ASIAN AMERICAN STUDIES PROGRAM
Inspired by the mission that learning is preeminent at CSUF, and considering the newly established (January 2013) university learning goals, the Academic Senate’s Assessment and Educational Effectiveness Committee (AEEC) and the Office of Academic Programs request that each department/program provides a brief summary of the assessment activities and results for the periods of AY 2012-2013 and AY 2013-2014. The information collected will be used to establish an accurate inventory of assessment activities at CSUF, to fulfill internal and external accountability requirements, and to demonstrate CSUF’s progress in student learning assessment.
We understand that parts of this survey may resemble forms you have completed in previous years. What we are particularly interested in in this survey is how the department/program learning outcomes align with the new university learning goals, and what is being done in your department/program to “close the loop” (i.e. use the assessment findings to improve student learning).
We ask each department/program to return the completed survey to their respective Dean’s Office by April 15, 2014. The Dean’s Office will then compile and submit the surveys to the Office of Academic Programs. We apologize for the very tight turn-around which is directly related to the new WASC reporting requirements and timeline.
Please also note that this survey is a one-time occurrence. We are in the process of establishing an assessment and educational effectiveness plan, which will allow departments/programs to better plan their assessment and related reporting activities annually.
Thank you in advance for your understanding and effort.
Department/Program: __Asian American Studies Program___ College: __Humanities & Social Sciences__
-
Summary of department/program SLOs and related assessment activities:
Please list ALL student learning outcomes (SLOs) for your department/program, based on their alignment with the newly established 6 university learning goals. These SLOs should include those for the GE program and the graduate programs(s). Please check the appropriate box if a SLO is a GE or graduate program SLO.
For each SLO, please briefly describe any related assessment activities your department/program conducted in AY 2012-2013 and AY 2013-2014. These activities can include all aspects of assessment, ranging from planning data collection, data analysis, to data-driven changes or improvement at the course or program level.
Feel free to adjust the number of rows based on the number of SLOs for your department/program.
University Learning Goal
|
Department/Program Student Learning Outcomes (SLOs)
|
GE
SLO?
(Check if yes)
|
Graduate SLO?
(Check if yes)
|
Related Assessment Activities
2012-2013
|
Related Assessment Activities
2013-2014
|
1. Demonstrate intellectual literacy through the acquisition of knowledge and development of competence in disciplinary perspectives and interdisciplinary points of view.
|
1a. Describe the diverse and complex relationships within Asian American and Pacific Islander ethnic groups.
|
x
|
|
Please see description of 2012-13 Assessment Activities below.
|
Please see description of 2013-14 Assessment Activities below.
|
1b.Describe the diverse and complex relationships between Asian American and Pacific Islander ethnic groups and other groups.
|
X
|
|
|
|
1c. Acquire knowledge of the historical and contemporary experiences of Asian Americans and Pacific Islanders.
|
X
|
|
|
|
|
1d. Identify important similarities and differences between Asian American and Pacific Islander and non-Asian and Pacific Islander groups.
|
x
|
|
|
|
|
1e. Acquire knowledge of the experiences of Asian Americans and Pacific Islanders in local and global contexts.
|
x
|
|
|
|
|
1f. Demonstrate competence in using multidisciplinary and interdisciplinary perspectives in the study of Asian Americans and Pacific Islanders.
|
x
|
|
|
|
|
1g. Demonstrate competence in using intersecting perspectives in the study of Asian Americans and Pacific Islanders.
|
x
|
|
|
|
|
2a. Demonstrate the ability to think critically about the issues and concerns of Asian Americans and Pacific Islanders.
|
x
|
|
|
|
|
2c. Demonstrate the ability to synthesize new ideas bringing together experiences and theories.
|
x
|
|
|
|
|
4a. Demonstrate the ability to apply concepts toward creating social change affecting Asian Americans and Pacific Islander.
|
x
|
|
|
|
2. Think critically, using analytical, qualitative and quantitative reasoning, to apply previously learned concepts to new situations, complex challenges and everyday problems.
|
1b.Describe the diverse and complex relationships between Asian American and Pacific Islander ethnic groups and other groups.
|
X
|
|
|
|
1e. Demonstrate competence in using multidisciplinary and interdisciplinary perspectives in the study of Asian Americans and Pacific Islanders.
|
X
|
|
|
|
1f. Demonstrate competence in using intersecting perspectives in the study of Asian Americans and Pacific Islanders.
|
X
|
|
|
|
|
2a. Demonstrate the ability to think critically about the issues and concerns of Asian Americans and Pacific Islanders.
|
x
|
|
|
|
|
2b. Demonstrate the ability to apply concepts and theories to new situations.
|
x
|
|
|
|
|
2c. Demonstrate the ability to synthesize new ideas bringing together experiences and theories.
|
x
|
|
|
|
|
4a. Demonstrate the ability to apply concepts toward creating social change affecting Asian Americans and Pacific Islander.
|
X
|
|
|
|
3. Communicate clearly, effectively, and persuasively, both orally and in writing.
|
2a. Demonstrate the ability to think critically about the issues and concerns of Asian Americans and Pacific Islanders.
|
x
|
|
|
|
3a. Communicate clearly, effectively, and persuasively, both orally and in writing.
|
x
|
|
|
|
|
|
|
|
|
4. Work effectively as a team member or leader to achieve a broad variety of goals.
|
4a. Demonstrate the ability to apply concepts toward creating social change affecting Asian Americans and Pacific Islander.
|
x
|
|
|
| |
4b. Acquire experience in civic engagement or service-learning.
|
x
|
|
|
|
4c. Work effectively as a leader or as members of a collaborative group to achieve a goal.
|
x
|
|
|
|
5. Evaluate the significance of how differing perspectives and trends affect their communities.
|
1a. Describe the diverse and complex relationships within Asian American and Pacific Islander ethnic groups.
|
x
|
|
|
|
1b.Describe the diverse and complex relationships between Asian American and Pacific Islander ethnic groups and other groups.
|
X
|
|
|
|
1c. Acquire knowledge of the historical and contemporary experiences of Asian Americans and Pacific Islanders.
|
X
|
|
|
|
|
1d. Identify important similarities and differences between Asian American and Pacific Islander and non-Asian and Pacific Islander groups.
|
x
|
|
|
|
|
1e. Acquire knowledge of the experiences of Asian Americans and Pacific Islanders in local and global contexts.
|
x
|
|
|
|
|
1f. Demonstrate competence in using multidisciplinary and interdisciplinary perspectives in the study of Asian Americans and Pacific Islanders.
|
x
|
|
|
|
|
1g. Demonstrate competence in using intersecting perspectives in the study of Asian Americans and Pacific Islanders.
|
x
|
|
|
|
|
2b. Demonstrate the ability to apply concepts and theories to new situations.
|
x
|
|
|
|
|
2c. Demonstrate the ability to synthesize new ideas bringing together experiences and theories.
|
x
|
|
|
|
|
4a. Demonstrate the ability to apply concepts toward creating social change affecting Asian Americans and Pacific Islander.
|
x
|
|
|
|
|
4b. Acquire experience in civic engagement or service-learning.
|
x
|
|
|
|
6. Recognize their roles in an interdependent global community.
|
1b.Describe the diverse and complex relationships between Asian American and Pacific Islander ethnic groups and other groups.
|
x
|
|
|
|
1d. Identify important similarities and differences between Asian American and Pacific Islander and non-Asian and Pacific Islander groups.
|
x
|
|
|
|
1e. Acquire knowledge of the experiences of Asian Americans and Pacific Islanders in local and global contexts.
|
x
|
|
|
|
|
1f. Demonstrate competence in using multidisciplinary and interdisciplinary perspectives in the study of Asian Americans and Pacific Islanders.
|
x
|
|
|
|
|
1g. Demonstrate competence in using intersecting perspectives in the study of Asian Americans and Pacific Islanders.
|
x
|
|
|
|
|
4a. Demonstrate the ability to apply concepts toward creating social change affecting Asian Americans and Pacific Islander.
|
x
|
|
|
|
|
4b. Acquire experience in civic engagement or service-learning.
|
x
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
ASAM Response to Question 1: Because assessment is an integral part of curriculum development, we include evidence-based decisions (see “improvements” below) about curricular changes in our description of assessment activities. This is a description of “closing the loop” at the program level.
2012-13 Assessment Activities
• Data collection and analysis of ASAM Program-level curriculum and Ethnic Studies-level common curriculum, including:
-Gathering all ASAM faculty syllabi
-Gathering Ethnic Studies common course syllabi (ETHN 101, 307)
-Creating a database of all ASAM courses and ETHN common courses, student learning objectives for each course, and cross-referencing this data
-Analyzing data on Ethnic Studies-level common curriculum for missing links, lack of coherence
• Improvement: Proposing Ethnic Studies capstone course to be in compliance with university policy that units with shared curricula have a minimum of three shared courses. (ETHN 490)
2013-14 Assessment Activities
• Continued analysis of Ethnic Studies-wide shared curriculum
• Improvement: Offering ETHN 490 senior capstone as the Ethnic Studies BA core course; submission of course revisions and new course proposals in Vietnamese American studies and Asian American transnationalism to HSS Curriculum Committee
• Improvement: Revising Major and Minor course requirements to align with University policy and to reflect curricular relevance and evolution of AAPI Studies as a field
• Formative Assessment and Coordination with African American Studies and Chicana/o Studies: Two Ethnic-Studies-wide discussions (meeting in Fall 2013 & day-long retreat in Spring 2014) to determine Ethnic Studies-wide BA goals and to create a curriculum development plan for the core BA courses shared between the academic units
• Formation of ASAM Assessment Committee
• Formative Assessment of ASAM Program:
-Participation in GE Assessment Retreat (January 2014)
-Gathering information about the current context and climate for assessment at CSUF (i.e., meetings with H&SS Dean, H&SS Associate Dean, member of H&SS Assessment Committee, and Department of History Assessment Committee Chair)
-Engagement at Assessment Conference (March 2014)
• Drafting ASAM Program’s Assessment Plan
• Proposing 2014-15 budgetary allocations for faculty to collaborate intensively on curriculum redesign for incorporation of HIPs and assessment practices
-
Examples of SLO assessment and “closing the loop” process (i.e. use the assessment findings to improve student learning):
Please choose 3 SLOs from the list above as examples to demonstrate the process of “closing the loop” for your department/program. The process does not have to be confined to the periods of AY 2012-2013 and AY 2013-2014.
For each example, please provide the following details:
-
Criteria for Success: The criteria or benchmark used to determine whether the SLO is met (e.g. Average score of 80% or higher on an assessment task, 75% of the students received an A in an assessment task)
-
Assessment Methods: The specific method(s) used to collect and analyze relevant data (e.g. student sampling strategy, quantitative and/or qualitative methods, instruments, analysis methods)
-
Assessment Findings: The findings regarding the corresponding SLO, as yielded by the assessment data and by judging these data against the criteria for success
-
Improvement Actions & Results: The specific improvement plans that reflect and address the assessment findings, and the results of the improvement plans (e.g. revisions to the curriculum resulted in higher student achievement, interventions that led to increased student satisfaction)
ASAM’s response to Question 2: In the past, ASAM had engaged in assessment activities that allowed our program to report meeting benchmarks but did not include activities to create and implement an improvement plan to “close the loop.” For this reason, ASAM is currently in a program development phase to begin the process of establishing an Assessment Plan for enhancing student learning. This process includes collecting data on all aspects of our curricula at two levels: 1) the ASAM Program level and 2) the Ethnic Studies-wide level. See our response to Question 1 for specifics about program-level “closing the loop.” See our response to Question 3 for more information on our Assessment Process.
SLO
|
Criteria for Success
|
Assessment Methods
|
Assessment Findings
|
Improvement Actions & Results
|
1) See above for response to Question 2.
|
|
|
|
|
2)
|
|
|
|
|
3)
|
|
|
|
|
-
Summary of the Assessment Process in your department/program:
Please briefly describe the assessment planning and implementation process (i.e. how the assessment process was planned and conducted) in your department/program. Reflect upon the process to suggest its strengths and areas of improvement.
Brief summary of the assessment planning & implementation process
|
Changes in leadership of the ASAM Program have led us to engage in formative assessment efforts that are providing the data for formulating the assessment plan. In 2012-13, ASAM’s Curriculum Committee completed basic data collection, organization, and preliminary analysis regarding all aspects of our curricula at two levels: 1) the ASAM Program level and 2) the Ethnic Studies-wide level.
Based on an analysis of our curricular organization at these two levels, ASAM’s Assessment Committee is drafting an assessment plan this Spring 2014.
|
Strengths of the assessment process
|
We determined that our past assessment efforts did not provide sufficient evidence to create a thoughtful, well-developed improvement plan for student learning and program growth and development. As a result, we decided in 2012-13 to return to a foundational process of gathering information about our curriculum prior to determining how we would assess student learning. With this approach, we can be purposeful and efficient with our efforts to obtain the evidence needed to make data-driven decisions regarding our program’s growth and development and its effectiveness in supporting student achievement of learning goals.
Reviewing the curricular data, we found that the Ethnic Studies units (AFAM, ASAM and CHIC) were not consistent in curricular requirements. Consequently, the faculty of AFAM, ASAM and CHIC met collectively for the first time in Fall 2013 to discuss common issues. Also, for the first time in Spring 2014, all of the Ethnic Studies faculty met to determine shared Ethnic Studies Student Learning Goals and a curriculum development plan at a day-long retreat.
|
Areas of improvements of the assessment process
|
Our assessment plan, as required by the University, does not exist. However, with formative assessment efforts in the form of data collection and analysis of ASAM Option-specific curriculum, and the Ethnic Studies shared curriculum (ETHN 101, 307 & 490), we are beginning to establish coherence within the ASAM curriculum, and compliance with University policy on Options within the Ethnic Studies BA.
By the end of Spring 2014 semester, the Assessment Committee will have drafted an Assessment Plan for the ASAM Program, with the intention of engaging faculty in the future about its feasibility, applicability, and implementation. We will seek resources to support this intensive collaborative work in order to shift the culture of our program so that assessment becomes an integral part of our academic practice.
|
-
Additional Comments:
Please share your thoughts, insights, concerns, or any other comments regarding the assessment efforts at CSUF.
As with any large organization, communication and work relationships between and among people and units vary, particularly with regard to quantity and quality, depth and meaning. We offer this feedback about assessment efforts at CSUF in the spirit of helping to “close the loop” and improve policy and practices at the University level. That is, we respectfully ask our colleagues to consider the impact and perception of required assessment activities for faculty as individuals and as academic units. (This input comes from one of our faculty members who has expertise in higher education and organizational change.)
It would be helpful if the following occurred:
-
Clarifying expectations: In the past, there seemed to be a perception that assessment was a goal in and of itself and not explicitly linked to impact or implications for the University, its academic units, and individual faculty members. How can the practice of assessment be linked to the University Mission and values, long-term planning and daily practice? How much assessment activity is realistic to expect and occur, given the many demands on faculty time?
-
Establishing assumptions about what the goal of assessment can be for each academic unit and understanding that each academic unit should determine its assumptions based on its expert knowledge and professional standards of its own field, and its accountability within its College and the University.
-
Operationalizing assessment terms (both denotation and connotation): What do “goals,” “objectives,” “outcomes,” and other assessment language mean? Does this language change by field and accreditation body? Is it possible to standardize these meanings for our University assessment efforts?
-
Supporting professional development to engage in assessment: Many faculty have never engaged in assessment activity as proposed and understood in the field and discipline of higher education. Can we allocate resources to academic units to encourage professional development and foster collegial collaboration?
-
Creating an assessment activity calendar: Many faculty assignments occur a year or semester in advance. Based on current understandings of accountability requirements, what would an annual assessment activity calendar look like? E.g., a five- or ten-year calendar?
-
Creating templates (like this one!) on-line for collecting data: Suggesting language for faculty to use to complete assessment templates will also save time.
-
Understanding that assessment for student learning is only part of an academic unit’s assessment activities: Linking data collection for Assessment for Student Learning to Program Performance Review and to Program/Department/College Growth & Development
-
Allocating resources to conduct assessment work: With an expectation of teaching four classes per semester and one course release allocated for service, and zero course release allocated for scholarly and creative activity, it is essential to allocate a budget for faculty in a small program like ours to engage in and complete assessment activities. Allocations would cover: assigned time, administrative or student assistant support, and technological support.
-
Establishing incentives for shifting organizational culture to include assessment as an integral part of academic work & effective practice: In a small program like ours, teaching, service, and scholarly activity means that faculty regularly spend 50-70 hours per week on all aspects of their job. What types of incentives (such as RTP “credit”) could be offered to faculty and academic units that would encourage honest reporting and engagement in assessment activity?
-
Encouraging a critical conversation on what “improving student learning” means: What constitutes student learning? What are the factors that contribute to “improved student learning”? What are the measures of success? Not all metrics can accurately or completely assess the type of learning and development necessary to constitute achievement or success in a particular field.
-
Establishing opportunities to provide feedback and “close the loop” at many levels: What check-and-balance systems could exist for programs, departments, colleges and the University? For WASC? How do we ensure that we are learning and improving, based on the evidence we gather?
Thank you for considering our suggestions. We hope they are of help as the University moves forward with Assessment.
|
|
Share with your friends: |
