IDST 7 - Introduction to the United Nations - Stage 2 - Lauren Muller
Assessment
| Assessment Methods |
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| Assessment Description | Assessment: The students are provided with appropriate material as reading assignment and in-depth discussions in the classroom that take place on regular basis. Since our community college students are coming from the High Schools, and leaning about the world around them through the UN class is a demanding process, a great deal of effort is made to develop their interest in educating them about the course. The results of having open discussion, interaction, and lecture series start becoming apparent with their continued level of interest in the class. Question and answers, quiz, and write-ups of policy statements reveal their comprehension scale which is very productive as well as encouraging. During and after every meeting of the class the students' knowledge is measured to appreciate the process, and also to improve further where modification is needed. More importantly, the assessment of the Learning Outcomes is assured by scheduled midterm examination that includes essay writing on the topic and a multiple choice quiz that are directed to assess the items of the course objectives and a final examination to test the knowledge acquired though the UN class. |
| Learning Outcomes | ALL and B and D more in depth |
| Number of Sections | 1 |
| Number of Instructors | 1 |
| Number of Students | 25 |
Data Analysis
| Data Shared With | Faculty and staff within our department |
|---|---|
| Data Sharing Methods | |
| Data Summary | Overall, the UN class success rate seems to better than expected. The level of knowledge of the students matched 90 % with the desired goals of MLOs. |
| Analysis Summary | Additionally, question answer face to face with two diplomats reveals the ability and confidence of the CCSF UN class in their education about the UN. Our guest speakers for the Foreign Envoys Forum (FEF) this semester included Honorable Ana Vezuela, Consul General of El Salvador and Honorable Bernhard Ables from Germany who addressed the class and answered questions from the floor. A major thrust of inquiry was related with vital matters that matter most to humankind: nuclear threat, terrorism, and violations of human rights. |
| Next Steps Planned | Continuation of: The students are provided with appropriate material as reading assignment and in-depth discussions in the classroom that take place on regular basis. Since our community college students are coming from the High Schools, and leaning about the world around them through the UN class is a demanding process, a great deal of effort is made to develop their interest in educating them about the course. The results of having open discussion, interaction, and lecture series start becoming apparent with their continued level of interest in the class. Question and answers, quiz, and write-ups of policy statements reveal their comprehension scale which is very productive as well as encouraging. During and after every meeting of the class the students' knowledge is measured to appreciate the process, and also to improve further where modification is needed. More importantly, the assessment of the Learning Outcomes is assured by scheduled midterm examination that includes essay writing on the topic and a multiple choice quiz that are directed to assess the items of the course objectives and a final examination to test the knowledge acquired though the UN class. |
| Learning Outcomes | ALL |
Changes
| Details | During Spring 2013 semester, MLO number D in course outline of the UN class was one of the highlights of the learning process. It states: Evaluate the United Nation’s effectiveness in handling global issues, including nuclear threat, regional conflicts, terrorism, and violations of human rights. The SLO was achieved through students' drafting capability which was a testing device under the title of Policy Statements. This SLO clearly substantiates that the MLO is in place and working. A specific topic of the day for discussion in accordance with the UN class syllabus establishes the subject matter for the draft. A good number of policy statements written there and then after lecture and interaction will be filed in hard print to make them available for the review of the IDST Chairperson in her office. |
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| Learning Outcomes | SLO D |
GE Area C Details
| Learning Outcomes | No answer |
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| Number Students: Proficient | No answer |
| Number Students: Developing | No answer |
| Number Students: No Evidence | No answer |
| Criteria | No answer |
| Extra Details | No answer |
Tentative Future Plans
| Term | Fall 2013 |
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| Activities |
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| More Details | The fact becomes evident through the 'Individual Expectations Statement' signed by the students during the opening session of the class. After going over their notes, I make a concerted effort to bring to the class what the students would prefer to gain from Introduction to the United Nations class in terms of their educational achievement. So while the course covers the entire area of the learning objectives, a special focus is geared around teaching about the primary purpose of the creation of the United Nations, its structure, organization, and mechanism. As such, the learning process is spread across four phases of discussion in educating the students on the topic of Introduction to the United Nations. In the first phase, the structure of the UN is thoroughly explained based on our textbook, syllabus, and the course outline. During the second phase, current cases concerning international peace and security before the United Nations are discussed in accordance with the UN resolutions involving peacemaking, peacekeeping, and peace-building in the world. The third and fourth phases involve critique and ways to improve the letter and spirit of the charter of the UN in relation with the ground realities and the success and failures of the world body. |
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)