Program Assessment Report
PROGRAM INFORMATION
Degree Program(s):
Department Chair:
Report Prepared by:
Next Program Review:
BA – Social Science;
BA - Social Science, Preparation
for Teaching (Single Subject);
BA - Social Science, Preparation
for Teaching (Multiple Subject)
Alex Yamato
Department:
Estella Habal and Alex Yamato
Social Science
Phone:
924-5751
Phone:
924-5592
E-mail:
Estella.habal@sjsu.edu
yamato@email.sjsu.edu
2011-12
Note: Schedule is posted at:
http://www.sjsu.edu/ugs/programplanning/
ARCHIVAL INFORMATION
Location:
Person to Contact:
DMH 239A
Alex Yamato
(Bldg/Room #)
924-5751
(Name)
(Phone)
Does the information (e.g., Mission, Goals, and/or Learning Outcomes) posted on the web (see,
http://www.sjsu.edu/ugs/assessment/programs/ ) for this program need to be updated?
Yes
X
No
If yes, please submit changes to jacqueline.snell@sjsu.edu
SCHEDULE OF ASSESSMENT ACTIVITIES*
Please complete the schedule of assessment activities below by listing all program Student Learning
Outcomes (SLOs) by number down the left column and indicating when data were/will be collected (C)
and when they were/will be discussed (D) by your faculty. You can also schedule/track program
changes resulting from your assessment activities by indicating an “I” (implemented changes) where
relevant. This schedule is meant to be fluid; providing a proposed schedule for future assessment while
at the same time, providing a record of your efforts as the program planning cycle progresses.
↓Semester after self-study data
SLOs
1
2
3
4
5
F08
CI
S09
CD
Semester before next self-study↓
F09
S10
CI
CD
F10
S11
CI
CI
CI
CD
CD
CD
F--
S--
F--
S--
*Note: This template is based on a five-year program planning cycle. If your program planning follows another cycle
(e.g., based on accreditation), please feel free to add (or subtract) columns as necessary.
Page 1 of 7
Program Assessment Report
1. Demonstrate knowledge and understanding of theoretical concepts, research methodologies and
their application to current issues. Data was collected for the following classes: AAS 125, AAS
175, SocS 100W, SocS 177, SocS 195, and WomS 101.
1.1 Data Collection:
[Fall/2008] – For this assessment cycle, how were the data collected and what were the results?
AAS 125: Students demonstrated an understanding of the theoretical concepts such as colonization and
imperialism, nationalism, culture, class, gender, racism, redevelopment, immigration and settlement,
decolonization by writing five reflective journals based on the following themes: pre-colonial Philippine
society and/or the role of women; American politics and political culture of the Filipino; American dream
and the “manongs;” The role of agency and community; and the future of the Filipino American
community, culture, and power. Ninety percent of the students met SLO 1.
AAS 175: Take-home final exam requiring student to answer three out of five essay questions: compare
and contrast how women shaped different AAS communities; define and analyze “yellow peril” and the
“model minority myth;” define stereotypes drawing from Korematsu v. U.S. and Heart of the Sea; analyze
the impact of the 1965 Immigration Act; compare and contrast the pre-1965 with the post-1965 Asian
American communities. One hundred percent of the students met SLO 1.
SocS 100W: Students were required to write a ten page essay on what it means to be a college
educated person in the 21st century. At least ten sources must be used. Ninety-seven percent of the
students met SLO 1.
SocS 177 (Sect. 1): Take-home midterm examination consisted of essay questions: Explain and give
examples of the Myth of meritocracy, Cultural capital, Institutional Theory, Status groups, Visible/Invisible
Pedagogy, and Labeling theory; explain one theory on the role of education and status attainment in the
U.S.; and provide a critique of Kozol’s book. Eighty-two percent of the students met SLO 1.
SocS 177 (Sect. 3, 4): Midterm exams included the essay questions: Using at least a couple of the
schools that Kozol describes, analyze his observations of classrooms and instructional practices by using
some of the theoretical conceptions of the pedagogical practice, including Freire; Discuss how the
chances of success in school for poor and minority children might be interpreted using concepts of
cultural capital, labeling and the self-fulfilling prophecy to examine how schools operate. Ninety-four
percent of the students met SLO 1.
SocS 195: In the take-home final exam, students provided critiques of studies on social science
education, Subtractive Schooling by Valenzuela and Unequal Childhoods by Lareau. Both assignments
required students to explain the theories or concepts and apply them to their experiences in school or
with their socialization. Eighty-two percent of the students met SLO 1.
WomS 101 (Sect. 2): For the midterm, students addressed issues relevant to feminist movements, such
as racism, classism, and sexism, gender identity, sexual orientation, and desire, body image, and
reproductive rights by examining a NGO (non-governmental organization) that works on feminist issues
focusing on the issues addressed by the NGO and how it exemplifies agency and the extent to which
their work is feminist. One hundred percent of the students met SLO 1.
WomS 101 (Sect. 3): Students were required to prepare a five page PowerPoint or poster presentation
on the social agency of a woman who significantly impacted the social, political, or economic landscape
of the United States, and/or the world. One hundred percent of the students met SLO 1
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Program Assessment Report
1.2 What have you learned about this Student Learning Outcome?
[Spring/2009] – Based on the results in part I., briefly summarize the discussion surrounding this
outcome, i.e., what does the faculty conclude about student learning for this SLO?
The faculty will discuss the results this spring 2009.
1.3 Action Item(s) (if necessary):
[Fall/2009] – Based on the discussion in part II, what actions will the department take to improve student
learning, e.g., program changes, changes in pedagogy, process changes, resources requests, etc?
Changes will be implemented in fall 2009.
1.4 Results of Action Items
[Spring/2010] – What does assessment of student learning show after implementation of
any action items? What, if anything, is planned next? Assessment of action items will take
place in the spring of 2010.
Page 3 of 7
Program Assessment Report
2. Demonstrate knowledge of interdisciplinary Social Science assumptions, questions and
methodologies.
2.1 Data Collection:
[Fall/2010] – For this assessment cycle, how were the data collected and what were the results?
2.2
What have you learn about this Student Learning Outcome?
[SEMESTER/YEAR] – Based on the results in part I., briefly summarize the discussion surrounding this
outcome, i.e., what does the faculty conclude about student learning for this SLO?
2.3
Action Item(s) (if necessary):
[SEMESTER/YEAR] – Based on the discussion in part II, what actions will the department take to improve
student learning, e.g., program changes, changes in pedagogy, process changes, resources requests,
etc?
2.4
Results of Action Items
[SEMESTER/YEAR] – What does assessment of student learning show after
implementation of any action items? What, if anything, is planned next?
Page 4 of 7
Program Assessment Report
#3 Acquire an understanding of social change and individual agency within diverse communities,
including race, class, and gender in historical and contemporary contexts.
3.1
Data Collection:
[Fall/2010] – For this assessment cycle, how were the data collected and what were the results?
3.2
What have you learn about this Student Learning Outcome?
[SEMESTER/YEAR] – Based on the results in part I., briefly summarize the discussion surrounding this
outcome, i.e., what does the faculty conclude about student learning for this SLO?
3.3
Action Item(s) (if necessary):
[SEMESTER/YEAR] – Based on the discussion in part II, what actions will the department take to improve
student learning, e.g., program changes, changes in pedagogy, process changes, resources requests,
etc?
3.4
Results of Action Items
[SEMESTER/YEAR] – What does assessment of student learning show after
implementation of any action items? What, if anything, is planned next?
Page 5 of 7
Program Assessment Report
#4 Critically evaluate social science theories in explaining race, class, and gender issues in
national and global contexts.
4.1 Data Collection:
[SEMESTER/YEAR] – For this assessment cycle, how were the data collected and what were the
results?
4.2 What have you learn about this Student Learning Outcome?
[SEMESTER/YEAR] – Based on the results in part I., briefly summarize the discussion surrounding this
outcome, i.e., what does the faculty conclude about student learning for this SLO?
4.3
Action Item(s) (if necessary):
[SEMESTER/YEAR] – Based on the discussion in part II., what actions will the department take to
improve student learning, e.g., program changes, changes in pedagogy, process changes, resources
requests, etc?
4.4
Results of Action Items
[SEMESTER/YEAR] – What does assessment of student learning show after
implementation of any action items? What, if anything, is planned next?
Page 6 of 7
Program Assessment Report
#5 Apply interdisciplinary, theoretical concepts and reflective processes to current
social/political issues and problems in their communities or in diverse classrooms in
local public K-12 schools through internship/fieldwork assignments.
5.1 Data Collection:
[SEMESTER/YEAR] – For this assessment cycle, how were the data collected and what were the
results?
5.2 What have you learn about this Student Learning Outcome?
[SEMESTER/YEAR] – Based on the results in part I., briefly summarize the discussion surrounding this
outcome, i.e., what does the faculty conclude about student learning for this SLO?
5.3
Action Item(s) (if necessary):
[SEMESTER/YEAR] – Based on the discussion in part II., what actions will the department take to
improve student learning, e.g., program changes, changes in pedagogy, process changes, resources
requests, etc?
5.4
Results of Action Items
[SEMESTER/YEAR] – What does assessment of student learning show after
implementation of any action items? What, if anything, is planned next?
Page 7 of 7