WOMN 10 - Stage 2 - Maureen Brownsey

Assessment Activities

Assessment Methods
  • Analysis of exam, quiz, or homework items linked to specific learning outcomes
  • Student self-assessments ( such as reflective journals and surveys)
Assessment DescriptionAnalysis of exam, quiz, or homework items linked to specific learning outcomes

Midterm and final exams were looked at to see if students understood key terms and evaluate the works.

Student self-assessments ( such as reflective journals and surveys)

Students were given a SLO survey asking them to rate themselves on their own level of skills entering into the class.
Learning OutcomesThe student will be able to relate fundamental terms from Film Studies such

as "narrative," "genre," "auteur," and "spectatorship," and illustrate their uses

in Feminist approaches to the field.

The student will be able to evaluate critically (both orally and in writing) the

works studied.
Number of Students28
Data SummaryLooking at the midterm, I realized that two thirds of the class succeeded in demonstrating the knowledge of terms and able to evaluate films. One third needed significant improvement.

In the final exam, while the overwhelming majority passed/demonstrated their skills with the SLO's, I recognize that nine students withdrew from the course after the midterm.

The SLO survey reflected that most students had not been previously been exposed to these terms and information before this class.

Data Analysis

Data Shared With

Faculty and staff in my same department

Data Sharing Methods

Face-to-face meetings

Next Steps PlannedI have decided to revise the study guides, the midterm and final.
Learning OutcomesThe student will be able to relate fundamental terms from Film Studies such

as "narrative," "genre," "auteur," and "spectatorship," and illustrate their uses

in Feminist approaches to the field.

The student will be able to evaluate critically (both orally and in writing) the

works studied.

WOMN 25 - Stage 3 - Elisabeth Arruda

Assessment Activities

Assessment Methods
  • Analysis of exam, quiz, or homework items linked to specific learning outcomes
  • Direct observation of performances, practical exams, group work
  • Student self-assessments ( such as reflective journals and surveys)
Assessment DescriptionWe did the following assessments:

1) We looked at a written assignment on intersectionality

2) We assessed students' ability in class working in groups to analyze media images

3) We used a pre and post survey where students assessed their own level of ability on these two outcomes.
Learning Outcomes• Consider the formation of gender and its intersections with other power relations

• Analyze how various media present images of women
Number of Students35
Data SummaryWe plan on summarizing the data this semester.

Changes

Categories
  • Revised course assessment content and methods
  • Increased use of class discussions and in-class group work
DetailsWe reviewed our assignments and updated the language in our written instructions on assignments.
Learning OutcomesAll

WOMN 54 - Stage 4 - Leslie Simon

Assessment Activities

Assessment Methods
  • Analysis of exam, quiz, or homework items linked to specific learning outcomes
  • Student self-assessments ( such as reflective journals and surveys)
Assessment DescriptionI created a new mid-term exam essay question in which students define key terms and construct a hypothetical situation which demonstrates an ability to contextualize these terms.

I conducted a pre and post survey at start and end of semester to gather hard data on student learning outcomes #2 and #5.
Learning Outcomes#2 Distinguish between the political, social, and psychological causes of sexual violence

#3 Define and analyze the terms employed in a discussion of dominant culture power and consider how sexual violence is connected to other forms of dominant culture power.

#5 Identify the two major legal forms of sexual harassment and describe successful intervention strategies
Number of Students31
Data SummaryI found that 80% of the students received an A or B on the new mid-term question; whereas, in the past the essay question without the hypothetical component achieved about 50% at this level.

I found that in the pre and post surveys all students gained at least one point in their self-assessment on a 0-5 point scale. About one quarter of the students moved two points or more. Post surveys indicated nearly 80% students rating themselves at a 4 or 5 level.

Data Analysis

Data Shared With

Faculty and staff in my same department

Data Sharing Methods

Face-to-face meetings

Next Steps PlannedI liked the pre and post student self assessments because it gave me hard data, and I believe it also empowered students to address their own learning accomplishments. I will conduct similar surveys this semester.

Since the course outline for WOMN 54 is now nearly six years old, I am planning a complete revision of student learning outcomes for Fall 2013.
Learning OutcomesStudent assessment (pre and post surveys) for

SLOs #5 (to see if there is any change with a second group of students or if results remain the same) and

SLO #6

Since these SLOs have been assessed formally and informally over the last 5.5 years, I am eager to apply what I have learned, including the need to streamline SLOs, to a revise course outline.

Changes

Categories

Created new or revise existing activities/assignments

DetailsAs stated, I created a new mid-term exam question.
Learning OutcomesDefine and analyze the terms employed in a discussion of dominant culture power and consider how sexual violence is connected to other forms of dominant culture violence

WOMN 55 - Stage 4 - Leslie Simon

Assessment Activities

Assessment Methods
  • Student self-assessments ( such as reflective journals and surveys)
  • Student focus groups
Assessment DescriptionI encouraged students to form study practice groups before their final presentation performance in an external classroom.

I conducted pre and post surveys at the start and the end of the semester to gather hard data on learning outcomes #4 and #9.
Learning Outcomes#4 Evaluate common myths about rape and intimate partner violence, in particular, analyzing how race, class and other stereotypes, such as myths about interpersonal violence in the LGBTQ community, contribute to misinformation about sexual violence

#9 Inventory the reasons why victims stay in abusive victims

#14 Design and implement, using a variety of techniques–including small and large group discussions, role plays, and brainstorms–a presentation directed toward either a college or high school aged population on the topic of sexual violence prevention and intervention
Number of Students21
Data SummaryI found that in the pre and post test surveys all but two students gained at least one point in their self assessment on a 0-5 scale. Post surveys indicated about 90% students rating themselves at a 4 to 5 level.

Data Analysis

Data Shared With

Faculty and staff in my same department

Data Sharing Methods

Face-to-face meetings

Next Steps PlannedI liked the pre and post student self assessments because it gave me hard data, and I believe it also empowered students to address their own learning accomplishments. I will conduct similar surveys this semester.

The students who met with each other in study groups or with senior peer educators were better prepared when they gave their final presentations in an external class.

Since the course outline for WOMN 54 is now nearly six years old, I am planning a complete revision of students learning outcomes for Fall 2013.
Learning OutcomesStudent assessment (pre and post surveys) for

SLO # 5 and # 11

Since these SLOs have been assessed formally and informally over the last 5.5 years, I am eager to apply what I have learned, including the need to streamline SLOs, to a revised course outline.

Changes

Categories

Developed/increased outside-class opportunities for student dialogue, mentoring, and peer review

DetailsAs stated, I encouraged students to participate in study groups outside of class to prepare for their final presentations in an external classroom.
Learning Outcomes#4. Evaluate common myths about rape and intimate partner violence, in particular, analyzing how race, class and other stereotypes, such as myths about interpersonal violence in the LGBTQ community, contribute to misinformation about sexual violence

#9. Inventory the reasons why victims stay in abusive victims

WOMN 2501 - Stage 2 - Elisabeth Arruda

Assessment Activities

Assessment Methods
  • Direct observation of performances, practical exams, group work
  • Student self-assessments ( such as reflective journals and surveys)
Assessment DescriptionIn this self-defense course, Janet Gee submitted a pre- and post survey for students self assessment of their skills. The instructor also assessed student demonstrations in class.
Learning Outcomes• Demonstrate centering and grounding techniques

• Identify areas of vulnerability on assailant's body and areas of strength on own body.
Number of Students30
Data SummaryWe haven't summarized data yet. We plan on summarizing data this semester.

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