Spring 2013 Course SLO Review

LGBT 50 - Gay/Lesbian/Bisexual/Transgender Communities of Color in the U.S. - Stage 5 - Trinity Ordona

Assessment

Assessment Methods	Assignments based on rubrics (such as essays, projects, and performances) Direct observation of performances, practical exams, group work Capstone projects or final summative assignments
Assessment Description	PRIMARY ASSESSMENT TOOL WAS DIRECT OBSERVATION THROUGH: ATTENDANCE: This weekly 3-hour class was a “Learning Intensive,” so students must be present to access the discussions, readings and shared experiences in the classroom and group exercises, including special class topics (Community Organizing and Anti-Oppression training, Wk 5; and "Identity Politics after Stonewall," Wk 9). CAPSTONE GROUP PROJECTS: a. Team presentation on ONE of the QPOC racial/ethnic group classes (Wks 10-15): Native American Indian, Latino/Latina, Asian/Asian American, Pacific Islander, International communities of color. b. Team presentation of ONE of three Final Class Projects (Wks 16-17) 1) Queer Colored Eyes (Wk 18) – Planning, organizing and leading a 3-hour workshop “For and About Queer People of Color at CCSF and in San Francisco Bay Area.” This event is envisioned as an important class and community learning opportunity and an integral part your learning process as visionaries and strategic teachers, healers or leaders. 2) LGBT Communities of Color: History Project (Wk 17) – A small group presentation on the historic contributions of person(s) who are LGBT and POC communities 3) LGBT Communities of Color: Community Organizing Project (Wk 17) – A small group presentation on an issue(s) of importance to LGBT and POC communities. INDIVIDUAL ONE-TO-ONE MEETINGS & FOLLOW-UP WITH TEAM PROJECTS: One of the strategic goals of this class was to assist students in identifying and developing their “passion." Therefore, students were asked to write a short biosketch, detailed resume and purpose statement, all of which will be discussed in a Student-Faculty meeting held during Wks. 1-5. In addition, teams were actively tracked for progress on their presentations throughout the class until the time of presentation. ONLINE POSTINGS: Weekly postings of answers about the class discussion, whether it was history, politics or social learning (community organizing, anti-oppression training) or information about LGBT communities of color.
Learning Outcomes	ALL
Number of Sections	1
Number of Instructors	3
Number of Students	13

Data Analysis

Data Shared With	Faculty and staff within our department Faculty and staff from other colleges
Data Sharing Methods	Face-to-face meetings Teleconferencing or skype Email Phone Shared document files
Data Summary	92% of the students who completed the class with a passing grade (A-C) had at least 60% attendance and 100% completion of BOTH capstone oral presentation summative projects. However, only the students who completed the weekly posting assignments through the Tech-Enhance course site received an "A" grade.
Analysis Summary	ATTENDANCE: Wks. 1-4 (Origins of Homophobia & Heterosexism in the Americas); Wks. 6-8 (Origins of Identify Politics & the Rise & Fall of the Rainbow Coalition): Students who had high attendance in these weeks demonstrated, through the two required capstone projects, the outcomes listed below: SLO #A: Evaluate the limited historical evidence available to us about pre-Stonewall LGBT communities of color in the context of their implications for contemporary identity politics and community building. SLO #E. Compare the support women of color have found in feminist movements to the support for men of color. SLO #F. Identity the roles LGBT people of color play and have played in cultural nationalist movements. Comprehending this history, above, was necessary for the completion of BOTH capstone projects. Furthermore, comprehension of assigned readings and class discussion covering all SLOs was necessary for students to be able to present their reports, which demonstrated an ability to: SLO #B. Define terms and concepts of sexuality in historical and culturally specific contexts. SLO #C. Analyze the shifting relationships of LGBT people of color to predominantly white gay organizations and communities SLO #D. Analyze the shifting relationships of LGBT people of color to predominantly straight racial-ethnic communities. The SUMMATIVE CAPSTONE PROJECTS WERE: a. Team project presentation on an LGBT racial/ethnic group of color, Wks. 10-15. b. Team project presentation of an LGBT Community Organizing, History or "Queer People of Color" project, Wks. 17-18. ONLINE POSTINGS: Only the students who completed the weekly posting assignments received an "A" grade. Students who were inconsistent or failed to do the weekly postings received a "B" or "C" grade, yet their oral presentations consistently demonstrated an understanding of the material and therefore, achieving the course SLOs.
Next Steps Planned	ONLINE WEEKLY POSTINGS: I will dispense with these assignments and only have them available for "extra credit points" for students who miss the class and have to catch up on material.
Learning Outcomes	ALL

Changes

Details	In previous years, students only made one Final Project Presentation (generally during the last two weeks of class) and did weekly online postings through the Tech-Enhanced course site. Given the breadth of course SLOs and need to demonstrate achieving these outcomes, I decided for Spring 2013 to require students -- in addition to an Final Project Presentation and online postings-- to make an oral presentation covering one LGBT community of color (all communities were covered in 6 weeks), rather than have guest speakers from each community. To make these assignments feasible, each student was also part of a team.
Learning Outcomes	ALL

Details

In previous years, students only made one Final Project Presentation (generally during the last two weeks of class) and did weekly online postings through the Tech-Enhanced course site.

Given the breadth of course SLOs and need to demonstrate achieving these outcomes, I decided for Spring 2013 to require students -- in addition to an Final Project Presentation and online postings-- to make an oral presentation covering one LGBT community of color (all communities were covered in 6 weeks), rather than have guest speakers from each community. To make these assignments feasible, each student was also part of a team.

Learning Outcomes

ALL

Tentative Future Plans

Term	Spring 2014
Activities	Update the language of the SLOs to reflect current situation.
More Details	SLOs #A-F should be re-written in language that is both more inclusive (delineating each LGBT racial/ethnic community of color and all genders and sexualities) and more current, in light of legal, social and cultural changes in American society towards people of color and LGBT people (i.e. disproportionate health, safety, income, and quality of life differences for LGBT people of color due to racism; impact of immigration on same sex marriage rights and other LGBT anti-discrimination protection laws).

SLO Details Storage Location

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

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