ASAM 30 - Asian American Issues Through Film - Stage 2 - Roger Chung

Assessment

Assessment Methods
  • Analysis of exam, quiz, or homework items linked to specific SLOs
  • Assignments based on rubrics (such as essays, projects, and performances)
Assessment DescriptionFor SLO 1, the following midterm essay assignment was used as the assessment tool. Scored out of a total of 20 points, 16 or higher was required to meet SLO.

Midterm Prompt

In 1919, Griffith offers a particularly gendered representation of the Asian, or in this case, the “Oriental” male, though the film Broken Blossoms. Yellow man, though given “sensitive” attributes was not yet thought to be able to assimilate into American society—this was reinforced in 1930 with the intertextual creation of Dr. Fu Manchu. Years later, Charlie Chan emerges during the beginnings of the “Model Minority Era,” followed by Flower Drum Song which promotes the assimilation possibilities of Asians in America. However, the conditions of assimilation for Asian men and Asian women are different. Discuss these new gendered representations by integrating the following questions into a midterm essay:

1) The dominant message in the film is that Asian Americans can assimilate; what representations demonstrate this? If Asian men are thought to be able to assimilate, what gendered qualities does Flower Drum Song suggest he possess? Argue that intertext with past archetypes lead to both Wong Ta and Sammy Fong’s representations in Flower Drum Song.

2) Pay careful attention to the two lead female characters Mei Li and Linda Lo. What characteristics are they encoded with that suggest they too can assimilate? Why are they represented differently than men when it comes to audience acceptance? Do they challenge past stereotypical representations of women (from Slaying the Dragon), or do they simply reproduce them?

Remember! A gendered representation deals with encoding and decoding of masculinity or femininity—not simply male and female characters!!!

Use text support from Ono and Pham to help craft your essay. I do not prefer a citation style, though you must make it clear what your source is! You may send me a draft via email if you get started early. Please make sure your essay is typed, double-spaced in 12 point font. Your midterm essay should be between 3-4 pages.

For SLO 2, the following assignment was the assessment tool. Scored out of a total of 5 points, a score of 4 or higher was required to meet SLO.

The Documentary Tradition

After viewing a series of historical representations of Asians in cinema, we’ve seen that characters are often created for a purpose, and consequently become one-dimensional stereotypes. Does the documentary tradition offer a way to humanize the characters we see on screen? How so? We also know that challenging “model minority” stereotypes can lead to very simple “victim” representations of Asians. How are filmmakers able to avoid new stereotypes of Asians as victims? Are they given any agency? Do they show Asian American subjectivity in representation? How does independent documentary film, as a subculture, challenge some of the dominant messages (stereotypes) from mainstream culture? Use examples from Snakeheads, Rabbit in the Moon, The Fall of the I-Hotel, and Refugee in your 2 page journal response.
Learning OutcomesALL:

IV.Course Objectives

When the student has completed this course s/he should be able to:

1) to describe events, forces and policies which have affected the experience of Asian Americans.

2) to identify and write essays about key contemporary and historical issues in the Asian American experience from 1820 until the present.
Number of Sections1
Number of Instructors1
Number of Students36

Data Analysis

Data Shared With
  • Instructors of the same course (at CCSF)
  • Faculty and staff within our department
Data Sharing Methods

Face-to-face meetings

Data SummaryFor SLO 1, 33 of 36 students met the SLO benchmark of 16 or higher (out of a total possible score of 20), resulting in a 92% pass rate.

For SLO 2, 34 of 36 students met the SLO benchmark of 4 or higher (out of a total possible score of 5), resulting in a 94% pass rate.
Analysis SummaryFor both SLOs, students were required to pass each assignment with an 80% mark or higher. For both SLOs, 92 and 94% passed, respectively. However, while a significant majority passed both SLOs, the course experienced some attrition after the census attendance drop date: 6 students received FWs, all of whom DID NOT participate in the SLO assignments.
Next Steps PlannedWhile course data looks very promising, assessment tools and pedagogical models need to be adjusted to focus on retention of students who may have found the assignments too difficult. In addition, the course outline of record must to revised, as do outcomes for students.
Learning OutcomesALL--outcomes will be made more specific, and coupled with new outcomes developed to meet changes within the academic discipline.

Tentative Future Plans

TermFall 2013
Activities
  • Revision of outcomes and assessment methods (measurements)
  • Assessment (measurement) of outcomes
  • Analysis and discussion of assessment data and next steps
  • Implementation of planned changes and reassessment
More DetailsIn addition to revision of course outcomes, it will be necessary to revise the course outline of record and reading assignments.

SLO Details Storage Location

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

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