Assessment Report Standard Format
July 1, 2006 - June 30, 2007
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 2006-2007 academic year. The questionnaire, an exit
survey, was mailed to all graduating women’s studies majors and minors, Fall 2006-Summer
2007. Eight total surveys were mailed, and two were completed and returned. Data are attached.
The alumnae survey, used to assess achievement of objectives, was not administered this year
but will be administered next Fall Quarter 2008. (The Alumni Survey is administered every three
years; see assessment timetable.) 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 questionnaires and the assessment of student papers did not
result in any major challenges; however, only two exit surveys were returned this year. As a
result, the assessment subcommittee determined a more efficient means for assuring that
graduating students would complete the survey: students will be notified that graduation
paperwork will not be submitted until an exit survey is completed.
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.
Objective 1 is measured by Question 5 on the Alumnae Survey to be administered in 2008.
Although we did not formally solicit information from our graduates, we did receive informal
updates from the two 2006 graduates who are attending law school; they are in their second
year and expect to successfully complete their programs in 2008.
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 alumni survey to be administered in 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.
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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 alumni survey to be administered in 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 alumni survey to be administered in 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 alumni survey to be administered in 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 Responsibility and Activism were
chosen by both respondents. Respondent 1 also answered with Feminist Thought, Social
Construction of Gender, Connections between the Personal and Political, and International and
Global Issues. Respondent 2 indicated that Comparable Worth and Pay Equity most shaped her
perceptions as well. A sample of seven papers (from students who graduated in June 2007) 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 (attached) 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 skills and how they will assist them in their future, social,
cultural, economic and civic activities, as well as their work life. 100% 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: “The courses here will definitely influence my
activities, as they have helped me define the issues about which I feel strongest and they have
helped me gain the confidence I need to become involved in the world as a stronger activist and
more informed voter.” Another respondent indicated that her internship experience helped her
gain the knowledge she needed to help her fulfill her future goal of opening a center for women
wanting to continue their education. All seven 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 experienced a
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women’s studies field experience, which is the formal mechanism in the program that enables
students to “engage in advocacy and activism.” This student described how the program brought
to her attention the issues that women in her community face, and sparked her interest in
domestic violence and working to help to educate about this phenomenon. 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 WSU Women’s Center, and the Artemis Center for
Alternatives to Domestic Violence. Half of the field experience participants were AfricanAmerican students. Regarding making connections between women’s studies education and
advocacy and activism, a supervisor reported, “(Student’s name) brought Artemis many gifts.
These included maturity, a positive attitude, a quick mind, great research and communication
skills, and knowledge of domestic violence.” The supervisor went on to describe how the student
successfully researched a variety of topics for the center, including the healthcare costs of
domestic violence, costs of domestic violence to businesses, statistics on same-sex domestic
violence, best practice procedures for child fatality review teams, and web development. All of
these examples demonstrate how this student was able to apply her academic skills and
knowledge to researching specific topics and issues for the center. Another student’s experience
was so successful that she was encouraged to apply for a position within the agency. She was
hired shortly after her graduation.
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
“giving back to the community.” One explained that one of the most critical concepts she gained
was understanding the intersections of race, class, gender, and other aspects of identity. She went
onto say the following: “The connection between theory and life that the courses here have
emphasized have made me more aware of how my own actions affect others and have made me
consider my own identity, making the concept less abstract.” She closed with, “The (WMS)
classes I took at Wright State have also done much to alter my view on what I really can do and
what I should do, and have a responsibility to do, as a citizen.”
3. 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 2008.
5. NEW ASSESSMENT DEVELOPMENTS
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.

I was a “beginning feminist” when I entered the program here at WSU, and had
only a limited experience with the material. My classes here have given me a
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much broader understanding of the issues and individuals involved in the theories
and practices related to Women’s Studies, which has helped me immensely when
I approach my own work within literature. If I gain a teaching position, I hope to
draw on the material in my approach to the classroom. I have already begun to
censor my own language and actions because of an increased awareness of how
these things, small as they may seem, can affect other individuals. I have also
been able to more clearly define myself as a feminist, and to define my position
within feminism, which has helped me determine how I might most effectively
approach issues. The courses here will definitely influence my activities, as they
have helped me define the issues about which I feel strongest and they have
helped me gain the confidence I need to become involved in the world as a
stronger activist and more informed voter.

2.
My internship has brought my attention to a lot of issue that are faced by all
women despite age, class, race, and religion. The women’s studies program has
taught me the importance of having a voice, and an advocate for those who are
silent. I hope to use my knowledge from my internship for my future goal of
opening a center for women to continue their education. I believe having an
education is important and may open many doors, and it should be a basic right
for everyone who wants to learn.
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.
_____1__ (1)
___1____ (2)
_______ (3)
___2____ (4)
___2____ (5)
___1___ (6)
___1____ (7)
___1____ (8)
_______ (9)
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
International and Global Gender Issues
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.
 One of the most critical concepts to me has been the intersection of race, class,
gender, and other aspects of identity. My interests have always been in identity
and the construction of identity—who identifies, how people cope with identity,
recreation of identity, and other related concerns. While I was aware of how
various aspects of a person’s life help determine the identity they create and the
identity they are given by society, the courses here have helped me develop these
ideas further. The connection between the theory and life that the courses here
have emphasized have also made me more aware of how my own actions affect
others and have made me consider my own identity, making the concept less
abstract.
 The second concept that has been critical in my learning is social
responsibility/activism/advocacy. I tend to distance myself from my work and
really the two should be connected. The classes I took at Wright State has also
done much to alter my view on what I really can do and what I should do, and
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
3.


have a responsibility to do, as a citizen. I have never identified myself as an
activist, but I would like to alter that.
From the equal pay day awareness event I learned that today women are still paid
less than men, when the workplace is supposedly “equal”. However with
continuous awareness and efforts gain equal pay among men and women, I
believe one day women and men will have equal wages!
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.
Since I took courses as a graduate student for the Women’s Studies certificate in
literature, my courses were largely centered on literary studies. A few classes touched on
this subject, but since our focus was mainly texts, we did not discuss this concept in much
depth.
The Women’s Studies Program has taught me the importance of giving back to the
community, by volunteering my time to help different organization. This is important
because a lot of organization, like ones that help women which are non profit
organizations which do not have the resources to pay for certain things for example
ground maintenance.
4. 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.
 Again, because of the nature of my program, I did not experience the Internship Program.

The internship program has brought my attention to issues that women face in my
community. I did not realize domestic violence was a big issue faced by women in my
community. However this is not an issue that just plagues my community, this issue
occurs around the world. Whether the abuse is verbal, mentally, or physical this is a huge
issue that we have to fight to decrease by helping to educate men and persecute me who
violate women.
5. Please describe any other ways women’s studies has influenced your post-graduation
endeavors.
 Before I came to Wright State, I had a general idea of what my interests were. I thought
of myself as one who is interested in women’s issues, as a feminist, but I did not have a
clear definition for my own feminism. My time here has helped me identify myself. It
has helped me find issues about which I can feel strongly, and has helped me re-identify
myself as one who should, needs, to take part in addressing these issues. It has altered
my focus in my literary studies, altered the way I view and use language, and altered my
view of how to approach a classroom. In short, my greater experience with Women’s
Studies has solidified ideas I have long held, and introduced new concepts that will color
nearly every aspect of my post-graduation life. It has already altered my self outside of
the university, and I hope what I have learned here continues to shape who I become.
 I believe this program has inspired me to want to help as well as work with women. One
my future goal is to become a direct of a Planned Parenthood, I want to be an advocate
for safe sex and educate African American Women on HIV/AIDS because 80 percent of
new HIV/AIDS cases in women are black women. We have to start by effectively
educating our youth, even if that requires having sex-ed at younger age, because our
youth is having sex earlier and earlier.
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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
11/1/07
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