Major Issues in Lesbian Relationships (switch to course assessment form)
Stage 5
Assessment Activities
Assessment Methods |
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Assessment Description | MIDTERM PAPER & WEEKLY ASSIGNMENTS: Forum postings and student self-assessment confidential reports to the instructor from homework and special assignments are directly linked to specific SLOs, #A-G. DIRECT OBSERVATIONS: Student understanding of material was assessed as on-target with SLOs #A-G through 2 Student-Faculty mtgs and 1 in-person class in both Fall '12 and Sp '13 classes. PRE & POST SURVEYS: Overall, both Fall '12 and Sp '13 surveys indicated improved well-being in terms of levels and frequencies of distress by students who completed the course. However, the Sp '13 survey was only completed by 33% of the total class respondents (5 of 15) compared to 65% of the total Fall '12 class (11 of 17). Since this was such a small number of "post" survey respondents, in Fall '13, I will delete the Midterm Paper in favor of 3 essay papers required at 3 significant sections of the class that correlate to specific SLOs. This will provide a timely assessment tool that corresponds to the students DURING the course of the class. |
Learning Outcomes | ALL |
Number of Courses | 1 |
Number of Students | 15 |
Data Analysis
Data Shared With | Faculty and staff within the same department |
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Data Sharing Methods |
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Data Summary | The majority of the students who completed the assessment activities (weekly postings, self-assessment reflections, special assignment reports, midterm paper) indicated through these tools an understanding of gender and sexuality relationship problems (i.e. homophobia; sexism; money, power, sex incompatibility or dysfunctionality) and how to resolve them, as it pertains to themselves and lesbians in general. This was confirmed through direct observation at 2 Student-Faculty mtgs and 1 in-person class, as well as the Pre & Post surveys measuring well-being and frequency and level of stress. |
Data Analysis | As discussed earlier, the number of respondents to the Pre & Post Survey of Sp'13 survey was remarkably low (33%) compared to the Fall '12 class (65%). While both showed an overall positive trend, the low participation weakens the strength of the survey results. |
Next Steps Planned |
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Learning Outcomes | ALL |
Changes
Details |
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Learning Outcomes | ALL |
Tentative Future Assessment Plans
Assessment Term | Spring 2014 |
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Assessment Activities |
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Assessment Details | See sections 7a and 7b. |
ILO Alignment and Assessment Plans
I.A. Use reason and creativity... | B. Analyze the influence of historical, cultural, sociological, and legal factors on the lesbian dyad. E. Synthesize the complexity of sexual and gender orientation with the social construction of sexuality; relate these dynamics to the stages of lesbian identity development and to the foundation of relationship. G. Improve critical-thinking skills through class discussions, analysis of assigned journal articles, exam preparation, and essay writing. |
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I.B. Apply diverse viewpoints... | A. Demonstrate an understanding of and correlate psychological conditioning in childhood with relationship dynamics in adulthood. D. Demonstrate an understanding of alcohol and drug abuse patterns and identify corresponding relationship issues common among adult children of alcoholics. |
I.C. Locate, retrieve, and evaluate information... | C. Evaluate the impact of difference on relationship dynamics, particularly in the areas of ethnicity, class, and culture. F. Demonstrate an ability to critically analyze the pressures and problems brought to bear on lesbian relationships by societal and familial homophobia. |
Fall 2013 ILO Assessment Plans | Although our PSLOs map to these ILOs, we will not be conducting assessments of them in Fall 2013. |
SLO Details Storage Location
HARD COPY - In my personal filing system (my office)
Additional Highlights
I am glad that the SLOs assessment process allowed me to critically review my class and see where the class can be improved in terms of student learning outcomes. I already had established several measurement tools (weekly postings, self-assessment reflections, pre and post surveys, direct observation through required student-faculty meetings and an in-person class), but the peer and institutional review process made it objective and verifiable.Based on my most current assessment, I plan to further improve my measurement tools by requiring 3 essays, which correlate to specific SLOs, and then discuss these papers with each student. I think both parties will benefit from this change.