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Learning Outcomes Assessment

Learning Outcomes Assessment. BU WGS Minor & Graduate Certificate Program Cati Connell, cati@bu.edu. Assessment Goals . Conducted as part of impending Academic Program Review – first of its kind for the program Proposed a multi-stage evaluation process:

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Learning Outcomes Assessment

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  1. Learning Outcomes Assessment BU WGS Minor & Graduate Certificate Program Cati Connell, cati@bu.edu

  2. Assessment Goals • Conducted as part of impending Academic Program Review – first of its kind for the program • Proposed a multi-stage evaluation process: • Survey of all current and recent minors (and graduate certificate students) • Focus groups with current minors (and graduate certificate students) • Syllabus review to assess current learning objectives • Curriculum mapping exercise • Goal: develop program-wide learning outcomes to support revising and refining our core curriculumover next five years • Grant: attend Program Administration and Development pre-conference at NWSA; conduct focus groups and transcribe; reward faculty time (no built in service incentives for WGS faculty)

  3. Survey results • Course value: interdisciplinarity, (especially inclusion on natural sciences) self-discovery and affirmation of identity, applicability to real life, solving social problems • Areas of Improvement: 101 & 102 difficulty (especially science component), not enough courses to choose from/curriculum seems restricted, not enough faculty of color • Course wishlist: race/ethnicity, media, bisexual and transgender theory, sexualities • Events: career workshops, high-profile feminists & activists, artists, lectures, conferences, group outings to marches/protests/events, mixer with other minors

  4. Focus Group Results • Team teaching format of WS 101 & 102 unique, memorable, and effective(if also challenging) • Appreciate opportunities to explore research, activism, events on campus through WGS courses that require participation in gender & sexuality events outside of class • Impressed and inspired by passion of faculty; course content feels relevant and interesting, often discussed with friends or in relation to current events outside of class • Women’s, gender, and sexuality studies is a “lens” for understanding anything and everything in the social and natural world; applicable across an endless number of domains • Interest in research methods training/research opportunities in WGS • Interest in internships and service learning • Lacking a sense of community with other minors, unsure about structure of minor/program

  5. Curriculum mapping

  6. Curricular Goals • Clear communication to faculty regarding program SLOs • Clear communication to students regarding program SLOs/course coverage • Build curriculum wishlist: disability studies, trans studies, postcolonial theory, body/embodiment • Continue to pursue faculty affiliations to meet curricular needs • Revisit minor requirements • Strategize for building towards a major

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