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For 2021-22 we planned to assess the following LOs:
3. Engage in interdisciplinary research
c. conduct primary and secondary source research, incorporate others’ work into original arguments, and properly credit sources
d. design and implement a project, creatively employing interdisciplinary research towards an original analytical, creative or activist problem
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Definition of the “integration of theory” criteria was: “Presentation cites relevant academic research on language and gender and explains theoretical concepts that are pertinent to the project.”
The rubric applied was:
Score/Rating |
1 – Poor |
2 – Inadequate |
3 – Minimally Adequate |
4 – Good |
5 – Excellent |
WGST 232 Safe Zone Train-the-Trainer (LO #1f)
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WGST 203 Topics-Gender in the Social World: Gender and Language (LO #1f)
Measure 1
Measure 2
Score/Rating | Tally | Total |
1 – Poor | 0 | |
2 – Inadequate | X | 1 |
3 – Minimally Adequate | XXXXXX | 6 |
4 – Good | XXXXXXXX | 8 |
5 – Excellent | XXXXXXXXXXX | 11 |
WGST 232 Safe Zone Train-the-Trainer (LO #1f)
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21 students chose agree or strongly agree
DiscussionComing Soon
The WGST Advisory Committee discussed the outcomes from this year's assessment at our second meeting of the year:
- One question raised is about WGST 232 as a course to assess. Since this course does not aim at content knowledge, but at skills around facilitation, it might not be an appropriate course to assess. (Also while the course is an option for completing an elective for the WGST programs, it is not required.) Moreover, the outcomes of the SZ course are not captured in the LOs of the program. Though we might discuss whether the program outcomes ought to be revised to be broader and aim to capture the learning that WGST 232 and 233 aim at.
- Reflecting on this case of assessment–along with the fact that the assessment in WGST 100 focused on intersectionality as a concept, which could fit under either LOs 1c or 1f–has led us to notice that our LOs (or at least LO #1a-f) are not particularly skills-based, and it is unclear how best to assess content-based knowledge in such diverse courses.
- The WGST Advisory Committee is hopeful to hold the first of an annual retreat (to be repeated every year going forward) this summer for the faculty to be able to gather and commit substantial discussion time to this and other issues raised by our 5 year review.
APPENDIX--Further Course, Method, and Assignment Information for each Course
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Definition of the “integration of theory” criteria was: “Presentation cites relevant academic research on language and gender and explains theoretical concepts that are pertinent to the project.” The rubric ratings were:
Score/Rating | Tally | Total |
1 – Poor | 0 | |
2 – Inadequate | X | 1 |
3 – Minimally Adequate | XXXXXX | 6 |
4 – Good | XXXXXXXX | 8 |
5 – Excellent | XXXXXXXXXXX | 11 |
Interpretation/Closing the loop
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