AFAM 60.01 - The African American Woman in the USA - Stage 5 - Johnetta Richards
Assessment
| Assessment Methods | - Assignments based on rubrics (such as essays, projects, and performances)
- Direct observation of performances, practical exams, group work
- Pre & post surveys or tests
- Feedback from collaboration with other departments
- Student focus groups
|
|---|
| Assessment Description | Students were given a pre-test short answer test that evaluated the major learning outcomes listed for AFAM 60. The same test (post test) was given at the end of the semester. Students were able to identify the theories and institutional structures that restricted freedoms of African women in America. They were also able to write briefly about the political activities of black women that fostered community growth. In all the course assignments, especially at the end of the semester, oral presentations, allowed each student to answer questions dealing with the relevance of historical growth in the black community based on the accomplishments of black women. |
|---|
| Learning Outcomes | All. Please review the five major learning outcomes listed on the course outline of record. |
|---|
| Number of Sections | Only one course section wqas offered and evaluated. |
|---|
| Number of Instructors | One. I am the only instructor who offeres this clas at CCSF. |
|---|
| Number of Students | There were approximately 17 students who completed this short answer pre and post test for AFAM 60. |
|---|
Data Analysis
| Data Shared With | - Faculty and staff within our department
- Faculty and staff from related programs/departments
- Faculty and staff from across the college
- Faculty and staff from other colleges
- Students
|
|---|
| Data Sharing Methods | - Face-to-face meetings
- Email
- Phone
|
|---|
| Data Summary | This class was actually a joy to assess. Over 90% of the students could identify major black women political activists by the end of the semester. All students understood the social milieu and historical context of black women. There was a clear improvement by students in the critical level of analysis presented by the end of the semester. The best part of the review was that many students praised one black woman who earned her Ph.D. at age 67. Students mentioned her again and again in class discussions after the mid-term exam and during the week of final oral presentations. |
|---|
| Analysis Summary | Students understood the purpose of learning objective "B" and "C" very well. When the critical review of films was completed orally in class, the majority of the students were able to precisely identify legal systems, institutions and the need to justify the treatment provided to all black women. Students understood the language used by people in power and the context of the explanation given by those traditionally in power. For example, when we discussed the Black Hottentot Venus, (Sara Baartman) students were able to understand how the British and French scholars, anthropologist and museum officers justified the final dissection of Sara and ill treatment she received during her final years of her life. |
|---|
| Next Steps Planned | We have ten critical film review questions for discussion after viewing educational videos in class. Based on student class discussions, I assigned four students to be " supreme film reviewers" of the answers that are suggested by students. I did this during the last three films and the class really appeared to be engaged in critically assessing the answers given by the various groups. |
|---|
| Learning Outcomes | All. The steps to improve will generate more excitement as we complete the standard "drill" of critically reviewing class material, assigned readings, etc. |
|---|
Changes
| Details | In an effort to have more students engaged, I assigned two full class sessions for oral presentations. After the presentations, the entire class contributed ideas on how particular student research and presentations supported their own research and understanding. |
|---|
| Learning Outcomes | All. The best part of the changes implements during Spring semester was that several students returned to my office during exam week to explain the value of AFAM 60 to them, and their family. Several students said they enjoyed "reporting back" to their family new ideas and concepts presented in AFAM 60. I was delighted. Students also said they would recommend this course to other friends and family. |
|---|
Tentative Future Plans
| Term | Fall 2013 |
|---|
| Activities | - Assessment (measurement) of outcomes
- Analysis and discussion of assessment data and next steps
|
|---|
| More Details | I will continue to give the pre test (short answer) and the post test. I will evaluate the response of students near the end of the semester to see if they are , in fact, using the language and critical analysis techniques put forward in class. |
|---|
SLO Details Storage Location
HARD COPY - In a department filing system (department office)
Additional Highlights
The best part of this entire process is the idea of education as a weapon to battle injustice and create a better future. I was delighted when several students told me they have crafted new plans to achieve success in school and to secure all of the education they can. They understand the power of critical thinking and how important it is to think critically before making decisions in life.
Back to Department Overview