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Weber State University Annual Assessment of Evidence of Learning

Cover Page Department/Program: Women’s Studies Academic Year of Report: 2011/2012 Date Submitted: 15 November 2012 Report author: Michelle Paustenbaugh Contact Information: Phone: 801.626.8049 Email: mpaustenbaugh@weber.edu

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A. Brief Introductory Statement: 1. In the list of departments on the above URL, please change Women Studies to Women’s Studies

2. Please change contact into from:

Contact Information Dr. Michelle Paustenbaugh 1217 University Circle Ogden, UT 84408 Social Science Bldg, Rm 303 (801) 626-7632 to Contact Information Dr. Michelle Paustenbaugh 1217 University Circle Ogden, UT 84408 Social Science Bldg, Rm 301 (801) 626-8049

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B. Mission Statement

The Women’s Studies Mission Statement is current as of 15 November 2012.

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C. Student Learning Outcomes The Women’s Studies Learning Outcomes are current as of 15 November 2012.

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D. Curriculum

Women's Studies Program Outcome Grid: Student Outcomes by Courses

Graduates of the Women's Studies program will:

1. Know the main social, economic political, and psychological issues in contemporary women’s lives, globally and locally; 2. Know the main topics in theories and methodologies of feminisms; 3. Know women’s class, sexual orientation and cultural (historically "racial") diversity; 4. Know in depth one aspect of women’s experience learned through (for example) a literary genre, a time period, a

geographic region, or focus on a very narrow topic (this could be accomplished through electives, research paper, an internship, etc.);

5. Possess the ability to connect ideas and concepts about oppression and patriarchy about women within various fields to common themes or topics;

6. Possess the ability to write a focused and coherent analytical essay based upon and sustained by evidence; 7. Possess the ability to design and implement a project demonstrating studied topics.

Required Core Courses (12 hours) #1 #2 #3 #4 #5 #6 #7

WS 1500 Introduction to Women's Studies H M H H

WS 3050 Feminist Theories M H M H H

WS 4050 Research Methodologies H H H H H H H

WS 4060 Research Project M H M H H M

WS 4860 Internship M H M H M M H

WS 4990 Senior Seminar H H H M H M H

Elective Courses (8 hours) #1 #2 #3 #4 #5 #6 #7

WS 4830 Directed Readings Variable course with variable outcomes

WS 2900 Topics in Women's Studies Variable course with variable outcomes

WS 4900 Topics in Women's Studies Variable course with variable outcomes

Cross-listed Courses* #1 #2 #3 #4 #5 #6 #7

COMM 3090 H H

ENGL 2710 Perspectives on Women's Literature M H H H

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ENGL 3510 Global Perspectives in Literature - Middle Eastern Women Writers M H H H

ENGL 3750 Themes & Ideas in Literature: Indian Women Writers Writing in English

M H H H

PSY 2370 Psychology of Women and Gender M M H H H

PSY 3100 Psychology of Diversity M M H H H

PSY 4900 Selected Topics in Psychology: Class, Culture, and Gender H H

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E. Assessment Plan

Three Year Assessment Plan for Women’s Studies

Semester Actions Person or Group Executing Actions Summer 2012 None Fall 2012 Assess WS core and elective course learning outcomes for courses

taught that semester as per the Assessment template provided by AAEL*, specifically Table Fa, Fb,Fc, and Table G, and submit to WS Coordinator. Evaluate the alignment of the WS core and elective course learning outcomes for courses taught that semester with the courses’ content. Suggest modifications and/or eliminations of learning outcomes if necessary to WS Coordinator. Delete electives from course catalog that are no longer being taught. Review the course catalog for Women and Gender Studies-relevant electives and add electives to the course catalog. Create faculty/staff group (WSGP Creation Committee) to guide the creation of the Women and Gender Studies Program, WSGP.

Fall 2012 WS faculty Fall 2012 WS faculty WS Coordinator WS Coordinator WS Coordinator and Executive Committee

Spring 2013 Assess WS core and elective course learning outcomes for courses taught that semester as per the Assessment template provided by AAEL*, specifically Table Fa, Fb,Fc, and Table G, and submit to WS Coordinator. Evaluate the alignment of the WS core and elective course learning outcomes for courses taught that semester with the courses’ content. Suggest modifications and/or eliminations of learning

Spring 2013 WS faculty Spring 2013 WS faculty

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outcomes if necessary to WS Coordinator. Create outline of WSGP, i.e. a description of program requirements and courses, Mission Statement, Learning Outcomes, and Curriculum Grid for WSGP. Create and submit relevant paperwork to College and University Curriculum Committees and Faculty Senate to change WS 4050 , Research Methodologies (2), to a 3-hour course that accommodates WSGP. Create relevant paperwork to College and University Curriculum Committees and Faculty Senate to change Women’s Studies Program to Women and Gender Studies.

WSGP Committee and WS Coordinator WSGP Committee and WS Coordinator WSGP Committee and WS Coordinator

Summer 2013 Finish creating relevant paperwork to College and University Curriculum Committees and Faculty Senate to change Women’s Studies Program to Women and Gender Studies.

WSGP Committee and WS Coordinator

Fall 2013 Submit relevant paperwork to College and University Curriculum Committees and Faculty Senate to change Women’s Studies Program to Women and Gender Studies. Assess WS core and elective course learning outcomes for courses taught that semester as per the Assessment template provided by AAEL*, specifically Table Fa, Fb,Fc, and Table G, and submit to WS Coordinator. Evaluate the alignment of the WS core and elective course learning outcomes for courses taught that semester with the courses’ content. Suggest modifications and/or eliminations of learning outcomes if necessary to WS Coordinator.

WSGP Committee and WS Coordinator Fall 2013 WS faculty Fall 2013 WS faculty

Spring 2014 Assess WS core and elective course learning outcomes for courses taught that semester as per the Assessment template provided by

Spring 2014 WS faculty

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AAEL*, specifically Table Fa, Fb,Fc, and Table G, and submit to WS Coordinator. Evaluate the alignment of the WS core and elective course learning outcomes for courses taught that semester with the courses’ content. Suggest modifications and/or eliminations of learning outcomes if necessary to WS Coordinator.

Spring 2014 WS faculty

Summer 2014 None Fall 2014 Assess WGS core and elective course learning outcomes for

courses taught that semester as per the Assessment template provided by AAEL*, specifically Table Fa, Fb,Fc, and Table G, and submit to WGS Coordinator. Evaluate the alignment of the WGS core and elective course learning outcomes for courses taught that semester with the courses’ content. Suggest modifications and/or eliminations of learning outcomes if necessary to WGS Coordinator.

Fall 2014 WGS faculty Fall 2014 WGS faculty

Spring 2015 Assess WGS core and elective course learning outcomes for courses taught that semester as per the Assessment template provided by AAEL*, specifically Table Fa, Fb,Fc, and Table G, and submit to WGS Coordinator. Evaluate the alignment of the WGS core and elective course learning outcomes for courses taught that semester with the courses’ content. Suggest modifications and/or eliminations of learning outcomes if necessary to WGS Coordinator.

Spring 2015 WGS faculty Spring 2015 WGS faculty

*AAEL = Annual Assessment of Evidence of Learning

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F. Report of assessment results for the most previous academic year:

a. Evidence of Learning: Courses within the MINOR COMM 3090(Cross-listed in WS and COMM)

Evidence of Learning: Courses within the Major Measurable Learning Outcome Students will…

Method of Measurement Direct and Indirect Measures*

Threshold for Evidence of Student Learning

Findings Linked to Learning Outcomes

Interpretation of Findings

Action Plan/Use of Results

Learning Outcome 1: Demonstrate an understanding of male/female communication challenges and solutions (syncs with WS LO in connection with WSU College of Social and Behavioral Sciences LO1 AND LO4 LO4: In-depth knowledge of one aspect of women’s experience learned through a focus on a very narrow topic

Measure 1: Mid-term and Final Exams (25 multiple choice questions and 10 brief essay questions – only mc questions reflected in this measure) (See exams, located in the WS offices)

Measure 1: 80% of students in Spring, 2012, course will score at least 80% correct on Final Exam of 25 MC questions and 10 brief answer questions

Measure 1: 55% of students in Spring 2012, course scored at least 80% on Final Exam of 25 MC questions and 10 brief essay questions Only measuring MC questions

Measure 1: The average exam score of 76% was not far from target of 80% but when individual student scores are examined along with individual questions missed, it appears that approximately 45% of students still struggle with vocabulary associated with class material and LO4.

Measure 1: A new textbook has been selected for Spring, 2013, COMM 3090 course as a response to these lower than expected exam scores. It is hoped that the new text will help students overcome the specific vocabulary problems they are presently experiencing

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c. Evidence of Learning: General Education Courses WS 1500

Evidence of Learning: Courses within the Minor Measurable Learning Outcome Students will…

Method of Measurement Direct and Indirect Measures*

Threshold for Evidence of Student Learning

Findings Linked to Learning Outcomes

Interpretation of Findings

Action Plan/Use of Results

Learning Outcome 1: Course LO1: Define and describe the field of Women’s Studies (syncs with WSU Social Science and WS Program LO4: in-depth knowledge of one aspect of women’s experience learned through a focus on a very narrow topic.

Measure 1: Pre- and Post-Semester Writing Assignments (Four WS 1500 courses, random selections of both pre and post-semester writing assignment)

Measure 1: 95% of students will have made significant progress in answering the questions in the assignment as measured by rubric (attached)

Measure 1: 100% of students did make significant progress in answering the questions in the assignments as measured by rubric (attached)

Measure 1: Students demonstrate an appreciation for the study of Women, some issues, and some intersectionality of issues and most claim they are some variety of feminist in post-semester writing as opposed to first (direct evident attached)

Measure 1:. No curricular or pedagogical changes needed at this time

Learning Outcome 2: Course LO3: Identify and describe the effects of the social construction of gender, such as male and female roles, images, and stereotypes as well

Measure 1: Small Writing Assignments based on reading, films, Diversity Conference attendance , class discussions and

Measure 1: 90% of students will score at least a grade of “C” on these assignments as graded by rubric.

Measure 1: 95% of students scored at least a grade of “C” on these assignments as graded by use of rubric (examples from

Measure 1: Almost all Students were competent at the level of “C” in these types of assignments. The threshold may be low.

Measure 1: Next time course is taught by this faculty member, threshold will be raised to “B” level on these graded assignments.

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Evidence of Learning: Courses within the Minor Measurable Learning Outcome Students will…

Method of Measurement Direct and Indirect Measures*

Threshold for Evidence of Student Learning

Findings Linked to Learning Outcomes

Interpretation of Findings

Action Plan/Use of Results

as some of the origins of these constructions, and personal and societal responses to these societal constructions (syncs with WSU Social and Behavior Science and WS LO3: Knowledge of women’s class, sexual orientation and cultural diversity

speakers. (rubric attached)

three different courses found at WS office)

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G. Summary of Artifact Collection Procedure

Artifact Learning Outcome Measured When/How Collected? Where Stored? COMM 3090 Final Exam MC Questions Chi-Tester Report

Course LO1 and WSU SS and WS Program LO4

Towards end of semester WS office and electronically in ChiTester

WS 1500 Pre- and Post-Semester Writing Assignments

Course LO1 and WSU SS and WS Program LO4

Two times per semester WS Office

WS 1500 Small Writing Assignments Course LO3 and WSU SS and WS Program LO3

Ten times per semester WS Office

Summary Information (as needed) Rubrics for Writing in WS 1500 course:

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Appendix A (Delete this page if it is not needed) Report of progress on ‘non-learning-outcome recommendations’ from previous 5 year program review (optional): Date of Program Review: Spring 2012 Recommendation Progress Description Recommendation 1 The Executive Committee, the Faculty,

and the Coordinator of Women Studies should meet with the Dean of Social and Behavioral Sciences to discuss the growth of the program and it budgetary concerns. The main arguments should be the shift toward the study of gender issues in the nation, the university, and the labor force.

The Dean is agreeable to have Women’s Studies Program change to the Women and Gender Studies Program. The Women’s Studies Coordinator will attend a SIROW (Southwest Institute for Reseach on Women) conference in January 2013. For this conference, she has requested discussions on the following topics: 1) student assessment; 2) transitioning a Women’s Studies Program to a Women and Gender Program; 3) examples of successful partnerships of Women’s Studies and Women Centers programs.

Recommendation 2 The teaching-release-time for the

Coordinator of the Program should be increased to fifty percent.

The teaching-release-time for the Coordinator of the Program is not under the Women’s Studies Program’s control. Please read recommendation 7. No external funding has been found to support faculty or staff in non-STEM areas.

Recommendation 3 Provide incentives to other department

and faculty to develop cross-listed classes with Women Studies.

At the request of some Women’s Studies and WSU faculty not currently associated with Women’s Studies,

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Women’s Studies is beginning the process to change to Women and Gender Studies. Informal faculty conversations have indicated more participation of WSU faculty when the program change occurs.

Recommendation 4 Develop better mechanisms to

institutionalize the relationship of Women Studies with external organizations.

Beginning Fall 2012, Women’s Studies is working with the WSU Women’s Center by attending each others’ meetings and jointly hosting Women’s History Month 2013 events. This relationship facilitates meeting external organizations in Utah that are active in Women’s Issues.

Recommendation 5 There is a need for a committee that can

plan the future of the program on a short-long basis.

The committee for the transition of the Women’s Studies Program to the Women and Gender Studies Program will be finalized at the end of Fall 2012 semester.

Recommendation 6 The computer at the main office should

be replaced and upgraded.

A new computer has been purchased and installed.

Recommendation 7 Fund and create a Gender Studies Post-

Doc position to a) help Program Coordinator in determining teaching assignments b) guide adjunct faculty c) create appropriate procedures

In Fall 2012 Women’s Studies worked with Pat McCutcheon of the Office of Sponsored projects to find external funding opportunities to sponsor a Women’s Studies Post-Doc position. No external funding sources were found,

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for orientation of new faculty d) provide formal periodic review of faculty review e) help create and offer a core of courses

but this search will be repeated in Spring 2013.

Recommendation 8 Develop and record measureable

learning outcomes to demonstrate the effectiveness of the program.

Women’s Studies is participating in Weber State’s University Annual Assessment of Evidence of Learning report. The assessment plan in this report outlines the Women’s Studies future actions related to creating, modifying, and recording student progress on achieving measurable learning outcomes.

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Please respond to the following questions.

1) Reflecting on this year’s assessment(s), how does the evidence of student learning impact your faculty’s confidence in the program being reviewed; how does that analysis change when compared with previous assessment evidence?

There is no similar assessment evidence with which to compare. This year’s assessment report makes it very clear that Women’s Studies must do regular assessment so that we can track our student learning. It is clear that the Women’s Studies Coordinator must clearly outline to the faculty what is needed for assessment. She must also support and help them accomplish meaningful assessment every semester and not just at the end of the academic year.

2) With whom did you share the results of the year’s assessment efforts? These results, or lack thereof, will be shared with the Women’s Studies Executive Council and the Women’s Studies faculty for academic year 2012 – 2013.

3) Based on your program’s assessment findings, what subsequent action will your program take? An assessment handbook will be created to give to Women’s Studies faculty. This document will give instructions on what is required of them to contribute to the yearly assessment report. It will list the learning outcomes of their Women’s Studies class for both the program and Social Science General Education requirements. It will contain Tables Fa, Fb, Fc, and G from this Annual Assessment of Evidence of Learning Report, AAELR. It will also have semester due dates for materials (student artifacts, grading rubrics, faculty comments on learning outcomes, etc.) and completed Tables for the report. This handbook will be given out by the first week of a semester and followed with a meeting with the Women’s Studies Coordinator to answer questions about assessment and the AAELR. If faculty do not submit assessment materials and Tables as requested, they will not be asked to teach for Women’s Studies in the future.