Comprehensive Assessment Tracking System

Active Learning

Research for the Humannequin Project: Information Literacy Assessment

The humannequin project connects academic research with political art on specific gender issues. Students must research their gender issues and provide information from credible, academic sources.  SOC 212 students participated in the Information Literacy Assessment in 2011 and then again in 2014. The four areas in the assessment were (1) framing the research question, (2) accessing sources, (3) evaluation of information, and (4) create original work. The rubric created by the SAAC committee is attached as well as the spreadsheet with results (created by Terry Meyer and James Waugh).

Make Them Think It Was Their Idea: Using A Student-Generated Rubric To Increase Oral/PowerPoint Presentation Scores

In my 16 week RDG 091 course, prior to the first group presentation, I spend one or two classes teaching students the oral and format expectations of an oral PowerPoint presentation.  In Fall, 2013, I taught an 8 week version of the RDG 091 course and found that there was limited time to extensively teach these skills prior to their first oral presentation.  I provided them the rubric ahead of time and covered the information as best I could with the time I had.  However, I was very disappointed in the results. For their next presentation I approached it differently.

Mini-Whiteboards in Economics

Economics is known for being a difficult subject, but perhaps what students dread most about the class is graphing.  There is not a lot of multiple choice questions in my class- students are expected to graph routinely on bi-weekly quizzes.  In order to support student development with their graphing abilities,  last year I introduced mini-whiteboards as a way to get students practicing graphing as a class warm-up activity, focusing material from the previous class.

What value do events on campus have? One Billion Rising

A survey was completed (N=147) for the One Billion Rising Event. This is a sample of the percentages for responses of Agree and Strongly Agree.  Please see attachment. (1). One purpose of this event was to raise awareness of the global issue of violence against women. My understanding of the global issue of violence against women is greater after attending this event. 88% (2). Another purpose of this event was to encourage a better understanding of how individual action can bring about change in the larger culture and in personal lives.

Social Change with Regards to Gender? Finals Week Public Service Announcement Activity

During finals week class time, SOC 212 (Gender and Society) students create a public service announcement. The instructions given are "Based on the information you learned on gender and society, what would you focus on to promote social change? You are going to create a two minute Public Service Announcement to share with the class." The goal of this assessment is to see which topic is chosen as most important to create a public service announcement. Students were required to choose one topic; some chose more than one to discuss.

Love Your Body-Assessing Events on Campus

Students continuously give us positive feedback on campus events. Love Your Body Week is assessed with a survey for the week long series of events. Self reflection questions focus on learning from the event, interest in going to other eventes, interest in learning about other social issues, interest in being active in the community, feeling open minded, and having resources on the social issues. If you examine the attachments, you will see results for the presentations, activitie,s and the outdoor event.

Humannequin Project: Knowledge, Involvement on Campus, Group Projects

The Humannequin Project includes an assessment each year which varies by topic. The 2013 assessment, rubric, and student scoresheet are attached. Each questions always focuses on Bloom's Taxonomy: RememberUnderstandApply, Analyze,  Evaluate and Create.  Questions 4 and 6 have lower averages. These two areas need to be improved for the 2014 project. UPDATE: For 2014, the topic for the project was gender and language.

So you think you know about gender? the journal entry- Week 1 and Week 16

During Week 1, students complete a journal entry in which they discuss their thoughts on current gender inequalities and what they think the course will include. The majority of students do not have the details of contemporary gender issues. Most of them state that gender inequalities are part of the past and/or that there are a few gender inequalities due to progress. During Week 16, students complete a journal entry asking them what they will walk away, what surprised them in the course, and how will they promote social change.