Collaborative Assessment of Student Learning in Comprehensive Religious Studies Graduate Programs - Assessment in Action

Assessment in Action

Understanding Student Learning

Collaborative Assessment of Student Learning in Comprehensive Religious Studies Graduate Programs

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Closing the Loop in Assessment of Graduate Religious Studies Programs

In 2009, Dr. Steve Berkwitz from Religious Studies received nearly $20,000 in grant funding from the Wabash Center for Teaching and Learning in Theology and Religion to host a three-day conference with colleagues from 12 universities with stand-alone graduate programs in Religious Studies. According to Dr. Berkwitz, “This workshop provided the context for the assessment of our program and spurred us to make substantial changes to the MA degree in Religious Studies. Conversations with colleagues sharing examples of student learning led to the following structural changes to the program:

  • Based on a review of retention and completion data and the needs of students in the program, the department changed the timeline for student completion of the comprehensive exam.
  • Based on comparable programs and the needs of students, the program offered the option of writing a thesis or compiling a research portfolio with an introductory essay and intellectual biography.

“We’ve found the terminal MA attracts a broader constituency.”

Dr. Berkwitz explains: “We learned the way we structure our program was not helpful, so we dropped and streamlined the requirements for the seminar system and changed our comprehensive exam procedure. We found that students would take longer to finish their master’s program because they had to complete comp exams and thesis the same semester. We discovered that, for us, this wasn’t smart. Now, we have comp exams after year 1. Students now focus on writing a thesis or doing a research portfolio—another thing we learned from the other programs.”

He goes on to say, “The thesis,while useful, is not for everyone—some aren’t going on to a Ph.D. program. We’ve found the terminal MA attracts a broader constituency. Instead of revising two papers, they come up with a portfolio of their research work in which they add an introductory essay and describe how their projects fit together, and the students provide an intellectual biography of how their work fits together.”

Reaching Out to “Non-Completers”

Through the conversations about comprehensive exams, degree papers, and thesis options, the Religious Studies faculty made changes to the program. “We are finding success in having students finish the program more quickly. We have been reaching out to students who have disappeared and haven’t completed the thesis and told them about our portfolio option, and said, ‘Here’s a chance to finish the degree.’ Two or three who dropped off the map will now complete the degree. In our recent meeting at the society conference, I heard a colleague at Wake Forest say they were able to get some of their students back when given this option and they were happy. It makes everyone look good.”

The following faculty attended:

  1. Florida International University- Erik Larson
  2. Georgia State University – Kathryn McClymond
  3. Miami University of Ohio – Lisa Poirier
  4. Missouri State University – Mark Given, Martha Finch, Steve Berkwitz
  5. University of Colorado at Boulder – Holly Gayley
  6. University of Georgia – Carolyn Medine
  7. University of Kansas – William Lindsey
  8. University of Missouri-Columbia – Signe Cohen
  9. University of North Carolina-Charlotte – John Reeves
  10. University of South Carolina – Kevin Lewis
  11. Wake Forest University – Jarrod Whitaker
  12. Western Michigan University — Brian Wilson

Wabash_Workshop[1]

Religious Studies Department

The Department of Religious Studies is

  • 12 tenure-track faculty
  • Approximately 60 majors
  • Approximately 35 graduate students

Keys to Success

  • Using external funding to bring together faculty from similar programs from across the United States
  • Identifying and understanding individual student needs (e.g., will they continue to a Ph.D. program?)
  • Talking through learning, and looking for patterns based on faculty observations and student feedback
  • Following up with students to share a new option for degree completion
  • Changing the comprehensive exam system based on a review of retention and completion data

Methods to Collect Evidence

  • Faculty observations
  • Collaboration with the faculty of similar programs
  • Student feedback
  • Review of program requirements
  • Review of alumni