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Academic Leadership Journal

Abstract

Historically, student assessment in the Political Science Department at Fort Hays State University was left to the individual faculty member to embed into his or her courses via exams and writing assignments. Our curriculum and learning objectives were based largely on faculty interest in particular courses and on broad perspectives of what substantive knowledge a political science major should demonstrate. Over the years, writing courses such as advanced research methods and upper division theory courses served as unofficial capstone experiences. As such, approaches and expectations varied depending upon who was delivering the course.

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