WOMN 25 - Introduction to Women's Studies - Stage 5 - Elisabeth Arruda and Jean Ishibashi
Assessment
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| Assessment Description | Assignments based on rubrics (such as essays, projects, and performances): Both the online and the face-to-face class had similar essay midterm assignments assessing their understanding of intersectionality. Essay asks student to demonstrate their understanding of the intersectionality by looking at two of the major course topics from an intersectional lens, using course readings to back up their points. Direct observation of performances, practical exams, group work: In the face-to-face class, we observed class discussion and presentation of advertisements, asking students to analyze the advertisements based upon a handout with guided questions and to connect it to one of the main readings from the textbook. Pre & post surveys or tests: We used a pre and post survey for the classes. The online section had them embedded in insight as a "quiz" and the traditional class had paper surveys. Sample pre-survey question asked: "At what skill level are you for the following student learning outcome, before we have even discussed or read about this skill as a class? Analyze how various media present images of women. |
| Learning Outcomes | Consider the formation of gender and its intersections with other power relations. Analyze how various media present images of women. |
| Number of Sections | 2 |
| Number of Instructors | 2 |
| Number of Students | ~45 |
Data Analysis
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| Data Summary | 2013 Spring WOMN 25: Student Learning Outcomes Data SURVEY DATA 1. Have you every taken a Women's Studies class before? 25-30% of the students had taken Women's Studies classes before. 2. At what skill level are you at for the following student learning outcome, * Consider the information of gender and its intersections with other power relations. A. Mastery = 8% increase B. Intermediate= 5% decrease C. Introduce= 3% decrease 3. At what skill level are you at for the following student learning outcome * Analyze how various media present images of women. A. Mastery 14% increase B. Intermediate 8% decrease C. Introduce 6% decrease MIDTERM ESSAY DATA Essay on Intersectionality: The overwhelming majority of students passed the essay demonstrating their understanding of this concept and were able to apply it using course readings. Some students misunderstood the prompt and only addressed one instead of two major course topics. CLASS DEMONSTRATION DATA The majority of students were able to analyze media depictions of women through the advertisement analysis class exercise (face-to-face) and online through the forum post that asked students to complete the same exercise online. |
| Analysis Summary | 2013 Spring WOMN 25: Student Learning Outcomes ANALYSIS Pre-Post Survey Analysis: Overall, according to their self-analysis of their skill level, the majority of students increased to an intermediate or a mastery level for the SLO's addressed. There was a larger increase to mastery for students in the skill set regarding analyzing media images of women. Students appear to have achieved both outcomes assessed, based on this data. Class demonstration analysis: Students in the face-to-face class thoroughly enjoyed the advertising class exercise and it stimulated an incredible class dialogue and debate. The majority of students were able to verbally demonstrate their skills in this area. For students in the online class, not only did the majority demonstrate their skills through the forum posts and responses, but we discussed this topic during one of our face-to-face class sessions. Essay analysis: While the majority of students demonstrated their understanding of this concept, some students seemed to not understand the extent of what was asked of them. |
| Next Steps Planned | While the assessment revealed that the majority of students were demonstrating high levels of skill in the 2 SLO's we were looking at, we realized the following needed to be addressed: 1) IMPROVEMENTS BASED ON SURVEY: Surveys should include information about the service learning portion of their class and while we included it last minute on the post-survey, it should be on the pre-survey. We need to discuss between faculty whether or not we want to have it as an SLO on its own or whether it is addressed within another. 2) IMPROVEMENTS BASED ON ESSAY: We need to update the assignment instructions for the essay on intersectionality so that it is more clear to students the full extent of what is being asked of them and to develop a rubric that could be used online as well as in person to better assess the essays. We need to also spend more time in person discussing the essay prompt to make sure all students understand the assignment. 3) IMPROVEMENTS BASED UPON CLASS DISCUSSION/EXERCISE: While we saw little room needed for improvement, we see that we need to continue our encouragement for the softest speaking members of a class to speak up. |
| Learning Outcomes | Refer to previous answers. |
Changes
| Details | Updated SLO survey assessments: We updated the pre and post surveys for the class to include information about how many students had taken previous courses in Women's Studies, which courses, and about the major. We included a new question about service-learning for our traditional face to face section for the post-survey. Updated assignment handout with minor edits for clarity on assignments and grading structure. In the online course, deleted forum discussion questions that seemed to not be assessing SLO's well and added new forum discussion questions better tied to SLO's. |
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| Learning Outcomes | ALL |
Tentative Future Plans
| Term | Fall 2013 |
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| More Details | Continue to conduct SLO assessments as described above. Continue to compile data and analysis of data. Implement changes as needed. |
SLO Details Storage Location
- HARD COPY - In a department filing system (department office)
- ELECTRONIC COPY - In my electronic filing system (hard drive or web server)
Additional Highlights
In our SLO surveys, we ask "Is there anything you would like for me to know?" This question gathered some wonderful student responses that are hard to quantify as data, but serve as important feedback:FROM FACE TO FACE TRADITIONAL COURSE:
-This is the most informative course I have taken at City College to date. Mind expanding, diplomatic and insightful.
-I loved this class! Thank you!
-Thank you both for this amazing class! I'm very happy that I took it, you made a better person, and a smarter one too.
-Thank you for the women that you are! And most of all you're great influence.
-Thank you for this class, it has been very informative and fun.
-I love WOMN 25! So fabulous!
-Great class! Loved WOMN 25. Feel inspired and powerful.
-This class rules, I feel 100x smarter and empowered!
FEEDBACK FROM THE ONLINE COURSE
Student 1: "I learned a lot from this course, mainly about how little I actually knew about the feminist movements and how many other types of movements there are out there. I liked the fact that there are deadlines but we were also allowed to work at our pace, should our "real" lives interfere with out work in this course. Being an older "non-traditional" student" I really wish more courses were like this. I would be less stressed out and able to concentrate better on the assignments. I like the fact that many things were explained and we were giving examples of things that we may not have had too much experience in. I liked the face-to-face classes, I was a little conflicted with it being an online course because it is hard for me to get to the classroom but I learn a bit more when we were in the classroom and enjoyed my classmates. The bigger assignments were the only assignments that were a bit hard for me, this was my first really big college papers to do, so I was a little bit overwhelmed. The samples did help me but I felt I still needed a little bit more direction. I really enjoyed this class and how you were willing to work with us to make it work for us."