Spring 2013 Course SLO Review

LGBT 24 - Gay Male Relationships - Stage 5 - Edward Kaufman

Assessment

Assessment Methods	Analysis of exam, quiz, or homework items linked to specific SLOs Assignments based on rubrics (such as essays, projects, and performances) Direct observation of performances, practical exams, group work Student self-assessments (such as reflective journals and surveys) Student focus groups
Assessment Description	Students reflective journals address and assess all the SLO for the course. Students are asked to write journals on topic related to the SLO. Examples include: SLO #: Questions or tools A:Remember back to the time and place when you were a boy. How was masculinity defined by those around you? How comfortable were you being a boy/man? If you were uncomfortable, please say why. What were the messages you received about being gay growing up? How were LGBT people discussed/treated in your family, your church, your community? How might these experiences or memories have influenced your ability to form intimate relationships with other men? B: Use of the gay male relationship stages discussed in Male Couple- McWhirter and Mattison C:Whether you are currently single or in a relationship, write about what has been most difficult aspects for you, both presently and also historically, about finding and/or maintaining an intimate relationship? What have your challenges been? What patterns do you find yourself in; whether it’s meeting men, dating, or getting into relationships? What do you think you might want to do differently to overcome them? D:Do you find yourself more physically attracted to people who are racially similar or different from you? Why do you think this might be? Have you ever dated interracially? Why or why not? What stereotypes or discrimination have you faced in meeting men, dating, or relationships? What are the pros and cons of dating within your culture vs. outside of it? In general, what have your experiences been? E:Actively practicing listening to someone who you may normally tune out, argue, or disagree with. Pick someone whom you care about enough to want to improve your relationship with him/her. Reflect and paraphrase their concerns and their feelings. Refrain from problem-solving or disagreeing. Simply tune in, listen, and empathize. Do not be concerned with any particular outcome, only with listening. Then write about this experience. F:Talk about how you have conflict in your intimate relationships? How do you fight? How does your partner fight? How do you not fight fair? What fights or issues come up repeatedly for you?
Learning Outcomes	All A. Recognize the impact of male socialization and homophobia on gay male relationships B. Identify common stages in gay relationships. C. Understand issues related to dating, intimacy and sex, and their impact on gay relationships. D. Recognize the impact of differences (such as age, ethnicity, and class) on gay relationships E. Develop the ability to listen effectively and communicate clearly. F. Learn how to resolve conflicts with other men
Number of Sections	1
Number of Instructors	1
Number of Students	20

Data Analysis

Data Shared With	Students
Data Sharing Methods	Face-to-face meetings, class discussion
Data Summary	SLO A:Recognize the impact of male socialization and homophobia on gay male relationships- All students were able to identify through their journals and class discussions the impact of male socialization and homophobia on their ability to meet, develop, and maintain intimate relationships. SLO B:Identify common stages in gay relationships- 70% of students could demonstrate their knowledge of the stages of gay males relationships, through articulation of the stages they have experienced. SLO C. Understand issues related to dating, intimacy and sex, and their impact on gay relationships- All students could identify at least at least one issue that they personally experience regarding dating, intimacy, and sex. SLO D: Recognize the impact of differences (such as age, ethnicity, and class) on gay relationships. All students could articulate at least two ways that differences impact dating or intimate relationships. SLO E: Develop the ability to listen effectively and communicate clearly. All students could articulate at least 2 active listening and communication skills. All students had the opportunity to practice communication skills several times within the classroom and in their personal life. SLO F: Learn how to resolve conflicts with other men. 50% of students will be able to use conflict mediation skills to resolve conflict.
Analysis Summary	SLO A:Recognize the impact of male socialization and homophobia on gay male relationships- Students have achieved that outcome if they can identify how male socialization and homophobia in their journals or in class discussions. SLO B:Identify common stages in gay relationships- Students have achieved that outcome if they can identify at least one stage of gay male relationships in their journals or in class discussions. SLO C. Understand issues related to dating, intimacy and sex, and their impact on gay relationships- Students have achieved that outcome if they can identify one issue they personally experience related to dating, intimacy, and sex in their journals or in class discussions. SLO D: Recognize the impact of differences (such as age, ethnicity, and class) on gay relationships. Students have achieved that outcome if they can identify and articulate two way that difference impacts their relationships in their journals or in class discussions. SLO E: Develop the ability to listen effectively and communicate clearly. Students have achieved that outcome if they can identify and personally use 2 communication skills as evidenced through journals or class exercise. SLO F: Learn how to resolve conflicts with other men. Students have achieved that outcome if they can recount how they used conflict mediation skills in their life through their journal entries.
Next Steps Planned	SLO A:Recognize the impact of male socialization and homophobia on gay male relationships- After recieving data from students, an additional textbook The Velvet Rage by Alan Dowds was included to better address the nexus of male socialization and homophobia and their impact on building relationships. SLO C. Understand issues related to dating, intimacy and sex, and their impact on gay relationships- Based on student data recieved- content is being developed to address online social networking sites and flirting skills.
Learning Outcomes	All

Changes

Details	As mentioned earlier, as a result of past student data, an additional textbook was included to address male socialization and homophobia and it's impact on developing intimate relationships- The Velvet Rage by Alan Dowds. New experiential activities were included to allow students the opportunity to practices skills they are learning in the class. Developed new reflection tools for students to consider after activities to allow students an opportunity to recognize internal reactions and processes.
Learning Outcomes	All

Details

As mentioned earlier, as a result of past student data, an additional textbook was included to address male socialization and homophobia and it's impact on developing intimate relationships- The Velvet Rage by Alan Dowds.

New experiential activities were included to allow students the opportunity to practices skills they are learning in the class.

Developed new reflection tools for students to consider after activities to allow students an opportunity to recognize internal reactions and processes.

Learning Outcomes

All

Tentative Future Plans

Term	Fall 2013
Activities	Assessment (measurement) of outcomes Analysis and discussion of assessment data and next steps Implementation of planned changes and reassessment
More Details	Data is being assessed each semester and course content is changed based on results.

SLO Details Storage Location

ELECTRONIC COPY - In my electronic filing system (hard drive or web server)

Additional Highlights

Using a journal reflections and experiential exercises to build skills addressed in the Course SLO's, has allowed the assessment process and course refinement to occur seamlessly and ensures continued relevancy for students.

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