Spring 2013 Course SLO Review

IDST 80A - Racism - Stage 5 - David Ga'oupu Palaita (vika)

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) Pre & post surveys or tests
Assessment Description	Three kinds of assessments were used for spring 2013. Those assessments are: Pre and post surveys which allowed students to indicate using a value system (i.e. 1 = poor; 5 = excellent) their ability to discuss any of the student learning outcomes. One example of a question on the pre/post survey is: • Explain key concepts and definitions commonly used in the study of racism, such as race, racism, ethnicity, culture, power, racialization The survey was filled out by 40 students and a total of 29 out of 40 students indicated on the pre-survey a value of 1, meaning they would do poorly at explaining key concepts and definitions in the study of race and racism. By the end of the course, the post-survey those 29 students changed their values to 4's and 5's which tells me that the students are now in a better position to explain the above SLO. A second assessment used in the class was a writing/reflective essay assignment. The essay allowed students to answer the question: How do we undo racism? The essay question is an opinion question so there are no right/wrong answers. However, the essay is graded on the students ability to answer the question, provide supporting evidence, and sharing their responses with the classroom. All 40 students were able to do this successfully. A final assessment used in this course was a performance/skit on how one would/should call out an act of racism. Students prepared short 5 minute skits and performed them in class. This gave students the opportunity to "feel" racism and also encourage students to address racism when it was appropriate and safe to do so. All students did well in this assessment. SUMMER 2013: IDST 80A SUMMER 2013 used the same the assessments to see if they would increase the achievement rate. No new assessments were used.
Learning Outcomes	• Discuss and have insight into their own emotional defensiveness as it relates to issues of racism. • Explain key concepts and definitions commonly used in the study of racism, such as race, racism, ethnicity, culture, power, racialization • Identify major areas of racial inequality in the workplace and family and the extent of violence against racialized groups in the United States today. • State differences among communities based on race, ethnicity, and other forms of oppression. • Relate the process of socialization to their own socialization into a racialized culture. • Recognize racism and critically assess examples on the individual, institutional, and societal-cultural levels. • Demonstrate an increased awareness and understanding of the destructiveness of racism. • Demonstrate an understanding of privilege and power, collusion, internalized racism, and empowerment.
Number of Sections	1
Number of Instructors	1
Number of Students	40

Data Analysis

Data Shared With	Faculty and staff within our department Students
Data Sharing Methods	Face-to-face meetings Email Phone
Data Summary	SPRING 2013 Out of 45 students, a total of 40 students successfully passed the course and received a passing grade. SLO 1: Discuss and have insight into their own emotional defensiveness as it relates to issues of racism = 90% pass rate (meaning the student indicated on the survey 4 or a 5) SLO 2: Explain key concepts and definitions commonly used in the study of racism, such as race, racism, ethnicity, culture, power, racialization = 100% pass rate SLO 3: Identify major areas of racial inequality in the workplace and family and the extent of violence against racialized groups in the United States today = 70% pass rate (meaning students indicated a value of 1, 2, or 3 on the survey) SLO 4: State differences among communities based on race, ethnicity, and other forms of oppression = 80% pass rate SLO 5: Relate the process of socialization to their own socialization into a racialized culture = 90% pass rate SLO 6: Recognize racism and critically assess examples on the individual, institutional, and societal-cultural levels = 95% pass rate SLO 7: Demonstrate an increased awareness and understanding of the destructiveness of racism = 90% pass rate SLO 8: Demonstrate an understanding of privilege and power, collusion, internalized racism, and empowerment = 70% pass rate SUMMER 2013 SLO 1: Discuss and have insight into their own emotional defensiveness as it relates to issues of racism = 10% pass rate (meaning the student indicated on the survey 4 or a 5) SLO 2: Explain key concepts and definitions commonly used in the study of racism, such as race, racism, ethnicity, culture, power, racialization = 100% pass rate SLO 3: Identify major areas of racial inequality in the workplace and family and the extent of violence against racialized groups in the United States today = 90% pass rate (meaning students indicated a value of 1, 2, or 3 on the survey) SLO 4: State differences among communities based on race, ethnicity, and other forms of oppression = 90% pass rate SLO 5: Relate the process of socialization to their own socialization into a racialized culture = 90% pass rate SLO 6: Recognize racism and critically assess examples on the individual, institutional, and societal-cultural levels = 95% pass rate SLO 7: Demonstrate an increased awareness and understanding of the destructiveness of racism = 90% pass rate SLO 8: Demonstrate an understanding of privilege and power, collusion, internalized racism, and empowerment = 90% pass rate
Analysis Summary	Survey: Students achieved outcome if they indicated on the post-survey a value of 4 or 5. Students indicating a 1,2, or 3 on the post-survey were considered not have achieved the outcome. Performance/Skit: All 40 students who participated in the skit and followed instructions achieved outcome of 100% Reflective Essay: All 40 students achieved outcome which is 100%. SUMMER 2013 Survey: Students achieved outcome if they indicated on the post-survey a value of 4 or 5. Students indicating a 1,2, or 3 on the post-survey were considered not have achieved the outcome. Performance/Skit: All 25 students who participated in the skit and followed instructions achieved outcome of 100% Reflective Essay: All 25 students achieved outcome which is 100%.
Next Steps Planned	Across three different assessments it seems to me that students do not do well on the pre/post surveys. I'm thinking it might not be an effective way to gauge their learning of outcomes. This is probably due to the fact that I designed the course to be interactive rather than a straight lecture. I think the SLO's are better understood when students have the room to be able to perform and verbally share their responses with their classmates. Perhaps I may change the SLO's to a content-based survey rather than a value.
Learning Outcomes	ALL

Changes

Details	This spring 2013, I implemented 2 changes to the course. Moving the course towards a more interactive class, I added a skit/performance component and a reflective writing assignment that requires the student to share their responses with the class. I am happy with the changes I've made to the course and these changes will be remain to be used in summer 2013
Learning Outcomes	ALL

Tentative Future Plans

Term	Fall 2013
Activities	Revision of outcomes and assessment methods (measurements) Assessment (measurement) of outcomes Analysis and discussion of assessment data and next steps Implementation of planned changes and reassessment
More Details	I might consider changing the pre/post survey to a content based survey rather than a value-based survey. I might also take the performance/skit portion into an actual public space and get people's reaction to their skits.

SLO Details Storage Location

HARD COPY - In a department filing system (department office)

Additional Highlights

One of the best highlights of the course were students ability to share, without fear and reservation, their true feelings about race and racism. This session of our class became very emotional but also allowed students to open up about their fears of other people and cultures.

I truly believe when we can change the way students think about sensitive topics like race and racism we make the world a better place not only to live but a world better place to grow and learn.

I really enjoy teaching this class and also enjoy the way I am able to guide them through such a difficult topic.

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