The Department of Ethnic Studies
(Mission Statement)
Proposed Mission Statement
The department of Ethnic Studies is committed to educational excellence for a racially and
culturally diverse society. Our goal is to create an intellectual environment that fosters curiosity,
and inventiveness, and to provide students with the critical skills necessary to fully participate in,
if not take a leading role in improving, the multiracial society in which we live. In short, it is to
prepare them to function as informed and sensitive professionals in the United States as well as
the world. A comparative approach to the study of four core areas of knowledge (e.g., African
American, Asian American, Mexican/Latino American, and Native American), the discipline of
Ethnic Studies is multidisciplinary and interdisciplinary in scope and content. It provides majors
with an inclusive and comprehensive framework for understanding the diversity and complexity
of the human experience, and with the exposure that will enable them to develop a heightened
sense of social consciousness and social responsibility.
Program Goals
1)
To provide a comparative understanding of the historical and contemporary experiences
of African Americans, Asian Americans, Mexican/Latino Americans, and Native American men
and women as racialized peoples in the United States.
2)
To encourage a heightened sensitivity to and tolerance of differences, including but not
limited to race, culture, class, nativity, and language.
3)
To develop ability to comprehend and synthesize written works from a wide array of
disciplines.
4)
To develop a comprehensive knowledge of one of the core areas.
5)
To develop an adequate knowledge of one of the core areas.
6)
To develop cross-disciplinary and interdisciplinary theoretical and methodological skills.
7)
To develop advanced Ethnic Studies conceptual and comparative skills.
8)
To develop advanced Ethnic Studies critical thinking skills.
9)
To develop advanced verbal and written communication skills.
10)
To develop ability to engage in creative and strategic problem solving.
ETHNIC STUDIES DEPARTMENT
ASSESSMENT - Learning Outcomes
Revised January, 2002
Students will demonstrate a knowledge of interdisciplinary and multidisciplinary models of
analysis, and the ability to apply these models to past and contemporary racial and ethnicity
issues.
(Performance Indicators in Italics)
Ethnic Studies graduates should be able to demonstrate the following competencies:
1) Students will demonstrate an understanding of the historical and contemporary experiences of
American ethnic minorities as racialized people in the United States.
GENERAL, COMPARATIVE, AND INTERDISCIPLINARY
COMPETENCIES: Learning outcomes: 1,2,6
A. By responding appropriately in objective and essay instruments developed for a pretest and exit examination in ES 1001, The Ethnic Experience: Minorities.
B. By demonstrating the ability to produce a comprehensive research project on this
topic. (e.g., paper, film, photojournalism display, etc.), as full or partial requirement for
the senior thesis
2) Students will demonstrate the following: A heightened awareness, understanding, and
tolerance for racial, gender, and cultural diversity. An awareness of the importance of
structuring work environments that mirror the racial, ethnic, gender, and cultural diversity of
service populations. An ability to engage people from all backgrounds and cultures in informed
discussions about ethnicity and ethical issues.
GENERAL, COMPARATIVE, AND INTERDISCIPLINARY COMPETENCIES
Learning outcomes: 1,2,6
A. By responding appropriately in objective and essay instruments developed for a pretest and exit examination in ES 1001, The Ethnic Experience: Minorities.
B. By demonstrating the ability to produce a comprehensive research project on this
topic. (e.g., paper, film, photojournalism display, etc.), as full or partial requirement for
the senior thesis.
C. Through class discussions, projects, and written assignments
throughout the Ethnic Studies Department curriculum
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LITERARY/WRITING AND ORAL COMPETENCIES
D. By preparing a comparative essay that focuses on at least two of the target groups in
the Ethnic Studies major, and that demonstrates the ability to read humanities and social
science texts critically and to assess and synthesize a variety of cultural perspectives.
E. By conducting an oral presentation that demonstrates a command of basic principles
of oral communication skills, and as well interdisciplinary communication skills (e.g., inclass assignment, student conference, peer teaching assignment, etc.).
SELF-ASSESSMENT COMPETENCIES
F. Self-evaluation in the form of an exit interview.
3) Students will demonstrate a knowledge of interdisciplinary and multidisciplinary models of
analysis, and the ability to apply these models to past and contemporary racial and ethnicity
issues.
GENERAL, COMPARATIVE, AND INTERDISCIPLINARY COMPETENCIES
(ONE of the following):
A. By doing either a field project or a research paper that focuses on at least two ethnic
American minority groups and that incorporates at least two different social science
paradigms. Or
B. By doing a comprehensive field project or research paper that incorporates two
humanities models of research and analysis.
4) An in-depth knowledge of one of the core areas in the discipline of Ethnic Studies.
PRIMARY OPTION COMPETENCIES
A. By writing essays and/or conducting oral presentations on key issues and topics vital
to an understanding of the core area. This will be done through satisfactory completion
of the Core Courses, Ethnic Writers, Senior Thesis, and at least three Primary Option
Courses with a “C” of better.
5) A sufficient knowledge of a second core area in the discipline of Ethnic Studies.
SECONDARY OPTION COMPETENCIES
A. By writing essays and/or conducting oral presentations on key issues and topics vital
to an understanding of the core area. Satisfactory completion of the Core Courses,
Ethnic Writers and at least two Secondary Option courses with a “C” or better.
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6) A comparative knowledge of the ways in which migrant and immigrants minority groups
adjust to U.S. society and the factors that contributed to and/or hindered their success.
GENERAL, COMPARATIVE, AND INTERDISCIPLINARY
COMPETENCIES Learning Outcomes: 1,2, 6.
A. By responding appropriately in objective and essay instruments developed for a pretest and exit examination in ES 1001, The Ethnic Experience: Minorities.
B. By demonstrating the ability to produce a comprehensive research project on this
topic. (e.g., paper, film, photojournalism display, etc.), as full or partial requirement for
the senior thesis.
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DEPT.
ES
ES
ES
ES
ES
ES
ES
ES
ES
LEARNING OUTCOME DESCRIPTION
Knowledge of interdisciplinary and multidisciplinary models of analysis, and
the ability to apply these models to past and contemporary racial and
ethnicity issues.
Ability to apply these models to past and contemporary racial and ethnicity
issues.
Understanding of the historical and contemporary experiences of American
ethnic minorities as racialized people in the United States.
Comparative knowledge of the ways in which migrant and immigrants minority
groups adjust to U.S. society and the factors that contributed to and/or
hindered their success.
Primary
Content
Key Code
Secondary
Content Key
Code
AGE-CT
AK
K S D
K S
S
AGE-CT
AK
SJD
K
AK
K
AK
K
SJD
K
1. Advanced General Education - Critical Thinking
2. Area Knowledge
Advanced General Education - Critical Thinking
1. Area Knowledge
Social Justice/Diversity
K
AK
Key Code Definition
Sufficient knowledge of a second core area in the discipline of Ethnic Studies.
2.
Area Knowledge
Knowledge of interdisciplinary and multidisciplinary models of analysis
A heightened awareness, understanding, and tolerance for racial, gender, and
cultural diversity.
An awareness of the importance of structuring work environments that mirror
the racial, ethnic, gender, and cultural diversity of service populations.
An ability to engage people from all backgrounds and cultures in informed
discussions about ethnicity and ethical issues.
Social Justice/Diversity
SJD
WO
K
S
Work with Others
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ALSS Learning about Student Learning
YEAR-END -REPORT 2002-03
1.
2.
3.
4.
5.
Degree Program: Ethnic Studies Department Report Writer: Carlos Navarro
Mission Statement: Last Revised—Spring 2002 on Blackboard Site? ______
Program Goals:
Last Revised—Spring 2002 on blackboard Site? _______
Program Outcomes: Last Revised—Spring 2002 on Blackboard Site? _______
Program Outcomes Listed on Course Syllabi? During Fall Quarter 2003 the Department is
planning on a meeting designed to see how we can explicitly state our student learning
outcomes that are linked to program outcomes.
6. For Each Study ~ Complete the following
a. Date
Spring Quarter 2003
b. Title of
Study
Developing Department Capacity at Linking Course Student Learning Outcomes
to Program Student Learning Outcomes
c. Why
study
was
done?
This was a pre-pilot study as the department was continuing its ongoing
momentum towards fully understanding assessment. The department felt that
it could strengthen its assessment capacity through more experience and
developing a greater comfort level with this vital tool for program
improvement. What the department was doing was trying to increase its skill in
explicitly articulating course student learning outcomes that are linked with
program learning outcomes.
d. What
population
was covered?
The students enrolled in: ES 3110, Racism in America; ES 3120, Civil Rights in
America; ES 1200, Introduction to Mexican American/Latin Studies;
e.1. What
was
assessed—i.e.
program
outcome
Program Outcome 1: Students will demonstrate an understanding of the
historical and contemporary experiences of American ethnic minorities as
racialized people in the United States. ES 3110, Racism in America—The
student learning outcome on modern racism and its implications for racial
minorities today is directly linked to Program Outcome 1. ES 3120, The Civil
Rights Movement—The student learning outcome on the nature and
development of Black Protest as well as its underlying conditions is directly
linked to Program Outcome 1.
Program Outcome 5: A comparative knowledge of the way in which migrants
and immigrant minority groups adjust to U.S. Society and the factors that
contributed to and/or hindered their success. The Ethnic Studies faculty
determined that this is a formidable program outcome and that there needed to
be a two-stage process in its attainment. The department is beginning with
having an understanding of the immigrant experience through two courses: ES
1200, Introduction to the Mex. American/Latino Experience and ES 1500,
Introduction to the Asian American Experience. The evidence provided at this
stage is based on the student learning outcome in ES 1200. This outcome is
linked to the course outcome requiring the analysis of an immigrant family
experience.
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e.2 What type of
instrument or datagathering approach was
used?
Specific essay examination questions that are designed to address
major course student learning outcomes that are linked to
program outcomes.
f. What was the response
rate or number of people
assessed?
100% response rate of the student enrolled. ES 3110: 30
ES 312: 35; ES 1200: 50
g. What were the results?
Please see Part Two, “Narrative and Implications for Teaching
and Learning” in the three attachments identified as Appendix A.
At the final department meeting of the academic year on June 3
the faculty discussed at length the importance of linking
individual course student learning outcomes to program
outcomes. This faculty conversation was seen as an important
step in developing faculty competency in program assessment.
h. How were the results
analyzed?
i. What was the impact of
the study on dialogue within
the department and/or
decisions?
The major impact is that the department realized that it needed
to continue its efforts that meant increasing its skill and
experience in assessment. The Fall meeting on assessment will
be critical in improving department abilities at articulating
course student learning outcomes and linking them to program
outcomes.
j. Where is the data and
analysis housed?
k. How is data & analysis
presented and made
available to your faculty?
With Professor Navarro and his university cabinet which contains
the department file on assessment.
Professor Navarro will continue to regularly report and lead the
discussions and efforts on assessment for the department. There
will be at least one major meeting focusing on assessment in the
Fall and one in the Spring of 2003-2004.
l. Reflecting on your
responses to the previous
questions, what do you
observe and recommend for
the coming year's
assessment efforts?
The department has varying levels of comfort at explicitly
articulating course student learning outcomes. The department
will continue its efforts to improve its capacity in this area during
2003-2004. Given the very small size of the department and the
many responsibilities that faculty has the department feels that it
is making good and steady progress at developing its assessment
capacity. As stated earlier the department will move forward on
its plans to explicitly articulate student learning outcomes in
course syllabi and link them to program outcomes.
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APPENDIX A—Direct Measures of Student Learning Outcomes
Ethnic Studies Department—ES 3110, Racism in America, Dr. Carlos Navarro
Assessment of Student Learning Outcomes for a final exam essay question on:
The concept of modern racism and its implications for modern American society
Linked to Program Outcome 1
PART ONE--RUBRICS
EXCELLENT
1. Clear description of the beliefs commonly linked to modern racism
(denial that racial discrimination exists; rejection of minority claims for equal treatment; and
hostility towards minority demands for programs that redress injustices)
2. Clear description of the two forms of modern racism (aversive and symbolic)
3. Clear description of implications of modern racism for society.
GOOD
1. Clear description of at least one of the beliefs commonly linked to modern racism
2. Clear description of implications of modern racism for society.
ADEQUATE
1. Meager or incomplete description of at least one of the beliefs commonly linked
to modern racism
2. Clear description of implications of modern racism for society.
INADEQUATE
1. Failure to provide Partial or incomplete description of the beliefs commonly linked to modern racism
2. Failure to provide clear description of implications of modern racism for society.
PART TWO--NARRATIVE AND IMPLICATIONS FOR TEACHING AND LEARNING
1. My initial projection of student performance was that 30% of the class would perform at the
level of excellent on the essay examination, 30% at the level of “good”, 30% at the level of
“adequate”, and 10% at the level of “inadequate”. These projections are based on the pattern of
grading in my instructional experiences over the years. Generally I have a majority of students
who get an “A” or “B” grade. The actual performance in the class was that 31% of the students
had an “excellent” command of the concept, 24% were “good”, 22% were “adequate”, and 22%
were “inadequate” in their responses.
2. The actual student performance on the learning objectives was relatively close to my projections,
but slightly under par. Based on the feedback from this examination I will do the following to more
effectively achieve my student learning goals. I think that I need to improve my efforts with this
learning outcome. I believe that I need to focus more class time on the outcome in the form of
more thorough lecture and more solicitation of student level of understanding through directed
questions. This outcome will be enhanced by reinforcement through repetition of an abbreviated
lecture on the topic in subsequent class meetings and through directed student questioning. I think
I suffered through that common professorial syndrome of trying to “cover all the material” which
led me to move too rapidly through this most vital learning outcome.
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Ethnic Studies Department-- ES 3120, Civil Rights Movement, Dr. Noel Samaroo.
Assessment of Student Learning Outcomes for the final exam essay question:
The modern civil rights movement and its implications for a racialized society.
Linked to Program Outcome 1
PART ONE-- RUBRICS
Excellent
1. Students can demonstrate a comprehensive and comparative understanding of the underlying
conditions of Black Protest in America. (slave codes-Jim Crowism—Plessy—1896)
2. Students can cite and explain how at least three major civil rights achievements (e.g.,
affirmative action, civil rights legislation etc.), although identified primarily with African
Americans, have nevertheless benefited diverse groups of Americans.
3. Students demonstrate that they can respond in a reasoned manner to racialist, sexist and
fundamentalist arguments that affirmative action, an outgrowth of the civil rights movement, is
reverse discrimination.
GOOD
1. Students can explain, in general terms, the nature and development of Black protest in the
United States as well as a comprehensive understanding of its underlying conditions. (slave
codes; Jim Crowism—Plessy—1896)
2. Students can cite and explain how at least two major civil rights achievements (e.g.,
affirmative action, civil rights legislation etc.), although identified primarily with African
Americans, have nevertheless benefited diverse groups of Americans.
3. Students demonstrate that they can respond in a reasoned manner to racialist, sexist and
fundamentalist arguments that affirmative action, an outgrowth of the civil rights movement, is
reverse discrimination.
ADEQUATE
1. Students can explain at least some of the underlying conditions of Black Protest in America.
(slave codes-Jim Crowism—Plessy—1896).
2. Students can cite and explain how at least one major civil rights achievement (e.g.,
affirmative action, civil rights legislation etc.), although identified primarily with African
Americans, has nevertheless benefited diverse groups of Americans.
3. Students demonstrate that they can respond in a reasoned manner to racialist, sexist and
fundamentalist arguments that affirmative action, an outgrowth of the civil rights movement, is
reverse discrimination.
INADEQUATE
1. Inability to understand any of the underlying conditions of Black Protest in America.
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2. Students can not cite and explain how at least one major civil rights achievement (e.g.,
affirmative action, civil rights legislation etc.), although identified primarily with African
Americans, has nevertheless benefited diverse groups of Americans.
3. Students inability to demonstrate that they can respond in a reasoned manner to racialist,
sexist and fundamentalist arguments that affirmative action, an outgrowth of the civil rights
movement, is reverse discrimination.
PART TWO--NARRATIVE AND IMPLICATIONS FOR TEACHING AND LEARNING
A My initial projection, based on past grading, of student performance
was that 10% of the class would perform at the level of "excellent" on
the essay examination, 15% at the level of "good", 50% at the level of
"adequate" and 25% at the level of "inadequate". The actual performance
in the class, not surprisingly, was that 5% of the students had an
"excellent" command of all the concepts, 20% were "good", and 50% were
"adequate" and 25% were "inadequate" in their responses.
B. Actual student performance on the learning objectives was in the
vicinity of my projections. Unfortunately, students' performances were
very much below the average. Based on students' evaluations as well as
informal discussion with students, we may suggest the following: (1)
Students are not reading the required materials. (2) Students seem
not to understand basic college materials. (3) Students are not able to
write well or to articulate their position in class discussions. (4)
That the instructor, rather that presenting the materials to the class,
ask the students to make the presentations. (5) Finally, the instructor
may wish to give extra credit to encourage classroom discussions.
Ethnic Studies Department—ES 1200, Introduction to the Mexican American/Latino Experience ,
Dr. Carlos Navarro
Assessment of Student Learning Outcomes for an essay paper on
The Struggle of the Immigrant Family Moving
from Latin America to the United States
Linked to Program Outcome 5 (as partial fulfillment)
PART ONE--RUBRICS
EXCELLENT
Effective description of the roles, challenges, and stresses on the Latino immigrant family:
father/adult male, mother/adult female, and children
GOOD
Effective description of the roles, challenges, and stresses for at least two of the following:
immigrant father/adult male, mother/adult female, and children
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ADEQUATE
Effective description of the roles, challenges, and stresses for at least one of the following:
immigrant father/adult male, mother/adult female, and children
INADEQUATE
Inability to provide an effective description of the roles, challenges, and stresses for any of the
following: the immigrant father/adult male, mother/adult female, and children
PART TWO--NARRATIVE AND IMPLICATIONS FOR TEACHING AND LEARNING
1. My initial projection of student performance was that 30% of the class would perform at the
level of excellent on the take-home essay paper, 30% at the level of “good”, 30% at the level of
“adequate”, and 10% at the level of “inadequate”. These projections are based on the pattern of
grading in my instructional experiences over the years. Generally I have a majority of students
who get an “A” or “B” grade. The actual performance in the class was that 52% of the students
had an “excellent” command of the concept and 48% were “good”. There were no papers that
scored less and a “B” grade.
2. The actual student performance on the learning objectives far exceeded my projections. This
material was communicated not through the lecture-discussion format, but completely through a
cooperative-learning exercise, in which groups students were assigned to one of the ten chapters of
the text used, Drown, by Junot Diaz. There were given significant amount of time to prepare a
“lecture” which they placed on a very large piece of butcher paper on the classroom walls. Of
course I circulated throughout the classroom in case any group had any questions on a chapter.
Each group designed a scribe who was responsible for writing the major points of the chapter on
the butcher paper. The scribes took the butcher paper lecture home and the next class session each
group made a presentation on their respective chapter. The students did a masterful job with great
enthusiasm. There is no question in my mind that forcing students to take “ownership” of the
material makes them better learners than even the most “dynamic” professor lecture.
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