Assessment Report Standard Format
July 1, 2007 - June 30, 2008
PROGRAM(S) ASSESSED
Women’s Studies Program
ASSESSMENT COORDINATOR
Kelli Zaytoun
YEAR ____1______ of a _____1_____YEAR CYCLE
1. ASSESSMENT MEASURES EMPLOYED
One questionnaire was administered for the 2007-2008 academic year. The questionnaire, an
exit survey, was mailed to all graduating women’s studies majors, minors and graduate students,
Fall 2007-Summer 2008. Sixteen total surveys were mailed, and nine, or 56%, were completed
and returned. Data are attached. The alumnae survey, used to assess achievement of objectives,
was administered September 22, 2008. (The Alumnae Survey is administered every three years;
see assessment timetable.) Since this assessment period ended June 30, 2008, details and results
related to the alumnae survey will be reported next year.
The exit survey included a letter explaining the purpose of the survey and a statement
regarding confidentiality. The survey was sent to students via e-mail attachment.
In addition to the questionnaire, student papers were examined by a subcommittee of the
advisory council. WMS 498 supervisor evaluations and student reports were also used. The
council used these assessment measures for assessing learning outcomes.
The process of administering the questionnaire and the assessment of student papers did not
result in any major challenges; however, because last year’s assessment subcommittee
determined the need for a more efficient means of assuring that graduating students would
complete the exit survey, students were notified that graduation paperwork would not be
submitted until an exit survey was completed. This resulted in 56% of all graduates (majors,
minors, and graduate students) and 100 % of majors returning the survey. To assure adequate
exit data were gathered, informal exit interviews were also conducted as a trial to see if formally
adding exit interviews to the assessment plan would be beneficial. Six students participated in
the interviews, answering the following questions: 1) What are your future plans? 2) How will
women’s studies play a role in that? And 3) Comments on strengths and weaknesses of the
program.
The assessment subcommittee included members of the WMS Advisory Council who met
and reviewed measurement results on October 24, 2008. Contributors included Ava
Chamberlain, Mary Donahoe, Lynette Jones, Sharmila Mukhopadhyay, Carol Nathanson,
Theresa Myadze, Sara Tebbens, Cindy Vanzants, and Kelli Zaytoun.
2. ASSESSMENT FINDINGS
Achievement of Objectives:
Women’s Studies Program Alumnae Survey
Objective 1:
Be prepared to pursue graduate work to continue their theoretical and methodological
study of gender issues nationally and internationally.
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Objective 1 is measured by Question 5 on the Alumnae Survey administered in Fall 2008. This
formally solicited information from our graduates will be reported next year; however, we did
receive informal updates from a past graduate who is attending law school, one who finished a
master’s degree in economics and is applying to law school, one who is pursuing a master’s
degree at the University of Cincinnati in Sociology, and another graduate who is in a Clinical
Counseling Program at a Theological Seminary. All report being well prepared for their
programs and expect successful and on-time completion.
Objective 2:
Apply critical thinking skills across their future academic and community endeavors and
within their future workplaces.
Objective 2 is measured by Question 2 on the alumnae survey administered in September 2008.
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.
Evidence of application of social, cultural, and economical dimensions of gender scholarship to
women’s issues in their workplaces is gathered through answers to questions 1, 2, and 3 of the
alumnae survey administered in September 2008.
Objective 4:
Become employed in careers that allow them to utilize their academic study of gender
scholarship and public policy.
Objective 4 is measured by Question 1 on the alumnae survey administered in September 2008.
Objective 5:
Continue to be advocates/activists in their communities to bring about change with regard
to gender issues locally, nationally, and internationally.
Objective 5 is measured by Question 3 on the alumnae survey administered in September 2008.
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 survey: The students were asked to identify concepts (a list was provided) that
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, the Intersections of
Race, Class, Gender, and Other Aspects of Identity, and Social Construction of Gender were
chosen by 89% of the respondents (eight out of nine). Social Responsibility/Activism/Advocacy
and Feminist Thought were chosen by 78% of the respondents (seven out of nine). The
remaining concepts, Comparable Worth and Pay Equity, History of Women’s Movements,
Connections between the Personal and Political, and International and Global Gender Issues
were all chosen by 55% of the respondents (five out of nine). A sample of five papers (from
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students who graduated Fall 2007-June 2008) was examined to determine if students’ knowledge
and skills were adequate (and matched their own perceptions of their achievements). 100% of the
papers received “yeses” in each category of the rubric from each reviewer; therefore, all passed
in the area of demonstrating substantial knowledge of their topic.
Outcome 2:
Students will acquire strong critical thinking and writing skills, helping them to be well
prepared for future social, cultural, economic, civic, academic, and work activities.
Question 1 on survey: The survey asks students to describe how the Women’s Studies Program
developed their critical thinking and writing skills and how they will assist them in their future,
social, cultural, economic and civic activities, as well as their work life. 89% (eight out of nine
due to one student not answering the question) of the responses demonstrated that students had
developed their critical thinking skills and felt better prepared for their careers and life after
college in general. One respondent described how women’s studies will impact her future in the
following way: “Writing and critical thinking were skills that I used the most for women’s
studies classes. Building those skills has helped me tremendously. I feel that I can confidently
express opinions and carry a knowledgeable dialogue through writing with my peers and others.”
Another respondent indicated that her experience will help her in her Ph.D. program: “I’m now
well-versed in feminist theories, feminist movements in America, and the regional and national
activisms which are important in American history. This awareness will help me in my Ph.D.
program where my focus area will be post colonial women.” The exit interviews also revealed
that students felt they received a strong writing and critical thinking background. One student
commented that he “became a better writer, theorizer, and thinker” and, in fact, felt that coming
in to the program he was not prepared for the “amount of work or level of analysis expected,”
but received the support he needed to get through the program. All papers reviewed by the
committee received “yeses” in the categories of using sources critically, having proper structure
and grammar, and demonstrating proper development and support of a thesis.
Outcome 3:
Students will develop knowledge about and engage in advocacy and activism as tools for
social change.
Question 4 on survey: Only one of the students who completed the survey commented on her
women’s studies field experience, which is the formal mechanism in the program that enables
students to “engage in advocacy and activism.” She said the following about her experience: “As
an Artemis intern, I saw how feminist organizations are challenged to live feminist principles.
These principles, including using non-hierarchical structures and promoting spaces that welcome
everyone regardless of race, class, ability, etc., are difficult to realize, especially given real-world
constraints.” One of the students interviewed commented that in his graduate work he plans to
advocate for gays and lesbians who want to be parents by analyzing related policies for his
master’s thesis. He plans to visit each county in Ohio to learn about their policies and will write a
paper and brochure on how to be an advocate for gay parents. Another interviewee, who is
working as a teacher at a children’s art gallery, discussed how she teaches the children about the
women artists she studied in women’s studies; she explained that she discovered that art by
women and people of color is often left out of the curriculum, and she wanted to be sure her
students were exposed to it. WMS 498: Women’s Studies Field Experiences site supervisor
evaluations and final projects were used to assess this outcome as well. 100% of the completed
field experiences met rubric criteria. Sites included the YWCA Battered Women’s Shelter, the
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WSU Women’s Center, and the Dayton Department of Veterans Affairs Medical Center.
Regarding making connections between women’s studies education and advocacy and activism,
a supervisor reported, “(Student’s name) possesses a strong sense of justice, shown working with
the diverse population of residents we work with daily here at the YWCA.”
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 3 on survey: The responses indicated that students learned the importance of “coalition
building.” One explained that through the advancement of their knowledge in the areas of
gender, race, ethnicity, and class, one of the most critical concepts gained was the understanding
of identities other than their own. The respondent went on to say the following: “Therefore, [this
knowledge and understanding] has helped me feel comfortable and confident enough to approach
individuals different than myself and build sustainable friendships, and alliances for political and
social advancement for those underrepresented and/or seldom heard.” Another respondent
described her learning as the following: “Through my coursework and leadership within the
FMLA, I have seen both the benefits and challenges of coalition building.” She closed with “My
[WMS] coursework has been excellent in covering these issues, as they relate to race, class,
ability, and sexual orientation.” One of the students interviewed explained that, to her, one of the
program’s strengths was the diversity (of students’ racial backgrounds) in the classroom. She
explained that this really “broadened (her) horizons.” Another interviewee said that the major
strength of the program was that it helped her develop better communication skills and gave her
training on how to be an advocate. She is now a victim advocate for the Montgomery County
Victim Witness Program. All of the interviewees are now either in graduate school in women’s
studies or a related field, or are working in a field where they are utilizing the skills they gained
in the women’s studies program (or both).
2. PROGRAM IMPROVEMENTS
Because statistics and qualitative data are very positive, no changes are suggested to
curriculum, teaching methods, facilities, or services at this time.
4. ASSESSMENT PLAN COMPLIANCE
The next Alumnae Survey will be sent in Fall 2011.
5. NEW ASSESSMENT DEVELOPMENTS
The assessment committee determined that the rubrics used to assess student papers and
success in internships sites should be included in the next revision of the assessment plan.
The assessment subcommittee also determined that so far the exit interviews have proved to
be a useful tool for gathering information about the students’ future plans, how women’s
studies will play a role in those plans, and the strengths and weaknesses of the program. It
was decided that the exit interviews would continue for another trial year. As the number of
students in the program continue to grow, it make not be reasonable to commit to the
expectation that each graduating student be interviewed; however, the interviews will
continue for the 2008-2009 academic year and be reevaluated for their usefulness in the fall
of 2009.
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Women's Studies Program
Exit Survey
1. Please describe how the Women’s Studies Program developed your critical thinking and
writing skills and how these will assist you in your future social, cultural, economic and
civic activities, as well as your future academic (if applicable) and work life.

Being involved in the Women’s Studies Program, and taking classes affiliated
with the Women’s Studies Program, has helped me bring myself into my critical
thinking and my writing. It allowed me to see myself in the academic discourse
in which I will continue to carve out my own place.

The program has helped me be more investigative when it comes to taking in information
and critically analyzing what I’m told. My writing skills have improved immensely,
perhaps because the Director is in the English Department and slightly anal with
corrections (no offense I know you’re doing your job, thanks for the help!). I apply my
new outlook to my life and hold myself accountable to what I say my beliefs and values
are; that goes for work, home, family, friends, and all others whose paths I might cross.
Studying Women’s Studies has opened my eyes further to issues pertaining to women
and minorities. These concepts have allowed me to further my ideas about women’s
studies.
I’m now well-versed in feminist theories, feminist movements in America, and the
regional and national activisms which are important in American history. This awareness
will help me in my Ph.D. program where my focus area will be post colonial women.
My coursework has demanded active engagement with theories and their application to
the real world. I have also written a lot in each of my courses….which is good.
Writing and critical thinking were skills that I used the most for women’s studies classes.
Building those skills has helped me tremendously. I feel that I can confidently express
opinions and carry a knowledgeable dialogue through writing with my peers and others.
The Women’s Studies Program, in addition to my psychology courses, has helped me
develop a better understanding of how to critically analyze situations. I feel I am now
better equipped to effectively communicate my ideas and theories regarding race, class,
economics, and gender.
I think that the classes that have been offered have helped me take a look at the world
around me from a different point of view than I originally may have thought of in the
workplace.
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2.
Please check from the list below concepts you believe have most shaped your perceptions
and will inform your decision-making and performance in the workplace and beyond.
_____5__ (1)
___7____ (2)
____5___ (3)
___8____ (4)
___7____ (5)
___8___ (6)
___5____ (7)
Comparable Worth and Pay Equity
Feminist Thought
History of Women’s Movements
The Intersection of Race, Class, Gender, and Other Aspects of Identity
Social Responsibility/Activism/Advocacy
Social Construction of Gender
Connections between the Personal and Political
5
___5____ (8) International and Global Gender Issues
_______ (9) Other_________________________________________
From the list above, please name and discuss at least two of the most critical concepts
you learned in your women’s studies education.
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I think that the most important concepts that I learned in my women’s studies
education are Connections between the Personal and Political and Feminist
Thought. Connecting the Personal with the Political has allowed me to see my
creative work in a new way. I can see the politics in what I do and use my work
to give a voice to my beliefs. Feminist thought has changed the way I think. It
has given me many new ideas to integrate into my life.
I leaned much more than any other history class about the history of the women’s
movement. As well as how the intersection of gender, race, and class affect each
other in our society.
The difference between “sex” and “gender” – this is the basic concept of women’s
studies. The notion of the 2nd waves – “personal is political” is very important to
me as it shows how our personal experiences can shape up political
consciousness, which, in turn, can lead to a social movement.
Social Construction of Gender and Social Responsibility/Activism/Advocacy
both are essential for the understanding and movement of the so called “Death of
Gender.” An ideal that I have learned to very much stand by as a result of both
my Women’s Studies and Psychology coursework.
Activism: Choosing WMS as a major is a form of activism and for me, has
strengthened my commitment to remaining an activist. Social Constructionism:
All of my courses talked about this and it is so important to recognize.
Aspects of Identity and Social Responsibility/Activism/Advocacy were both
substantial to me as concepts learned. To be able to put yourself in someone
else’s shoes is critical to understanding a person who is identified as different
from yourself, and being aware of your responsibility to society through activism,
etc. is also key to relating to others within the society.
The concept of the intersecting of race, class, gender and other aspects of identity,
in addition to the concept of the social construction of gender, has helped me
structure my thesis research for my graduate study in the applied behavioral
sciences. My thesis will center around gaining policies and laws which will
advocate for gay and lesbian parenting.
Social construction of Gender and Global issues. I think both these have
reinforced and strengthened my thoughts and beliefs on how minorities are
treated.
I learned that race, class, gender, sexuality, and all other aspects dealing with
identity are interconnected stations of privilege and oppression for those in
minority groups. I learned that though I am an Black woman and oppressed
because of my race and sex, I have privilege because I am accepted as normal
since I am not a differently-abled individual.

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Describe how the Women’s Studies Program has increased your knowledge of coalition
building and social movements as means for building sustainable social relations across
racial, ethnic, and other groups within your neighborhood, community and the larger
society.
3.
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4.
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The Women’s Studies Program has taught me that I can operate happily outside of the
patriarchal competition system. As a writer, scholar, and poet, I do not need to be better
than someone else. I just need to be the best me that I can be. I can help build coalitions
and collaborate with other artists and thinkers for support and for cultural change.
I believe that because I have been enlightened, I know how to address social issues in the
workplace about intersectionality issues. This will assist me in my desire to have a
community center and counseling practice.
Taking different classes listed in this program, I have come to realize that though
individuals are different, yet some women’s issues are universal like the question of
security, safety on campus, gender discrimination in the economic sphere, etc. This has
made me look at women as my fellow beings and now I truly believe in the slogan
“sisterhood is powerful.”
Actually it didn’t all that much in terms of adding knowledge, but this is due to my
psychology base that covers many of the same areas as those in my later women’s studies
courses. What those courses did provide was opportunities and experiences in conveying
and using that knowledge.
Through my coursework and leadership within the FMLA, I have seen both the benefits
and challenges of coalition building. From an academic and activist standpoint, I have
become interested in the ways that identity politics ultimately limit “building sustainable
social relations.” My course work has been excellent in covering these issues, as they
relate to race, class, ability, and sexual orientation.
Women’s Studies has made me more self-aware as well as more aware of others. To
make an effort to understanding others needs in a social, racial, ethnic, etc. group makes a
better chance for coalitions and social movements to take place and succeed.
Through the advancement of my knowledge in the areas of gender, race, ethnicity, and
class. Women’s Studies has helped my understanding of identities other than my own.
Therefore, has helped me feel comfortable and confident enough to approach individuals
different than myself and build sustainable friendships, and alliances for political and
social advancement for those underrepresented and/or seldom heard.
I think just coming to WSU has opened my eyes to racial and ethnic views. I think
Women’s Studies has just reinforced diversity, equal rights and marriage rights. I think
the classes offered have extremely helped me but I enjoyed the sex, race and gender.
Describe how the Women’s Studies Internship Program helped you apply the
fundamental precepts of gender advocacy outside of the classroom as a way of grounding
your knowledge of women’s lives and issues in the community and across the world.
I did not have to do an internship for my graduate certificate from the Women’s Studies
Program.
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N/A
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N/A
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I haven’t participated in this program.
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N/A

As an Artemis intern, I saw how feminist organizations are challenged to live feminist
principles. These principles, including using non-hierarchical structures and promoting
spaces that welcome everyone regardless of race, class, ability, etc., are difficult to
realize, especially given real-world constraints.

N/A
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N/A
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I did not do the internship program.
5. Please describe any other ways women’s studies has influenced your post-graduation
endeavors.
 I’ve been motivated to go to graduate school and pursue Sociology with a specification in
gender issues which I can one day apply to a career in Public Administration and/or City
Planning
 As I work on my Ph.D., I will be continuing my work as a feminist scholar and artist. I
will use what I have learned here as a foundation as I expand and grow.
 The knowledge I’ve learned will definitely assist my future community service goals in
relation to women, women’s rights and women’s empowerment.
 It has made me interested in looking at women’s experiences as immigrants. Being a
fourth Asian minority, I can now see the difference men and women react to this process
of immigration and a graduate assimilation of culture. This program has made me look at
culture from a gendered lens.
 I do hope on adding a Graduate Certificate to my Master’s in Community Counseling.
 I’m going to bicycle across the U.S. and interview post-transition trans folks. I think that
is a path chosen mainly by WMS folks.
 Teaching in inner city schools has challenged me in many ways, without the women’s
studies background, I feel I may not be as successful. I hope to help start a women’s
studies programs/class in inner city high schools some day.
 Women’s Studies has advanced my knowledge in many areas and so has challenged me
significantly in my writing, theorizing, and everyday thought. The program is a
challenge in every aspect, though significantly worth all the effort exerted.
 I think I am armed more for a job that helps women and minorities. I also feel that
having this opportunity has built my job interviews. An employer seems more interested
in someone who has a minor/major uncommon.
Thank you for your time
Please return all surveys to
The Women's Studies Program
148 Millett Hall
Wright State University
3640 Colonel Glenn Hwy.
Dayton, OH 45435
3/21/06
Compiled: 10-21-08
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