, a portfolio that

contains: samples of written work at both the lower- and upper-division level; a self-assessment completed at the end of the third year (in association with the 385N Social Theory class) and again by finals week prior to graduation. The former will take the form of brief explications of the ten goals for majors; the latter will consist of an essay in which the student provides concrete evidence (based on information in the portfolio) that those goals have been achieved. Over the course of the students' senior year, the portfolio and the progress shown in achieving those goals will be the focus of discussions between each student and his/her adviser. In cases where satisfactory achievement of any goal is in question for any individual student, the departmental faculty may meet to discuss and devise ways for the specific goal to be realized. This process of self-assessment and faculty critique will be held separate from grading procedures for class work, although it may be used in the faculty's determination of honors and awards.

To participate actively in classes, work cooperatively in groups, to receive satisfactory grades for a dozen or more writing projects apart from their 400-level seminar papers, carry out independent research, prepare oral presentations in upper division courses, and make a public presentation on sociological and/or anthropological topics, and (in the case of students writing theses) carry out original research.

To perform at least one hour of community service. To complete the three-course social theory and social research methods

sequence, which demands mastery of the theoretical framework and methodological basis of the fields of sociology and anthropology.

To complete at least one 400-level seminar course requiring a substantial term paper submitted for faculty and peer review. To assess progress, this paper will be compared by faculty with an essay on file in the student's portfolio from an earlier, lower division SOAN course. Each student will prepare before graduation a brief analysis of these two papers in terms of how they demonstrate development of critical thinking, the sociological imagination, grasp of social theory, communication skills, mastery of the knowledge accrued in the social sciences, and grasp of the problems central to these fields.

To be actively involved (through the 485N Theory and Practice course) in the organization and administration of the SOAN Table, the weekly student-faculty forum devoted to discussion of topics of relevance.

To participate in on-campus and off-campus activities (including internships, membership in voluntary associations, community service work) that reflect social responsibility and active engagement as an informed citizen in social and political issues.

Means of Assessing Achievement of Goals for the Minor. To assess the achievement of these goals, the department requires minors


To participate actively in classes, work cooperatively in groups, and to receive satisfactory grades for six or more writing projects (including a term paper prepared for an upper division class), which demonstrate reasonable familiarity with the issues central to the fields of sociology and/or anthropology, knowledge of American and global diversity, and the capacity to communicate that knowledge effectively.

To participate in on-campus and off-campus activities (including internships, membership in voluntary associations, community service work) that reflect social responsibility and active engagement as an informed citizen in social and political issues.

Use of Assessment in Planning. To make use of assessment information in planning and curriculum design, the department will maintain a data base, organized by year and added to annually, that will consist of: a) each major's junior year self-assessment; b) each major's senior self-assessment; c) at least three pairings of lower division and 400-level seminar papers by graduating majors that represent low-end, average, and high-end performances. Once each fall semester, at a departmental retreat, these materials relating to our majors' level of achievement will be discussed and compared with previous years. Along with the on-going evaluation and critique of the SOAN curriculum, this occasion will provide an opportunity to identify strengths and weaknesses of the program in meeting departmental goals for students. Other sources of information (to be added to the data base) will be reports from alumni regarding post-baccalaureate achievement, career choices, success in graduate school, involvement in civil and political action, reflections on their undergraduate training.

THEATRE AND COMMUNICATION ARTS DEPARTMENT

Theatre Major

Mission Statement.The Linfield College Theatre Program believes strongly in the centrality of theatre within the liberal arts. Thus, its various programs are fashioned to develop students who understand the multi-disciplinary facets of the theatre process within the context of those broader liberal arts; to help students learn the various theatrical skills and to experience the integration of those skills to present a theatre piece to the public; to prepare students for entry level positions in theatre and theatre-related activities, for graduate school if they so choose, or for a life-long avocational but informed activity in theatre.

Goals for the Major and Minor. In successfully completing a major or minor in Theatre a student will


Have knowledge of a broad range of theatrical disciplines and experiences, each of which is important to an understanding of the whole.

Understand the interrelationships among all those disciplines. Be able to discuss connections among the various theatre disciplines and

several liberal arts. Be able to analyze and solve problems in most practical areas of theatre

production. Have adequate preparation to enter graduate school, if that is a chosen goal, or

to accept entry level positions in theatre and/or theatre-related activities. Have studied a foreign language and will be exposed to the multi-cultural

dimensions of modern American and global society. Be able to express themselves articulately and be able to function as flexible,

creative and responsible citizens. Note: Our goals are the same for those students pursuing minors with the recognition that these students will not attain the depth of study in the discipline afforded majors.

Means of Assessing Achievement of Goals. Each theatre major is required to take a sequential series of courses and to

participate in each kind of theatre experience before graduating. A Production Record is kept on each student. Satisfying each practical requirement, whether or not that experience is tied to a course, is necessary for the completion of graduation requirements. Minors must meet similar requirements.

As often as possible engage outside experts to introduce the students to special areas the current staff cannot cover (e.g. the Artistic Director of Tygres Heart Shakespeare Company offering an advanced acting course, a registered Fight Master offering workshops in stage violence).

The approach to all theatre courses at Linfield includes constant reference to related theatre sub-disciplines. It is virtually impossible to talk about lighting without talking about color media, costume materials, theatrical mood, directorial pacing, etc. One cannot talk about theatrical literature without including discussions of production and acting techniques of the time, audience make up and social standing.

The practical experiences which expose students to all facets of production reinforce this central idea of interrelationship.

Most productions receive public critiques, either by outside experts or by the on-campus staff. Assessments are open and frank and explore the success or failure of each production element. These sessions often clarify the interdependence of all production elements. In addition, these discussions are reinforced in classes which are particularly relevant at that moment (e.g. acting, directing, design).

The Theatre Program offers only a B.A. degree, which includes all the disciplines required for a liberal arts education. Additionally we encourage each student to seriously pursue a foreign language and to take advantage of Linfield’s numerous study programs abroad.

Most theatre courses lend themselves to discussions of connections to other liberal arts disciplines. For example: acting directly refers to psychology, sociology, interpersonal relations and communication, personal knowledge. It is impossible for acting students to discuss their characters without discussing their characters’ value systems and, therefore, their psychological make up and, therefore, their behavior patterns and culture. Costume design students must understand the reasons people wear what they wear; why certain historical periods chose to clothe themselves in certain ways; how and why certain artistic lines, textures, colors effect pleasurable or awkward results. Visual arts, history, psychology, sociology, perhaps even religion are standard subjects in most


discussions of costume design. All of these issues must be placed within the context of the cultures in which the theatre is created.

Whenever appropriate the program schedules seminars, workshops and/or colloquia that explore the subject matter of a particular production via related liberal arts disciplines. For example, The Mandrake generated a faculty panel on medievalism; Extremities provided the campus with a moving panel on rape; the Les Liaisons Dangereuses symposium explored sexual politics; Equus investigated myths, religion and psychology; The Jeremiah produced a two-week-long series of panels, speakers, demonstrations etc. on pollution. Faculty members from several departments participate in these explorations.

Each major is expected to contribute in some way to each major production. (They typically contribute to all productions.) Minors must meet similar requirements. The completion of each task is proven by the realization of the actual performance. The Production Record Form keeps a more formal accounting of the student’s completion of each production area requirement.

Students preparing for graduate study confront several courses in which research, analysis and formal writing are required (e.g. Scene Design, Costume Design, Theatre History I, Theatre History II). The Senior Thesis is an attempt to impose graduate-level expectations on those students intending to enter such study. For the last 10 years our placement rate for those students wishing to pursue graduate study has been 100%; nearly all of these included student scholarships or assistantships.

Students intending to enter the field professionally offer employers a broad range of skills and experiences, a disciplined work ethic, flexibility, and an ability to learn on the job. Most also offer the experience of an intensive internship at a professional-caliber theatre, the successful completion of which proves their ability to work at that level. For the last 10 years our placement rate for those students wishing to pursue internships has been 100%. Those graduates who have completed such an internship and who have remained seriously interested in theatre as a career have found work in the field.

Each major and minor is required to meet a Sophomore Conference, during which the theatre faculty frankly assesses the student’s performance in all areas to that point. At that time they also indicate areas of concern or special achievement and help the student formulate future plans.

Even after a four-year program there are those students who find either that a career in theatre or graduate study in theatre does not fit their life expectations. The faculty’s interest in and encouragement of these students is as avid as it is toward others who may have success in fields more related to their degree. These avocational students are applauded for completing a rigorous and multi-faceted program which will serve them well in a wide range of life-long activities.

The department maintains close collaboration between the student and his or her faculty adviser.

Offers only a Bachelor of Arts degree, which carries a foreign-language requirement.

In almost all courses, theatre students are required to present their work in both informal and formal presentations.

Students must demonstrate their ability to organize and articulate their thoughts in the sophomore conferences as well as provide documentation of their work to date.

Students completing theses present a formal defense before all members of the program faculty and beginning in 1997/1998 students participating in internships and theatre minors will participate in a similar “final presentation” of themselves and their work.


Use of Assessment in Planning. To make use of assessment information in planning and curricular design, the Theatre Program will Continue to elicit student input each time the program faces major curricular or

programmatic decisions (e.g. the redesign of the entire curriculum in 1982, in 1991; the design of the new facility, 1996).

Continue on a more formal basis the alumni questionnaire/newsletter (e.g. in 1993 and 1997--in process).

Continue informally the correspondence and discussion with graduates as they enter their various fields and careers.

For comparison purposes, continue to elicit information from sister schools and colleagues on particular program problems, projects and ideas.

Continue to monitor our students’ successes at regional or national competitions.

Communication Arts Program

Mission Statement.The mission of the speech communication program is to develop individuals who understand that appreciating and reflecting about the role symbols and messages play in the interaction of persons and institutions are essential to an understanding of ourselves and our society. This understanding is sought by balancing the creative and intuitive skills, imagination and scholarship, public presentation and private introspection. In addition, the program’s mission is to help students realize that our ability to use symbols to interact with one another is one of the defining characteristics of humans; that through this process self and social reality are created; and that if we are to realize our potential, we must be able to produce and receive those symbols in meaningful and responsible ways. In the words of Gordon Hostettler, “it is the ability to symbolize, to speak and to write, which makes us human and makes human society possible; therefore, to understand speech is to understand the essence of our humanity.” More specifically, the program’s mission is to study human, face-to-face communication and related issues. The program’s course work and activities seek to provide students with a theoretical understanding of the communication that occurs between and among humans with both similarities and differences, as well as practical skills for improving individual communication within a variety of interaction environments.

Goals for the Minor. In successfully completing a minor in speech communication, a student will Be exposed to the multi-cultural dimensions of modern American and global

societies. Have explored the breadth of the speech communication discipline. Be able to discuss connections among human communication and other arts

disciplines. Be able to express themselves articulately, responsibly and ethically within a

variety of communication contexts. Be sensitive to the requirements of diverse communication contexts. Have the ability to critically evaluate messages and to create messages with

that same acuity. Be able to function as flexible, creative and responsible citizens who appreciate

the value of ambiguity.

Means of Assessing Achievement of Goals. To assess the achievement of these


goals, the program Evaluates, through course examinations, papers and discussions, students’

understanding of the role context, including culture, plays in all communication interactions.

Evaluates, through course examinations, papers and discussions, students’ understanding of the centrality of communication to all human endeavor.

Requires course work that introduces students to the many facets of study of human communication ranging from public speaking, criticism of public address and rhetorical theory to interpersonal, intercultural and organizational communication to the performance of literature.

Requires both informal and formal written and oral presentations in every course.

Evaluates, through course examinations, papers and discussions, students’ ability to understand and apply the tools necessary for effective analysis, evaluation and creation of messages.

Requires all minors to participate in at least one semester of intercollegiate forensic activity.

Requires all minors to participate in non-competitive speaking activities. Provides on-going feedback, in both curricular and co-curricular contexts,

regarding student’s abilities to present effective messages. Evaluates, through course examinations, papers and discussions, students’

understanding of the responsibilities that First Amendment rights entail. Evaluates, through course examinations, papers and discussions, students’

abilities to move beyond a general acceptance of “the right answer” to explore the issues of multiple perspectives and ambiguity.

Provides an assessment of students’ communication skills at the time the minor is declared.

Maintains close collaboration between the student and his or her adviser in the program.

Requires all seniors to participate in a Portfolio Presentation in which they document their expertise in understanding theoretical issues and demonstrate their ability to apply specific communication skills.

Use of Assessment in Planning. To make use of assessment information in planning and curriculum design, the program will Monitor the results of both the initial assessment and the portfolio

presentation to ascertain the degree to which the curricular and co-curricular programs are helping students attain the program’s goals.

Seek periodic feedback from current students regarding their perceptions of the program and incorporate this information in annual informal self-reviews and periodic formal reviews of the program.

Seek periodic feedback from alumni and incorporate this information in annual informal self-reviews and periodic formal reviews of the program.

Maintain personal contact with alumni. Develop a departmental newsletter and questionnaire to be sent to alumni

annually.

LINFIELD CURRICULUM

Mission Statement

The Linfield Curriculum provides the general education component in a student’s course of study at Linfield College. As such, it encourages students to develop habits of mind that pave the way for life-long learning. It seeks simultaneously to


provide skills needed in life and in future employment that will survive fluctuations in demand for more narrow technical skills and abilities. Among these skills are the ability to think clearly, write clearly, speak persuasively, relate congenially with others, and work productively as a member of a team.

Learning Goals for the Linfield Curriculum

In completing the Linfield Curriculum a student will be able to:

ask interesting questions and provide reasoned, disciplined answers to these questions in written and oral forms (Inquiry Seminar)

examine and illuminate a period of human history by employing documentation from among some appropriate subset of the following: ideas, events, institutions, practices, groups, cultures, governments, and the arts (The Vital Past)

write and discourse rigorously about a variety of critical question drawn from among the following: self-identity, human identity, human origins, the nature and meaning of religious experience, the nature and meaning of the sacred, the historical and cultural function of religious institutions, existence and being, standards of right conduct, the ideal social order, and the nature of human knowing (Ultimate Questions)

provide a plausible analysis, in several contrasting instances, of how individuals, societies, and cultures organize themselves to satisfy individual and social needs (Individuals, Systems, and Societies)

articulate foundational concepts and processes of the natural world, and highlight the strengths and limitations of science as an investigative method (The Natural World)

explore artistic creation and performance and critically appreciate artistic expression (Images and Arts)

articulate and describe critical differences as well as critical similarities among peoples from different traditions and ethnic groups, both internationally and within the United States of America (Global Diversity and American Pluralisms).

Means of Assessing Achievement of Goals.

To assess achievement of these goals, the college:

Evaluates responses to the Linfield Curriculum portion of the Senior Survey. (The first class to complete the LC will graduate in 2001.)

Contrasts Senior Survey responses about the Linfield Curriculum with three years of data from the old GEC program

Employs a student response survey in the Inquiry Seminar to gauge students achievement of the goals for the seminar

Plans to develop relevant assessment measures for the learning goals in the Five Areas of Inquiry through the faculty dialogue supported by the Hewlett Foundation grant from 1997 through 1999.

Use of Assessment in Planning

The Curriculum Committee will use these means to conduct a Faculty Assembly mandated review of the Linfield Curriculum slated for the 1998-99 academic year, which may be postponed until conclusion of the Hewlett grant in fall 1999.

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