LGBT 5 - Intro to LGBT Studies - Stage 5 - Ardel Thomas
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)
- Feedback from collaboration with other departments, collaborative assessment with Napa Valley College and their SLO's for Intro. to LGBT Studies
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| Assessment Description | Questions focused on the intersections of identities and historic time periods which included coded language within the LGBT community. |
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| Learning Outcomes | ALL |
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| Number of Sections | 2 |
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| Number of Instructors | 1 |
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| Number of Students | 90 |
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Data Analysis
| Data Shared With | - Faculty and staff within our department
- Faculty and staff from related programs/departments
- Faculty and staff from other colleges
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| Data Sharing Methods | - Face-to-face meetings
- Email
- Phone
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| Data Summary | The majority of students were able to answer the SLO questions successfully. |
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| Analysis Summary | Grades on the exams showed a higher than 80% outcome achievement. |
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| Next Steps Planned | Within the next year, I intend to continue refining the questions for SLO. This was the second full time through on these and the improvements I made from last year in what I was teaching and how clearly made a difference for SLO's. |
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| Learning Outcomes | ALL |
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Changes
| Details | For LGBT 5, I changed the types of questions asked because the SLO percent from the previous year was around 70% and I wanted the students to do better. I changed the ways I delivered the information and broke down into smaller discussion groups in class as well as moved from lecturing to having students conduct outside research and then bring their findings in to class. By holding the students more responsible for the information as opposed to just giving them information, they were able to learn more and become more involved in their learning process. |
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| Learning Outcomes | ALL |
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Tentative Future Plans
| Term | Fall 2013 |
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| Activities | Implementation of planned changes and reassessment |
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| More Details | I will continue to refine the activities, although this set of activities has been very successful. I will also continue to work with students in finding out how they would like to approach the material. |
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SLO Details Storage Location
HARD COPY - In my personal filing system (my office)
Additional Highlights
90% of the students in both sections of LGBT 5 had success on the SLO's. This was higher than my initial goal and I know it is directly tied in to giving the students more responsibility in their research. For example, rather than my lecturing about Human Rights - specifically LGBT rights in a global context - I had the students break up into 11 different groups of 4-5 people. Each group was responsible for one country - for example - China. And then they had one week to research and write about everything they could find, historically, and currently on LGBT rights and Human Rights in the three main provinces of China. As a class, we then met together as an international delegation where each group represented their country to tell the rest of the class what was going on there. This worked much better than if I had simply lectured to them about the diverse ways 11 different countries approach Human Rights generally and LGBT rights specifically.
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