STUDENT LEARNING ASSESSMENT PROGRAM

Please complete a separate worksheet for each academic program (major, minor) at each level (undergraduate, graduate) in your department.  Worksheets are due to CASA this year by June 15, 2016.  Worksheets should be sent electronically to kjsanders@eiu.edu and should also be submitted to your college dean.  For information about assessment or help with your assessment plans, visit the Assessment webpage at http://www.eiu.edu/~assess/ or contact Karla Sanders in CASA at 581-6056.	

SUMMARY FORM  AY 2015-2016

Women’s Studies Minor

Degree and
Program Name:

Jeannie Ludlow, WST Coordinator and WST Assessment Committee (Marjorie Worthington, Angela Glaros, Marita Gronnvoll)

Submitted By:	

Please use size 10 font or larger.

PART ONE

What are the learning objectives?	How, where, and when are they assessed? 	What are the expectations?	What are the results?	Committee/ person responsible?  How are results shared?	
1. The ability to demonstrate critical thinking about gender issues.	From WST2309G, 115 Assessment Pre-Surveys and 115 Post-Surveys were assessed. This represents 93% of the surveys from the 6 sections of WST2309G taught in AY 2015–2016.  From WST4309, 13 Assessment Pre-Surveys and 6 Post-Surveys were assessed via rubric. This represents 100% of the surveys from the Spring 2016 section of WST 4309. All surveys were assessed using the same rubric. 

In addition, each instructor of WST 2309G and WST4309 submitted copies (with names removed) of two papers and/or essay exams. All WST4309 assignments were assessed (for a total of 7 assignments). All WST2309G and WST4309 assignments were assessed using the same rubric.	In WST2309G, students will score higher in SLO #1 in post-surveys than they did in pre-surveys. 

Because WST4309 is taken almost exclusively by advanced WST minors, students in 4309 will score higher in SLO #1 in pre-surveys than WST2309 students did in post-surveys. WST4309 students will score higher in SLO #1 on exams/papers than WST2309G students.

Students in WST4309 will score higher in SLO #1 on post-surveys than on pre-surveys.  	All scores below are out of 4.0:

In WST2309G pre-surveys, the average score for SLO #1 was 1.40.

In WST2309G post-surveys, the average score for SLO #1 was 2.10.

In WST 4309 pre-surveys, the average score for SLO #1 was 2.14.

In WST4309 post-surveys, the average score for SLO #1 was 3.19.

In WST2309G assignments, the average scores for SLO #1 was 2.86.

In WST4309 assignments, the average scores for SLO #1 was 2.71.
	Individual instructors collected course papers and administered surveys and submitted them to Ludlow and Worthington (Assessment Committee Chair), who redacted student names to ensure anonymity. Worthington distributed random samples to Assessment Committee members. Two members of the WST Assessment Sub-Committee read/assessed the surveys and two members read/assessed the assignments. In instances of significant disagreement, a third reader was used.

Results of the assessment process will be shared with WST faculty and program members at future WST meetings and via e-mail.	
2. The ability to articulate how political, social, economic, and/or religious factors influence gender role expectations.	From WST2309G, 115 Assessment Pre-Surveys and 115 Post-Surveys were assessed. This represents 93% of the surveys from the 6 sections of WST2309G taught in AY 2015–2016.  From WST4309, 13 Assessment Pre-Surveys and 6 Post-Surveys were assessed via rubric. This represents 100% of the surveys from the Spring 2016 section of WST 4309. All surveys were assessed using the same rubric. 

In addition, each instructor of WST 2309G and WST4309 submitted copies (with names removed) of two papers and/or essay exams. All WST4309 assignments were assessed (for a total of 7 assignments). All WST2309G and WST4309 assignments were assessed using the same rubric.	In WST2309G, students will score higher in SLO #2 in post-surveys than they did in pre-surveys. 

Because WST4309 is taken almost exclusively by advanced WST minors, students in 4309 will score higher in SLO #2 in pre-surveys than WST2309 students did in post-surveys. WST4309 students will score higher in SLO #2 on exams/papers than WST2309G students.

Students in WST4309 will score higher in SLO #2 on post-surveys than on pre-surveys.  	All scores below are out of 4.0:

In WST2309G pre-surveys, the average score for SLO #2 was 1.40.

In WST2309G post-surveys, the average score for SLO #2 was 2.20.

In WST4309 pre-surveys, the average score for SLO #2 was 1.87.

In WST4309 post-surveys, the average score for SLO #2 was 2.81.

In WST2309G assignments, the average scores for SLO #2 was 3.29. Of the assessed assignments, 100% addressed at least one poltical factor; 100% addressed at least one social factor, 43% addressed at least one economic factor, and 0% addressed at least one religious factor.

In WST4309 assignments, the average score for SLO #2 was 2.29.  Of the assessed assignments, 100% addressed at least one political factor, 100% addressed at least one social factor, 100% addressed at least one economic factor and 29% addressed at least one religious factor.
	Individual instructors collected course papers and administered surveys and submitted them to Ludlow and Worthington (Assessment Committee Chair), who redacted student names to ensure anonymity. Worthington distributed random samples to Assessment Committee members. Two members of the WST Assessment Sub-Committee read/assessed the surveys and two members read/assessed the assignments. In instances of significant disagreement, a third reader was used.

Results of the assessment process will be shared with WST faculty and program members at future WST meetings and via e-mail.	
3. The ability to demonstrate awareness of comparative gender differences within and across cultures and subcultures.	From WST2309G, 115 Assessment Pre-Surveys and 115 Post-Surveys were assessed. This represents 93% of the surveys from the 6 sections of WST2309G taught in AY 2015–2016.  From WST4309, 13 Assessment Pre-Surveys and 6 Post-Surveys were assessed via rubric. This represents 100% of the surveys from the Spring 2016 section of WST 4309. All surveys were assessed using the same rubric. 

In addition, each instructor of WST 2309G and WST4309 submitted copies (with names removed) of two papers and/or essay exams. All WST4309 assignments were assessed (for a total of 7 assignments). All WST2309G and WST4309 assignments were assessed using the same rubric.	In WST2309G, students will score higher in SLO #3 in post-surveys than they did in pre-surveys. 

Because WST4309 is taken almost exclusively by advanced WST minors, students in 4309 will score higher in SLO #3 in pre-surveys than WST2309 students did in post-surveys. WST4309 students will score higher in SLO #3 on exams/papers than WST2309G students.

Students in WST4309 will score higher in SLO #3 on post-surveys than on pre-surveys.  	All scores below are out of 4.0:

In WST2309G pre-surveys, the average score for SLO #3 was 1.20.

In WST2309G post-surveys, the average score for SLO #3 was 1.65.

In WST4309 pre-surveys, the average score for SLO #3 was 2.26.

In WST4309 post-surveys, the average score for SLO #3 was 3.48.

In WST2309G assignments, the average scores for SLO #3 was 2.07.

In WST4309 assignments, the average scores for SLO #3 was 2.00.
	Individual instructors collected course papers and administered surveys and submitted them to Ludlow and Worthington (Assessment Committee Chair), who redacted student names to ensure anonymity. Worthington distributed random samples to Assessment Committee members. Two members of the WST Assessment Sub-Committee read/assessed the surveys and two members read/assessed the assignments. In instances of significant disagreement, a third reader was used.

Results of the assessment process will be shared with WST faculty and program members at future WST meetings and via e-mail.	
4. The ability to demonstrate an appreciation of the diverse experiences and perspectives that shape human culture, in service of global citizenship.	From WST2309G, 115 Assessment Pre-Surveys and 115 Post-Surveys were assessed. This represents 93% of the surveys from the 6 sections of WST2309G taught in AY 2015–2016.  From WST4309, 13 Assessment Pre-Surveys and 6 Post-Surveys were assessed via rubric. This represents 100% of the surveys from the Spring 2016 section of WST 4309. All surveys were assessed using the same rubric. 

In addition, each instructor of WST 2309G and WST4309 submitted copies (with names removed) of two papers and/or essay exams. All WST4309 assignments were assessed (for a total of 7 assignments). All WST2309G and WST4309 assignments were assessed using the same rubric.	In WST2309G, students will score higher in SLO #4 in post-surveys than they did in pre-surveys. 

Because WST4309 is taken almost exclusively by advanced WST minors, students in 4309 will score higher in SLO #4 in pre-surveys than WST2309 students did in post-surveys. WST4309 students will score higher in SLO #4 on exams/papers than WST2309G students.

Students in WST4309 will score higher in SLO #4 on post-surveys than on pre-surveys.  	All scores below are out of 4.0:

In WST2309G pre-surveys, the average score for SLO #4 was 1.40

In WST2309G post-surveys, the average score for SLO #4 was 1.75.

In WST4309 pre-surveys, the average score for SLO #4 was 2.03.

In WST4309 post-surveys, the average score for SLO #4 was 2.50.

In WST2309G assignments, the average scores for SLO #4 was 2.14.

In WST4309 assignments, the average scores for SLO #4 was 2.14.
	Individual instructors collected course papers and administered surveys and submitted them to Ludlow and Worthington (Assessment Committee Chair), who redacted student names to ensure anonymity. Worthington distributed random samples to Assessment Committee members. Two members of the WST Assessment Sub-Committee read/assessed the surveys and two members read/assessed the assignments. In instances of significant disagreement, a third reader was used.

Results of the assessment process will be shared with WST faculty and program members at future WST meetings and via e-mail.	
5. To demonstrate a knowledge of the historical development and/or contemporary applications of feminist theory.	From WST2309G, 115 Assessment Pre-Surveys and 115 Post-Surveys were assessed. This represents 93% of the surveys from the 6 sections of WST2309G taught in AY 2015–2016.  From WST4309, 13 Assessment Pre-Surveys and 6 Post-Surveys were assessed via rubric. This represents 100% of the surveys from the Spring 2016 section of WST 4309. All surveys were assessed using the same rubric. 

In addition, each instructor of WST 2309G and WST4309 submitted copies (with names removed) of two papers and/or essay exams. All WST4309 assignments were assessed (for a total of 7 assignments). All WST2309G and WST4309 assignments were assessed using the same rubric.	There is no expectation that students in WST2309G will have knowledge of feminist theory in pre-surveys. Students may score slightly higher in knowledge of feminist theory in post-surveys; however, theory is not a primary focus of WST2309G.

Students in 4309 will score significantly higher in knowledge of feminist theory on post-surveys as compared to pre-surveys. 

In exams/papers, WST4309 students will score higher in both knowledge of feminist theory and ability to write clearly on than WST2309G students.
	All scores below are out of 4.0:

In WST2309G pre-surveys, the average score for SLO #5 was 1.30.

In WST2309G post-surveys, the average score for SLO #5 was 1.40.

In WST4309 pre-surveys, the average score for SLO #5 was 2.65.

In WST4309 post-surveys, the average score for SLO #5 was 3.11.

In WST2309G assignments, the average scores for SLO #5 was N/A (students did not ovetly address Feminist Theory, which is in keeping with the mission of the introductory course).

In WST4309 assignments, the average scores for SLO #5 was 2.43.
	Individual instructors collected course papers and administered surveys and submitted them to Ludlow and Worthington (Assessment Committee Chair), who redacted student names to ensure anonymity. Worthington distributed random samples to Assessment Committee members. Two members of the WST Assessment Sub-Committee read/assessed the surveys and two members read/assessed the assignments. In instances of significant disagreement, a third reader was used.

Results of the assessment process will be shared with WST faculty and program members at future WST meetings and via e-mail.	
6. To demonstrate the ability to speak and write clearly.	Each instructor of WST 2309G and WST4309 submitted copies (with names removed) of two papers and/or essay exams. All WST4309 assignments were assessed (for a total of 13 assignments). All WST2309G and WST4309 assignments were assessed using the same rubric.	Because WST2309G is a general education course, students will have a range of scores on this SLO, depending on their experience and ability in writing.  Students in WST4309 will score higher than those in WST2309 on this SLO.	In WST2309G assignments, the average scores for SLO #6 was 1.86.

In WST4309 assignments, the average scores for SLO #6 was 2.43.
	Individual instructors collected course papers and administered surveys and submitted them to Ludlow and Worthington (Assessment Committee Chair), who redacted student names to ensure anonymity. Worthington distributed random samples to Assessment Committee members. Two members of the WST Assessment Sub-Committee read/assessed the surveys and two members read/assessed the assignments. In instances of significant disagreement, a third reader was used.

Results of the assessment process will be shared with WST faculty and program members at future WST meetings and via e-mail.	

(Continue objectives as needed.  Cells will expand to accommodate your text.)

PART TWO
Describe your program’s assessment accomplishments since your last report was submitted.  Discuss ways in which you have responded to the CASA Director’s comments on last year’s report or simply describe what assessment work was initiated, continued, or completed.

As part of the process of collecting a portfolio of work from each WST minor, we collected and assessed two writing samples from each section of WST 2309 and WST 4309, rather than the single writing sample we have assessed in the past.  Doing so has provided a fuller picture of the work done in these courses.

As we continue to hone the exit interview process, we plan to use that moment to collect and discuss these portfolios with individual students in order to get gauge their sense of satisfaction with and progression through the major.  Because of the large number of disparate instructors for WST 2309 and a complete overhaul of the Assessment Committee this year, however, it has taken longer than we anticipated to coordinate this effort. 

PART THREE

Summarize changes and improvements in curriculum, instruction, and learning that have resulted from the implementation of your assessment program.  How have you used the data?  What have you learned?  In light of what you have learned through your assessment efforts this year and in past years, what are your plans for the future?  

Due to copious feedback from interested students and intensive discussions during a faculty retreat, we have decided to propose a Sexuality Studies Minor; courses for this have been designed and are undergoing final preparations this Summer. We plan to begin the approval process this coming Fall and hope to begin offering the courses/minor in the Fall of 2017. 

In addition, the Assessment Committee plans to update our pre/post survey to bring it into closer alignment with the SLO’s we have developed. If we redesign the survey in the Fall of 2016, our hope is to have the results approved by the WMS Committee by the Spring of 2017 and implemented in the Fall of 2017.