ࡱ> `b_b jbjb F~  xxx%%%%%5&&&&&&&&z4|4|4|4|4|4|4,6R#94x&&&&&4'xx&&4'''&4x&x&z4'D,DL,xx&z4''r1Txx2|& %&R22|405`29'92'xWG 101-Introduction to Women and Gender Studies Course assessment results over two semesters Summer and Fall 2007 Seyda Turk Smith, Ph. D. WG 101 Course assessment is conducted for two semesters, SU07 and F07, is based on student self reports, and modeled after assessments common to women and gender courses as described in Courage to Question. Several topics typical to women and gender studies courses and adopted as a part of SLO for this course were given to students at the end of the semester. Student self-ratings based on a 5-point scale with strongly agree/disagree endpoints on well these topics were covered in class are reported below: Addressing issues such as, race, gender, sexual orientation, and looking at systems in terms of power differences: Students rated coverage of these issues very highly in both semesters. On a 5-point scale, the average score for each area of coverage was as follows: IssuesFall 07Summer 07Race4.414.18Gender4.774.73Social class4.524.18Sexual orientation4.784.38Discussions of power4.244.41Discussions of systems 4.774.50 Students also agreed strongly that the course adopted an overall feminist approach, used feminist pedagogy, and made highly visible works of women. Overall approachFall 07Summer 07Overall feminist approach 4.144.50Feminist pedagogy4.144.32Covered of works of women4.524.48 In terms of different approaches to learning and the learning materials, students assigned high ratings to educational videos (mean ratings 4.50 and 4.81 respectively) and in-class learning activities (means, 4.50 and 4.71) indicating that both activities enhanced their learning. They also gave overall high ratings to writing online journals in terms of their effectiveness in enhancing their learning in class (means 4.41 and 4.48). The ratings for the textbook (means 4.14 and 3.76) were lower than supporting educational materials, i.e., videos and journals. This is not surprising to UOGs WG 101 instructors who have known for a long time that the level of reading in the assigned textbook, Womens Realities, Womens Choices was above the freshmen entry level. However, the textbook was the most highly recommended one in the field and was based on a survey of introductory textbooks used in comparable U.S. based women and gender studies programs. Assessment of other student learning objectives: Further analysis of content is needed for more information. Analysis of student answers on essay questions would reveal the extent to which students were able to develop the gender lens, be able to conduct critical analysis and understand the importance of social context in determining human behavior, which are other SLO defined for this course. Such an analysis would require program faculty to assess student papers/essays and journals in sections other than their own according to agreed upon rubrics for the above stated learning objectives. Women and Gender Studies Program / Course evaluation Evaluating the course content: Did the class cover issues and research related to women and gender relations at the personal, familial and institutional levels? very much 5 4 3 2 1 not at all Did the class address questions of race? very much 5 4 3 2 1 not at all Did the class address questions of gender? very much 5 4 3 2 1 not at all Did the class address questions of sexuality and sexual orientations? very much 5 4 3 2 1 not at all Did the class address questions of social class? very much 5 4 3 2 1 not at all Did the class take an overall feminist approach? very much 5 4 3 2 1 not at all Did it include an analysis of power relations in terms of hierarchy, oppression, and exploitation? very much 5 4 3 2 1 not at all Did it follow feminist pedagogy? very much 5 4 3 2 1 not at all Did it include the works of female authors, artists, scientists? very much 5 4 3 2 1 not at all Did it include discussions of systems of race, gender, and class? very much 5 4 3 2 1 not at all Was the learning environment of this class different than your other classes? If yes, how would you describe it? What kind of learning environment do you prefer, or learn best in? What were your expectations for this class and were they met? What changes would you like to see in future Women and Gender classes? The following questions are about the materials used in this class. The textbook Womens Realities Womens Choices is an excellent resource. Strongly agree 5 4 3 2 1 strongly disagree In-class activities (lectures, class discussions, debates) enhanced my understanding of the material. Strongly agree 5 4 3 2 1 strongly disagree Online journals provided additional opportunities to engage in the issues on women. Strongly agree 5 4 3 2 1 strongly disagree The videos enhanced my learning experience. Strongly agree 5 4 3 2 1 strongly disagree A few questions about you: The class in which you are filling this questionnaire: WG 101 __Fall08____ Semester Gender:_____ Age:_____ Your major (if applicable) _____________ Have you taken any other women/gender classes? ______ . If yes, which one?____ How would you rate your interest in women/gender issues? Not interested at all 1 2 3 4 5 Very interested Would you consider taking another class offered by Women and Gender Studies Program? Definitely No 1 2 3 4 5 Definitely Yes maybe  Musil, C. McTighe, Ed. (1992). The Courage To Question: Women's Studies and Student Learning. 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