Women's Studies
Results of Assessment
2003-2004 (submitted 05/20/04)
The program continues to suffer in maintaining
continuity for its assessment plan because of an unfortunate succession of
secretaries. Nonetheless, we have achieved the goals specified in the
Fall. We collected and analyzed significantly more papers than Fall 2003.
We assisted the secretary in collecting data from core and cross-listed
courses. We completed the outcomes grid for Senior Seminar. And we met and
are completing the 2003-2004 data May, 2004.
Data Collected:
a. Samples of student writing from two core
courses;
b. Papers from two cross-listed courses.
Analysis of the Data:
A committee, consisting of Diane Krantz, Maria
Parrilla de Kokal, and Sandra Powell, met in May of 2004 to analyze the data
collected. We had papers from Introduction to Women’s Studies, the Senior
Seminar, Psychology of Diversity, and Perspectives in Women’s Literature . The
essay of our graduating senior provided good data concerning the program.
A. Sample self analyses from Introduction to
Women’s Studies, WS 2050, reveal some increase in awareness of social,
global, and work place issues relating to women and of the exploitation of
women’s sexuality in different circumstances. The nature of the assignment
collected precluded its meeting other goals. The papers thus met program
assessment goal 1.
B. The paper from a single student who did the
Senior Seminar, WS 4900, demonstrated the ability of the student to focus on a
topic (in this case the program as a whole), thereby meeting goal 4 for
program assessment. The student attests to being stimulated to think
critically as well as to achieving a new world-view. She found 2050 excellent
preparation, in its rigor, for other Women Studies courses. Feminist theories
was thought-provoking and provided in-depth analyses of feminisms. Her
research methodologies course provided a forum for deep, insightful
discussions of women’s issues. A weakness in the essay was the lack of
concrete examples of what she had learned. Again the student praised the
faculty.
C. Essays from Psychology of Diversity students
showed their ability to focus successfully on one aspect of a character in the
conflict situations they analyzed. That focus showed recognition of women’s
diversity according to one criteria. The weakness in the papers was that
students seemed unable to see past one aspect of diversity most salient to
them in order to appreciate that the women studied belonged to multiple
minority and/or oppressed groups.
D. We assessed two different assignments for
Perspectives in Women’s Literature, Engl 2710. Daily literary journals show
students’ ability to analyze various pieces of literature from a gender
perspective. Students recognize different types of oppression and silencing as
well as self-fulfillment and achievement in differing time periods and
geographic locales.
Student essays required an in-depth analysis of
literature and/or a film dealing with women’s oppression. Papers varied in
how well students wrote, but most students produced focused and coherent
essays that used evidence from the text to support their analyses. The
majority were also able to connect ideas and concepts about oppression and
patriarchy as these played out in the pieces analyzed. As a whole the two
assignments showed that students succeeded in attaining goals specified as 4,
5, and 6.
Program changes to be implemented in 2004-2005
are as follows:
1. Remind faculty early of the stated goals of
the different courses they are teaching and the types of assessment expected
for those courses.
2. Call for sample papers several times each
semester.
3. Involve additional faculty in the assessment
process.
Mission
Statement / Student
Learning Outcomes / Curriculum
Grid / Assessment Plan
/ Contact Person
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