IDST 36 - Poetry for the People - Stage 4 - Lauren Muller
Assessment
| Assessment Methods |
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|---|---|
| Assessment Description | Once every two weeks (in the Spring classes) and once a week (in the summer class) quizzes. SLO A and B: Open Mics and/or public readings (once a month in the Spring day class), (once a week in the spring night class, once a week in the summer class, response papers to guest poets and extra credit events.. SLOs E and F: Frequent in class, anonymous assessments on note-cards, in which students identify tools used in close readings, make connections to other texts and class discussions, and raise questions. Final presentation open to the public, and final essay in which students create a close reading of poems from at least two ethnic or cultural groups. |
| Learning Outcomes | ALL |
| Number of Sections | 3 |
| Number of Instructors | 1 |
| Number of Students | 88 |
Data Analysis
| Data Shared With |
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|---|---|
| Data Sharing Methods | Face-to-face meetings |
| Data Summary | --At the beginning of the semester, students perform on average, under 70% on quizzes requiring them to identify and apply terms used for close-readings of poems -- even if we have just reviewed the material. --By the end of the semester, 85 to 100% of the students correctly define and use terms for literary or historical analysis. The note-card method of quick on-the-spot mini-assessments provides me instant feedback on what students are missing, and allows students the opportunity to practice definitions. --Attending optional field trips and performing at campus functions for other clubs (Veterans Alliance, Pacific Islanders club, International students) provides students more confidence and mastery. --Expanding the concept of community to more social media in relation to community poetry events (local and national) linked to Arizona's modifying of Ethnic Studies curriculum and Poets responding to SB 1070, and the Native American movement "Idle No More" gave students a greater sense of the purpose and relevance of poetry to current political events. However, I regret forgoing the "Beloved Community" exercises, as I feel our own communities within the classroom were less cohesive due to spending less time on that exercise. |
| Analysis Summary | Improved "close reading" assignment by more frequent quizzes and exercises related to poetic terms and genre Instead of teaching presentations, each student lead discussion of at least one published essay, so I did not use self- evaluation, peer-evaluation and teacher evaluation forms Link final exam essay explicitly to MLOs (for students) The goal was for all students, no matter their level, to improve their close-reading and public presentation skills, and to aim for a pass rate of at least 80% on the final exam. |
| Next Steps Planned | * update the course outline to reflect current texts and the inclusion of poetic forms such as sonnet, blues, ghazal - Fall 2013 * submit the course outline and a sample syllabus to the Center for the Study and Teaching of American Cultures to articulate with the UC American Cultures requirement * Investigate working with the English and Theater departments to create an Interdisciplinary certificate of accomplishment in creative writing. |
| Learning Outcomes | ALL |
Tentative Future Plans
| Term | Fall 2013 |
|---|---|
| Activities | Analysis and discussion of assessment data and next steps |
| More Details | I will discuss assessment data with other CCSF teachers who have taught Poetry for the People, and with the Poetry for the People Director at UC Berkeley as I update the course outline. |
SLO Details Storage Location
- HARD COPY - In my personal filing system (my office)
- HARD COPY - In a department filing system (department office)