LA HARBOR COLLEGE
Student Learning Outcomes (SLOs) Assessment Report
Course Assessment
Division: Social and Behavioral Sciences
Discipline/Program:
History
Course Number and Name: HISTORY 052 The Role of Women in U.S. History
Program Contact Person: Ellen Joiner
Phone: _______________________
Reviewed by: Elena Reigadas, SLO Assessment Coordinator
Date: June 2013
Attach additional pages as necessary.
Institutional Learning
Outcomes
1
Course Intended Outcomes
1) Identify the dynamic of
historical continuity and
change within U.S. Women's
History.
Means of Assessment and
Criteria for Success
Distribute a list of 10
significant events in Women’s
History. Embed “chronology
checks” into class quizzes or
tests.
90% of class will correctly
place major events in correct
chronological order.
Summary of Data Collected
Use of Results
Spring 2013: Chronology “checks”
were imbedded into quizzes and exams
throughout the semester. Final exam
included 5 multiple choice questions
requiring students to identify “which
came first?” and “which came last.”
Section #0744: 26/26 students
completed exam- average score 76%
Section #7692: 27/27 students
completed exam-Average score 85%
Section #7643: 24/24 students
completed exam-Average score 91%.
Spring 2013: Initial distribution of
list of important events in U.S
Women’s History on syllabus
enables students early on to
identify importance of chronology
and specific events. These are
reinforced throughout the course.
Use of timeline activity could
further reinforce this concept of
historical continuity and change.
Fall 2011: 81.3 % of students correctly
placed 10 historical events in
chronological order
1
1
2) Define gender and clarify
its interaction with racial,
ethnic, and status differences
throughout U.S. Women's
History.
75% of students will score 80%
or better on 10 multiple choice
questions dealing with race,
ethnicity, and status to be
embedded within tests.
Fall 2011: 72. 5% of students correctly
answered 10 multiple choice questions
dealing with race, ethnicity, and
gender.
3) Identify individuals and
movements (labor,
temperance, birth control,
suffrage) that have contributed
75% of students will score 80%
or better on 20 matching
questions embedded within
tests linking female organizers
Fall 2011: Classes participated in
reassessment of
ISLO # 1, Pathway, and Course
assessment with 500 word essay:
Fall 2011: Reviewing over brief
chronology at beginning of class
has improved this area. Continue to
integrate short activities into
classroom to encourage thinking
historically.
This semester I defined these terms
in the first week’s overview, then
continued to reinforce throughout
the class. Students understanding
of these concepts improved and
moved closer to achieving learning
outcome.
To prepare for the reassessment of
this outcome, students wrote an
earlier essay that introduced them
to essay organization, writing, and
1
to changing women's status in
U.S. History
with their respective
organizations or movements.
4) Analyze the role that
American law has played in
defining women's position in
American society.
80% of students will
successfully complete a 500word essay evaluating a
Supreme Court decision in
terms of its historical context
and long-term implications.
“Compare and contrast the
Organization of the National
Association of Colored Women with
the National Women’s Party. What
factors motivated the formation of
these associations and what was their
impact on American society?”
65/77 students submitted essays to
turnitin.com with an average score of
80%.
Spring 2012:
SLO #4 &#6 were assessed with two 5
page essays based on the writings of
Abigail Adams and Alice Paul. Both
essay required use of primary and
secondary sources to evaluate woman’s
relationship to the law in the
revolutionary era and in the postsuffrage period. 3 Sections reporting.
Essay 1: (Abigail Adams)
34/46 submitted 79% at C or above
18/35 submitted 81% at C or above
21/33 submitted 82% at C or above
Essay 2: (Alice Paul)
32/51 submitted 66% at C or above
26/35 submitted 68% at C or above
24/33 submitted 72% at C or better
citations. Students also used
turnitin.com for essay submissions.
The assessment essay was also
weighted with more points to
emphasize the importance of the
assignment. Students were also
shown a documentary film on the
two associations and encouraged to
watch “Iron-Jawed Angels”
outside of class.
Spring 2012:
Students not completing first
assignment should be contacted
through Early Alert and if possible
one-on-one conference.
Record explanation of Chicago
Style footnoting on Camtasia for
online students & for students who
miss in-class explanation.
Refocus instruction to more clearly
to distinguish between types of
sources-biography and material
relevant for assignment
Revise secondary source
suggestions and locate readings
directly related to history of ERA.
Add second primary reading from
text “Arguments for the ERA.”
3
5) Explain the role of
American institutions
(religion, politics, slavery) in
defining women's role in
American society.
6) Differentiate between
primary and secondary sources
in U.S. Women's History and
locate historical sources in the
college library and on the
Web.
75% of students will score 80%
or better on a historical research
essay focused on women and
American institutions. Scored
according to department rubric.
The research essay will
demonstrate the use of primary
and secondary sources, critical
analysis of evidence,
organization, and correct
citations. Scored according to
department rubric.
2
7) Identify evidence used to
90% of students will
1
Fall 2011: Students completed a 500word essay analyzing two primary
sources comparing the experiences of
colonial women. 57/77 students
submitted essays with an average score
of 80%.
Spring 2012: Please see explanation
for SLO#4 which also encompasses#6.
Fall 2011: Students completed a 500-
Continue more in- class analysis of
primary sources with particular
emphasis on language in the
colonial period.
Further clarify the organization of
create and support an
argument and a conclusion in
the historical writing.
successfully analyze two
primary sources in a 200 word
essay. Scored according to
department rubric.
word essay analyzing two primary
sources comparing the experiences of
colonial women. 57/77 students
submitted essays with an average score
of 80%.
Spring 2012: Please see explanation
for SLO#4 which also encompasses #7.
a thesis and conclusion. Use inclass group work to identify a
thesis prior to actual writing of
essay.
January, 2013
Attach additional pages as necessary.
Institutional Learning
Outcomes
1
1
1
1
Course Intended Outcomes
2) Define gender and clarify
its interaction with racial,
ethnic, and status differences
throughout U.S. Women's
History.
Means of Assessment and
Criteria for Success
Distribute a list of 10
significant events in Women’s
History. Embed “chronology
checks” into class quizzes or
tests.
90% of class will correctly
place major events in correct
chronological order.
75% of students will score 80%
or better on 10 multiple choice
questions dealing with race,
ethnicity, and status to be
embedded within tests.
3) Identify individuals and
movements (labor,
temperance, birth control,
suffrage) that have contributed
to changing women's status in
U.S. History
75% of students will score 80%
or better on 20 matching
questions embedded within
tests linking female organizers
with their respective
organizations or movements.
4) Analyze the role that
American law has played in
defining women's position in
American society.
80% of students will
successfully complete a 500word essay evaluating a
Supreme Court decision in
terms of its historical context
and long-term implications.
1) Identify the dynamic of
historical continuity and
change within U.S. Women's
History.
Summary of Data Collected
Use of Results
Fall 2011: 81.3 % of students correctly
placed 10 historical events in
chronological order
Reviewing over brief chronology
at beginning of class has improved
this area. Continue to integrate
short activities into classroom to
encourage thinking historically.
Fall 2011: 72. 5% of students correctly
answered 10 multiple choice questions
dealing with race, ethnicity, and
gender.
This semester I defined these terms
in the first week’s overview, then
continued to reinforce throughout
the class. Students understanding
of these concepts improved and
moved closer to achieving learning
outcome.
To prepare for the reassessment of
this outcome, students wrote an
earlier essay that introduced them
to essay organization, writing, and
citations. Students also used
turnitin.com for essay submissions.
The assessment essay was also
weighted with more points to
emphasize the importance of the
assignment. Students were also
shown a documentary film on the
two associations and encouraged to
watch “Iron-Jawed Angels”
outside of class.
Fall 2012:
Interventions developed after
initial assessment in Fall 2011
appear to have yielded minimal
improvement in successful
completion of the two essays.
More detailed information on essay
writing and citations will be
provided earlier in the class.
Provide additional instruction as to
Fall 2011: Classes participated in
reassessment of
ISLO # 1, Pathway, and Course
assessment with 500 word essay:
“Compare and contrast the
Organization of the National
Association of Colored Women with
the National Women’s Party. What
factors motivated the formation of
these associations and what was their
impact on American society?”
65/77 students submitted essays to
turnitin.com with an average score of
80%.
Fall 2012:
SLO #4 &#6 were assessed with a 5page essay based on the writings of
Abigail Adams requiring use of
primary and secondary sources to
evaluate woman’s relationship to the
law in the revolutionary era.
3 Sections reporting:
23 out of 32 students C or above
19 out of 27 students C or above
11 out of 19 students C or above
Spring 2012: Rather than
assign a Supreme Court
decision as the topic, two
primary sources written by
Abigail Adams and Alice Paul
were analyzed.
Spring 2012:
SLO #4 &#6 were assessed with two 5
page essays based on the writings of
Abigail Adams and Alice Paul. Both
essay required use of primary and
secondary sources to evaluate woman’s
relationship to the law in the
revolutionary era and in the postsuffrage period. 3 Sections reporting.
Essay 1: (Abigail Adams)
34/46 submitted 79% at C or above
18/35 submitted 81% at C or above
21/33 submitted 82% at C or above
Essay 2: (Alice Paul)
32/51 submitted 66% at C or above
26/35 submitted 68% at C or above
24/33 submitted 72% at C or better
what qualifies as an academic
source.
Spring 2012:
Students not completing first
assignment should be contacted
through Early Alert and if possible
one-on-one conference.
Record explanation of Chicago
Style footnoting on Camtasia for
online students & for students who
miss in-class explanation.
Refocus instruction to more clearly
to distinguish between types of
sources-biography and material
relevant for assignment
Revise secondary source
suggestions and locate readings
directly related to history of ERA.
Add second primary reading from
text “Arguments for the ERA.”
1
5) Explain the role of
American institutions
(religion, politics, slavery) in
defining women's role in
American society.
75% of students will score 80%
or better on a historical research
essay focused on women and
American institutions.
3
6) Differentiate between
primary and secondary sources
in U.S. Women's History and
locate historical sources in the
college library and on the
Web.
The research essay will
demonstrate the use of primary
and secondary sources, critical
analysis of evidence,
organization, and correct
citations. Scored according to
department rubric.
2
7) Identify evidence used to
90% of students will
Fall 2012: Students located and read
slave interviews from the Federal
Writers project at loc.gov. Based upon
the interview students then recreated
their own personal experience as a
slave in letter format. 3 sections
reporting.
26 out of 27 students C or above
24 out of 27 students C or above
18 out of 19 students C or above
Spring 2012: Please see explanation
for SLO#4 which also encompasses#6.
Fall 2011: Students completed a 500word essay analyzing two primary
sources comparing the experiences of
colonial women. 57/77 students
submitted essays with an average score
of 80%.
Spring 2012: Please see explanation
Fall 2012:
Provide more clarification and
direction for the assignment
directions to avoid inconsistency.
Organize assignment around
specific topics- family, religion,
relationship to masters- to provide
structure for the essay.
Continue more in- class analysis of
primary sources with particular
emphasis on language in the
colonial period.
Further clarify the organization of
create and support an
argument and a conclusion in
the historical writing.
successfully analyze two
primary sources in a 200 word
essay. Scored according to
department rubric.
for SLO#4 which also encompasses #7.
Fall 2011: Students completed a 500word essay analyzing two primary
sources comparing the experiences of
colonial women. 57/77 students
submitted essays with an average score
of 80%.
a thesis and conclusion. Use inclass group work to identify a
thesis prior to actual writing of
essay.
Date: September 2011
Institutional
Learning Outcomes
1
1
1
1
Course Intended
Outcomes
1) Identify the dynamic of
historical continuity and
change within U.S.
Women's History.
Means of Assessment and
Criteria for Success
Distribute a list of 10 significant
events in Women’s History.
Embed “chronology checks” into
class quizzes or tests.
90% of class will correctly place
major events in correct
chronological order.
Summary of Data Collected
Spring 2009: 62.3% of students
correctly placed 10 historical events
in chronological order.
Spring 2010: 67. 4% of students
placed 10 historical events in
chronological order.
Use of Results
Spring 2009: Continue to emphasize the
connectedness between women’s
experience and the major events in U.S.
History.
Spring 2010: Begin class with
chronological overview to reinforce
major U.S. events and continue to refer to
overview throughout the class.
Spring 2009: Continue to point out the
racial, ethnic, and status differences and
their impact on women’s experience.
2) Define gender and
clarify its interaction with
racial, ethnic, and status
differences throughout
U.S. Women's History.
3) Identify individuals and
movements (labor,
temperance, birth control,
suffrage) that have
contributed to changing
women's status in U.S.
History
75% of students will score 80%
or better on 10 multiple choice
questions dealing with race,
ethnicity, and status to be
embedded within tests.
75% of students will score 80%
or better on 20 matching
questions embedded within tests
linking female organizers with
their respective organizations or
movements.
Spring 2009: 63.7 % of students
correctly answered 10 multiple
choice questions dealing with race,
ethnicity, and gender.
Spring 2009: 75% of students
correctly answered 20 matching
questions linking female leaders with
organizations
Fall 2010:
Classes participated in ISLO # 1,
Pathway, and Course assessment
with 500 word essay: “Compare and
contrast the Organization of the
National Association of Colored
Women with the National Women’s
Party. What factors motivated the
formation of these associations and
what was their impact on American
society?”
Spring 2009: Continue to focus student’s
attention on women’s movements and use
visual portraits (Powerpoint& films) to
connect with the leadership.
Fall 2010: 26/37 students completed the
assignment. Of those who completed the
assignment the average score was 82%.
Students who did not participate in
assessment need more one-on-one help.
Also Library workshop on research skills
should be pursued.
4) Analyze the role that
American law has played
in defining women's
position in American
society.
80% of students will
successfully complete a 500word essay evaluating a
Supreme Court decision in terms
of its historical context and longterm implications.
Spring 2009: 81% of students scored
3.7 or better (out of 5) on a rubricscored essay explaining the
significance of Mueller v. Oregon.
Spring 2009: Through class discussions
and lecture make clearer connections
between Mueller, women’s labor, and the
suffrage movement in order to reinforce
vital role of Supreme Court decisions in
women’s experience.
70% of students will
successfully complete a 4-page
primary source analysis of a
speech by Alice Paul delineating
her strategy for passage of the
ERA in the 1920s. Students will
demonstrate their understanding
of the political process which led
to the passage of the 19th
amendment and the failure of the
ERA. Distinguishing between
primary and secondary materials
is also part of the assignment
(SLO#6).
1
3
2
5) Explain the role of
American institutions
(religion, politics, slavery)
in defining women's role in
American society.
6) Differentiate between
primary and secondary
sources in U.S. Women's
History and locate
historical sources in the
college library and on the
Web.
75% of students will score 80%
or better on a historical research
essay focused on women and
American institutions. Scored
according to department rubric.
The research essay will
demonstrate the use of primary
and secondary sources, critical
analysis of evidence,
organization, and correct
citations. Scored according to
department rubric.
Spring 2009: Students averaged 86%
on an essay evaluating slavery and
incorporating secondary and primary
sources.
Spring 2009 : Clarify importance of
primary sources in historical research and
streamline analytical process.
Spring 2009: On an essay evaluating
the notable achievements of women
and requiring the use of primary and
secondary sources, the average score
was 81.7%
Spring 2011: 20/30 students
participating in a 5-page essay
evaluating a primary source from
women’s liberation movement.
Average score of participants 78%.
Spring 2009: Continue assignment with
ongoing emphasis on women’s individual
accomplishments in the midst of
economic, political, and social obstacles.
Spring 2011: More in-class analysis of
primary sources; library workshop on
research skills; incorporate stages of
essay instruction into coursework prior to
essay due date.
7) Identify evidence used
to create and support an
argument and a conclusion
in the historical writing.
90% of students will
successfully analyze two
primary sources in a 200 word
essay. Scored according to
department rubric.
Spring 2009: Students averaged 86%
on an essay evaluating slavery and
incorporating secondary and primary
sources
Spring 2009: Continue assignment with
revamped emphasis on distinguishing
between primary and secondary sources
& critical analysis of the data.