Check for Understanding

In Fall 2013, I piloted a video reflection assignment in the Sociology courses.

Sociology 130, Human Sexuality, focuses on the social, cultural, and institutional contributions to human sexuality. Throughout the semester, students address how society constructs expectations and limitations on sexuality. The last assignment is to create a sexual rights document and to discuss the document with your classmates. The sexual rights document will be assessed through a rubric which focuses on research, sociological imagination, and critical thinking. The SOC 130 online course will be piloted in Spring 2014.

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.

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.

In another assessment, the gender issues survey incorporated in SOC 212 as a pre and post survey is discussed. The focus is on similarities and differences between the pre and post results. This assessment focuses on the post survey as a comparison between hybrid and online. A spreadsheet is attached with the results for Spring 2013. The similarities between the hybrid and online courses include 1. majority of students indicate that most of the listed gender issues are important and very important (higher end of scale) 2.

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: Remember, Understand, Apply, 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.

Since Spring 2010, a common assignment has been incorporated into Sociology 101 (Introduction to Sociology). A group of faculty worked on the assignment and rubric with the SAAC co-chairs during Fall 2009. The assignment has been implemented at the end of each semester in the SOC 101 courses (learning outcomes, assignment, and rubric attached below). I have attached some of the comments and results from the instructors from each of the semesters (when information was provided).

The Social, Civic, Global Responsibility Common Assignment was implemented in SOC 130 (Human Sexuality). Students were given the topic of the AIDS epidemic as their focus for this assignment. The rubric was given at the same time as the assignment. Both were discussed and reviewed in class. The focus of the assignment tied in with the rest of the semester as the students organized the EMCC AIDS team, raised money for AIDS awareness, and created slides to be shown outside during the AIDS Day event. The average scores were as follows:



Question 1:  2.67(of 3)

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.

A general survey on gender issues was given at the beginning of the semester and at the end of the semester. There were two questions for each gender issue: (1) how important is the issue and (2) how much work needs to be done on the issue. The issues focused on the feminist movement, reproductive rights, economic justice, gender and violence, men and masculinity, lgbtq rights, gender and language, gender and the media, gender and politics, social activism and social change. A 5 point Likert scale (not important to very important) was used.