ASAM 40 - The Chinese American Community - Stage 3 - Jen Giang Icasiano
Assessment
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| Assessment Description | Each SLO has a short answer assignment that correlates with the learning outcome. Learning Outcome 2: Describe the Chinese contributions to the development of the multi-ethnic and pluralistic society in America. Assignment: Students must respond to the following questions when assessing the development of ethnic economies, ethnoburbs and the ways in which various connections throughout their communities (internally and externally) create and maintain relationships that transcend race/class/nationality. What is the history of Chinese in Vietnam? (What was their role, how did they gain that role? How was the privileged role eventually a disadvantage?) Gold mentioned the various resources that the Chinese use in their ethnic economies. List two and describe them how they are used to enable success. How are the Chinese Vietnamese entrepreneurs helping or hurting the Chinese American communities (and the communities at large)? 1: Demonstrate the understanding of the historical ties of the Chinese to Vietnam, enabling their positioning as entrepreneurs in the US. Illustrate two key resources that are utilized by the Chinese Vietnamese in their economies and speak to the abilities to reinvigorate ethnic enclaves by providing employment for their community and other racial/ethnic groups. 0: Incomplete assignment. Lack of correlation between either the historical component and the resources that enable the Chinese Vietnamese to have successful ethnic economies. Learning outcomes 1 and 3 were assessed with one assignment. Learning Outcome 1: Evaluate the experience of the Chinese American community from the past to the present, by assessing the factors that create the social, economic, and cultural changes over time. Learning Outcome 3: Analyze the impacts of public policy on the Chinese American communities through history and today’s society. History component: Students are asked to speak to the experiences of Chinese American woman based upon two major exclusion acts. 1) How was the immigration experience for the first wave Chinese woman more difficult than their male counterparts? What obstacles/hurdles did the women face that the men did not, what similarities did they share? (This can be shown socially/culturally and politically). 2) The Chinese women were victims of both political and social control/restrictions, yet the Lee article speaks to their ability to take matters into their own hands. What were the various ways that these women were "active" in their immigration process? (What tactics did they use to prove both their proper character and class status to ease their immigration)? Grading Scale: 1: Demonstrate knowledge not only of the public policy but also the impact of these policies upon the population of women their public perception/reception. Also, show examples of the tactics employed by the women to circumvent the difficulties and perception of women created by the exclusion acts. 0: Incomplete assignment: Could not speak to the impact of the public policy upon the women's immigration experiences and/or their roles as active agents. Today's Society: Students are asked to take on the role of a post 1965 Chinese immigrant. To understand the impact of the 1965 immigration act, the students are charged to embody an immigrant, choose a category in which they immigrated through and speak to their life prior to entry into the US and their experiences of life as new immigrants. Grading scale: 2: Category, sponsor, and occupation should be represented and have justification for correlations. (Ex. Professional who were sponsored by an employer enter into a professional occupation). If there is no direct correlation, theories discussed should be utilized in the explanation. 1: Category, means of sponsorship and occupation are represented. No further discussion that explains the correlations or lack of relationships. 0: Did not attempt the assignment |
| Learning Outcomes | All |
| Number of Sections | 1 |
| Number of Instructors | 1 |
| Number of Students | ~33 |
Tentative Future Plans
| Term | Fall 2013 |
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| More Details | To better assess outcomes that list "past and present", this semester I intend to utilize more assignments that will require students to "compare and contrast" as well as continue to analyze the events and experiences individually. |
SLO Details Storage Location
ELECTRONIC COPY - In my electronic filing system (hard drive or web server)