Women Studies Program Review Self-Study Contents
Fall 2001-Summer 2006
Submitted to
Dr. M. Meghan Miller, Dean, COTS
Dr. Linda Beath, AVP for Undergraduate Studies
February 23, 2007
By
Bang-Soon L. Yoon
Director, Women Studies Program &
Professor, Dept. of Political Science
The self-study is prepared through the leadership of the department chair by the faculty of the
department and is both descriptive and evaluative; it provides basic information on the nature of the
department’s programs and gives the faculty’s assessment of the program’s strengths and weaknesses.
A program of self-study is the faculty’s opportunity to scrutinize itself, to publicize its
accomplishments and examine its shortcomings.
The following outline for the contents of the self-study combines elements from academic norms,
accreditation standards, and performance-based budgeting issues. The contents of the outline were
compiled from a variety of sources.
Departments are asked to fill out each category concisely, with appropriate supporting data for each
item. Evidence may be included in the appendices.
I.
Departmental/Unit Mission and Goals
1. A.
General description of department that provides an overview and context for the rest of
the self-study
The Women Studies Program (WSP) offers an interdisciplinary undergraduate
minor program requiring 25 course credits, representing an area of concentration
intended to supplement a variety of other academic majors. Students interested in
pursuing the minor generally apply to the program after completing the introductory
course, Women Studies (WS) 201 (5 credits), which provides background for more
advanced study. To qualify for the minor, students must take 20 additional course credits
from the Women Studies curriculum offerings. With faculty advisement, interested
students may also construct individualized majors in Women Studies through the
Individual Studies Program for BA or BS major. Course offered by the WSP are open to
all CWU students.
The WSP resides in the College of the Sciences (COTS), and the Dean of the COTS
is the chief budgetary and oversight officer for the program. The governance structure of
the WSP is made up of the Director, and Program Faculty (as of Fall 2006 they are Profs.
Laura Appleton, Karen Blair, Cynthia Coe, Lene Pedersen, Christine Sutphin, Nancy
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Wessel and Bang-Soon Yoon), and the Advisory Committee (as of Fall 2006, they are
Profs. Karen Blair, Christine Sutphin, and Nancy Wessel). Section III of the WSP Self
Study Program Review contains a review of the seven Women Studies Program Faculty.
In terms of target population, the WSP is directed toward two primary groups of
undergraduate students. First, students in general education who have an interest in
women’s and/or gender issues; and second, toward students who pursue a minor in order
to develop special expertise in women/gender studies which will enhance professional
preparation in association with their major programs (e.g., Anthropology, Arts,
Biological Science, Business, English, Communication, Family & Consumer Studies,
Philosophy, General Studies, History, Law & Justice, Political Science, Psychology,
Sociology, Theatre Arts, etc.).
B.
List programmatic goals
1.
Identify and describe major program activities that will enable goals to be
reached.
2.
Identify what data will be used to measure (assess) whether goals are achieved.
Goal #1.
Promote and disseminate scholarship on women and gender.
1) This is the major goal of the WSP. The WSP specifically identified the
following four objectives to achieve this goal.
1. To explore existing knowledge about women in a variety of disciplines.
2. To critically assess traditional disciplines in the light of new data
concerning women.
3. To provide an academic foundation for students planning careers in women
studies or related fields.
4. To promote research about women within existing disciplines.
2) Measurement: Curricular development. Many new courses have been added
to the Women Studies minor course list. Academic departments that contribute to
Women Studies “Required Courses” (ANTH 356, ENG 335, HIST346, POSC311,
PSY483) regularly offer these courses (annually or at least once in every two
years). Since 2001, many new courses focused on women/gender issues have been
developed/added to Women Studies “Elective Courses” (WS/ANTH 384, Language
and Gender, ART 489, Art and Gender Theory, COM 402, Gender
Communication, HIST 449, History of Women and the West, WS/PHIL398,
Women and Philosophy, PHIL357 Race, Class & Gender, WS498/POSC 498:
Global Feminisms, and TH377 Staging Gender). Infusion of women/gender
analysis into existing academic disciplines across campus is a positive sign to
achieve the WSP’s goal of promotion and dissemination of scholarship.
Goal #2
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Increase understanding of and sensitivity to the contemporary and
historical experience, roles and contributions of both women and men.
1) One of the shared values of CWU is to nurture a recognition of and respect
for the diversity within our state, our nation, and the world. The WSP aims at
providing a frame of reference for understanding the contemporary and historical
experience, roles, and contributions of both women and men. With the increasing
participation rate of women in the labor force and politics, this subject is becoming
increasingly important in preparing all students for life and work in the 21st
century. Consistent with the mission of the University, the WSP provides not only
class room instruction to meet student personal and professional goals, but also use
other venues as well to reach out students to increase their awareness about the
gender relationships in society.
2) Measurement. The number of WSP organized colloquia, performance, and
lecture/exhibitions. Between Fall 2001-Spring 2006, 15 colloquia were organized
by the WSP (see attachment). In addition, the WSP collaborated with many
campus programs on women, gender and other diversity issues sponsored by
existing academic programs and student affairs offices.
Goal #3
Empowerment of students, particularly women students.
1) One of CWU’s missions is to create an academic and life environment that
“encourages and supports the emotional, personal and professional growth of
students from a variety of backgrounds.” Through classes, academic advising, and
student/community activities (e.g., the WSP colloquia), the WSP welcomes
multicultural views, and encourage students to explore their potentials. Various
WSP course offerings and activities inspire students -- especially women
students who constitute more than 50% of the student body at CWU -- to
set and achieve their educational and professional goals.
2) Measurement: Student SEOI written parts.
Goal #4
Encourage Faculty Instruction and Research on Women/Gender Issues.
1) As a small, minor, interdisciplinary program, the WSP needs to expand its
program in curriculum, faculty, and other resources such as library and media
acquisition. For curricular development, each faculty with interest/expertise on
women/gender issues is encouraged to develop new courses that can be credited
toward the Women Studies minor. Over the years, the WSP purchased films used
for instruction or faculty research. In 2001, under the Len Thayer Grant awarded
to Bang-Soon Yoon, several films (see attachment) were additionally acquired.
The library added new faculty (e.g., Anna Creech) to expand electronic library
resources that undoubtedly assist faculty instruction and research. Financially, the
WSP also contributes to organize/support various WSP activities that include WSP
colloquia, Women’s History Month celebrations, and the Margaret Mead film
festival. In Spring 2006, Bang-Soon Yoon applied for a Spheres of Distinction
grant ($88,560) from the President’s office to secure stable and continued funding
for new faculty, administrative support, and professional development
opportunities for WSP faculty and to fund the WSP colloquium series. But it was
not funded. However, indirectly through the COTS Dean’s office, an annual base
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budget of $1,500 was added to the WSP budget, which will enable more WSP
activities in the future.
2) Measurement: Analysis of the number of new courses added to the WSP and
Student enrollment/the number of new faculty who teach or intend to teach
WSP courses/the number of research projects, funding, publications done by
WSP faculty/new library acquisitions (e.g., media, journals, books, and other
electronic resources).
C.
Centrality/Essentiality – present an assessment of the centrality and/or essentiality of
your unit to the university’s mission or to the extent to which the unit is essential to the
expected operations of a comprehensive university.
1.
Describe how each of the relevant six strategic goals for the university are being
promoted within the department.
CWU Strategic Goal 1. Provide for an outstanding academic and student life on
the Ellensburg campus
The WSP at CWU exists in order to promote and disseminate scholarship
on women and gender. A desired consequence of this promotion is the increased
understanding of and awareness of gender relationships, and gender roles in
contemporary society. Instruction and various WSP activities are primarily
delivered to students, faculty and staff and community people in Ellensburg.
CWU Strategic Goal II. Provide for an outstanding academic and student life at
the University Centers
So far, the WSP offer no courses, or any program activities at University
Centers due to lack of degree programs that require WSP courses at upper
division level.
CWU Strategic Goal III. Develop a diversified funding base to support our
academic and student programs.
The WSP contribution to this goal is minimal.
CWU Strategic Goal IV, Build mutually beneficial partnerships with industry,
professional groups, institutions and the communities surrounding our campus
locations.
The WSP is a member of a national professional network, The National
Women Studies Association, and the Northwest Regional association (see
attachment). The WSP has volunteered to host a future Northwest Women Studies
Regional Workshop (an annual meeting of women studies regional program
directors, administrators, faculty and students for academic debate and the
development of regional interest).
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Students use national and regional level professional organizations (e.g., the
Feminist Majority, the National Organization for Women) to gather data for
analysis.
Students in various WSP for courses worked closely with local women’s
organizations (e.g., ASPEN, Planned Parenthood), day care centers, and employers
to gather data on women’s experience in real life situation. This opportunity allows
student to apply their knowledge learned in classroom settings to real life
situations. Local women’s organizations were able to raise student awareness
about certain gender-specific issues.
CWU Strategic Goal V. Strengthen the University’s position as a leader in the
field of education.
Students of WS201 can use the course as a general background in their
academic and professional development in education. Their participation in WSP
public programming (e.g., colloquia) also enhances their career preparation. The
WS201 is a popular course to education major/minor students, and their
knowledge and awareness about gender relationships would naturally affect their
future role in strengthening CWU’s education program.
CWU Strategic Goal VI. Create and sustain productive, civil and pleasant
campuses and workplaces.
The WSP’s mission and goals are to promote and disseminate scholarship,
enhance diversity by increasing awareness about and sensitivity to gender roles,
gender relationship in contemporary society, and empowerment to help students to
explore their potentials as young intellectuals. Through instructional and other
program activities, the WSP is a core agent on campus to fulfill this important
university goal. Student evaluations often indicate that women students and
returning students feel that the WSP is a very comfortable and encouraging
community from which to pursue their academic and professional goals.
D.
Describe departmental governance system (provide organizational chart for department,
if appropriate).
The WSP reports to Dean, College of the Sciences. The WSP has no
departmental status, or full-time faculty but occasionally hires part-time lecturers
to teach WS201 courses. The WSP is organized to draw on the research and
teaching strengths of faculty across the disciplines, and to promote greater
interdisciplinary scholarship in all fields.
In terms of governance structure and membership, the WSP has a charter.
Membership in the Women Studies governance structure includes : Program
Director, Women Studies Program Faculty, the WSP Affiliate Faculty, and
Women Studies Program Advisory Committee. Based on the Academic Affairs
Policy 5-5.2 and the Women Studies Program Charter, the Women Studies
Program Faculty is defined as those “tenured or tenure-track faculty members
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who have taught at least two sections of Women Studies courses in the previous
three years.” The Women Studies Program Advisory Committee consists of three
or four program faculty members, nominated by the program faculty and
appointed by the dean. The Program Director, a member of the program faculty,
is nominated and elected by the program faculty, and serves a three-year,
renewable term. Affiliate Faculty is defined as all other faculty or administrators
with faculty status who wish to request membership on the basis of scholarship
and interests relevant to the WSP. Affiliate Faculty members participate in
program governance but without voting rights.
II.
Description of programs – (briefly describe to provide context for reviewers)
Undergraduate Programs:
The WSP offers an interdisciplinary minor as described below. With
approval of the Director of Women Studies, the student will select appropriate
electives to meet personal and professional goals. With faculty advisement,
interested students may construct individualized majors in Women Studies
through the Individual Studies Program for BA or BA major. The WSP courses
are being taught by faculty from various academic departments that include
Political Science, History, English, Anthropology, Psychology, Sociology, Arts, and
Consumer and Family Studies. The WS201: Introduction to Women Studies
course is the required course for all WSP minors and serves as a general education
course on campus.
Women's Studies Minor (8650)
Required Courses
WS 201, Introduction to Women Studies
Select a minimum of three courses from the following:
ANTH 356, Gender Roles in Cross Cultural Perspective
ENG 335, Studies in Women's Literature
HIST 346, Women in American History
POSC 311, Women and Politics
PSY 483, Psychology of Women
(Prerequisite, PSY 101)
Credits
5
11-15
4
4
5
5
3
5
SOC 356, Sex Roles in Society
5
Department approved electives:
(Electives may include courses not selected as requirements from the list above and
courses from the list below.)
COM 402
Gender Communication
TH 377
Staging Gender
SOC 388, Women in Management
ART 498, Art and Gender Theory
SOC 348, Women and Crime
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5-9
4
4
3
4
4
Required Courses
FCSF 337, Human Sexuality
WS/ANTH 384, Language and Gender
Total:

WS 491, Workshop (1-6 credits).

WS 496, Individual Study (1-6 credits). May be repeated.

WS 498, Special Topics (1-6 credits).
Credits
4
4
25
WS 499, Seminar (1-5 credits). May be repeated.
Graduate Programs:
The WSP does not offer any graduate programs. Some WSP elective
courses, however, are being offered as cross-listed courses for graduate level
course (e.g., HIST 449).
General Education contributions:
The WSP contributes one course, WS 201: Introduction to Women Studies
(5 credits) to the Social and Behavioral Sciences breadth Requirement under
General Education within the Perspectives on the Cultures and Experience of the
United States.
Teacher Preparation contributions:
The WSP does not offer any course for Teacher Preparation Certificate
Programs. The WSP does not offer Certificate Programs in Women Studies.
A.
Describe currency of curricula in discipline. How does the curriculum
compare to recognized standards promulgated by professionals in the discipline?
We believe that there are no official curricula standards as put forth by
the National Women Studies Association specifically for four year state university
with a small women studies program with a minor (the NWSA’s Women’s Studies
Program Administrators’ Handbook, New Edition 2006, for example, introduces
some sample curricular of selective schools while lacking broad based curricular
standards). However, the WSP as interdisciplinary academic program offers the
following subfields in women studies covering many socio-political and economic
issues that explain how and why gender is an important factor in social
construction. Undergraduate curricular women studies program includes basic,
survey course, courses on language & literature, history, arts, social issues, and
global and cross-cultural components. The WSP course (see below) at CWU fits
into the framework.
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Basic Course:
WS201: Introduction to Women Studies. This is a survey of women studies
from an interdisciplinary perspective that explains basic terms, concepts,
theories and research methodologies of the field. Gender-related issues are
examined from historical, cross-cultural and cross-national perspectives.
Women’s issues in the liberal arts and humanities:
ARTS 489
Arts and Gender Theory
ENG 335
Studies in Women’s Literature
HIST 346
Women in American History
HIST 352
US Family History
HIST 449
History of Women in the West
WS/PHIL 398
Women & Philosophy
PHIL 357
Race, Class & Gender
COM 402
Gender Communication
FCSF 337
Human Sexuality
TH 377
Staging Gender
Women’s issues in the social science fields:
ANTH 356
Gender Roles in Cross Cultural Perspectives
POSC311
Women & Politics
SOC 356
Sex Roles in Society
PSY 483
Psychology of Women
SOC 348
Women and Crime
SOC 388
Women in Management
WS/ANTH 384
Language and Gender
WS/POSC 498
Global Feminisms
Multi-cultural & Global Issues:
B.
WS/ANTH 384
Language and Gender
WS/POSC 498
Global Feminisms
ANTH 356
Gender Roles in Cross Cultural Perspectives
PHIL 357
Race, Class & Gender
Describe the process for reviewing curriculum and making alterations to programs.
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There are three areas in reviewing curriculum and making alterations to
the programs. First, New course development: Proposals will be submitted with
appropriate forms/documentations by the faculty to the WSP Director. Then the
Women Studies Program Faculty Committee (WSPFC, this has replaced by the
Women Studies Program Advisory Committee in November, 2006 in accordance
with the COTS Interdisciplinary Program Policy 5-5.6.3.1) would review and
make a decision as a group whether to approve, reject or modify the course
proposal.
Second, Review of Existing Course to be included in WSP course: The
WSP Director, WSPFC members or instructors who teach courses on
gender/women related courses will bring these courses to the WSPFC for review.
Third, Curriculum Alterations by changing course credits, course titles, or
substituting Women Studies minor requirements: These are initially raised by
faculty of concern, discussed with the WSP Director, and approved or rejected by
the Director or by the WSPFC as a group.
C.
Effectiveness of instruction - Describe how the department addresses the
scholarship of teaching with specific supporting documentation including each of the
following:
1.
Effectiveness of instructional methods to produce student learning based upon
programmatic goals including innovative and traditional methods – examples
include:
Professors are regularly evaluated in their home departments by
standards of their disciplines.
a.
Collaborative research between student and faculty
Faculty and students jointly conducted research and presented at
the Gender Symposium (2005 & 2006, Lene Pedersen) & SOURCE (2003,
2004 & 2005, Lene Pedersen & Cynthia Coe).
b.
Inquiry-based, open ended learning
Most WS courses require student research papers which involve
student selection of research topic, literature survey, field research for
analysis, and presentation in class with synopses of their research findings
and a bibliography.
c.
Use of field experiences
See above “b”. Worthy of note as an example is WS201. In this class,
students are required to conduct field research to write a research paper
(CWU’s “W” course requirement) and present the field research findings in
the class. The field research projects include survey of local daycare
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centers for childcare expenditures, drycleaners/beauty parlors to compare
their service fees for women and men, visits to local women’s rights/welfare
advocacy agencies to find out their activities, etc. Many students evaluate
this kind of open ended learning, field experience as “an eye-opening”
experience.
d.
Service learning or civic engagement
Students are encouraged to attend/participate in various community
activities (e.g., women’s art exhibition or health fare, film shows) and
colloquia on women/gender issues organized by the WSP or other offices on
campus and to submit a report.
In sum, the WSP courses combine lecture format, students’
participation in class debates, field research, research paper writing and
presentation. For details, see attached chart of faculty activities.
2.
Innovative instructional methods
Various methods are incorporated by faculty such as student panel
discussions in class on certain gender issues, or community activism (e.g.,
Introduction to Women Studies class, Global Feminisms class).
3.
What evidence other than Student Evaluation of Instruction (SEOI) is gathered
and used in the department to evaluate the effectiveness of instruction?
Since most WSP courses are taught by faculty in various academic
departments to fulfill primarily their department’s needs (e.g., ANTH 356,
ENG 335, etc.), and regularly evaluated by their home departments, the
WSP did not perform SEOI or other types of evaluation on those courses.
4.
Departmental teaching effectiveness – report a five-year history of the “teaching
effectiveness” department means as reported on SEOIs, indexed to the
university mean on a quarter-by-quarter basis.
The SEOI data below are average means of Women Studies
Program Core courses: WS201, ANTH 356, ENG 335, HIST 346, POSC
311, PSY 483 and SOC 356.
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Central Washington University
Student Evaluation of Instruction
Average Response to Question on Instructor Effectiveness*
Academic Years 2001-02 through 2005-06
Women's Studies
Fall
Winter Spring
4.5
3.2
3.1
2001-02 Women's Studies
4.2
4.3
4.3
The Sciences
4.3
4.3
4.3
Arts & Humanities
4.3
CWU
4.3
4.3
4.3
4.1
4
2002-03 Women's Studies
4.3
4.2
4.4
The Sciences
4.4
4.4
4.3
Arts & Humanities
4.3
4.3
4.3
CWU
4
4
2003-04 Women's Studies
3.9
4.3
4.3
4.4
The Sciences
4.3
4.3
4.4
Arts & Humanities
4.3
CWU
4.4
4.4
4.5
4
4.2
2004-05 Women's Studies
4.3
4.3
4.3
The Sciences
4.4
4.3
4.5
Arts & Humanities
4.3
4.3
4.3
CWU
4.5
4.2
4.4
2005-06 Women's Studies
4.4
4.4
4.3
Arts & Humanities
4.3
4.3
4.4
The Sciences
4.4
CWU
4.3
4.5
*Form A Question 29
Note: Women's Studies includes
the following classes:
ANTH 356
WS 201
HIST 346
POSC 311
PSY 483
SOC 356
D.
Required measures of quantity for academic programs for the last five years.
1.
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Number of students served in general education, education and supporting
courses.
See the “Lower Division Data” from the table below.
Lower
Division
Upper
Division
Total
E.
20012002
20022003
20032004
20042005
20052006
7.8
10.3
10.6
11.7
11.6
0.0
1.7
11.7
13.3
0.6
7.8
11.0
10.6
2.
Graduation Efficiency Index This does not apply to WSP.
3.
Number of students with 125% or more of excess credits over the amount
required in majors. This does not apply to WSP.
Required measures of efficiency for each department for the last five years
1.
SFR (FTES/FTEF) disaggregate data
Lower
Division
Upper
Division
Total
2.
20012002
20022003
20032004
20042005
20052006
7.8
10.3
10.6
11.7
11.6
0.0
1.7
11.7
13.3
0.6
7.8
11.0
10.6
Average class size
Average Class Size
Women
Studies
Lower Division
Upper Division
Overall
Average
200001
27
11
200102
35
200203
31
16
200304
31.7
200405
35
200506
34.7
28
20.6
35
27.3
31.7
35
32
F.
Assessment of programs and students
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1.
Describe and provide results of how students are assessed as they enter the
program.
There is no formal assessment process. Informal meetings with
students were the primary source to understand students’ level of
knowledge and interests.
2.
Describe and provide results of how students are assessed as they exit the
major/program. What data exists within the department to demonstrate that
students achieve the program and student learner goals?
There is no formal “exit assessment” program in the WSP.
3.
What data are gathered about program graduates and their successes? e.g. survey
data about employer and student satisfaction, alumni? (Include data from
Institutional Research surveys.)
The number of WSP minor graduates has been too small (6
graduates, 2001-2006) to conduct a survey useful for the program. This
survey, however, should be conducted by IR in the near future to help with
WSP development.
4.
Describe faculty involvement in assessment.
Assessment of students is done by faculty individually. For the
assessment of the WSP, the WSPFC as a group discuss the program
assessment.
5.
Describe and provide evidence of how programs are assessed in the department
and how these assessment results are used to change or adapt program/major
curriculum, faculty, or resources.
As noted in the above section on “Description of Programs, B,” the
WSPFC as a group discusses WSP development (e.g., curriculum, program
change, new description of WSP, WSP Charter, etc.).
6.
How does your department implement and assess students’ critical thinking,
quantitative symbolic reasoning, information literacy, and writing skills?
Since faculty members who teach WSP courses are evaluated by
their own home departments on their teaching methods, contents, student
learning assessments, writing skills, etc., the WSP does not seek to replicate
these processes. These factors are better evaluated by the student’s major
program.
7.
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If there are weaknesses or omissions in student and programmatic assessment,
how does the department plan on addressing these issues?
G.
Students’ “exit assessment” which would include both the
assessment of their leaning, and students’ evaluation of WSP will be
necessary in the near future.
University Centers
The WSP does not offer any courses at the university centers and the
questions below are not applicable to WSP.
1.
2.
3.
4.
5.
III.
What programs and courses does the department currently offer at the university
centers?
What facilities, financial, and administrative resources support these offerings?
How has the program been evaluated to ensure that quality is independent of the
location of delivery?
What are the problems and issues that the department faces in delivering
curriculum at the university centers?
Are there unmet student or faculty needs that the department has encountered?
Faculty
A.
Faculty profile – What levels of commitment do faculty demonstrate for mentoring
student research, professional service activities, scholarly activities including grant
writing and teaching? (Designate graduate or undergraduate publications or creative
activities.) Sample table on following sheet.
Women Studies Program Faculty
Name
Rank/Department
Laura Appleton
Professor/Sociology
SOC356
SOC388
Sex Roles in Society
Women in Management
Karen Blair
Professor/History
HIST346
HIST352
HIST449
Women in American History
U.S. Family History
History of Women in the West
Cynthia Coe
Assistant Professor/
Philosophy
PHIL357
Race, Class & Gender
WS/PHIL398 Women & Philosophy
Lene Pedersen
Assistant Professor/
Anthropology
ANTH356
Gender Roles in Cross
Cultural Perspectives
Christine Sutphin Professor/English
ENG335
WS201
Studies in Women’s Literature
Intro. To Women Studies
Nancy Wessel
SOC356
Sex Roles in Society
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Associate Professor/
Sociology
Courses Taught
Bang-Soon Yoon
Professor/Political Sci.
WS201
Intro. To Women Studies
POSC311
Women & Politics
POSC/WS498 Global Feminisms
For further information about the Women Studies Program faculty members’
professional activities, see the Faculty profile page.
Affiliate Faculty
Name
Liahna Armstong
Rank/Department
Professor/English
Reasons for Affiliation
Regularly teaches courses with
gender/feminist theory content &
approaches & gender theory
Joan Amby
Professor/Family &
Consumer Sciences
Taught FCSF337 Human Sexuality
Philip Backlund
Professor/
Communication
Taught COM402 Gender
Communication
Lois Breedlove
Associate Professor/
Communication
Research interests in gender and
Communication issues
Anna Creech
Serials & Electronic
Resources Librarian/
Library
Women Studies library liaison
Richard Deshields
Lecturer/Family &
Consumer Sciences
Taught FCSF337 Human Sexuality
Ruthi Erdman
Lecturer/Women
Studies
Taught WS201 Intro. To Women
Studies
Judith Hennessy
Assistant Professor/
Sociology
Research interests in women & gender
issues
Taught courses on gender issues in
sociology
Brenda Hubbard
Professor/
Theater Arts
Taught TH377 Staging Gender
Susan Lonborg
Professor/
Psychology
Taught PSY483 Psychology of Women
Virginia Mack
Assistant Professor/
English
Research interest in Irish women
Writers & literature/plans a new course
development in Women studies
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Heidi Szpek
Assistant Professor/
Philosophy
Served in the Women Studies Program
advisory committee & research interest
in Women and religion
Elinami Swai
Lecturer/Women
Taught WS201 Intro. To Women
Studies
Penglin Wang
Associate Professor/
Anthropology
Developed/taught a new course,
WS/ANTH384 Language and Gender
Hong Xiao
Associate Professor/
Sociology
Interim Director of Women Studies,
2001-2002
Research interest in gender issues
B.
Copies of faculty vitae – See the attachment
C.
Faculty awards for distinction:
Bang-Soon Yoon, 2001-2002, Fulbright Senior Scholar in Lecturing/Research
Award in Korea, U.S. Department of State
Karen Blair, 2004, WA State History Day for Distinguished Service to History Day
Students
IV.
Students – For five years
A.
Numbers of degrees awarded in:
1.
major program(s)
The WSP does not grant a major.
2.
minor program(s)
6 (Between Fall 1989 and Summer 2006, a total of 25
students graduated with a minor in WSP, and a total
of 893 students took courses in WS201)
Women Studies Minors
A total of 6 graduated with Women Studies minor, 2001-2006 (see below).
As of Fall 2006, 11 students declared WS minors.
of minors
# Academic Degree Term
Major
Year
2001-2002 Spring 2002 Art
1
1
2
2
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April 13, 2006
2002-2003 Winter 2003 Individual
Studies
2003-2004 Spring 2004 History
Sociology
2005-2006 Winter 2006 Sociology
Summer2006 Sociology
Minor
Women
Studies
Women
Studies
Women
Studies
Women
Studies
3.
certificate program(s)
The WSP does not grant a certificate.
B.
Number of graduate assistants per year per department not programs (by headcount).
The WSP does not have a graduate program.
C.
Student accomplishments (include SOURCE, career placement information, etc.). List
those graduate students working in field; those placed in doctoral programs.
Andrea J. Ashley, WS minor in 2004 Spring took a major leadership role in
the production of the Vagina Monologues on campus in Feb. 2004.
D.
Provide one masters project; two will be randomly selected during site visit.
The WSP does not grant graduate degrees.
E.
Numbers served in general education, education, and supporting courses
One: The WS201 Introduction to Women Studies (5credits).
F.
Describe departmental policies and advising services for students.
While students have received ad hoc advising by teaching faculty, new
policy requires formal assignment of advisees to program faculty members. This
assignment should be completed early 2007, in time for Spring quarter preregistration advising. Prospective students in WSP minor meet with the WSP
Director to get further guidance in terms of course requirements and to fill out the
WSP minor declaration form.
While in the WSP minor program, students will also be informed of various
WSP activities (e.g., information about the WSP colloquia and gender/women
related activities such as public lectures, performances, etc.). Student advising is
done via various methods: phone calls, office visits, or e-mails. The WSP bulletin
board in the Psychology Bldg., and the WSP web site also indirectly provide
services to students who want to know in advance about course offerings and links
to gender/women studies related organizations and web sites.
G.
Describe other student services offered through the department including any
professional societies or faculty-led clubs or organizations and their activities.
The WSP sponsored a number of “Faculty-Student Get-Together” events
but with limited success. A Women Studies feminist club was formed by students
with faculty advisors in WSP (e.g., Bang-Soon Yoon & Cynthia Coe). The Status of
Women Commission on campus and various diversity council activities are
potential venues for more student involvement.
Page 17
April 13, 2006
Faculty Profile Table –
A response to all four main categories is mandatory. The details to support each category should be applicable to your department &
college criteria.
2001-2002
2002-2003
# of
% of
# of
% of
faculty
faculty
faculty
faculty
* Scholarship Measures: (Use categories applicable to your departmental & college criteria)
(e.g. peer reviewed articles)
4
80
2
34
2003-2004
# of
% of
faculty
faculty
2004-2005
# of
% of
faculty
faculty
2005-2006
# of
% of
faculty
faculty
5-yr total
Annual
avg
% of
faculty
3
50
4
58
4
58
17
3.4
56
(e.g. abstracts/conference proceedings)
1
20
1
17
1
15
1
15
1
15
5
1
17
(e.g. conference presentation)
2
40
3
50
4
58
3
43
4
58
16
3.2
50
50
2
29
2
29
2
29
11
2.2
35
Other(e.g., professional organization
2
40
3
annual report, book reviews, journal
article reviews, grant writing, grant
project reports, etc).
* Grants: (Use categories applicable to your departmental & college criteria)
External
2
40
0
0
0
0
1
15
2
29
5
1
17
2/0
40/0
0
0
0
0
1/0
15/0
1/1
15/15
4/1
0.8/0.2
15/2
3
100
3
50
3
43
3
43
5
84
17
3.4
64
3/0
100/0
3/0
50/0
3
43/0
3/0
43/0
4/1
67/17
17
3.4
61/3
* Service measures: (Use categories applicable to your departmental & college criteria)
CWU Committees
3
100
6
100
7
100
7
100
6
100
30
6
100
State Committees
0
0
1
34
2
29
1
15
2
29
3
0.6
22
Leadership & Service - Professional
Organizations
Community Service
1
25
2
34
2
29
1
15
2
34
8
1.6
28
2
67
3
50
4
58
4
58
4
67
17
3.4
60
Other
0
0
0
0
0
0
0
0
0
0
0
0
0
15
2
27
2
29
5
1
15
Funded / Unfunded
Internal
Funded / Unfunded
* Faculty Mentored Research: (Use categories applicable to your departmental & college criteria)
Undergrad projects / SOURCE
0
0
0
0
1
Graduate Committees – Supervising
thesis/projects
Graduate Committees – Participation
thesis/projects
Other
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
0
0
0
0
0
0
0
0
0
0
0
0
0
*Note: 1. Faculty who supervise graduate projects (e.g., thesis) on women/gender issues is not included in this data because the WSP
does not offer a graduate program.
2. Three faculty members (Laura Applton, 2001-2002, Bang-Soon Yoon, 2001-2002 and Christine Sutphin, 2005-2005) were on
sabbatical leave and their “Service Measures” data are not included in this Faculty Profile table.
3. Two faculty members began their employment at CWU in 2002 (Lene Pedersen) and in 2003 (Cynthia Coe).
Page 18
April 13, 2006
V.
Facilities & Equipment (The facilities section is for departments who rely heavily upon
laboratory or studio space for instruction.)
A.
Describe facilities available to department and their adequacy.
Most classrooms, especially small size rooms are not “smart” rooms that are
equipped with advanced technology. There are shortages of large class rooms to
accommodate 35 or more students.
As the WSP hires part-time lecturers, there is an urgent need for office space with
basic computer equipment.
B.
Describe equipment available to department and its adequacy.
The WSP resource room (& student lounge) needs to be more adequately equipped
with a new computer, printer, and phone.
C.
Describe technology available to department and its adequacy.
The level of technology and equipment seems to be adequate given the nature of
work done by faculty in WSP (not natural science faculty). But faculty should be given
work-load release time to learn new instructional technology (e.g., Black Board, power
point, etc.) and convert their lecture notes into these new instructional technology
formats.
VI.
Library and Technological Resources
A. Describe program’s general and specific requirements for library resources in order to meet
its educational and research objectives. Indicate ways in which the present library resources
satisfy and do not satisfy these needs.
We value current subscriptions on feminist studies. ( Signs, Journal of Women’s
History, Frontiers, Tulsa Studies in Women’s Literature, Women’s Writing, Feminist
Studies, Int’l Journal of Women’s Studies, NWSA journal, etc.). But some of the major
feminist studies journals are either missing (e.g., Women & Politics) or have been
discontinued (e.g., Signs, Feminist Studies, International Journal of Women’s Studies,
AMPO, Gender & Society, Women & Health, etc.). Our library needs to stay current with
books, journals, reference works, films, and on-line resources concerning women &
gender. Although various types of inter-library loan programs (e.g., Summit) and
electronic data base systems alleviated some pressure, there needs to be an expansion of
library resources at CWU.
We also need more current films on women’s issues to assist students to grasp key
concepts.
Describe information literacy proficiencies expected of students at the end of major
coursework.
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April 13, 2006
1. Repeat the question here.
In addition to library training that 1st year students receive (i.e.,UNIV101)
the library liaison in Women Studies (Anna Creech) has expressed willingness to
offer information literacy instruction tailored to women studies students (e.g.,
bibliographic instruction for classes or individuals).
On ad hoc basis, faculty will have a special library session to inform
students of library and technological resources with the help of library staff.
2. How are these proficiencies assessed?
The WSP does not offer any capstone courses for minor. But students at
lower and upper level classes are frequently required writing papers.
B. Describe the information technologies faculty regularly and actively utilize in the
classroom.
*Power point and presentation software
*Blackboard course management software
*VCR/CD/Audio Tape
*Internet/WWW
Once the department has completed the above sections, there will be a planned departmental retreat
where the last three sections will be discussed. The results of that discussion will be added to the selfstudy document. These sections are among the most important and will be the basis for academic
planning by the department.
The Women Studies Program Retreat was held on November 30, 2006 to review
Sections of I-VI of this Self-Study document, and to work on Sections VII-IX.
VII.
Analysis of the Review Period
A. What has gone well in the department? Include major accomplishments of the past five
years?
1. More faculty who are interested in teaching/research on women and gender issues
were added to the WSP: Lene Pedersen, Loren Cutsinger, Tracy Andrews in
Anthropology, Sally Kennedy & Jean Formati in Psychology, Janet Marstin in Arts and
Cynthia Coe in Philosophy. Lecturers (Susal Raley, Ruthi Erdman, Elinami Swai, Stefani
Wickstrom) were hired to teach WS201.
2. More courses were developed in existing Depts. incorporating new issues on women
and gender: WS/ANTH 384 Language and Gender, WS/POSC 498 Global Feminisms,
TH 377 Staging Gender, HIST 449 History of Women and the West, WS/PHIL398
Women and Philosophy, PHIL357 Race, Class & Gender, ART 489 Arts and Gender
Theory. In addition, a few existing courses were incorporated as Women Studies minor
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April 13, 2006
elective courses: COM402 Gender Communication, HIS 352 US Family History, and
FCSF 337 Human Sexuality.
3. Women Studies Program Colloquia: despite a very limited WS budget ($1,500
operating budget annually), many prominent speakers were invited to give public
lectures, exhibitions, performances on campus. Between 2000-2006, 18 colloquia were
organized by the WSP (1995-2006, 36 plus colloquia). In addition, the WSP collaborated
with other offices on campus on numerous occasions for various exhibitions, lectures &
performances.
4. The WS 201, a general education course, became a “W” course in 2003-2004 which
requires a 7 page writing component to complete the course.
5. Increased WS 201 sections and enrollment cap (from 27 to 35 students).
6. Creation of the WSP web page on campus.
7. Development of Women Studies Program Charter (submitted to the Provost in 2002)
8. Faculty Member’s Professional Activities: Faculty members in the WSP have
established professional recognition in their academic fields. Bang-Soon Yoon received a
Fulbright lecture/research fellowship for 2001-2002. Karen Blair (a CWU’ Distinguished
Professor of Research in 1999 and the author of Joining In: Exploring the History of
Voluntary Organizations, 2006), is well recognized as a national expert on Northwest
women’s history. A few faculty members have also conducted research in foreign
countries (e.g., Lene Pedersen, Nancy Wessel & Bang-Soon Yoon), and published in
international journals or in foreign countries (e.g., Lene Pedersen & Bang-Soon Yoon),
thus contributing to global leadership roles in their chosen academic fields. Bang-Soon
Yoon’s research on Korea’ gender politics, and sexual violence, for example, has been
published in book chapters or journal articles, etc. in seven countries in six different
languages (French, Germany, Italy, Chinese, Korean & English).
B. What challenges exist? What has the department done to meet these challenges?
There are four areas of challenges: 1) Recruitment and retention; 2) budget;3)
securing faculty to teach the WS201; and 4) securing external funding for WSP activities.
1). Recruitment of WS minors and Retention is one of the most pressing
challenges. Several methods have been employed by the WSP to recruit and retain WS
minors that include:
*The WSP Director has sent out WS course listings for each quarter and WS
course flyers to the entire campus (e.g., WSP web page, posting on campus bulletin
boards), and to WSP faculty to disseminate the course information in their classes.
*The WSP Director sent out the Women Studies Minor declaration forms to WSP
faculty to inform the students of the WS minor.
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April 13, 2006
*The WSP faculty hosted the Faculty-Student Get-Together (a very informal
reception with food, some faculty baked cakes, etc.) several times to introduce
faculty to students who are interested in WS minor program, and to socialize with
students.
*The WSP Director sent out information to WS minors about campus events on
women & gender issues (e.g., WSP Colloquia, other public lecture
announcements).
*A few faculty (Bang-Soon Yoon & Cynthia Coe) served as advisors to a student
feminist club.
These activities need to be continued and more innovative approaches are
planned now which include the development of internship programs, WS
Certificate program, expansion of the WS webpage, welcoming new WS minors
and celebrating WS minor graduates. Through the National Women Studies
Association network (both at the national and regional level); we need to gather
more information on these approaches.
2). Budget Increase: Since 1998, the WSP annual base budget of $1,500 (for goods and
services, and student employment) was provided by the COTS Deans office, but this
budget is too small to initiate many program activities. (The $1,500 does not include
reassignment for WSP director’s responsibilities for 9 credits course reduction, which has
been charged to the Political Science Department faculty budget until the 2005-2006
academic year).
Between 1993-1998, The Provost’s office allocated an annual supplemental budget
to the WSP in the travel budget category in the amount of $1,000 (between 1993 and
1996) or $1,500 (1996-1998) in addition to a COTS base budget of $1,100 (between 19931996), and $1,500 (between 1996-1998). In other words, the WSP suffered a 50% budget
cut since Fall 1998!
In 2006 Fall, COTS added $676 to the WSP base budget, thus the total annual
budget for goods and services and student employment bounced back to the early-mid
1990s budget level ($2,176). Looking back at data on WSP minors, there is a clear
positive correlation between the WSP budget size and the number of WS
minors/graduates. For the WSP expansion, increase of budget (e.g., to finance speakers,
and faculty instruction and research, travel support, and activities) is essential.
Beginning from Fall 2006, The COTS Dean’s office has a new budget system that
created a separate Women Studies Discipline (WS DIS) budget. Below is the total WS
DIS for 2006-2007 academic year with line items:
Goods & Services & Student Employment
Salary expense for Program Director’s reassignment
(9 workload units)
Quarter by Quarter Faculty salary
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April 13, 2006
$2,176.$14,384.34
$16,165.-
(this budget was charged to the Political Science budget but
will be transferred to the WS DIS at the end of this academic year)
Total
$32,725.34
3). Hiring a New Faculty to teach the WS201: Since the WS201 became a
general education course in the early 1990s, there has been increasing demand for more
WS201 sections (the course would be full within the first 3 or 4 days after registration
began). The demand is more visible in recent years. The COTS Dean provided support
for staffing five sections of WS201 by part-time lecturers for the 2006-2007 academic year
(2 sections each for Fall 2006 and Winter 2007, and one section in Spring 2007). Both Fall
and Winter sections are now closed and this demand will continue as CWU projects more
student enrollment in coming years. Since 1990, Bang-Soon Yoon taught most of WS201
courses (offered 3-4 sections annually including a summer session course in some years).
As demand increases, more faculty to teach the WS201 will be needed. Bang-Soon Yoon
asked WSP faculty to volunteer to teach the WS201, but if no one volunteers, we need to
hire at least one half-time faculty or several part-time lecturers to ease the pressure. The
WS201 not only contributes to general education, but also to FTE.
4). Secure External Funding: For WSP development, grants from external funding
sources are essential. Given faculty loads of the WSP Director and other WSP faculty,
grant writing is not very feasible. A new staff member with grant writing responsibilities
is desirable. Hiring a new faculty member with 50% teaching responsibilities and 50%
grant writing responsibilities would be a solution.
C. What resources have been provided in the last 5 years?
*Budget: Since 1998, the WSP annual base budget of $1,500 (for goods and
services, and student employment) was constantly provided by the COTS Deans office.
*Faculty: Three part-time lecturers were hired to teach the WS 201 course. In
addition, many departments on campus hired new faculty who offered courses in WSP
(e.g., Lene Pedersen, Cynthia Coe, etc.).
*Library: Since a new library faculty member, Anna Creech, was hired, our
library has been specifically collecting materials on women and gender issues. Anna
Creech also sends out new information on library resources to WSP faculty, which is very
useful to faculty instruction and research. But many of the major journals, books and
films on feminist studies are as yet unavailable, and our library needs to expand its
collections. Fortunately, Anna Creech is very supportive of the WSP, and we expect more
library resources available to our program.
Category VIII. Is the single most important category in the self-study document.
VIII. Future directions – Based upon the information and analysis in the self study:
A.
Describe the department’s aspirations for the next three and five years.
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April 13, 2006
*Increase WS minors.
*Explore the possibility of developing Women Studies Major and Certificate
program.
*Development of more course offerings in natural science, business and
professional studies.
B.
In this context, describe ways the department or unit might increase quality, quantity,
and/or efficiency. Provide evidence that supports the promise for outstanding
performance.
*Use all the WS courses, especially the WS201, as a recruitment tool for minors,
and require faculty regular advisement for retention.
*Continue/Increase collaboration with other academic/student affairs office units
on campus for publicity on WSP activities.
*WS faculty commitment to the subject matter grows steadily and campus
enthusiasm for diversity programming can ignite academic interests.
C.
What resources would the department need to pursue these future directions?
*More budget and funding (internal & external) to support WSP colloquia, faculty
research, and office equipment (e.g., a phone and computer/printer in the women
studies program student lounge).
*Faculty & Grant Writer: Hire a tenure-track women studies faculty member
who can teach the WS201 courses on a consistent basis and who can also write
grants to secure external funding for WSP development.
*More office staff with appropriate budget (10% secretarial work) & student
helper.
*Web master to maintain the WS web page.
D.
How does the faculty envision their professional career and responsibilities within the
balance of teaching, service, research and creative activities?
*Faculty associated with WSP has balanced records in teaching, service and
research.
IX.
Suggestions for the program review process or contents of the self-study?
Establishing program review as a system is important. By documenting the SelfStudy, we were able to clarify the WSP missions/goals, grasp a larger, long-term picture
Page 24
April 13, 2006
of the program, and get to know about strengths and weaknesses to improve for future
program development. However, there are some suggestions as listed below.
1. Development of New Form for Interdisciplinary Program Review Self-Study.
In several sections, the questions were addressed to “regular” Depts., not
interdisciplinary programs for review and this creates confusion. For further
interdisciplinary program review, the administration needs to modify the form to make it
more suitable to interdisciplinary programs. For example, in Section IV. C, shouldn’t
Women Studies get credit in SOURCE presentations on women/gender issues if a student
is not a WS minor but enrolled in cross-listed courses?
In Section II. C. 3, SEOI's in cross listed courses are filed in departments, not in
the women studies program.
In Section II. C. 4, does the SEOI “Departmental teaching effectiveness” reflect on
the WS210 alone (with “WS” prefix) or include all interdisciplinary courses listed as WS
courses? This created lots of confusion when the WSP Director was collecting data. As a
solution, the WSP Self-Study analyzed the SEOI data of the WSP core courses. Future
interdisciplinary program review forms need to specify this.
In Section V, Faculty Profile section, who are “faculty”? According to the WSP
Charter we are currently finalizing, the WS “Program Faculty” is defined as “tenured or
tenure-track faculty members who have taught at least two sections of Women Studies
courses in the previous three years.” But not all faculty members who taught 2 sections of
WS courses in the previous three years have been actively involved in WS governance or
activities (e.g., The WS Faculty Advisory Committee). After a consult with Dr. Kirk
Johnson, COTS Associate Dean, the WSP Faculty Profile data reflected only 7 faculty
who taught at least 2 sections of WS courses in the previous three years and who served
on the WSP faculty advisory committee.
2. Release Time for Program Director.
The preparation of the WSP Review Self-Study required a large amount of the
program Director’s workload that went far beyond the normal part of program director’s
duties (9 credits release time per 9month academic year). At least 2 or 3 workloads units
should be granted by the Dean’s office to Interdisciplinary Program Directors who
prepare the program review documents in the future.
Since the WSP has never been reviewed before, answering the Self-Study form
questions required preparation of many new documentations on faculty who are scattered
all over the campus, updating the WSP catalog, re-writing a WSP Charter in consistence
with the newly developed Interdisciplinary Program policy (COTS policy document 5-5.0
Programs) and data on library acquisitions.
3. Program Review Scheduling.
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April 13, 2006
The program review schedule was on a fast track without sufficient lead time for
the program director to prepare. Since the WS Program Review was announced for the
first time in mid February, 2006, preparing all the required documents on time was very
unrealistic. In the future, the program review scheduling needs to reflect faculty
schedules, not be solely based on administrators’ schedule management.
*File name: WSP Rev SStudy.Feb 2007 final with budget
*Submitted to Drs. Linda Beath & M. Meghan Miller on
April 16,2007
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April 13, 2006