Social Justice
Holland and Robb Poli Sci 19
How were students assessed?
Essay-format midterm and final exams, and one research paper. Exam questions included both
theoretical and practical perspectives of the SLO.
How were assessments used? In other words, how does your assessment reflect that your
course maps to one or more CSUN Path SLOs?
Assigned reading materials (textbooks, articles) and class discussions led students to an
understanding of how and why injustices were institutionalized, and how some injustices have
been turned into justices. Students can recognizes which injustices have been overturned, and
which ones still exist. Students learned the tools that could be used to overturn continuing
injustices.
How have you emphasized the Path theme in your course? Not verbatim while class, but it
remains an underlying theme of the class.
Based on your experience and professional judgment, how well do think your students know the
purported significance of a thematic GE program? In other words, do they make thematic
connections between your course and other courses (in or outside the Path) in the GE program?
Students are able to make the connections between courses in the social science field. Even
though this is a political science class, class discussions included sociological, philosophical,
historical and economic perspectives. Students understand the strong relationship amongst these
areas.
CSUN-Pierce Path Project Outcomes Report
For Denise Robb’s Political Science 19, Women in Politics course
Fall 2013
Social Justice Path
Below I will describe my assessment for two CSUN GE Paths.
CSUN GE Path #1: Students will be able to compare the distinct
definitions of social justice.
Comparable SLO from Poli Sci 19:
Compare and contrast the major goals, failures and successes of the first, second and third waves
of feminism.
Students will be able to recognize and connect the ways
individuals and institutions may be beneficiaries and/or victims of social
injustice.
CSUN GE Path #2:
Comparable SLO from Poli Sci 19:
Identify and analyze the current political, social, and economic trends and issues facing the
modern woman’s movement.
All students were assessed using the following methods: an all written midterm that included
essay questions and definitions which helped them recognize and connect the ways individuals
and institutions were beneficiaries and/or victims of social injustice. They learned about and
were tested on issues involving reproductive rights, workplace discrimination, educational and
social disparities and a history of issues women have grappled with from the 1700s up to and
including the present.
Additionally, there was an essay assignment in which the students wrote about a piece of
legislation involving women’s rights that shed light on institutional discrimination as well as
institutional remedies for discrimination through the legislative and judicial systems.
Response papers were required throughout the semester to foster further understanding of the
class materials.
Students also participated throughout the semester in a simulation of Congress called “Seneca”
in which they were given real life women in politics to play and they acted out the roles of a
Congress that only dealt with women’s issues such as reproductive rights, workplace
discrimination, same sex marriage and family law/domestic violence issues.
The last two weeks of class each student made a presentation as their character (such as Gloria
Steinem, Mary Wollstonecraft and Nancy Pelosi) and they answered questions from the class as
their character. They discussed why the person was significant as a woman in politics, their
contribution, their struggles as well as the details of trying to pass legislation in the fictional
Congress of Seneca.
Lastly, a final exam and an SLO exam were given to assess their understanding of basic
definitions of social justice enabling them to compare and contrast issues faced by women from
past until the present.
The entire course involved frequently class discussions, lectures, readings regarding women in
politics, readings from the news regarding women in the Senate, voter suppression of women
around the country, feminist literature, poetry and prose. The class presentations, the essay, the
response papers, the written and scantron exams and the group work as the Seneca Congress all
emphasized the theme of social justice as it pertains to women.
There were connections mentioned throughout the semester comparing struggles women faced
and continue to face that were connected to the civil rights movement, the differences and
similarities to struggles of African-Americans, gay rights, LGBT issues, religious discrimination
and from a meta-perspective, the importance of hegemony and patriarchy in society. Issues such
as liberal feminism vs. radical feminism, white privilege vs. discrimination faced by women of
color and how it all relates to the real world was a significant portion of the class. The
connections were readily apparent throughout. We also discussed anthropology and cultural
relativism in terms of subject matter that connects many disciplines in the umbrella of social
justice.
AJ 1
How were students assessed?
The CSUN Path SLO we assessed in AJ 1 was whether students will be able to compare
the distinct definitions of social justice at the conclusion of the course. The students were
assessed at how well they created a social justice system in groups.
How were assessments used? In other words, how does your assessment reflect that your
course maps to one or more CSUN Path SLOs?
Over 81% of the students assessed were able to compare the distinct definitions of social justice
thereby reflecting how AJ 1 – Introduction to the Administration of Justice maps to one of the
CSUN Path SLO’s.
How have you emphasized the Path theme in your course?
It is mentioned on every AJ 1 syllabus and it is announced in our AJ booklet that every student
receives via email and it is also announced in most AJ 1 classes.
Based on your experience and professional judgment, how well do think your students know the
purported significance of a thematic GE program? In other words, do they make thematic
connections between your course and other courses (in or outside the Path) in the GE program?
Honestly, I don’t think they do because I am not in a position to actively promote the program and
I do not think there is enough advertising of the thematic GE programs.
Social Psychology
How were students assessed?
Using elaborate application/scenario based multiple choice questions.
Social Psychology
Naida believes that Green people are naturally very smart even though she has
met very few Green people. Cindy hates Blue people and feels that they are lazy
and worthless even though she has met very few Blue people. Diane intentionally
avoids hiring Purple people at her company because she doesn’t want them to
steal anything even though she has never had personal experiences with Purple
people stealing anything. In this hypothetical world of millions of Green, Blue, and
Purple people, Naida’s belief about Green people is _______________, Cindy’s
hatred for Blue people is _______________, and Diane’s refusal to hire Purple
people is _______________.
A. a stereotype… discrimination… prejudice
B. prejudice… a stereotype… discrimination
C. prejudice… discrimination… a stereotype
D. a stereotype… prejudice… discrimination
Ahmed gets upset with his friend Kafeel because every time Kafeel borrows
Ahmed’s dvds, he gives them back to Ahmed all scratched up. Ahmed easily
attributes the cause of his upset feelings to Kafeel and so he intentionally decides
to be careless with Kafeel’s stuff whenever he borrows something from him.
Ahmed’s behavior is accounted for by _______________.
As a result, Kafeel is very upset with Ahmed. Kafeel is a passive person and
rather than confront Ahmed about his carelessness with Kafeel’s belongings, he
punches a hole in his bedroom wall. Kafeel is engaging in _______________.
A. the frustration-aggression theory… displaced aggression
B. the frustration-aggression theory… sublimation
C. social learning theory… displaced aggression
D. social learning theory… sublimation
Latené and Darley were fascinated by the bystander effect (the greater the number
of bystanders present during an emergency situation, the less likely it is that any
one of them will help a person in need of assistance) and developed a five step
model that explains whether or not someone is likely to help in emergency
situations. If Ming notices what appears to be an emergency situation, she may
look to others for cues regarding appropriate action. If no one else is acting,
maybe taking action is inappropriate. Maybe she’s wrong and it isn’t an
emergency. Assuming that it is an emergency, Latené and Darley would say that
Ming’s behavior exemplifies _______________. If instead, Ming realizes that it is
an emergency but figures that someone else will take care of it, Latené and Darley
would say that Ming’s behavior is consistent with _______________.
A. an intentional withholding of altruistic behavior… the diffusion of
responsibility
B. pluralistic ignorance… the diffusion of responsibility
C. the diffusion of responsibility … pluralistic ignorance
D. pluralistic ignorance… altruism
How were assessments used? In other words, how does your assessment reflect that your
course maps to one or more CSUN Path SLOs?
Our assessments include the topics of Prejudice & Discrimination, Aggression & Conflict, and
Helping Behavior which map directly onto Social Justice Path SLO 5.
How have you emphasized the Path theme in your course?
Through a discussion of issues pertaining to Prejudice & Discrimination, Aggression & Conflict,
and Helping Behavior.
Based on your experience and professional judgment, how well do think your students know the
purported significance of a thematic GE program? In other words, do they make thematic
connections between your course and other courses (in or outside the Path) in the GE program?
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Psychology of Women 32
How were students assessed?
Using a combination of multiple choice questions and essay.
Psychology of Women
According to Chodorow, in her analysis based on psychoanalytic theory,
sociological theory and feminist theory, one major change will be necessary before
there is equality of women and men in our society. That change is…
A. Perfection of methods of birth control for women
B. Passage of the ERA
C. Reproduction commonly occurring through the test-tube baby method
D. Men participating equally in child care
Which of the following most closely approximates the social learning view about
gender-role development?
A. Children do what they are rewarded for.
B. Children do what they are rewarded for and also what they see others doing.
C. The formation of the concept of gender identity is crucial to gender-role
development
D. Children stop doing what they are punished for.
"The most important part of gender-role development consists of children learning
a set of rules about what males and females do or should do." This most likely
would have been said by a…
A. Psychoanalytic theorist
B. Social learning theorist
C. Cognitive-developmental theorist
D. Sociobiologist
Essay question…
What factors inform our perceptions about women? Explain how the media,
advertising, Disney films and "Barbie" play a role in reflecting and reinforcing
gender stereotypes.
How were assessments used? In other words, how does your assessment reflect that your
course maps to one or more CSUN Path SLOs?
Our assessments include 1) how gender roles are learned and institutionalized and the resultant
injustices that may occur and 2) how various elements of the media play a role in reflecting and
reinforcing gender stereotypes. These map directly onto Social Justice Path SLOs 4 and 5.
How have you emphasized the Path theme in your course?
Through a discussion of issues pertaining to institutionalized gender roles and the relationship
between the media and gender stereotypes.
Based on your experience and professional judgment, how well do think your students know the
purported significance of a thematic GE program? In other words, do they make thematic
connections between your course and other courses (in or outside the Path) in the GE program?
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Comm 104 Lagomasino and Silver
How were students assessed?
Initially, the written work was assessed for an understanding of the student’s ability to engage in
the assignment prompts, and at what level of critical thinking they were working, in addition to
basic grammar and composition remarks. In subsequent written and verbal assignments, the
work was assessed according to the principles of cooperative argumentation, their ability to
uncover the underlying assumptions and values operating within arguments, and their ability to
think about alternatives to the given propositions. The quizzes and exams were used to assess
the students preparation for class with the reading material and lecture notes.
How were assessments used? In other words, how does your assessment reflect that your
course maps to one or more CSUN Path SLOs?
SLO 1 and 3 were integrated into the classroom by applying collaborative work and cooperative
argumentation. The students discussed the different ways to engage with communities (help, fix,
rescue and service) and compared and contrasted the ways in which the actions would effect the
overall relationships and outcomes.
How have you emphasized the Path theme in your course?
I emphasized the Path theme by providing examples of how the knowledge they gained in the
class has been/could be used in their communities.
Based on your experience and professional judgment, how well do think your students know the
purported significance of a thematic GE program? In other words, do they make thematic
connections between your course and other courses (in or outside the Path) in the GE program?
I structure the class by engaging the students in social issues, prompting the students to engage
in their particular cultural spheres. I encourage connections between their academic work and
their personal lives by providing examples of ways to apply the material to current events and
issues of controversial nature.
Communication Studies 104 Argumentation G.E. Social Justice Path
Questionnaire Submitted by Michelle Silver
Social Justice Path:
Administration of Justice 1 Introduction to Administration of Justice
Child Development 11 Home, School and Community Relations
Child Development 42 The Child in Diverse Society
Communication Studies 104 Argumentation
English 239 Women's Literature
English 215 Shakespeare I
Political Science 19 Women in Politics
Psychology 13 Social Psychology
Psychology 32 Psychology of Women
Sociology 11 Race and Ethnic Relations
Sociology 21 Human Sexuality
Sociology 29 The US and Terrorism
Sociology 35 The Labor Movement
Sociology 31 Sociology of Gender
1. A brief report on your assessment results ("Tell the story") which answers the
following questions:
◦ How were students assessed?

Students were assessed for their final project of the Communication
Studies 104 Argumentation course. The final project was a mock trial.
Participation in the mock trial allows students to experience the fusion of
all elements that are expected outcomes of the course. This includes:
critical thinking, research, evaluation of arguments/claims, building
arguments/counterarguments and supporting them with evidence,
demonstrating proper refutation techniques, recognition and avoidance
of using fallacies and exemplary communication competence in verbal
and written forms. The following questions were utilized for the assessment
of the mock trial:
SLO1 - Students will demonstrate sound reasoning in argumentation that is free
of fallacies in both oral presentations and writing.
SLO2 - Students will be able to refute oppositional arguments with competency
and respect for classmates.
SLO3 - Students will critically evaluate propositions/claims and analyze
evidence.
2) How were assessments used? In other words, how does your assessment
reflect that your course maps to one or more CSUN Path SLOs?
The mock trial assignment allows students to bring to life civil and
criminal cases. In doing so, students learn all aspects of how our
judicial system works, the role of the attorney, client, witnesses and jury.
Through this assignment students are obtaining/utilizing critical thinking
skills through hands on experience and practice in what social justice
truly means. Students/Teams are randomly assigned to play either the
prosecution or defense for one trial. Typically (depends on class size)
three trials are assigned. When students are not assigned to a trial they
serve as jury members to assess the case from both sides (prosecution
and defense). At the completion of the trial, the jury goes to
deliberate and analyzes the entire case from both sides weighing
evidence, arguments, witnesses etc. In doing so, this allows all students
to learn from multiple perspectives and understand the social justice
path fully as it pertains to the United States legal system.
3) How have you emphasized the Path theme in your course?
From the inception of the course till the very end of the semester,
argumentation is deeply rooted in the Social Justice Path through its
multitude of applications. Argumentation is a part of our daily lives,
including but not limited to: our individual decision making processes,
political processes/system, ethics, legal processes/system, interpersonal
relationships, business and professional relationships/lives. The mock
trial final project serves as the culmination of the above applications
and allows the students to obtain practical hands on experience to
gain a greater understanding and appreciation for the important role
of social justice in all of our lives.
4) Based on your experience and professional judgment, how well do think
your students know the purported significance of a thematic GE program?
In other words, do they make thematic connections between your course
and other courses (in or outside the Path) in the GE program?
Absolutely Yes! Students will often report to me throughout the course
that they see connections between my course and various courses
they have taken or are simultaneously taking. They will tell me that
they enjoy the overlap of information that helps crystallize core
concepts and ideas from my course to other courses within the Social
Justice Path and outside of it as well. This is a feeling of great
accomplishment as students recognize that their learning and
educational experience can and should collide with multiple
disciplines as they walk along the PATH to success!
CD 42 Doelitzsch
How were students assessed?
-
SLO: Students will be able to identify and practice the methods people use to
fight for social justice at local, national, and international levels.
-
Students completed a semester-long social-community action assignment, in
which they identified a social or community issue and took steps to resolve or
contribute to the solution of the issue.
How were assessments used? In other words, how does your assessment reflect that your
course maps to one or more CSUN Path SLOs?
-
-
Students were first graded on their ability to identify a social or community issue.
Upon instructor approval, the students were then tasked with contacting and then
working with local, national or international private and government agencies to
work towards resolution of the issue.
Students were to keep detailed email, text and phone logs to record methods used.
A final report and oral presentation with visuals and ways others can connect and
contribute to the issue
How have you emphasized the Path theme in your course?
-
-
This course, and specifically this assignment asks students to think critically
about social justice, to analyze the ways that race, ethnicity, nation, religion,
developmental challenges, gender, and/or sexuality may limit access to social,
political and economic rights in the classroom and in society.
Students are asked to recognize the foundations for peaceful classrooms and
societies, and to look for ways to promote these foundations.
Based on your experience and professional judgment, how well do think your students know the
purported significance of a thematic GE program? In other words, do they make thematic
connections between your course and other courses (in or outside the Path) in the GE program?
-
The highly motivated students seem to have an understanding; however, we have
a lot of students who take courses based on interest and do not see the whole
picture. These students need a lot of counseling, guidance, and support to move
forward.
CD 11 Voss
How were students assessed?
SLO: Students will be able to recognize and connect the ways individuals and
institutions may be beneficiaries and/or victims of social injustice.
Students completed a Personal Socialization project
How were assessments used? In other words, how does your assessment reflect that your
course maps to one or more CSUN Path SLOs?
In the Personal Socialization project students highlighted their personal
socializing agents including any personal experiences with bias, discrimination,
and injustice. Students also discussed any social support services accessed by
their families and the successes and failures of the supports. Focusing on the
impact of social injustice on the lives of young children, students reflected upon
the presentations to look for ways to build in supports for children and families, as
well as ways to advocate for social justice.
How have you emphasized the Path theme in your course?
Yes, this course focuses on socialization and looking at how bias, discrimination, and injustice
impact the lives of young children and families.
Based on your experience and professional judgment, how well do think your students know the
purported significance of a thematic GE program? In other words, do they make thematic
connections between your course and other courses (in or outside the Path) in the GE program?
The highly motivated students seem to have an understanding; however, we have a lot of
students who take courses based on interest and do not see the whole picture. These students
need a lot of counseling, guidance, and support to move forward.