IDST 80 D - Diversity: Heterosexism - Stage 5 - Kappra/ Muller
Assessment
| Assessment Methods |
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| Assessment Description | student self-assessment at the beginning and end of the eight hour class assessment of student papers, using a rubric |
| Learning Outcomes | ALL |
| Number of Sections | 1 |
| Number of Instructors | 1 |
| Number of Students | 25 |
Data Analysis
| Data Shared With |
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| Data Sharing Methods | |
| Data Summary | Summer 2013: All of the students reported learning gains in regards to the SLOs - in particular in the area identified in Fall 2012 work on this semester- (sexuality and gender). The instructor used a group activity and each group had a set of terms they had to define. They then presented their definitions to the whole group and we revised as needed. According to the student survey and their papers, this seemed to work. There was a clear understanding of the differences and interrelatedness of sexuality and gender. While the student self-reflection surveys reported gains, I'm not sure how accurate a tool it is. In some cases, students began at 1 and ended at 5 in all areas. While I definitely believe they were at a 1 when they entered the classroom, I am not sure if they were extremely confident by the end of the class. These issues are very complex and I'd be concerned if someone who felt they knew nothing in the beginning felt fully confident after an 8 hour class. I feel that this course is an introduction to the topic and hope that students will continue to grow and learn for years to come in terms of their understanding of and reaction to heterosexism. |
| Analysis Summary | Students achieve outcome if they can use the terms correctly and apply the concepts in their final reflection papers |
| Next Steps Planned | One area that I feel I could improve on next year is a more explicit explanation of the three levels of oppression/heterosexism - interpersonal, cultural and institutional. I feel that I did not address this in enough of a concrete manner. I will try to think of some sort of activity and not just a lecture, to help students understand these three different levels of oppression. Hopefully other faculty in the program can offer some suggestions. One of the students in the class beautifully explained intersectionality and interrelatedness of oppression in relation to her own life. I've always found it difficult in such a short course to really treat the topic justly, and instead think that this could be an additional course in our series. This students' explanation helped, but I believe this is one SLO that should be expanded to another course. In general, I feel that there are far too many SLOs for a .5 unit/8 hour class. I'd like to meet with other DSJ instructors and Lauren and see if we can pare down the list a bit and perhaps look at options for some of the SLOs that we feel we can't address fully in such a short time. |
| Learning Outcomes | ALL |
Tentative Future Plans
| Term | Fall 2013 |
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| Activities |
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| More Details | See plans articulated in question 6 c |
SLO Details Storage Location
- HARD COPY - In my personal filing system (my office)
- HARD COPY - In a department filing system (department office)
- ELECTRONIC COPY - In my electronic filing system (hard drive or web server)