PROGRAM(S) ASSESSED
Assessment Report Standard Format
July 1, 2011 - June 30, 2012
Women’s Studies Program
ASSESSMENT COORDINATOR Kelli Zaytoun
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Report compiled by Hope Jennings, current program Director as of August 16, 2012
YEAR ____1______ of a _____1_____ YEAR CYCLE
1.
ASSESSMENT MEASURES EMPLOYED
In order to effectively gather information for assessment of the Women’s Studies Program at Wright
State University, two different questionnaires were administered. The first questionnaire, an alumnae survey, was sent, September 01, 2011, as an e-mail attachment to all graduates for whom we have updated, active e-mail addresses. Nine total surveys were mailed, and seven, or 78%, were completed and returned. (The alumnae survey is administered every three years; see assessment timetable.) The second questionnaire, an exit survey, was administered to women’s studies majors, minors, and certificate holders who graduated Fall 2011-Summer 2012. Thirteen total surveys were mailed, and two, or 15%, were completed and returned. The alumnae and exit surveys included a letter explaining the purpose of the survey and a statement regarding confidentiality.
Data from the surveys are attached. Student papers were not examined by a subcommittee of the advisory council this year, because only one student submitted papers. The process of administering the exit and alumnae surveys did not result in any challenges.
2. ASSESSMENT FINDINGS
Achievement of Objectives:
Women’s Studies Program Alumnae Survey
Objective 1:
Be prepared to pursue graduate work to continue the theoretical and methodological study of gender issues nationally and internationally.
Question 5 on survey asked alumnae if they had applied to or attended a graduate program. 57% of the respondents answered yes, and 43% indicated they intended to apply to or attend graduate school, but were taking time off to gain work experience, pay off debt, and/or decide which area of graduate study they wanted to pursue. Of those who responded yes, one had gained a Masters in English Literature and a
Graduate Certificate in WMS from Wright State. Two respondents who had applied to graduate school identified the following institutions and programs, but without clearly indicating if they had been accepted: London School of Economics, Gender and Social Policy; University of Cincinnati, College of
Law; and University of New England, Master of Social Work. One respondent is currently a Ph.D. student in the International Studies program at Old Dominion University in Norfolk, Virginia.
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Objective 2:
Apply critical thinking skills across their future academic and community endeavors and within their future workplaces.
Question 2 on survey asked alumnae if they thought they had applied the critical thinking skills they learned in the women’s studies program (e.g., reading, writing, and listening as a form of enhanced knowledge acquisition and application), and to describe how they had applied these skills. 100% of the respondents answered yes and offered a range of descriptions related to their post-graduation job placements and how the critical thinking skills learned in the women’s studies program contributed to their long-term career skills, such as writing for a company website, leading topical discussions with community groups, determining policy and legal arguments, designing interventions for clients, analyzing collective and international security, and instructing composition courses. One alumna, who works in a women’s shelter, explained: “…Women’s Studies prepared me to help these women who are in need and cannot get assistance from a support system. Also because of my Women’s Studies education, I have a strong, knowledgeable background in the politics and complicated issues surrounding domestic violence which makes me a vital employee.”
Objective 3:
Apply social, cultural and economic dimensions of gender scholarship in the U.S. and the world to the discussion of women’s issues in their workplaces and civic activities.
Question 4 on the survey asked alumnae if their relationships with women different (e.g. regarding racial, class, etc.) from them had improved since their women’s studies education. 100% of the respondents answered yes, confirming the value of a women’s studies education in significantly impacting students’ awareness and respect of diverse perspectives and experiences, which often leads to long term positive impacts on the workplace and in their post-graduate careers. One alumna observed: “I find that I am more interested in women’s issues (political or otherwise) in a way that I was previously not. This interest and understanding has led to healthier relationships with female colleagues. I find that I am able to view other women (off and on campus) more as social companions rather than competitors.” Another respondent explained: “I think I'm more comfortable talking about issues of race and class, compared to people who do not have a women's studies education. I've also been involved in helping to diversify the Columbus office [where I work]. Prior to my efforts, a person of color had never been hired in the Columbus office, which has since been rectified. However, I have also seen that there are many challenges to maintaining a diverse workplace and retaining staff.”
Objective 4:
Become employed in careers that allow them to utilize their academic study of gender scholarship and public policy.
Question 1 asked respondents if their current employment/graduate program related to their academic and applied training on gender issues. 14% answered no, but without explanation of why their employment or graduate program may not directly relate to their academic training. Of the 86% who answered yes, several of them identified how they continued to utilize their academic study of gender scholarship and public policy in their careers. One respondent applies gender scholarship to course content in undergraduate composition courses that focus on current social issues. Another is employed at “a nonprofit that works on a variety of issues, including women's rights, racial justice, LGBT rights.” One respondent, employed as a care manager, identified the importance of “providing access to services to senior citizens in my county of employment, with no regard to race, gender, or any other social
‘benchmarks’,” while another alumna is employed at a domestic violence/sexual assault program managing a crisis hotline and is an active volunteer for Planned Parenthood.
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Objective 5:
Continue to be advocates/activists in their communities to bring about change with regard to gender issues locally, nationally, and internationally.
Question 3 asked alumnae if they continued to work as an advocate for women in and/or outside their place of employment. 100% answered yes, indicating that the strategies of activism and social change learned in their women’s studies education continued to play a significant role in their lives, and likewise impacting their communities and workplaces in positive ways. For instance, one respondent explained:
“I’ve organized and lobbied in support of reproductive rights at work. I also advocated for us to adopt a family and medical leave policy. We didn’t have one in the past, and because we are so small, we aren’t covered by FMLA.” Another respondent, who has gone on to work in academia, described her continuing gender advocacy: “Not only do I make it a point to include articles and assignment tasks from feminist and gender studies related academic journals and magazines … but I also serve on the committee of the
IU Gender Incidents Team, offering intervention and support in situations of gender discrimination. The team acts as a mediator between those involved in an incident and as advocates for changes that will reduce discrimination on campus, offering assistance with and referral to other resources on campus, such as the Affirmative Action Office, the Office for Women’s Affairs, and/or the campus judicial system.”
Assessment of Learning Outcomes:
Women’s Studies Exit Survey
Outcome 1: Students will acquire substantive knowledge of women’s studies’ major topics and issues.
Question 2 on exit survey asked students to identify at least two critical concepts (a list was provided) that they learned in their women’s studies classes they felt most shaped their perceptions as well as informed their decision-making and performance in the workplace and beyond. Of the eight concepts provided,
Feminist Thought, the Intersections of Race, Class, Gender, Social Construction of Gender and
Connections between the Personal and Political, International and Global Gender Issues, and Comparable worth and Pay Equity were chosen by 50% of the respondents. Social Responsibility/Activism/Advocacy and History of Women’s Movements were chosen by 50% of the respondents. Each concept was chosen by one of the respondents.
Outcome 2: Students will acquire strong critical thinking and writing skills.
Question 1 on the survey asked students to describe how the Women’s Studies Program developed their critical thinking and writing skills and how these will assist them in their future social, cultural, economic and civic activities, as well as their work life. One student commented: “The Women’s Studies Program has certainly developed my critical thinking and writing skills by giving me the opportunity to study with encouraging and challenging instructors. … The assignments and readings have all contributed to my growth as a feminist and Christian, allowing me the great opportunity to think outside the box and write both academic and creative (as well as a merging of both) papers. I have learned so much about workingclass and disability studies as well as Christian feminism, all concepts very close to me.”
Outcome 3: Students will develop knowledge about and engage in advocacy and activism as tools for social change.
Question 3 on the survey asked students to describe how the Women’s Studies program increased their knowledge of coalition building and social movements as means for building sustainable social relations
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across racial, ethnic, and other groups within their neighborhood, community and the larger society. One student commented: “I know that from the awareness I built in WMS classes, I approach my fiction writing differently, and I'm very involved and vocal in groups of writers (equally involved and vocal) who are pushing for more diverse characters in fiction (LGBTQA and people of color), especially for young adults.” Another student replied: “I learned that there are so many opportunities available for us to volunteer our time and energy to help women and other groups within my neighborhood, community, and the larger society. Furthermore, since I am interested in teaching in a community college atmosphere, I hope to incorporate similar service-learning/community-outreach activities for my own students, sharing the opportunities I’ve had thanks to my Women’s Studies courses.”
Outcome 4:
Students will develop and utilize strong interpersonal skills (e.g., sensitivity to race/ethnicity/gender/sexual orientation issues) to allow them to enter into various cultural, social, economic, civic, academic, and workplace settings.
Question 4 on survey asked students to describe how the Women’s Studies Internship Program helped them apply the fundamental precepts of gender advocacy outside of the classroom as a way of grounding their knowledge of women’s lives and issues in the community and across the world. Only one out of the two students provided a brief response, indicating that only one of these students had enrolled in the
Women’s Studies Internship program, so data with regards to this specific outcome were inconclusive.
3.
RESPONSE TO ASSESSMENT FINDINGS
Because a small group of students graduated this year, and only two students returned the exit survey, data were limited. No changes are suggested to curriculum, teaching methods, facilities, or services at this time based on these inconclusive results.
4.
ASSESSMENT ACTIVITIES FOR COMING YEAR
The next Alumnae Survey will be sent in Fall 2014. The Women’s Studies Advisory Council will meet on 11/30/12 to discuss assessment goals for 2012-13 and more effective strategies for collecting data from graduating students through exit surveys, student papers, and evaluation of student success in WMS
4980: Field Experience. The Director will also revise the learning outcomes and the exit survey questions for graduating students so that these elicit more comprehensive responses.
5.
UNIVERSITY LEARNING OUTCOMES
In 2014-15 the Women’s Studies Program will assess number 6 on the University Learning
Outcomes: “demonstrate understanding of contemporary social and ethical issues.” This outcome will be assessed by collecting sample papers from students enrolled in WMS 2000, the program’s core requirement for all majors and minors. In 2015-16, the program will assess number 7 on the University
Learning Outcomes: “participate in democratic society as informed and civically engaged citizens.” This outcome will be assessed by collecting data and surveys from students enrolled in WMS 4980: Field
Experience, a required course for women’s studies majors who are interested in working on internship sites and pursuing further advocacy work in their careers.
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