Questions for a New Century-Assessment Plans & Reports (PDF)

APPENDIX B
WOMEN’S STUDIES ASSESSMENT PLANS AND REPORTS
Note: If you wish to update any of the information below or to add your institution to
the list, please contact Amy Levin, alevin@niu.edu. Dates are drawn from the web
sites; if no link is provided, the plan is attached to this document.
Arizona State University at West Campus (2004-2005)
http://universityevaluation.asu.edu/assess/2004_2005/045%20West_Womens%20Studies
Bowling Green State University (2004)
http://www.bgsu.edu/offices/assessment/Women'sStudies2004.htm
College of New Jersey (2006)
focus group results, p.4
George Mason University
http://assessment.gmu.edu/ProgramGoals/CHSS/women-minor/IGoals.cfm
Hope College (2007)
p.8
Hunter College (2007)
p. 59
Kansas State University (2007)
http://www.k-state.edu/womst/docs/assess.html
Meredith College (2007)
student exit survey, p. 72
Oberlin College (2006)
http://www.oberlin.edu/gaws/program/goals.html

University of Nevada, Reno (2007)
https://www.cis.unr.edu/assessment/view/PrgmPlanView.aspx?PrgmID=837
University of Arizona (2005)
http://outcomes.web.arizona.edu/data.php?uid=498&d=e&exid=498
(not all the links on this plan work)
St. Mary’s College of California (2007)
http://www.stmarys-ca.edu/academics/schools/school-of-liberal-arts/departmentsprograms/womens-studies/learning-outcomes.html
Occidental College (2004)
http://classic.oxy.edu/academia/assessment/wsgs.htm
University of California, Berkeley (2003)
http://education.berkeley.edu/accreditation/ee_cases_4.html
University of Colorado, Boulder (2003)
http://www.colorado.edu/pba/outcomes/units/wmst.htm
University of Nebraska, Kearney
http://www.unk.edu/academicaffairs/assessment/Academic/index.php?id=9200
University of Minnesota, Morris (2005-2006)
http://www.mrs.umn.edu/committees/asl/results/WoSt_2006.html
University of Northern Iowa (2007)
p.80
University of Wisconsin, Oshkosh (2007)
p. 89
Weber State University (2005)
http://programs.weber.edu/assessment/participants/assessment%20plan/womens_studi
esap.htm
West Virginia University (2007)
p. 112
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Wright State University (2006)
http://www.wright.edu/assessment/bpra/outcomes/plans/2006/wms_06plan.doc
Winona State University handbook containing portfolio guidelines
www.winona.edu/womensstudies/fieldexhandbookrev.rtf -
Other useful links
North Carolina State University List of Assessment Resources
http://www2.acs.ncsu.edu/UPA/assmt/resource.htm#area
Portfolio Clearinghouse list of electronic portfolio programs
http://ctl.du.edu/portfolioclearinghouse/search_portfolios.cfm
Teagle Foundation list of assessment resources
http://www.teaglefoundation.org/learning/resources.aspx#assessment
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PROGRAM ASSESSMENT
WOMEN’S AND GENDER STUDIES
19 May 2006
THE QUESTION
Rather than focus initially on a single learning goal, we posed questions about the program’s effectiveness in
addressing the students’ and the program’s goals. Following advice from Paula Maas and Ray Barclay, we
conducted a focus group that included all seniors in the WGS capstone and WGS seniors enrolled in the WILL
capstone.
At the focus group, all students first responded to the question: How has the WGS program addressed your goals?
We broke the question down as follows:
• How has the WGS major helped you to define, make progress toward, or reach your personal,
intellectual/academic, and career goals? Think back to when you were a new major. How have you
changed and what have you gained, how has the program supported you?
• What could the major be doing more effectively to support you in your goals?
During the second round of the focus group, we asked students to anchor their thoughts about changes needed in the
program in the learning goals. The students worked in small groups examining lists of the learning goals and
reported back to the group as a whole. The task for each group was:
• Identify one learning goal that the program is addressing effectively. Identify another goal that needs more
support. Be as specific as you can.
RESULTS
Seniors’ responses to the focus group questions indicated that the program enhances students’ growth as critical
thinkers, helps them identify and choose career options, offers opportunities to apply academic learning beyond the
classroom, and supports students’ personal growth. To enhance the program’s capabilities, the major needs to be
better publicized, particularly at the high school level; employers who hire WGS graduates need to be invited to job
fairs; and more courses need to be designed with WGS majors in mind (for instance, incorporating feminist
methodology and theory more broadly across the curriculum).
Senior WGS majors identified four of the ten WGS learning goals as needing further program development:
3. Become fluent in feminist theories and their application across disciplines, as well as develop skills in feminist
research methodology
4. Analyze historical and contemporary systems of privilege and oppression, with special attention to the ways
gender intersects with race, class, ethnicity, sexuality, religion, and nationality
7. Apply feminist theories and current research to transcultural and transnational analysis of gender, systemic
oppression, and women’s resistance and agency
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10. Apply classroom learning to personal life, the workplace, the community, and political and civil institutions,
with opportunities to study and participate in community-based learning, action-based research, political activism,
and other social justice initiatives
BRIEF ANALYSIS
At the focus group, senior WGS majors were emphatic about the program’s strengths and passionate about its
effectiveness in addressing their academic, career, and personal goals—testimony to the successful growth of the
program over the past six years. Their recommendations for further program development are consistent with the
direction in which the faculty has geared program planning since the major was established.
The four learning goals (two of which are closely related) students identified as in need of further development are
listed below with comments that set these goals within the broader context of the program.
3. Become fluent in feminist theories and their application across disciplines, as well as develop skills in feminist
research methodology
WGS majors are required to take WGS 325 Feminist Theories, and are introduced to feminist research methodology
as they prepare to write their senior theses in the capstone. For many majors these WGS-student only courses
represent a leap in rigor and sophistication from their prior coursework. Seniors’ responses to questions about the
program’s effectiveness in meeting their intellectual/academic goals in part indicated their frustration in sharing
most of the courses in their major with students taking the courses for liberal learning credit. They asked specifically
for:
Greater theoretical sophistication in 200-level courses
Earlier training in feminist research methodology
Courses integrating theory, methodology, and activism
More than one theory course (special topics courses in specific theoretical fields)
Related to these requests, they asked for:
More courses with prerequisites
Majors-only courses
5. Analyze historical and contemporary systems of privilege and oppression, with special attention to the ways
gender intersects with race, class, ethnicity, sexuality, religion, and nationality
7. Apply feminist theories and current research to transcultural and transnational analysis of gender, systemic
oppression, and women’s resistance and agency
Before curriculum enhancement, majors were required to take two global gender courses; now they are required to
take only one. The program offers four such courses: Global Women Writers, Latina Women Writers, Transnational
Feminisms, and Gender and Democracy. These courses fulfill multiple Liberal Learning requirements and are also
shared with other academic programs, so the ratio of WGS students to students with no background in gender
studies is usually quite small.
Students’ requests related to these goals included:
More international issues in 200-level courses
Require Global Women Writers for the major
5

More courses based on case studies
Majors-only sections
10. Apply classroom learning to personal life, the workplace, the community, and political and civil institutions,
with opportunities to study and participate in community-based learning, action-based research, political activism,
and other social justice initiatives
WGS majors are required to take WGS 399 Feminism in the Workplace, a seminar accompanied by a 150-hour
internship. Women in Legislation offers students a two-semester immersion in the legislative process, including an
internship; enrollments have been very small in this course. WGS 220 Politics of Sexuality includes a 15-hour
Community Engaged Learning experience. The course is popular with students seeking their one Gender credit and
is usually taught by adjuncts who have limited time to supervise the projects. Students’ perception is that the WILL
program fulfills this goal very effectively, but majors who are not WILL members have limited opportunity to
integrate academic work and activist practice.
Students asked for:
A course in activism
Better guidance in Community-Engaged Learning projects
A course that integrates theory, methodology, and activism
More bridges between the major and the WILL program
An activism-based option for the capstone
These areas of critique are compelling at this time for several contextual reasons:
• When the major was established, outside reviewers of the program emphasized activism and international
curricula as areas in need of development. We have done much to develop these offerings over the past six
years, but this assessment shows that we should continue to enhance these two areas. Doing so ultimately
will require a larger core faculty. However, for the coming academic year, we are facing the loss of our
full-time faculty member who specializes in transnational feminism; we will need to fill this position in
order to maintain our current level of offerings.
• WGS has a history of servicing general education/liberal learning requirements as its major role on campus, a
role that continues and has been amplified over the course of curriculum transformation, with other
programs offering fewer gender-credit courses. With the establishment of WILL and the double majors in
WGS and education, the number of majors has increased rapidly to over 80. Students’ feedback related to
Goal 3, at heart, asks us to prioritize our majors and minors in curriculum development, offering greater
rigor from the 200 level on. While liberal learning courses remain an important entry to WGS for students
who have not had prior exposure to the field, with this enlarged population, we may be in a position now to
offer more “majors-only” sections and thus to increase the number of classroom experiences dedicated to
students’ development (and not merely introduction) in the field.
HOW THE RESULTS WILL BE USED
We will continue to review all of the seniors’ recommendations; a faculty retreat in August ’06 will be our next
opportunity to identify program changes that can be readily made.
For longer-term, more comprehensive changes, we have identified the global focus of goals 4 and 7 as our major
area of emphasis during the ’06-’07 academic year.
6

Strategies include:
• Pursue a replacement line for a new faculty member who specializes in transnational feminisms; conduct a
search
• Offer new theoretically sophisticated, case study-based courses with global content; e.g., for Fall ’06, a course
on Gender in Latin America
• Explore the potential for adding global content to existing courses
• Seek out new faculty in other departments who integrate feminist scholarship into global/transnational topics
• Pursue international internships and international studies opportunities for students in collaboration with
Global Programs
• Investigate the development of a website on international internships and international studies as an
advisement resource
• Consider restoration of second global requirement in relation to other curricular demands on students
(particularly double majors in education)
7

Women’s Studies at Hope College:
Liberal Arts At Its Best
A report on Women’s Studies at Hope College
Jane R. Dickie, Director of Women’s Studies
March, 2003
8

Thanks to Alfredo Gonzales for his long standing support of Women's
Studies. To Les Beach (retired faculty member) for saying in 1979, "Hope
should have Women's Studies courses." To Kathy Adamski for long
suffering work on the Appendices and for conquering "computer demons"
who would italicize everything. To Rachel Gazda, Elizabeth Sturrus, and
Bethany Martin for proof reading and helping collect the data. And
especially to the wonderful women's studies students and faculty.
Cover Photos:
Photo of first four women to graduate from Hope College - Sarah Alcott (1882), Frances Phelps
Otte (1882), Lizzie Phelps (1885) and Mary Alcott Diekema (1885). Hope College Collection of
the Joint Archives of Holland.
Bottom photo, Hope College Women’s Studies students during summer research project. From
left to right, Kelsey Lillmars, Elizabeth Sturrus, Bethany Martin, Rachel Gazda.
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Women’s Studies at Hope
Introduction......................................................................................................................................1
Methods Used for Assessment.........................................................................................................1
For the history of women’s studies nationally and locally ..................................................1
For student learning and accomplishment of the mission, goals
and objectives of women’s studies ..........................................................................2
For faculty involvement and development ..........................................................................2
For Hope’s women’s studies program: Structure, budget, size
and resources 2
For strategic planning, strengths, struggles and opportunities
to improve ................................................................................................................2
History of Womens Studies .............................................................................................................2
Mission Goals and Objectives of Women’s Studies at Hope College.............................................5
Assessment of the Mission, Goals and Objectives of Women’s Studies.........................................6
Goal 1: Students link the intellectual and the experiential
creating personalized learning 8
Goal 2: Students feel empowered by the content of Women’s
Studies9
Goal 3: Students recognize and value complexity, diversity
and difference 10
Goal 4: Students recognize and create interconnections
through interdisciplinary learning..........................................................................10
Goal 5: Students exercise social responsibility.................................................................11
Student Voices .......................................................................................................12
Women’s Studies Within the Context of Hope College’s Mission and
Goals and the “Virtues of Hope” 13
The Program Organization and Structure - How we accomplish our mission…………………..16
The Curriculum..................................................................................................................18
The Students.......................................................................................................................19
The Faculty ........................................................................................................................20
The Extracurricular Program .............................................................................................22
The Budget.........................................................................................................................23
Comparison with Other Institutions...................................................................................24
Current National and International Trends in Women’s Studies...................................................25
Trend one: Globalization ..................................................................................................26
Trend two: Anti-racism, Anti-heterosexism, Critical Theory
and Gender Studies 26
Implications and recommendations ...…………………………………………………...27
Future Directions- Strategic Plan 27
Final Words from Students

Index of Appendices
Appendix A: Status of Women Report 1979; AAC Chilly Climate Report
Appendix B: Catalogue Documents on Women’s Studies
Appendix C: Twelve Years of Women’s Studies Minors and Majors
Appendix D: Hope College Minority and Women Faculty Hires for the last
Five years
Appendix E: Survey of Women’s Studies Alumni and Current Students - Questionnaire, Tables
of Results, Graphs of Results, Comments
Appendix F: Institutional Goals and Objectives for the Academic Program
Appendix G: Current Listing of Cross-listed Courses
Appendix H: Enrollments in Women’s Studies Courses 1990-2002
Appendix I: Courses Selected by Women’s Studies Majors and Minors
Appendix J: Brochures for Women’s Studies
Appendix K: Faculty Affiliated with Women’s Studies, 2002
Appendix L: Women’s Studies Budget 1997-2002
Appendix M: Comparison of GLCA Women’s Studies Programs
Appendix N: Vitae of Some Faculty Affiliated with Women’s Studies
Appendix O: List of Women’s Studies Goals Addressed in Courses and Courses Faculty Would
Like to Develop
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EXECUTIVE SUMMARY
WOMEN’S STUDIES AT HOPE COLLEGE:
LIBERAL LEARNING AT ITS BEST
Women’s Studies is a discipline; it is also a space where disciplines converge and are questioned.
Women’s Studies, unlike other areas within the academy, requires an explanation and rationale
for its existence. It needs a definition that locates it historically and makes it clear why women’s
studies is liberal arts at its best, and essential for any premiere liberal arts college in the 21 st
century that seeks to “offer with recognized excellence academic programs in liberal arts, in the
setting of a residential, undergraduate coeducational college, and in the context of the historic
Christian faith.” 1
Women’s Studies at Hope College contributes to the excellence of the institution and within its
mission, to the intellectual, personal, social and spiritual growth and well-being of its students,
and faculty. This document tells the story of women’s Studies at Hope College and grounds it
within the Mission and Goals of Hope College, within the “Virtues of Hope”, and within
contemporary Women’s Studies scholarship. It looks at where we’ve been, where we are and
what we need to fulfill the vision of where we will be in the future.
First we examined the history of women’s studies in this country and within Hope College. Then
using a multi-method assessment approach that focused particularly on students’ experiences,
thoughts and reflections, we looked at how well the Hope College Women’s Studies Program
accomplishes its mission and goals.
The purpose of the Hope College Women’s Studies Program is to transform the sense of self
(identifying multiple structures that define us) and to transform the sense of relationship with the
world (encompassing complexity, diversity and difference.) Specifically the student-focused
goals are:
o Students link the intellectual and the experiential creating personalized learning.
o Students feel empowered by the content of Women’s Studies.
o Students recognize and value complexity, diversity and difference.
o Students recognize and create interconnections through interdisciplinary learning.
o Students exercise social responsibility.
Assessment by the students themselves indicated a very successful program. Current and former
students attributed much of their growth and development while at Hope College directly to their
experiences in women’s studies.
Detailed examination of the program’s structure (including the director, the curriculum, the
students, the faculty, the extracurricular program and the budget) and comparisons with seven
other liberal arts colleges (within the Great Lakes Colleges Association) revealed that Hope has a
strong program that provides an institutional “home” for many students and faculty. However,
for an institution of our size and stature, offering a major, increasing the FTE faculty and support
1 Mission Statement for Hope College
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staff and providing designated women’s studies space would bring Hope into line with our
comparison colleges.
Women’s Studies is a dynamic and growing field. Virtually all major universities and four-year
liberal arts colleges offer women’s studies courses, often in degree granting programs. An
examination of the field revealed five major trends that Hope’s program must incorporate to be a
cutting edge program. The trends are:
o Globalization
o Anti-racism, anti-heterosexism, critical theory and gender studies
o Linking theory and practice
o Generational, historical and cohort shifts in feminism
o Women’s Studies as a separate discipline and a scholarly movement within the
disciplines
The future of Women’s Studies at Hope College must build on the strengths of the program.
Looking at the implications and recommendations a picture emerged of the key areas for
strategic work over the next five years.
Four specific priorities are:
1. Create a clear structure for accountability of the program
2. Develop a Women’s Studies major
3. Increase the FTE faculty in Women’s Studies, preferably appointing a woman of color
4. Designate space for the Women’s Studies program
Hope College can be proud of the growth and accomplishments of Women’s Studies, which
currently has 11 (contract) majors, 22 minors and 41 faculty members affiliated with the
program. The most honest and important praise comes from our students. As a recent graduate
said of the Women's Studies Program,
Continue in faith that you’re doing good work, making tremendous change in your
students’ lives, and creating a beautiful, saving, caring place on Hope’s campus…But
you’ve changed, challenged, rescued, delighted, and believed in me, and I will carry
myself differently, with more confidence in the world because of you.
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Women’s Studies at Hope College: Liberal Arts at Its Best
Women’s Studies is a discipline; it is also a space where disciplines converge and are questioned.
Women’s Studies, unlike other areas within the academy, requires an explanation and rationale
for its existence. It needs a definition that locates it historically and makes it clear why women’s
studies is liberal arts at its best, and essential for any premiere liberal arts college in the 21 st
century that seeks to “offer with recognized excellence academic programs in liberal arts, in the
setting of a residential, undergraduate coeducational college, and in the context of the historic
Christian faith.” 1
Women’s studies at Hope College contributes to the excellence of the institution and within its
mission, to the intellectual, personal, social and spiritual growth and well being of its students,
and faculty. This document tells the story of Women’s Studies at Hope College and grounds it
within the Mission & Goals of Hope College, within the “virtues of Hope” and within
contemporary Women’s Studies scholarship. It looks at where we’ve been, where we are and
what we need to fulfill the vision of where we will be in the future.
Methods Used for Assessment
“The enterprise of women’s studies is, like the best of education, a multifaceted one. More
than establishing a sequence of courses, outlining a subject area, or positing fresh critical
frameworks, women’s studies is about personal and intellectual growth, both for the faculty
and for the students. It is about being attentive to and creative about the classroom climates
and methods that enhance learning. It empowers male and female students to become active
learners and social change agents.” (p. 16)
Liberal Learning and the Women’s Studies Major – AAC
As the quote above implies, the field of women’s studies shares with the mission of Hope
College, attention to students as whole persons. Such a complex endeavor necessitates
assessment that is multi-method. The following assessment measures were used:
For the history of women’s studies nationally and locally
o A review of the national status of women’s studies particularly as it is revealed in
reports produced by the Association of American Colleges and the National
Women’s Studies Association;
o A review of historical documents from the Hope College women’s studies
program including the Hope College catalogue from the beginning of the program
until the present; the Status of Women (1979) Report produced by the Ad Hoc
committee appointed by Provost David Marker; an enrollment summary of all
cross-listed women’s studies courses from 1994 – 2002;
1 Mission Statement for Hope College.
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For student learning and accomplishment of the mission, goals and objectives of women’s
studies
o A survey sent to all alumni and currently enrolled women’s studies majors and
minors which assessed the accomplishment of the mission and goals of the
program and the impact of women’s studies on their lives beyond their years at
Hope;
o A study of all women’s studies minors and contract curriculum majors from 1991
– 2004 along with a list of their other majors and examples of current recognition
for excellence;
For faculty involvement and development
o A list of involvement of all current women’s studies faculty;
o Statements by faculty members in the women’s studies program including courses
taught, research/scholarship and the importance of women’s studies in their
professional and personal lives;
For Hope’s women’s studies program : Structure, budget, size and resources
o A summary of courses taught and enrollments since 1991;
o Budgets for the last 5 years;
o A comparison of seven programs in other comparable liberal arts colleges within
the Great Lakes Colleges Association;
For strategic planning, strengths, struggles and opportunities to improve
o Results of a one-day retreat for the women’s studies faculty in which the program
was reviewed and strategic plans were set for the future of the program;
o Review of all of the above with summary recommendations.
We hope that by incorporating qualitative and quantitative methods, surveys and historical
documents, interviews and meetings we can convey some of the complex ways that women’s
studies impacts our students, our institution, and the world.
History of Women’s Studies
“The central organizing category of analysis in women’s studies is the concept of gender,
which we understand as a pervasive social construction reflecting and determining
differentials of power and opportunity. From their inception, however, feminist
scholarship and pedagogy also have emphasized the diversity of women’s experiences,
the importance of the differences among women as necessary correctives to the
15

distortions inherent in andocentric views of human behavior, culture and society.
Women’s studies therefore establishes the social construction of gender as a focal point
of analysis in a complex matrix with class, race, age, ethnicity, nationality and sexual
identity as fundamental categories of social and cultural analysis.”
Liberal Learning and the Women’s Studies Major—AAC
In the early 1990’s the Association of American Colleges (AAC) sponsored a national review of
arts and sciences majors as part of its commitment to strengthen liberal learning. Liberal
Learning and the Women’s Studies Major was produced in conjunction with the National
Women’s Studies Association. When I first heard about this report, it was at a meeting reporting
on the results of the review for the psychology major. At that meeting, one of the authors of the
psychology document said that it appeared to him that those working on the Women’s Studies
major had the most transformative report. And I believe he was correct because women’s studies
takes at its core a critiquing and transforming standpoint; critiquing cultural messages of inequity
and transforming individual and institutional lives toward greater inclusivity, equality and
wholeness.
In the United States, women’s studies grew out of the women’s movement of the 60’s and 70’s.
There has always been a link between community activism to challenge women’s omission from
public life and power, and the critique of the academy for the invisibility of women in the
curriculum, in scholarship, and in institutional priorities. “Women’s Studies began as
compensatory education, but it has become a comprehensive intellectual and social critique
which retains its roots in the political women’s movement.” (AAC, p.3)
The first women’s studies program began at San Diego State University in 1970. The Great
Lakes Colleges Association, of which Hope is a member, was at the forefront of women’s
studies with Oberlin, Denison, and Wooster beginning programs in the early 70’s, and Denison
becoming the first academic institution nationally to require all students to fulfill a diversity
requirement including women’s studies. Ten years later there were more than 300 programs in
colleges and universities across the country. When Hope began its program in the early ‘90’s
there were more than 621 institutions with programs. Women’s studies courses are currently
found at virtually all universities and most four-year institutions within the United States. At the
same time, feminist scholarship has expanded into most disciplines with women’s Caucasus or
divisions within approximately 200 professional academic associations (AAC document, The
Courage to Question).
The history of women’s studies at Hope College relates to this national movement. In the early
70’s several Hope College faculty members joined with faculty from the eleven other colleges of
the Great Lakes Colleges Association to investigate the marginal position assigned to women
generally and women within the academy specifically. Out of one such meeting, several faculty
members recommended to Provost David Marker that an investigation into the status of women
be carried out on Hope’s campus. Provost Marker appointed a committee with a broad charge to
look at all aspects of the campus. Listening to the voices of women students, faculty and staff in
itself was a radical step and an indication that the college was serious about making Hope a place
where women could thrive. The results indicated that there was much work to do. As was the
16

case on many campuses, there was a “chilly climate” for women at Hope. (See Appendix A:
Status of Women Report 1979 and AAC Chilly Climate document.) In the tradition of women’s
studies’ perspectives that “the personal is political,” both academic and extra-curricular issues
were addressed in this 1979 document. The resulting 100-page report made 23
recommendations. 2
Women’s studies developing as it did, out of a challenge to the status of women, placed it in
opposition to “business as usual.” Hope’s situation was not unique as the AAC report on Liberal
Learning and the Women’s Studies Major pointed out:
“Woman’s studies’ location ‘against the grain’ of the academic institutions in which it
operates reflects the marginal position assigned to women generally. The view from the
margin, however, has provided women’s studies with a theoretical perspective as “other,”
a perspective essential to our enterprise … and one that distinguishes women’s studies in
important ways from the more established disciplines in higher education.”
Perhaps Hope’s Christian perspective which calls on our humility and willingness to hear the
voices of the oppressed and marginalized helped the community to take a serious look at the
status of women and to work toward institutional changes. Although it took nine years, two votes
by the Academic Affairs Board and Administrative Affairs Board to approve and several
contract curriculum women’s studies majors 2 to pave the way, Hope formally established a
women’s studies minor in 1988. The minor at that time was a stretch since there were only six
courses specifically centering on women’s experience and gender, and only one with a regular
(rather than experimental) course number. (See Appendix B: Catalogue Documents on Women’s
Studies.) There was no introductory course and no director of women’s studies. Institutional
commitment to the program began in earnest in 1991 with establishment of a budget and the
appointment of a Director of Women’s Studies (Jane Dickie).
In the interceding twelve years, the faculty connected with the women’s studies program have
grown from 16 3 (only four of whom where actually doing women’s studies work) to 41 (all
whom are teaching women’s studies courses and/or doing feminist scholarship. See Appendix K:
Faculty Affiliated with Women’s Studies.) We grew from no introductory women’s studies to
an introductory course offered every semester; from one regularly offered women’s studies
course to 23 regularly offered and 10 irregularly offered cross-listed courses. (See Appendix B:
Catalogue documents on Women’s Studies.) In 1998 Hope joined several GLCA colleges that
have a diversity requirement that includes women’s studies. We have grown from one or two
minors, to our current 22 minors and 11 contract curriculum majors, measured at the end of
2002. (See Appendix C: Twelve Years of Women’s Studies Minors and Majors.)
2 Hope College's Status of Women Report became a model for institutional investigations across the country. Over
50 requests for copies were made by Colleges seeking to undertake similar studies.
2 Janet Swim was the first women’s studies major. Her research on women’s studies programs across the country
became the model for Hope’s program. Janet is currently a professor of Psychology at the University of
Pennsylvania doing cutting edge research on women, work she began as a student at Hope. Sandra Hanson was the
second contract major. Sandra currently does workshops educating schools and organizations about women's
history. Her website giving women's resources receives over 50 "hits" a day.
3 Faculty affiliated with women’s studies in 1990 were: Ms. Bach, Mr. Baer, Mr. Beach, Mr. Boulton, Ms. Dickie,
Ms. Everts, Mr. Green, Mr. Hemenway, Ms. Juth, Ms. Klay, Ms. Larsen, Mr. Luidens, Mr. Ludwig, Mr. Piers, Ms.
Roehling, and Mr. Sobania
17

Hope’s commitment to women’s studies and diversity has grown during this same time as
Provost Nyenhuis made it his top priority to hire more women and faculty of color. Because
diversity is a central value of women’s studies these hires have significantly increased the
number and the quality of courses offered. (See Appendix D. Hope College Minority and
Women Faculty Hires for the Last Five Years.)
Mission Goals and Objectives of Women’s Studies at Hope College
On Wednesday evening Oct. 21, 1992 ten hopeful Hope faculty members 4 met over a dinner that
stretched into an animated five-hour conversation to write the mission statement and goals for
Women’s Studies. From the beginning our focus was on the students’ learning and development.
We prepared by reading the Association of American Colleges’ document, Liberal Learning and
the Women’s Studies Major. This insured that we connected our conversation with the larger
field of Women’s Studies and feminist scholarship. We looked at the minor, examined what we
currently had and discussed what we needed to have an outstanding program. We defined our
mission, our goals and objectives in terms that focused on students learning and development
and allowed continuing assessment. At a retreat for Women’s Studies faculty in August 2002, the
Goals and Objectives of the program were affirmed.
THE PURPOSE AND GOALS OF WOMEN’S STUDIES
August 2002
The Purpose of Women’s Studies is to transform the sense of self (identifying multiple
structures that define us) and to transform the sense of relationship with the world
(encompassing complexity, diversity and difference.)
Goals of Women’s Studies
Goal 1. Students link the intellectual and the experiential creating personalized learning.
Students will:
Integrate personal stories and learning in the discipline allowing their own experiences to
challenge dominant structures and theories.
Recognize the social construction perspective and how it critiques the notion of
“objective truth.”
Recognize the political and ideological nature of all structures of knowledge.
Goal 2. Students feel empowered by the content of Women’s Studies.
Students will:
Move from being objects of study to being subjects with a voice of their own.
4 The faculty members were Annie Dandavati (Political Science) Jane Dickie (Psychology and Director of Women’s
Studies) Yolande Helm (French) Carol Juth (Library and Political Science) Anne Larsen (French) Carol Mahsun
(Art History) Chris Oswald (Biology) Deb Swanson (Sociology) Carol Simon (Philosophy) Leslie Wessman
(Education).
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Examine what women have done, are doing and will do.
See a link between voice, empowerment, self-esteem and critical thinking.
Goal 3. Students recognize and value complexity, diversity and difference.
Students will:
Assess reality from multiple perspectives.
Understand the impact of race, ethnicity, gender, sexual orientation and class in defining
self and world view.
Goal 4. Students recognize and create interconnections through interdisciplinary learning.
Students will:
Use a critical approach or analysis across disciplines.
Seek a holistic, interrelated concept of themselves, knowledge and the world.
Goal 5. Students exercise social responsibility.
Students will:
Recognize the link between self-improvement and social responsibility.
Replace subordination/domination and dependence/exploitation with feminist awareness
and critique which makes underlying assumptions conscious.
Translate sense of empowerment to citizen action.
Assessment of the Mission, Goals and Objectives of Women’s Studies
The purpose of Women’s Studies is to transform the sense of self (identifying
multiple structures that define us) and to transform the sense of relationship with the world
(encompassing complexity, diversity and difference.)
Because women’s studies is about empowering student voice, the following assessment of our
mission and goals incorporates the voices of our students as they were recorded in a survey
conducted in 2001 -- 2002. We hope that the reader will look for process as much as product, and
hear the voices as well as see the numbers that reflect our ongoing work.
Forty-one alumni and 20 students currently declared women’s studies majors and minors were
sent questionnaires in which they were asked to assess whether the goals and objectives of the
program had been reached. Twenty-five alumni and 10 current students returned the
questionnaire. Participants rated each objective on a five point rating scale where 5 is strongly
agree (that objective was/is met) to 1 strongly disagree (that objective was/is met). They were
then invited to make comments about their ratings. In addition they were asked for their year of
graduation, their second major, their marital/partnership status, number of children, whether
women’s studies had positively influenced their career and world view and values, whether they
were still interested in women’s studies, whether they understood the role of patriarchy in the
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world around them, whether they were involved in social action, what their current and past
occupations are and what they would like to do in the future. Finally they were asked what
suggestions they have for the future of the women’s studies program at Hope.
Results from the survey are used to assess the mission and goals of the program. The
questionnaire, full results and all comments are in Appendix E: Survey of Women’s Studies
Alumni and Current Student.
Here are some of the voices of Hope’s women’s studies minors and contract majors from the
Survey of Alumni. Each paragraph is an individual alumna or current student. 5
“Every choice I make in some way reflects the culture of my mind. This culture is informed by
my female position in the world. Women’s Studies has been an invaluable tool in my process of
growth, increasing my awareness of self and the world. As my awareness increases I see my
own oppression, those areas of life where I am not fully free, and I get a sense of the complexity
of self and world relationships. At first I feel helpless. I feel like the problems are so insidious
and consuming that there is little hope for improvement – but my experience with women’s
studies and particularly the teaching and mentoring I received, brings me back to Hope. I can
have hope as long as I believe in the power of my mind to realize a greater freedom, and in my
place in the existing community, struggling to take this same abstract concept and give it a
concrete meaning affecting positive change in the world.”—A women’s studies minor
contemplating leaving Hope College and choosing to stay.
“Women’s studies at Hope College was extremely important for developing my worldview. It
provided me with a solid framework to critique, analyze and make sense of my life as a woman
and the world at large.”
“I’m glad that the women’s studies department is alive and well…My women’s studies courses
were the most challenging in the area of personal development, the most painful, and also the
most valuable part of my college experience. I miss it!”
“I feel that my women’s studies minor helped to develop a more complex belief system. It has
provided a framework that I use when dealing with individuals, couples and families. While I am
not in a job that is a place that deals directly with women’s issues, I feel that I use the beliefs in
practice.”– An alumna in social services
“My whole life’s work and philosophy stems from my years of Women’s Studies.”
“Looking back, I think my Women’s Studies minor was the most influential and valued
experience for me while at Hope.”
“Love my women’s studies classes! Learned so much about self and world! Go women!”
5 For the complete list of comments see Appendix E: The Survey of Women’s Studies Alumni.
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“ Loved my time in the women’s studies department…a lasting impact on my development. A
large part of who I am grew out of my time studying Women’s Issues.”
“Keep up the good work! My women’s studies background has definitely positively influenced
my life. It infuses everything – my career, personal relationships, spirituality.”
“I loved the program – it had a definite and long lasting impact on my life and views. Thankyou.”
“The minor and interactions within the department gave me a rounded, intimate perspective of
feminism and that’s profoundly affected my life.”
“Continue in faith that you’re doing good work, making tremendous change in your student’s
lives and creating a beautiful, saving, caring place on Hope’s campus that I hope will one day
cover the entire campus and include everyone. But you’ve changed, challenged, rescued,
delighted, and believed in me, and I will carry myself differently, with more confidence in the
world because of you.”
As the above quotes show, the 36 women’s studies minors and majors who responded to the
survey were overwhelmingly positive in their responses about the impact of the women’s studies
program on their lives. But it is in the individual goals and objectives of the program that a
picture emerges of specifically how women’s studies impacted their lives, and they in turn felt
empowered to value themselves and others, and seek to be socially responsible. Therefore, an
examination of each goal and objective follows.
The goals of women’s studies center on the students’ experiences, learning and development.
This is where assessment is critical, for without knowledge of what students are actually
learning, thinking, feeling, doing, it is impossible to see whether we are successfully meeting our
goals. Therefore, we look at students first, later we will look at faculty and the program to see
how we are moving toward our goals.
Goal 1: Students link the intellectual and the experiential creating personalized learning 6 .
Students will:
o Integrate personal stories and learning in the discipline allowing their own
experiences to challenge dominant structures and theories.
92% agreed or strongly agreed that objective was achieved with a mean response
of 4.50 (out of 5).
o Recognize the social construction perspective and how it critiques the notion
of “objective truth.”
92% agreed or strongly agreed that objective was achieved with a mean response
of 4.72 (out of 5).
6 The survey responses will be presented after each goal, followed by student comments pertaining to that goal.
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Student Voices
o Recognize the political and ideological nature of all structures of knowledge.
92% agreed or strongly agreed that objective was achieved with a mean response
of 4.56 (out of 5).
“Feminism has had a great impact on my views of society and relationships. It has given me
more confidence and pride in being a woman. I now have a better understanding of my own
personal struggles in relation to patriarchy.”
“I was just having a talk with my boyfriend this a.m. re: political theory and I kept bringing it
down to people, individual examples, which frustrated him. But I don’t see how the personal can
be divorced from the political. If theories don’t apply to real people then what good are they?”
“Women’s studies has helped me to find my own voice, has given me faith in its strength and
importance, and has opened a place to tell my story and experiences, specifically my work on
eating disorders did not exclude my own struggle with anorexia and in fact made me aware that
my story was an integral part of learning, awareness and the study I’ve done.”
Goal 2: Students feel empowered by the content of Women’s Studies.
Students will:
o Move from being objects of study to being subjects with a voice of their own.
92% agreed or strongly agreed that objective was achieved with a mean response
of 4.44 (out of 5).
Student Voices
o Examine what women have done, are doing and will do.
100% agreed or strongly agreed that objective was achieved with a mean response
of 4.94 (out of 5).
o See a link between voice, empowerment, self-esteem and critical thinking.
100% agreed or strongly agreed that objective was achieved with a mean response
of 4.92 (out of 5).
“I currently work in an organization dedicated to increasing women’s participation in politics
and electing more women to office. It is a positive and supportive working environment that is
primarily female-directed. I maintain strong beliefs in the unharnessed power and collective
ability of women to influence politics, policy and social issues. My women’s studies minor has
proved invaluable in providing me a strong foundation in feminist thought and opened my
eyes/mind to the possibilities we have!”
“Through mentors (in the Women’s Studies program) I have learned that anything is possible for
women.”
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“While I don’t believe you can be taught to ‘believe’ certain things, that classes I took to
complete my women’s studies minor enabled me to better understand why I believe certain
things. They gave me the courage to justify my beliefs and the knowledge to more fully back
them up.”
“Women’s studies has empowered me even more as a woman, and taught me where my feelings
are just a byproduct of a world of patriarchy. I have always been a feminist, but through WS I
am a feminist who is learning that her voice is powerful and completely justified.”
“It was quite an adjustment for me to go from the nurturing atmosphere of the women’s studies
program at Hope to the hyper-competitive world of law school. There were times when I felt like
I lost my voice – but I struggled through and found it again because of the skills I learned in the
program. How important it is to define ‘success’ in your own terms and not buy in to the
material driven concept of success most professional schools foster! Because of my foundation at
Hope, I have been able to stay true to myself!”
“Empowerment is definitely one of the outcomes of these classes, but it comes from more than
just these classes. These classes are an excellent way to meet and get to know other people of
the same beliefs. Empowerment comes from knowing you’re not alone – and that’s really
important in an environment like Hope’s.”
“I personally am amazed at the changes I underwent as a result of my women’s studies courses:
the way my thinking process and the end results changed, how much more assertive and selfpossessed
I became, how aware of my immediate surrounding and the context of the society I live
in.”
Goal 3: Students recognize and value complexity, diversity and difference.
Students will:
o Assess reality from multiple perspectives.
92% agreed or strongly agreed that objective was achieved with a mean response
of 4.33 (out of 5).
o Understand the impact of race, ethnicity, gender, sexual orientation and class
in defining self and worldview.
96% agreed or strongly agreed that objective was achieved with a mean response
of 4.72 (out of 5).
Student Voices
“I think my own special brand of activism, my ideas my feminism, are deeper now … The
relationship and experiences I’ve had in my life add the passion to my search – knowing
the stories of homeless people, witnessing my friend’s unhealthy dependence on men, living
in the city –> these things are what motivate me to care about (and change) the world in a
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way that sitting in class and reading a book couldn’t. These experiences also complicate
things – society isn’t as simple as I thought, sexism and racism are not so black and
white…But don’t get me wrong, immersing myself in the women’s studies program;
engaging different perspectives, discovering cultures different from my own, and
understanding how society operates all this important thinking that happened in college
provided that framework within which I could learn these lessons, make ethical decisions
and navigate my way through life.”
“The older I get the more I realize the impact of our patriarchal society has on the human spirit.
Living in Japan has taught me more about the liberation of women than I might have learned in
the U.S. It is about thirty years behind the U.S. here in this regard and yet when I see the same
forms of discrimination against women in the U.S. as Japan it reminds me how much further we
have to go before we realize full equality with men.”
“I knew that I believed in feminism’s ideals when I began to see its connection to other forms of
oppression and injustice – gender being only one part of the ‘white supremacist capitalist
patriarchy.’ That kind of encompassing, compassionate feminism is the kind taught at Hope, and
the kind I want to be a part of.”
“Through these classes I’ve learned that it is important to know and respect one’s own and
other’s heritage.”
Goal 4: Students recognize and create interconnections through interdisciplinary learning.
Students will:
o Use a critical approach or analysis across disciplines.
84% agreed or strongly agreed that objective was achieved with a mean response
of 4.28 (out of 5).
o Seek a holistic, interrelated concept of themselves, knowledge and the world.
92% agreed or strongly agreed that objective was achieved with a mean response
of 4.53 (out of 5).
Student Voices
“Some of this is hard to apply because I am not yet in a career setting (a law student), but I
definitely use my women’s studies background in class discussions about the history and
evolution of certain statutory and case law and in evaluating the quality of work I see as a
member of the Women’s Law Journal. I would probably say people here definitely expect me to
be one of very few people to speak in class about these issues.”
“I feel my women’s studies minor was very empowering to me personally, and more than
‘finishing’ with my learning as college ended, I feel as if I’m on a constant journey of
understanding myself and my role as a woman.”
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“I had a hard time focusing when I was at Hope. I believe I found a passion and ‘nitch’ with the
department of women’s studies that helped carry me through my college years. The material
covered in women’s studies courses made much sense to me and I felt very at home with beliefs
and ideas and knowledge that they offered.”
“The integration of disciplines has been so valuable to me. So many problems today are bigger
than just psychology alone or social systems alone. Being able to look at the world and
problems from different perspectives is so important. The women’s studies program at Hope
introduced me to the idea of integrating disciplines and is one of the reasons I have pursued a
dual graduate degree. The combination of social work and law has been a fantastic learning
experience.”
“I am no longer able to just simply live. My mind is always analyzing the world around me,
searching for a way to make sense of things and then turn them around to better the lives of
myself and others.”
Goal 5: Students exercise social responsibility.
Students will:
o Recognize the link between self-improvement and social responsibility
100% agreed or strongly agreed that objective was achieved with a mean response
of 4.81 (out of 5).
Student Voices
o Replace subordination/domination and dependence/exploitation with
feminist awareness and critique that makes underlying assumptions
conscious.
100% agreed or strongly agreed that objective was achieved with a mean response
of 4.72 (out of 5).
o Translate sense of empowerment to citizen action.
100% agreed or strongly agreed that objective was achieved with a mean response
of 4.94 (out of 5).
“I cannot count the number of times I have drawn from my experiences in the women’s studies
program to tackle academic, personal and professional situations. Without a doubt it has kept
me ‘grounded’ in law school and able to focus on worth while goals of service and advocacy for
vulnerable and marginalized people.”
I am involved in American Association of University Women. I work daily to be aware of
women’s issues! I work with the community on ‘Girls only Career fair’ for middle-school girls.
Half a day event for girls to learn more about jobs and ‘what they want to do when they grow
up!’ Great Fun!”
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“I believe just talking about these things/issues with women is so very important. The most
beneficial thing I learned in my women’ studies was to question everything and not to take
established opinions and beliefs for granted.”
“Marriage, motherhood and life in the military has made me redefine my definition of ‘feminist’.
I have become less idealistic. However, women’s studies at Hope has prepared me for my most
important role – motherhood. I am committed to teaching my children about inequality and
empower then to seek justice.”
“I’m in my third year of four to finish both the MA in women’s studies and law degree. Although
Cincinnati is a pretty conservative place, I’ve had lots of chances to get involved in radical
politics. (Perhaps it is only in conservative places where I get busy…the need is so great!) The
recent race rebellions are another opportunity to make change. I’ll be working on my masters
project next year and I hope to focus on Environmental Justice (hopefully all-racism, sexism,
classism and more if possible) issues. This summer, I’ll be working with a legal organization in
Seattle that represents ‘whistle blowers’ – mostly on issues at the Hanford nuclear site there and
the Alaska pipeline. It’s a nice mix of worker’s rights, corporate/gov’t accountability, and
environmental issues. Also the organization works with citizen groups – once they know about
the violation from the whistle blower, they get involved with the community encouraging them to
demand healthy, safe environments. So, I’m looking forward to some experience!” -- This quote
is from one of the first two women to graduate from the joint MA/JD program at University of
Cincinnati.”
“My work in Victim’s Rights allows me to impact many areas of interest including child abuse
and neglect, domestic violence and sexual assault. It has turned out to be a great way to
combine my law degree with my focus on welfare and advocacy for at-risk populations.”
“Women’s studies has taught me so much about the self and others. WS has also encouraged in
me the need to fight for justice – daily and beyond.”
Alumni: Personal and Professional Lives
Another measure of the success of the women’s studies program is what the alumnae are
currently doing professionally and personally. We asked the former students to tell us what their
current occupations are. They are involved in a wide range of careers, but all are in some way
contributing to a more feminist vision of society. Some of the careers include: Counselorsubstance
abuse therapist, CIT project manager, mother – “love my boys”, research
administrator, Diocesan Youth Ministries Director for west Michigan, psychiatric rehabilitation
services coordinator, college professor (several), lawyer (several), political strategist for Emily’s
List, art exhibit organizer and educator, technical recruiter, after-school community services
program director in NYC, Teach for America teacher in a low-income school. (For complete list
and explanations see Appendix E: Survey of Women’s Studies Alumni and Current Students.)
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Many alumnae had completed graduate degrees or were in grad schools including master of
divinity, doctorates in psychology and English, master of social work, law degrees, masters in
urban planning, and masters in women’s studies.
Current women’s studies students were asked what careers they planned to pursue after
graduation. Their answers included: professor, women’s rights or foreign policy/Latin America
Peace/justice work, teacher, writer, jobs that work for social change and social justice at the
grassroots level and seeing the sky as the limit – leader of the Free World.
From the above analysis, it appears that the women’s studies program is successfully fulfilling its
mission. As current and former Hope women’s studies students rate the program goals, they
clearly feel positively about the program and who they have become as a result of it. Their own
words reflect the content of their thinking. It is also clear that they carry the lessons learned in
the program beyond their years at Hope into their personal and professional lives.
As one alumna currently teaching at a university stated, “This survey helped to remind me of the
well-defined and successfully implemented goals of Hope’s Women’s Studies program. Upon
graduation, I would have scored straight 5’s – and I’m going to endeavor to pull myself back
there (and bring my new students with me).”
Implications and Recommendations. The assessment of the mission, goals and objectives
of the women’s studies program shows a highly successful program. We must continue
to encourage feminist pedagogy and personal attention to students, that focus on
development of students intellectually, emotionally and socially.
The director of women’s studies needs to continue working with women’s studies faculty
to focus on the goals and objectives of the program.
Meetings of faculty and students should be scheduled to facilitate continued
accomplishment and assessment of the goals and objectives.
The alumni are interesting and accomplished. They indicate their willingness to be
resources for current women’s studies students. An ongoing connection between
women’s studies alumni and current students should be developed by the director of
women’s studies in collaboration with the alumni relations office.
Women’s Studies Within the Context of Hope College’s Mission and Goals and the
“Virtues of Hope”
If our hope is to create life-long learners and social change agents, women and men who are
skilled, sensitive, able to write and think critically, complexly and from multiple perspectives,
then the women’s studies program is particularly successful in accomplishing the purposes and
goals of Hope College.
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In particular, the results of the survey support that the women’s studies mission, goals and
objectives serve the following Hope College Goals and Objectives. 8
Students will:
“understand, communicate and critically appraise differing ways of learning
with sensitivity and critical acumen,” (Goal l, Objective 1a) and express
themselves clearly, correctly and succinctly in writing and speaking,” (Goal 1,
objective 1b)
“be aware of and sensitive to a variety of disciplines, cultures,” (Goal 2) and “be
aware of and sensitive to gender issues, diverse cultures, international
perspectives, and a variety of issues calling for social justice.”(Goal 2,
objective 2)
“explore in depth… an interdisciplinary area of study” (Goal 3, objective 1)
“be active learners, learning through collaborative research…and experience.”
(Goal 3, Objective 2) participate in…”internships and other forms of experiential
education.” (Goal 3, Objective 3)
“demonstrate a sense of the interrelatedness of knowledge, experience and
responsibility” (Goal 4) understand “how a personal philosophy of life provides
meaning and cohesiveness to one’s learning, experiencing and decision making.”
(Goal 4, Objective 1) “display an openness to the totality of human experience,
always seeking an integration of learning, experience and faith that leads to a
responsible, purposeful and fulfilling life.” (Goal 4, Objective 2) “develop the
intellectual and methodological foundation for lifelong learning. “ (Goal 4,
Objective 3) “develop the intellectual and ethical foundation for a life of service
to others.” (Goal 4, Objective 4)
From the alumni comments we see indications of their complex thinking, sensitivity, and
continued intellectual growth and service. These Hope students and alumni are meeting the
academic goals we at Hope have set out for them, and they attribute much of their personal and
professional success to the women’s studies program.
The women’s studies program also seems well positioned to advance the newly written “Virtues
of Hope.” Indeed, the conversation that lead to the articulation of these virtues grew out of many
of the challenging discussions that frame women’s studies—discussions of gender, race, class
and sexual orientation.
Within the women’s studies classroom, issues are raised and feminist pedagogie demands
student participation and wrestling with the issues. One example comes from Sociologist, Debra
Swanson, writing at the recent women’s studies retreat.
8 For the expanded statement of Institutional Goals and Objectives for the Academic Program see Appendix F.
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I love teaching the Sociology of Gender class, but it is also the class that most perplexes
me. For example, one year I will spend a class period on female images in the Bible and
folks will cheer. The next year they will return, Bibles in hand, to argue why that can’t
be: Jesus was male, Jesus is God, therefore God is male! So I have to constantly tweak
and prepare for that class—which is difficult, time-consuming, challenging and great fun.
I am connected because the Sociology of Gender class requires that students see and
confront social institutions that limit women’s access to power. They seldom come in
embracing the feminist role, but I challenge them to think about it. We also talk about
marriage and family—something many of them have been thinking about—and,
hopefully, gives them “practical” information. (How will we share housework? How
will this affect our marriage? etc.)
When such issues touch on personal faith and professional lives, the successful women’s studies
class engages The Hope Virtues: biblically grounded standards for the conduct of our public
discussion.
Humility recognizes the limits on any one person’s knowledge, and thus makes it
possible to learn from the insights of others... Hospitality is the virtue of welcoming the
stranger—who might really be anyone whose ideas, beliefs, or morality might seem
different, confusing, or discomforting… Patience is the willingness and the fortitude to
stay engaged… Courage is the boldness to accept risks associated with honest advocacy
of one’s position… Honesty is a determined commitment to discovering and speaking the
truth. 8
Women’s studies at Hope is also situated within the broader faith/learning dialogue. Hope
College’s mission is “to offer with recognized excellence, academic programs within the liberal
arts, in the setting of a residential, undergraduate, coeducational college and in the context of the
Christian Faith.”
Several aspects of this mission specifically define women’s studies at Hope and need to be
addressed, namely the characteristics of a residential, coeducational climate and the context of
the Christian faith.
Within a residential college, the Hope College women’s studies program, is a rigorous academic
program which also aligns with women’s programming, the Women’s Issues Organization
(WIO), the WIO house, and multi-cultural life. Along with these organizations, women’s studies
has worked for positive quality of life issues on the campus. Campus climate is affected by all of
the concerns raised in the women’s studies classroom. For example, women’s studies classes are
often responsive to the issues raised on campus. Anti-racist and anti-homophobic strategies are
dealt with in the required women’s studies classes and in many of the electives. Recently,
women’s studies co-sponsored with the Senior Seminar Program an in-depth look at the
religious, social and historical issues in the war on Iraq. Because linking intellectual and
experiential learning is a goal (See Goal 3 from the Purposes and Goals of Women’s Studies)
8 Quoted directly from Hope College statement on the Virtues of Public Discourse.
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students’ extracurricular and coeducational experiences are often subject to feminist critique and
incorporated into classroom discussions and writing assignments.
Alexander Astin reported in “What matters in College” and “Four Critical Years” the most
powerful learning in the residential liberal arts context often occurs in the conversations outside
of the class. Our students often report long conversations with peers and parents about the
readings and discussion begun in women’s studies classes. Women’s studies scholarship extends
beyond the class and touches many students who may never take a class, but live with and
befriend those who do. Intellectual conversations, discussion of complex issues with peers is an
essential influence on cognitive and moral development, and women’s studies contributes to this
growth.
Many Hope College faculty and students identify as Christians. Hope’s goals include sensitivity
to religious perspectives (Hope College Goal 2, Objective 1) and in particular “understanding
how the Christian world view can inform a philosophy for living and how (Christian faith) can
shape one’s responses to contemporary issues.” (Hope College Goal 4, Objective 1) These
goals are mainly the focus of the general education requirements in religion and senior seminar.
However, they often are addressed within the women’s studies classes and programs as well. All
women’s studies students address Christian perspectives on gender within the required
Introduction to Women’s Studies class. In addition, many religion classes are cross-listed with
women’s studies, including Christian Feminism, Liberation-Theology, Reading the Bible from
the Margins. There are cross-listed senior seminars, Faith Seeking Justice: An Encounter with
the Power of the Poor (a Mexico May term) and Female, Male, Human. All of these courses are
heavily enrolled, and almost all women’s studies minors and majors take more than one of these
courses. Additionally, internships are available for women’s studies students with feminist
Christian organizations.
Many of the “contemporary issues” which we want our students to understand and integrate with
their faith are central to women’s studies; issues related to gender and race, class and sexuality
issues of war and peace, diversity and difference are all encountered in the women’s studies
classroom. Students themselves are encouraged to bring faith perspectives into their critical
thinking and analyses. The goals of women’s studies are holistic and seek connections between
intellect, emotion, and spirituality.
Implications and Recommendations. The mission, goals and objectives of women’s
studies link closely and intentionally with the mission, goals and objectives of the
College.
Women’s studies faculty should continue to seek ways to link women’s studies course
content and pedagogy with the mission of the College. The director should continue to
initiate conversations with the faculty individually as they prepare cross-listed courses.
The College level conversations on faith and learning should seek the perspectives of
Women’s Studies scholars.
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Because the women’s studies courses fulfill aspects of the College’s goals so well, the
general education requirements should always include women’s studies courses. The
director of women’s studies and the director of General Education should meet to discuss
ways that women’s studies courses could be used to fulfill core requirements.
The Program Organization and Structure – How we accomplish our mission.
How does women’s studies successfully accomplish its mission? What are the courses and who
are the people that contribute to the outcomes for our students?
The women’s studies program is structured to accomplish the outcomes for students. This
requires interdisciplinary, cross-disciplinary and trans-disciplinary work to provide a curriculum
and programs to meet our objectives. This section looks at the structure, curriculum,
extracurricular projects and the budget that create the women’s studies program and compares
our program with programs in other quality liberal arts colleges.
The Structure
Like most women’s studies programs Hope has a director of the program who is both within a
department and in women’s studies, instructional staff that are in disciplinary departments and
teach cross-listed courses, administrative support staff, a budget and an extra-curricular program.
The Director – The director of women’s studies is divided into administrative tasks (1/4-1/3
time) teaching within women’s studies (5/12 - 1/3) and teaching within a department (1/3). The
responsibilities of the Director of Women’s Studies focus on creating a program, helping to
mainstream women’s studies into departments and courses across the campus, mentoring
students and coordinating and networking. The specific tasks include the following:
o Facilitate faculty and curricular development in Women’s Studies,
o Work with faculty to develop women’ s studies cross listed courses and to
encourage greater inclusion of feminist scholarship across the campus
o Work with faculty on pedagogical and content issues,
o Mentor junior faculty in women’ studies
o Develop assessment and evaluation of the women’s studies program
o Facilitate development of the strategic plan for women’s studies
o Advise students majoring and minoring in women’s studies
o Supervise all program development in women’s studies
o Schedule women’s studies courses and provide catalog copy
o Work with departments to encourage feminist inclusion in their offerings
o Teach the Introduction to Women’s Studies course
o Prepare the budget for women’s studies
o Coordinate library acquisitions for women’s studies
o Teach courses within the disciplinary department
o Conduct feminist research with students
o Advise/mentor all of the Independent senior projects or make arrangements for
other faculty to advise
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o Advise/mentor all of the senior internships
o Advise and work with student organizations related to women’s studies (such as
the Women’s Issues Organization and the student Gay/Lesbian organization)
o Link students with conferences on women’s studies and diversity and justice
issues
o Serve as Ex officio member of the Women’s Studies and Programs Committee
o Represent Hope College on the Great Lakes Colleges Association Women’s
Studies Program (involves 3 week-end meetings per year at the other GLCA
campuses)
o Broaden the awareness of the campus at large on women’s issues
o Link the campus with national scholars in women’s studies – particularly through
the National Women’s Studies Association
o Coordinate connections with other women’s studies programs through the GLCA
and the newly formed West Michigan Women’s Studies Council (meetings biweekly
in Grand Rapids with Women’s Studies directors and faculty at Aquinas,
Calvin, Davenport, Grand Valley State University, Grand Rapids Community
College).
o Coordinate with multicultural programming
o Bring feminist speakers to the campus
The Director of Women’s Studies reports to the Associate Provost, but he does not evaluate the
Director for salary and promotion. The chair of the department (Psychology in this case) in
which the Director teaches evaluates the Director’s teaching and other institutional duties along
with the Dean of her department (Dean of Social Sciences). In addition, within the college
governance system, the Women’s Studies and Programs Committee takes reports on what the
program is doing and then reports to the Administrative Affairs Board.
Administrative Assistance – Support staff time is 10% -- 12% (the psychology /women’s studies
secretary is predominately psychology). In addition one or two student assistants do
approximately 5 to 10 hours per week assisting programming and clerical work.
Contributing Faculty – Hope has 41 contributing faculty teaching cross-listed courses and/or
doing feminist scholarly work. The largest contingent comes from the English department (9)
Modern and Classical languages (3) History (3) Psychology (3) Religion (2) Philosophy (2)
Theatre (2) and one each from Political Science, Education, Sociology, Art, music, and
Communication. (See Appendix for the list of faculty affiliated with women’s studies, their vitae,
women’s studies courses taught and feminist scholarship.) Obviously missing are any people
from the natural sciences, although there have been women professors from math, chemistry and
biology who were involved in women’s studies in the past.) Also missing is anyone from
economics/business, and kinesiology (See Section on Faculty for more information.)
Implications and Recommendations. Structure the evaluation of the Women’s Studies
director more directly to the Associate Provost. The Associate Provost, as Dean of this
program, should evaluate the director of women’s studies for tenure, promotion and
salary increases with input from the disciplinary department chair and/or divisional dean.
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Work with the women’s studies faculty to create a better structure for accountability and
discussion by women’s studies faculty. This would require developing a process to
develop the structure. One possibility is to reconstitute the current Women’s Studies and
Programs Committee with more faculty in the program and women’s studies students. In
this way, it could function more as a department to give direction and accountability.
With the shift from a 3 credit hour course norm to a 4 credit hour course norm, the
division between department responsibilities and women’s studies was disrupted. Given
all of the responsibilities of the director, it is important to establish the division of
responsibilities as 1/3 administration, 1/3 teaching in Women’s Studies and 1/3 in the
disciplinary department.
The program needs a designated space - as Virginia Woolfe so clearly stated “A Room
of our own.” Space needs will be addressed more fully later. (See section comparison
with other institutions.)
The Curriculum
Whether taking a few courses in women’s studies or developing a women’s studies minor or
contract major, students develop skills highly valued by employers and by directors of
professional and graduate programs. These skills include critical and cross-disciplinary thinking,
a better understanding of human institutions and society, gender roles and religious thought and
socio-economic patterns and insights into various cultures, races and global economies.
The curriculum for women’s studies includes a required introductory course. In addition,
students must take courses taught from a feminist perspective that focus on A) Institutions and
Society, B) Literature and the Arts, C) Psychology and Communication, and D) Ideas and
Culture. At least one of the courses must focus specifically on racial and/or global diversity.
Finally students must do a senior level independent project or internship. The project can be a
research paper on a feminist topic, an artistic creation related to feminism or an activist project,
designed to bring about change or transformation toward feminist goals. The minor is at least 18
credit hours and the contract major 32 credit hours. (See Appendix G: Current Listing of Crosslisted
Courses.)
A look at the Hope College Catalogues for the last 12 years shows the growth in cross-listed
courses and a strengthening of the course offerings to include more courses centered on
gender/women and diversity, whereas courses in the early 90’s were mainly disciplinary courses
with a unit on gender. (See Appendix B.)
Enrollments in women’s studies courses have also increased significantly. (See Appendix H:
Enrollments in Women’s Studies 1990-2002.) These cross-listed courses show the increase in
mainstreaming women’s studies particularly in religion, English, sociology, psychology, and
communication. The most frequently enrolled courses are in religion, sociology and psychology
(See Appendix I: Courses Selected by Women’s Studies Majors and Minors.). It is from these
courses that students often learn about women’s studies and enroll in more courses.
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Students surveyed clearly believe that they have achieved the goals of the women’s studies
curriculum (See Section on Assessment of Mission, Goals and Objectives of Women’s Studies.).
This outcome of the courses taught within the Women’s Studies curriculum are well linked to the
goals and missions of the program. Most courses address most of the goals, particularly Goal
One through Four. See Appendix O for a sample of course syllabi and comments by faculty on
their courses and how they link with the goals of the Women’s Studies Program.
The curriculum was developed for a women’s studies minor in the late 1980’s through a search
of Women’s Studies programs at four-year liberal arts colleges and universities. At the time,
Jeanine Elliot, vice president of the Great Lakes Colleges Association, herself a Ph.D. Women’s
Studies scholar, well connected with the National Women’s Studies Network, reviewed the
proposed minor and approved its structure and breadth. At the time, she recommended the need
for a regularly taught feminist theory course and/or methodology course and a capstone course
particularly if the minor was developed into a major.
Implications and Recommendations. The structure and organization of the curriculum
serves students well in accomplishing the goals of the program and of the college; it
should be continued. Given the increases in cross listed courses, the program should
continue to encourage departments to cross list courses and offer them on a regular basis.
With the increase in course offerings and enrollments, the time has come to offer a
regular women’s studies major. If feminist literary theory, global feminisms and feminist
social science methodology courses were all regularly offered, the need for feminist
theory/methodology could be covered. With the addition of a regularly taught capstone
course, the major (which is already enrolled by eleven students) would be considerably
strengthened.
The Students
The students are the key resource of women’s studies. Over the years, they have both been
encouraged by women’s studies (See Appendix E: Comments by Alumni) and encouraged
women’s studies to strive for greater importance within the academy and the larger world.
A list of those majoring and minoring in Women’s Studies from 1991 to 2005 (as of January
2003) shows that there have been 18 contract majors and 83 minors. That 18 students have
majored even though there was no formal major, illustrates the initiative that women’s studies
students take to find a program that develops their intellectual and personal lives. (See
Appendix C.)
The students who choose women’s studies become some of our top students. For example, in the
most recent graduating class, 2002, of the five students, three graduated with honors. Women’s
Studies major, Katherine Bode-Lange, was named inaugural recipient of the Academy of
American Poets Prize (of 35 entries). Women’s Studies minor, Katie Paarlberg won the
prestigious all campus senior woman award, The Southland Award. Every year women’s studies
students are elected to the honorary societies, Mortarboad, and Phi Beta Kappa in greater
proportions than the students at large. At the recent Women’s Studies Retreat, English faculty
mentioned that it is their best students who choose women’s studies as a second major or minor.
The only Hope College student to win the prestigious $36,000 graduate scholar award for
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Christian scholars, was Amy Eshleman, (1996), a women’s studies minor. She is now a college
professor teaching psychology of women.
Students most likely to select women’s studies minors are those who also choose majors in
Psychology (25), English (23), Political Science (11) and Sociology/Social Work (10). This
reflects the departments who have the most frequently enrolled women’s studies cross-listed
courses. (See Appendix C for entire listing.) Many students come to women’s studies late in
their college career and though they would like to pursue it, they run out of space in their
schedules to complete a minor.
Students enroll in women’s studies for a variety of reasons: women’s studies faculty recommend
women’s studies courses to their students; they are strong students who seek rigorous and
challenging courses; they have an interest in women’s issues (as those who participate in
Women’s Issues Organization.) They enroll out of curiosity, and/or a heart felt personal
commitment to equality, justice and fairness for diverse people. However they find women’s
studies, they often seek at least one other cross-listed course beyond the fulfillment of the general
education diversity requirement and they are enriched by the intellectual rigor, the
interdisciplinary connection and the relationship to their personal lives.
One difficulty is that students often find women’s studies late in their junior or senior year. It is
not unusual to have seniors in their first women’s studies course who express disappointment
that they have no time left to take more courses. It is not unusual to have students declare a
minor when they discover that their own interests have lead them to take the courses, and they
have already completed the minor or have only one more course to take.
The Faculty
Implications and Recommendations. Since the inception of the Women’s Studies
program, its importance to the 83 minors and 18 majors is well documented. Women’s
Studies draws strong capable students and further develops their intellect and social
awareness and concern. That fact that 18 students have constructed contract majors,
(eleven this year) illustrates the need for an official women’s studies major.
Make women’s studies more visible and encourage students into the courses earlier in
their careers. Students should be introduced to women’s studies earlier in their college
experience. Through cross listing First Year Seminars (FYS), or making it more explicit
in those FYS courses that are based in women’s studies scholarship.
Although brochures have been made available to students, they should be more widely
circulated. (See Appendix J: Brochures for Women’s Studies.)
The faculty who teach and do scholarship within women’s studies are a particularly gifted group.
They arrive at women’s studies in a variety of ways, as illustrated by their own comments shared
at a recent women’s studies faculty retreat:
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Recent Ph.D.’s find that feminist work is at the heart of their discipline.
“As a scholar, I can’t imagine teaching history or literature without attention to gender
(to do so would be professional malpractice). Cross-listing in women’s studies underlines
this transformation in scholarship that is almost universal at the leading universities and
colleges…” William Pennapacker (recent Harvard Ph.D. and Assistant Professor of
English)
“One of the most important essays in history in the last 30 years is Joan Scott’s “Gender:
A Useful Category of Historical Analysis.” Scott helps us understand that gender - the
socially-constructed roles of men and women - is an important factor in analyzing
societies, past and present. If we don’t ask question about gender, our understanding of
human society will remain incomplete. Women’s Studies as a discipline, gives us the
tools to analyze gender as a part of society. Women’s Studies is integrated into many
fields. It is also useful to have a discrete Women’s Studies program so that gender is the
focus of inquiry. In history, there’s always a tension between theoretical analysis which
tends to be a historical, and historical analysis, which is often atheoretical. One of the
goals of the relationship between history and women’s studies is to provide a balance of
analytical, theoretical knowledge and historically-grounded analysis with the goal of
achieving a more complete understanding of human societies.” Janis Gibbs (Associate
Professor of History)
Mid-career faculty have been drawn to the intellectual challenge and excitement of work
within women’s studies which has kept them vital as Teacher/Scholars
“Studying and teaching women’s writings is part of my identity as a scholar teacher at
Hope. Publishing, presenting papers are endlessly fascinating to me, meeting colleagues
who also love to edit and analyze women’s writings keeps me interested in teaching.
Before I encountered women’s texts, I had no area of passionate research and thought
seriously of leaving teaching to go to law school. Now I teach seminars in my area of
research and work with students in my ongoing work. I love what I do and women’s
studies have been the key to my intellectual and professional growth.” . Anne Larsen
(Professor of French)
Women of Color find in women’s studies the intersections necessary for their world view and
identity.
“ I see myself as a global feminist and both in my teaching and in my scholarship I want
to establish the connections between women in the developing world and Western world.
I want to continue to be an integral part of women’s studies at Hope through teaching
Comparative/Global feminisms and my writing on Latin American Women and the
political and economic challenges confronting them. As an Indian woman, living,
teaching, and writing in the U.S. about women in developing societies I find myself as the
epitome of what women’s studies stands for and hopes to accomplish. Annie Dandavati
(Associate Professor of Political Science)
Like our students, our faculty often find a “life-line” both intellectually and professionally
within women’s studies.
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“It was when I first read women’s history - complex and fascinating histories of women
in the past—that I began to make sense of my own history. Women’s studies was like a
cord that connected my experiences to the experiences of many others. Now, I was not
alone and could reimagine a life for myself that best suited me. Knowing the history of
women gave me my future.” Natalie Dykstra (Assistant Professor of English)
“I stumbled into Women Studies somewhat accidentally, but I found it made so much
sense of my life, my scholarship and my experience with the church. Women’s Studies
has been such an expansive experience for me. It has opened up a field of study that I
never expected to be in. It led to my book, Feminism and Christianity: An Essential
Guide. It has led me into teaching women’s history and to a greater awareness of the
need to tell a larger story than what has traditionally been understood as church history.
And it has expanded my research interests to include women’s lives and stories.
Teaching women’s studies has also meant that I encounter a lot of wonderfully
interesting students and colleagues. Lynn Japinga (Associate Professor of Religion)
Like our students, Women’s Studies often provides an intellectual “home” and keeps faculty
at Hope.
“Women’s Studies has been the central force in my Hope College journey thus far. I
don’t think I’d still be at Hope if I hadn’t found Women’s Studies/if Women’s Studies
hadn’t found me. Most of my classes are now cross-listed and/or flagged for the diversity
component and these dimensions to my classroom work have provided me with some
clear understanding of purpose—here, specifically. Working with Women’s Issues
Organization has been an extremely meaningful extension of this. Everything is also
connected to my personal experiences as a mother. From that place everything that has
followed, professionally speaking, issued.” Julie Kip (Associate Professor of English)
Women’s Studies is my “home department” on campus. It’s an integral part of my
teaching life, my advising life. I feel part of a team actively and deeply engaged in
helping students and faculty and staff grow, reach further out, evolve. All my writing and
80% of my teaching is feminist oriented, theorized through a gender studies lens. I am
deeply committed to our women studies program. It enables me to do my work at Hope
College.” Heather Sellers (Associate Professor of English)
Currently there are 41 full-time faculty who affiliate with women’s studies (See Appendix K:
Faculty Affiliated with Women’s Studies 2002.) These members teach cross-listed courses,
supervise senior projects and/or engage in women’s studies scholarship. The list is often
expanded as new faculty are recruited and encouraged to develop cross-listed courses or their
scholarship shifts toward women’s studies. Currently there is a stable core of faculty who
consistently teach cross-listed courses.
The women’s studies faculty work very hard and contribute greatly to the life of the college.
Often, it is their women’s studies courses and scholarship that builds their enthusiasm and their
spirits for teaching at Hope. Yet occasionally they express frustration at being unable to
regularly teach in their areas of expertise. It is imperative that women’s studies continues to
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support these committed teacher/scholars. The College must recognize their contributions to
their fields as they engage in women’s studies work.
Implications and recommendations. Women’s Studies faculty are connected with
women’s studies students in their classes, they are connected to the program through the
director’s personal contact and email postings. Women’s Studies is an essential link to
Hope College for many of these faculty members, as their own words express. It is
essential that the women’s studies connection be maintained for the health and strength of
their teaching and scholarship.
Links can be increased through designated space where faculty and students can gather,
to meet, consult, have classes and do collaborative work.
Faculty should be encouraged by departments to teach courses linked to their women’s
studies scholarship. For the faculty morale and for the good of the departments, it is very
important that faculty members teach in their area of expertise.
Opportunities to meet once per semester, (as in the Women’s Studies Retreat, August
2002) should be further developed.
Opportunities for monthly meetings to share scholarship ideas and make future plans
should be developed.
The Extracurricular Program
Women’s studies has an educational objective that reaches beyond the majors and minors and
brings the issues and programs to the larger Hope community. Programs have as their goal,
increasing feminist awareness among the students and faculty. The focus of the programs is
sometimes the students, sometimes the faculty and often both. Examples of programs are those
generated by students and those generated by the women’s studies faculty.
An example of a faculty-generated program to increase mainstreaming of feminist scholarship
was the Latina Film Series. The project initiated by Professor of Psychology Lorna Jarvis and
Director of Women’s Studies, Jane Dickie, involved finding contemporary films by and about
Latinas that could be used by faculty in different disciplines within their classes. Faculty
members were contacted to include the films in their course requirements. Different faculty
members were invited to be respondents to the films. This increased everyone’s knowledge about
Latinas and led to interesting cross-disciplinary discussions as students from various classes saw
the films together.
Another example is a grant from the Interfaith Hunger Appeal written by Jane Dickie and
Professor of Political Science, Annie Dandaviti. This project required a team of Hope faculty to
attend a conference on global hunger issues and poverty. Out of this conference we applied for a
second grant to study the related issues of Women and Development. A group of Hope faculty
members were invited to read common materials, find ways to relate poverty issues and women
and development issues into their diverse classes. The participants met over lunches 4 times to
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prepare. The participants included people in English, biology, religion, theater, psychology,
sociology and economics. We designed a project that brought three women experts on women
and development to campus in one morning session. Three hundred students from courses as
diverse as “Theater Make-up” “Developmental Psychology” “Microbiology” and “Images of
God” all attended the lectures, did readings on gender, poverty and development and in the
process faculty and students alike found ways to make connections and look at the world from a
gendered perspective. Finally, students were invited to connect with social action within the
community that related to the issues raised.
An example of the student-generated project was the School of Americas project. This project
grew out of women’s studies course, “Faith Seeking Justice: An encounter with the power of the
poor in voices of Latinas in Mexico”. Students from this course wanted to take action on what
they had learned, and organized the visit of Father Bourgeois, priest and activist for peace and
justice in Latin America. Feminist issues of poverty/class, culture, and diversity predominated.
Father Bourgeois was invited to be the A.J. Muste lecturer (an annual lecture that focuses on
peace and justice and is named after Hope College Alumnus and long time Peace Activist, A.J.
Muste.) Besides coordinating with the college programs, the SOA project also coordinated with
local Catholic parishes and local peace groups. Students also organized a trip to Georgia to join
thousands of other church members, college students and peace activists and Father Bourgeois to
protest US military involvement in training terrorists for repressive Latin American regimes.
Funds for this trip came from members of local churches and the RCA social witness fund. Such
cooperative efforts brought together several churches, Hope alumni, other religiously affiliated
colleges (Aquinas and Calvin) and provided students an opportunity to learn how to work
cooperatively to bring about a large project for justice. The SOA project continues as student
organize each year to press for an end to U.S. involvement in training militaries for repressive
regimes.
Another example of a student organized project to impact the campus was a senior project which
tackled the problem of eating disorders among women and a few men on Hope’s campus. This
student selected to do an “activist” senior project in which she wrote a 35-page paper outlining
her experience with eating disorders and the problematic approach to eating and food taught in
the required college course “Health Dynamics”. She was able to implement institutional changes
in the way this course was taught by creating a working committee of students, faculty and staff
to examine the issues and recommend changes.
A final example of collaborative programming was bringing feminist activists, (for example,
Winona LaDuke) and social critics, (for example, the Guerrilla Girls) to campus. Both of these
recent events occurred through the combined efforts of the student group, Women’s Issues
Organization, the cultural affairs committee, several departments, and women’s studies. Standing
room only audiences attended each event. Other popular and effective programs involve busing
students, staff and faculty to Grand Valley State University or Grand Rapids to hear nationally
prominent feminist speakers that would be beyond the Hope College speaker budget to bring to
Hope. For example, this year we’ve taken people to hear Carol Gilligan (Harvard Gender
Studies Professor), Lani Guinere (Yale University Law Professor) and Heidi Hartman (President
of a Washington based think tank). (A grant from the Nokomis Foundation helped fund some of
the trips.)
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These are only a few of the recent examples of programming and coordinating to bring about
feminist understanding on the campus as a whole.
The Budget
Implications and recommendations: Women’s Studies encourages cooperation and
breaking boundaries between disciplines, between theory and action, between the
academy and the community. Women’s Studies is well situated to bring together diverse
faculty and students in collaborative projects that touch on important intellectual and
societal issues. Funds should be made available to conduct projects that stimulate faculty
development and faculty-student collaboration. Funding to bring in outside speakers for
such events connects the College to the larger national discussion on these topics.
Funding for bringing in women’s studies scholars and activists and going to hear
speakers should be continued.
The College should encourage student initiatives stemming from their classroom
learning. The College should allow funds to match those raised from other sources to
assist students in seeing the link between theory and praxis.
The goals of the budget are focused on the tasks of women’s studies. (See Appendix L:
Women’s Studies Budget 1997-2002.) First and foremost, the budget helps connect students
with the larger world beyond Hope College in 1) Travel to Black Studies and Women’s Studies
GLCA conferences, particularly to support students to present their research projects, 2) travel to
Grand Rapids to hear nationally prominent speakers in conjunction with the West Michigan
Women’s Studies Council. 3) Bringing in outside speakers to interact with the students and bring
in ideas beyond West Michigan.
Second, the budget helps connect the faculty to the program in 1) individual meetings and group
meetings for faculty development in women’s studies, 2) a final graduation dinner for students
and faculty.
Third the budget connects Hope’s program to larger Women’s Studies programs through 1)
membership in National Women’s Studies and Michigan Women’s Studies organizations, 2)
travel to Women’s Studies Conferences and programs, 3) purchase of Women’s Studies
materials.
Fourth, the budget keeps supplies and materials available for day to day functioning.
A review of the last 5 years shows that women’s studies stayed within budget even when
programs were considerably more expensive. This was possible due to the collaborative nature
of women’s studies. When ever possible, programs are a group effort incorporating college wide
funding and participation. In addition, interested parties outside of the college frequently provide
funding. For example, the projects reported above were all sponsored by a variety of
departments, cultural affairs grants, and external funding. This is important not only to increase
the funding for such projects, but also to increase awareness and ownership of women’s issues
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and women’s scholarship. A comparison with GLCA Budgets (see below) shows that Hope’s
budget could be increased to allow more support Women’s Studies projects and scholarship. 9
Implications and recommendations. With careful stewardship and getting outside
funding to support projects, the budget has been sufficient to carry on the programs
needed to link Hope College women’s studies with the larger women’s studies
community. The funds have supported students and faculty reasonably well. However,
when Hope offers a major, funding must increase to support more programming for the
majors. (See next section comparison with other institutions.)
Needed changes include, allowing college funds to be used to support links between
student intellectual inquiry and derived projects seeking social justice.
Continuing to increase the budget to keep pace with inflation.
Comparison with Other Institutions
Hope is a strong institution affiliated through the Great Lakes Colleges Association with other
premiere liberal arts colleges. The colleges within the GLCA have been at the forefront of
women’s studies development in the nation, with the first consortial meetings beginning in 1974.
The GLCA women’s studies committee has worked cooperatively to assist one another
developing top notch programs. 10 It is with the assistance and cooperation of eight of the 12
programs that I am able to make comparisons with some of the finest programs in the country.
(See Appendix M: Comparison of GLCA Women’s Studies Programs.)
A summary of the comparisons between Hope’s program and seven other GLCA programs
(Albion, Denison, DePauw, Kenyon, Oberlin, Ohio Wesleyan, Wooster) shows that Hope rates
well in most areas. However, there are areas that need strengthening. Five of the eight have a
major and minor program. Only Hope, Albion and Kenyon do not have a regular major. In spite
of this, Hope is 2 nd in the number of students majoring (by contract curriculum) majors. The
number of minors is the highest (tied with Kenyon’s “consentrators”). While this is impressive,
it needs to be placed in the context of total enrollments at the institutions. Hope’s enrollment
(3000) is the largest of all eight institutions which range from approximately 1000 (Kenyon) to
2500 (Oberlin). Hope could draw more majors if a regular major were offered.
The number of appointments in women’s studies places Hope 6 of 8. Oberlin is first with 2 FTE
faculty appointed in Women’s Studies, to Hope’s 2/3 FTE. Given the size of Hope’s department,
adding another person appointed both in Women’s Studies and within a department would bring
Hope more toward the median of the GLCA group.
9 The last year the budget was overspent due to some expenses for a May Term Speaker being charged to this budget
at the recommendation of the Registrar, and due to costs of student workers to work on this report over the summer.
10 The other outstanding colleges of the Associated Colleges of the South (ACS) and the Associated Colleges of the
Midwest (ACM) relied on the expertise and assistance of the GLCA to begin their women's studies programs. Jane
Dickie was brought in as consultant to the ACS as they began their first Women's Studies Consortial work.)
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The number of contributing women’s studies faculty places Hope second after DePauw, in
contributing faculty. Even compensating for size of the faculty, Hope has done very well
incorporating new faculty into the program.
Time release for administration of the program places Hope in the middle of the GLCA
Women’s Studies Directors. However, this is a bit misleading, since the teaching load at several
of the institutions is less. For example, the teaching load at Kenyon in 5 courses per year, with
one course release. The Director teaches four courses per year. Release time for administration
is a key issue for program development. Finally, support staff is very low for Hope, compared
with the other schools; Hope is 7 th with 1/10 support staff. This is an area that needs
strengthening.
Hope’s Women Studies budget is in the median of the group with $7,500.00. However, when
comparing the budget to the programs with majors, Hope is 4 th out of 5. (Oberlin is not included,
as they did not report their budget.) When comparing budget spent per student, Hope is in last
place. (Hope $227.00 per student, Albion = $1001, Denison = $429, DePauw = $1429, Wooster
= $530, Ohio Wesleyan = $549, Kenyon = $1048.) The budget has continually been augmented
from outside funds, (approximately $3300 so far this year). For Hope to have a per student
budget at the median of the GLCA (i.e. $530 per student), the total budget would be $17,490.
Much more programming, faculty development and support for feminist scholarship could be
accomplished with an increased budget, commensurate with the size of the program.
Comparing Hope’s women’s studies courses with those of the other 7 schools, Hope is
comparable in cross-listed courses (approximately 40+). In courses exclusively women’s
studies, Hope, like the other institutions, offers an Introductory course and a Senior Project.
However, strong programs regularly offer a Feminist theory, a Methodology course and a
Capstone course. Both of these could be offered with an increase in the FTE women’s studies
faculty.
Hope’s required cross-listed courses are more organized than other institutions, spreading
requirements across disciplines. Hope and Dennison lead the others in requiring a course that
focuses on multicultural content. Once again, Hope’s requirements are deficient in requiring
Feminist Theory and methodology and a Capstone course. These need to be developed and
offered on a regular basis.
Finally, comparing facilities, Hope is behind 6 of the 8 colleges. Although the students have a
house (WIO) which is a real advantage, there is no designated women’s studies space. The
director’s office is within the shared appointment department (psychology). Other institutions
have several offices, seminar rooms and administrative staff space. This is a strong need for the
program’s visibility and functioning.
Implications and recommendations. Hope is a relatively large 4-year Liberal Arts
institution. Other comparable institutions offer a women’s studies major. It should be a
top priority to develop a women’s studies major at Hope.
42

Given Hope’s size and the size of the program, having only one person with women’s
studies teaching only 1/3 time (and administration ¼ time) is much too little. Another
person should be appointed both within women’s studies and within a department. This
would bring Hope toward the median of the GLCA group.
Time release for administration of women’s studies should be at least comparable to a
large department. With the current budget restraints, perhaps 1/3 release for
administrative duties would be a good beginning.
Hope’s contributing faculty and cross-listed courses compare well with other GLCA
Schools and should be continued. We must insure that courses are regularly offered,
particularly within history, English, religion, sociology, psychology and political science.
Support staff needs to be increased from 1/10 to ¼.
Hope’s per pupil budget should be increased to the median of the GLCA: $530 per
student, $17, 490 total. With such a budget we would be able to offer more programs for
our students. Such a budget would also support an additional faculty member’s needs.
In curriculum, Hope’s program is strong, however we should offer feminist theory,
methodology and a capstone course on a regular basis. This would be possible with an
increase in the FTE women’s studies faculty.
Comparing facilities, Hope is seventh of eight. Hope needs a “room of its own” (Virginia
Woolfe). Designated space for women’s studies is essential. Women’s Studies needs 2
offices, space for support staff, space for student assistants, seminar/meeting space, and
lab space for collaborative work with students. This is essential for the program’s
visibility and functioning.
Looking at the comparisons as a whole, Hope has a strong program, however, for an
institution of our size and stature offering a major, increasing the FTE faculty, and
support staff and providing designated women’s studies space would bring us into line
with our comparison colleges.
Current National and International Trends in Women’s Studies
In order to ascertain where the field of women’s studies is going, I rely on information from the
National Women’s Studies Association meeting in June, 2002, the UN Conference on Women,
held in Beijing China in 1995, several national and international women’s studies journals which
I read, and information from the women’s studies list serve. I also met with women’s studies
scholars from the West Michigan Women’s Studies Council (a consortium of women scholars
from West Michigan colleges and universities) women’s studies scholars from the Great Lakes
Colleges Association (12 premiere liberal arts colleges in the Midwest) and have attended
biennial women’s studies conferences for the last 20 years. From these experiences I have some
ideas about where the dynamic and growing field is going.
43

Trend one: Globalization
Women’s studies, spread across disciplines and national borders and linking theory and action is
sensitive to context, therefore, it is especially relevant to contemporary social and global
concerns. Globalization of economy and culture has fostered feminist critiques particularly from
women in the “economies of the south.” Issues of race, class and gender intersect with issues of
militarization and poverty and the inability of current systems to meet crucial human needs.
Organizations such as DAWN (Development Alternatives for Women Network) provide a postcolonial
perspective and highlight the need for economic literacy and challenge to the dominant
economic models as espoused by the IMF (International Monitary Fund and World Bank).
Women of color from across the globe have brought new perspectives to women’s issues and
women’s studies. Their theorizing is an essential, cutting edge movement within the discipline.
Implications and recommendations: Courses such as Comparative Feminisms taught from
the perspective of (so called) third world women, by Hope’s political science professor,
Annie Dandavati are critical for keeping Hope’s women’s studies program current. This
course should be offered every year, and required for women’s studies majors.
Another faculty position with a joint appointment in women’s studies and another
department, which focuses on women of color and women within the global perspective
should be added.
Women’s studies courses must become more inclusive of global perspectives and
particularly include women from the “economies of the south.” Continued faculty
development to mainstream these perspectives is essential.
Efforts must be made to hire more women of color to teach in the women’s studies
program.
Trend two: Anti-racism, Anti-heterosexism, Critical Theory and Gender Studies
The field of women’s studies continues to analyze power relationships and deconstruct dominant
discourses. Challenging racism, homophobia and heterosexism, classism and ethnocentrism
continues to inform feminist scholarship. The central questions, “Who is not speaking?” and
“Where are the silences?” continue to underpin theory and practice in women’s studies.
However, new approaches to these questions include examining race from a “critical whiteness”
perspective. In this perspective, white folk are challenged to examine our own racial scripts, and
how we learn and perpetuate them. Gender studies add the emphasis on “difference” and
Foucaultian theorizing continually shifts our understanding of who actually has power. Gender
studies also increase emphasis on men and masculinities and sex and sexualities. This translates
into some tension with in “Women’s Studies” and “Gender Studies” which must continually be
discussed and negotiated. While “gender studies” is helpful in deconstructing gender and
sexuality (and within this the new theorizing of “queer studies”), it may also diminish the
necessary corrective with in the academy of giving voice to women and focusing on women’s
lives, histories and situations.
44

Implications and recommendations: Women’s studies faculty must continue to develop
our own knowledge of and sensitivity to issues of difference. We must continue to
examine areas of inclusion and exclusion within our own courses, and work to insure that
women of color, gay/lesbian/bisexual and transgendered voices are heard. And we must
continue to challenge racism, sexism, heterosexism and classism within our own teaching
and within our classes. Faculty development projects to accomplish this end are needed.
We do have people, particularly within the English department, who can and do teach the
new critical theories. The program would benefit greatly by teaching a course on “Men
and Masculinities.” Such a course needs to be offered at least every other year.
Critical Whiteness approaches are needed at Hope as well, not only in the academic
courses offered, but also challenging the “whiteness” of the institution, and revealing the
ways white scripts are perpetuated in our discourse.
Examination of sex and sexualities could be done by adding a critical theory perspective
to the Human Sexuality course. This would require expertise that is not currently present.
Perhaps a new hire (currently proposed) in the psychology department could bring such
expertise.
Finally, the women’s studies faculty should meet and decide whether to become the
“Women’s and Gender Studies” program taking these concerns into account.
Trend 3: Linking Theory and Practice
Women’s studies historically grew out of activism. There continues to be a link between learning
and theory and acting to create a more feminist community. Finding the balance of theory and
feminist action with in the academy is still an issue in women’s studies. Hope’s program offers
opportunity for reflection and action in the senior project options. Hope’s women’s programs and
women’s studies are both accountable to the campus governance system through the Women’s
Studies and Programs Committee, thus linking the two, theory and action in the structure of
accountability and reporting.
Implications and recommendations: Hope’s women’s programming needs strengthening,
and to continue links with the women’s studies program.
The options for involvement in community action, through the internship program and
the option to do an activist senior project, need to continue.
The college should consider developing the WIO house into a “women’s center” to
encourage further programming and links with the community.
Hope should support student initiated activism that links students’ academic program
with their pursuit of justice.
45

Trend 4: Generational, Historical and Cohort Shifts in Feminism
Currently feminism is undergoing an examiniation and historical reflection to define “waves”
within the women’s movement. First wave feminism of the 19 th century was focused in the USA
on gaining the vote for women. Second Wave feminism developed during the 1970’s and 1980’s
and took a particular historical perspective. There are debates about whether the feminist
movements, particularly in North America, have entered a third wave. What this “third wave”
looks like and what it entails is a point of contention. Whether a “third wave” will be a long
term definition for feminists of the 21 st century remains to be seen, however, young women at
Hope College do identify with the term. The discussion involves looking at gender within the
context of historical period, and implies generational shifts.
Implications and recommendations: It is important that women’s studies faculty spend
time together to discuss the shifting historical perspectives. We also come from various
decades ourselves. In order to deal sensitively and realistically with the issues that each
generation of women raise, and in order to be in touch with our students, the program
needs to provide opportunities for cross-generational and cross-cohort conversations.
The program needs to have ample funds to bring in guest speakers who will reflect with
us on the current trends in women’s studies and feminist scholarship.
Trend 5: Women’s Studies Is a Separate Discipline and a Scholarly Movement Within the
Disciplines
Women’s studies is growing as a discipline in its own right, with increasing numbers of graduate
programs, and with the growth of the National Women’s Studies Association. Currently, the
director of women’s studies is the main connection with the National and International Women’s
Studies communities. Most of the Hope College women’s studies faculty are doing feminist
work within their disciplines, and this too continues to be very important work.
For example, leaders in the fields of psychology, sociology and biological science gave reports at
the recent National Women’s Studies Association Annual meeting. Each spelled out the
importance of feminist scholarship within their fields. Susan Rosser, a biologist, spoke of the
new work in science that is revealing male sub-texts imbedded in science, and the need for
alternative models to expand our scientific understanding. There is new work on women and
health, with focus on breast cancer, domestic violence and eating disorders. New work is being
done on women and technology. Finally she spoke of the new MIT report that found continued
discrimination against women in science, even into the 21 st century.
Cheryl Leggon, sociologist, spoke of the many ways sociology has been transformed by feminist
scholarship. She spoke of the importance of moving beyond treating gender only as an
“independent variable” and rather see it as a basic organizing principle of society.
Patricia Miller, psychologist, emphasized the promising research on cognitive development and
particular, feminist epistemologies focusing on intersections between gender and how knowledge
is acquired, and the work on girls development from a global perspective.
Implications and recommendations: Because much cutting edge feminist work is
occurring within the disciplines including the sciences, future hires within the disciplines
should be sought to continue to bring all disciplines into the 21 st century. Particularly we
should seek someone who has the knowledge and competence within the sciences to
46

teach a course. Other disciplines that are clearly needed include women and gender in
business and economics, work on women in the arts, particularly music and theatre, and
women in sport. Hope currently has scholars within these fields, but they need to offer
courses on these topics.
Because women’s studies as a field is growing, Hope should seek to hire someone with
an interdisciplinary women’s studies degree in the near future. A recently trained Ph.D.
would bring the current theorizing, and an understanding of the field as a whole.
Building on Strengths: The Implication and recommendations of this report.
The following is a summary of all of the implications and recommendations from the assessment
of the Women’s Studies Program.
Assessment of the Mission and Goals
Implications and Recommendations. The assessment of the mission, goals and objectives
of the women’s studies program shows a highly successful program. We must continue
to encourage feminist pedagogy and personal attention to students, that focus on
development of students intellectually, emotionally and socially.
The director of women’s studies needs to continue working with women’s studies faculty
to focus on the goals and objectives of the program.
Meetings of faculty and students should be scheduled to facilitate continued
accomplishment and assessment of the goals and objectives.
The alumni are interesting and accomplished. They indicate their willingness to be
resources for current women’s studies students. An ongoing connection between
women’s studies alumni and current students should be developed by the director of
women’s studies in collaboration with the alumni relations office.
Women’s Studies Within the Context of Hope College’s Mission and Goals and the “Virtues of
Hope”
Implications and Recommendations. The mission, goals and objectives of women’s
studies link closely and intentionally with the mission, goals and objectives of the
College.
Women’s studies faculty should continue to seek ways to link women’s studies course
content and pedagogy with the mission of the College. The director should continue to
initiate conversations with the faculty individually as they prepare cross-listed courses.
The College level conversations on faith and learning should seek the perspectives of
Women’s Studies scholars.
47

Because the women’s studies courses fulfill aspects of the College’s goals so well, the
general education requirements should always include women’s studies courses. The
director of women’s studies and the director of General Education should meet to discuss
ways that women’s studies courses could be used to fulfill core requirements.
The Program Organization and Structure
Implications and Recommendations. Structure the evaluation of the Women’s Studies
director more directly to the Associate Provost. The Associate Provost, as Dean of this
program, should evaluate the director of women’s studies for tenure, promotion and
salary increases with input from the disciplinary department chair and/or divisional dean.
Work with the women’s studies faculty to create a better structure for accountability and
discussion by women’s studies faculty. This would require developing a process to
develop the structure. One possibility is to reconstitute the current Women’s Studies and
Programs Committee with more faculty in the program and women’s studies students. In
this way, it could function more as a department to give direction and accountability.
With the shift from a 3 credit hour course norm to a 4 credit hour course norm, the
division between department responsibilities and women’s studies was disrupted. Given
all of the responsibilities of the director, it is important to establish the division of
responsibilities as 1/3 administration, 1/3 teaching in Women’s Studies and 1/3 in a
disciplinary department.
The Curriculum
The Students
Implications and Recommendations. The structure and organization of the curriculum
serves students well in accomplishing the goals of the program and of the college; it
should be continued. Given the increases in cross listed courses, the program should
continue to encourage departments to cross list courses and offer them on a regular basis.
With the increase in course offerings and enrollments, the time has come to offer a
regular women’s studies major. If feminist literary theory, global feminisms and feminist
social science methodology courses were all regularly offered, the need for feminist
theory/methodology could be covered. With the addition of a regularly taught capstone
course, the major (which is already enrolled by eleven students) would be considerably
strengthened.
Implications and Recommendations. Since the inception of the Women’s Studies
program, its importance to the 83 minors and 18 majors is well documented. Women’s
48

The Faculty
plans
Studies draws strong capable students and further develop their intellect and social
awareness and concern. That fact that eighteen students have constructed contract
majors, (eleven this year) illustrates the need for an official women’s studies major.
Make women’s studies more visible and encourage students into the courses earlier in
their careers. Students should be introduced to women’s studies earlier in their college
experience. Through cross listing First Year Seminars (FYS), or making it more explicit
in those FYS courses that are based in women’s studies scholarship.
Although brochures have been made available to students, they should be more widely
circulated. (See Appendix J: Brochures for Women’s Studies.)
Implications and recommendations. Women’s Studies faculty are connected with
women’s studies students in their classes, they are connected to the program through the
director’s personal contact and email postings. Women’s Studies is an essential link to
Hope College for many of these faculty members, as their own words express. It is
essential that the women’s studies connection be maintained for the health and strength of
their teaching and scholarship.
Faculty should be encouraged by departments to teach courses linked to their women’s
studies scholarship. For the faculty morale and for the good of the departments, it is very
important that faculty members teach in their area of expertise.
Opportunities to meet once per semester, (as in the Women’s Studies Retreat, August
2002) should be further developed.
Opportunities for monthly meetings to share scholarship ideas and make future
should be developed.
The Extra-Curricular Program
Implications and recommendations: Women’s Studies encourages cooperation and
breaking boundaries between disciplines, between theory and action, between the
academy and the community. Women’s Studies is well situated to bring together diverse
faculty and students in collaborative projects that touch on important intellectual and
societal issues. Funds should be made available to conduct projects that stimulate faculty
development and faculty-student collaboration. Funding to bring in outside speakers for
such events connects the College to the larger national discussion on these topics.
Funding for bringing in women’s studies scholars and activists and going to hear
speakers should be continued.
49

The Budget
The College should encourage student initiatives stemming from their classroom
learning. The College should allow funds to match those raised from other sources to
assist students in seeing the link between theory and praxis.
Implications and recommendations. With careful stewardship and getting outside
funding to support projects, the budget has been sufficient to carry on the programs
needed to link Hope College women’s studies with the larger women’s studies
community. The funds have supported students and faculty reasonably well. However,
when Hope offers a major, funding must increase to support more programming for the
majors. (See next section comparison with other institutions.)
Needed changes include, allowing college funds to be used to support links between
student intellectual inquiry and derived projects seeking social justice.
Continuing to increase the budget to keep pace with inflation.
Comparison with Other Institutions
Implications and recommendations. Hope is a relatively large 4-year Liberal Arts
institution. Other comparable institutions offer a women’s studies major. It should be a
top priority to develop a women’s studies major at Hope.
Given Hope’s size and the size of the program, having only one person with women’s
studies teaching only 1/3 time (and administration ¼ time) is much too little. Another
person should be appointed both within women’s studies and within a department. This
would bring Hope toward the median of the GLCA group.
Time release for administration of women’s studies should be at least comparable to a
large department. With the current budget restraints, perhaps 1/3 release for
administrative duties would be a good beginning. Support staff needs to be increased
from 1/10 to ¼.
Hope’s contributing faculty and cross-listed courses compare well with other GLCA
Schools and should be continued. We must insure that courses are regularly offered,
particularly within history, English, religion, sociology, psychology and political science.
Hope’s per pupil budget should be increased to the median of the GLCA: $530 per
student, $17, 490 total. With such a budget we would be able to offer more programs for
our students. Such a budget would also support an additional faculty member’s needs.
50

In curriculum, Hope’s program is strong, however we should offer feminist theory
preferably with a global perspective, methodology and a capstone course on a regular
basis. This would be possible with an increase in the FTE women’s studies faculty.
Comparing facilities, Hope is seventh of eight. Hope needs a “room of its own” (Virginia
Woolfe). Designated space for women’s studies is essential. Women’s Studies needs 2
offices, space for support staff, space for student assistants, seminar/meeting space, and
lab space for collaborative work with students. This is essential for the program’s
visibility and functioning.
Looking at the comparisons as a whole, Hope has a strong program, however, for an
institution of our size and stature, increasing the FTE faculty, and support staff and
providing designated women’s studies space would bring us into line with our
comparison colleges.
Current National Trends and International Trends in Women’s Studies
Trend One: Globalization
Implications and recommendations: Courses such as Comparative Feminisms taught from
the perspective of "third world" women, by Hope’s political science professor, Annie
Dandavati are critical for keeping Hope’s women’s studies program current. This course
should be offered every year, and required for women’s studies majors.
Another faculty position with a joint appointment in women’s studies and another
department, which focuses on women of color and women within the global perspective
should be added.
Women’s studies courses must become more inclusive of global perspectives and
particularly include women from the “economies of the south.” Continued faculty
development to mainstream these perspectives is essential.
Efforts must be made to hire more women of color to teach in the women’s studies
program.
Trend two: Anti-racism, Anti-heterosexism, Critical Theory and Gender Studies
Implications and recommendations: Women’s studies faculty must continue to develop
our own knowledge of and sensitivity to issues of difference. We must continue to
examine areas of inclusion and exclusion within our own courses, and work to insure that
women of color, gay/lesbian/bisexual and transgendered voices are heard. And we must
continue to challenge racism, sexism, heterosexism and classism within our own teaching
and within our classes. Faculty development projects to accomplish this end are needed.
51

We do have people, particularly within the English department, who can and do teach the
new critical theories. The program would benefit greatly by teaching a course on “Men
and Masculinities.” Such a course needs to be offered at least every other year.
Critical Whiteness approaches are needed at Hope as well, not only in the academic
courses offered, but also challenging the “whiteness” of the institution, and revealing the
ways white scripts are perpetuated in our discourse.
Examination of sex and sexualities could be done by adding a critical theory perspective
to the Human Sexuality course. This would require expertise that is not currently present.
Perhaps a new hire (currently proposed) in the psychology department could bring such
expertise.
Finally, the women’s studies faculty should meet and decide whether to become the
“Women’s and Gender Studies” program taking these concerns into account.
Trend 3: Linking Theory and Practice
Implications and recommendations: Hope’s women’s programming needs strengthening,
and to continue links with the women’s studies program.
The options for involvement in community action, through the internship program and
the option to do an activist senior project, need to continue.
The college should consider developing the WIO house into a “women’s center” to
encourage further programming and links with the community.
Hope should support student initiated activism that links students’ academic program
with their pursuit of justice.
Trend 4: Generational, Historical and Cohort Shifts in Feminism
Implications and recommendations: It is important that women’s studies faculty spend
time together to discuss the shifting historical perspectives. We also come from various
decades ourselves. In order to deal sensitively and realistically with the issues that each
generation of women raise, and in order to be in touch with our students, the program
needs to provide opportunities for cross-generational and cross-cohort conversations.
The program needs to have ample funds to bring in guest speakers who will reflect with
us on the current trends in women’s studies and feminist scholarship.
Trend 5: Women’s Studies Is a Separate Discipline and a Scholarly Movement Within the
Disciplines
52

Implications and recommendations: Because much cutting edge feminist work is
occurring within the disciplines including the sciences, future hires within the disciplines
should be sought to continue to bring all disciplines into the 21 st century. Particularly we
should seek someone who has the knowledge and competence within the sciences to
teach a course. Other disciplines that are clearly needed include women and gender in
business and economics, work on women in the arts, particularly music and theatre, and
women in sport. Hope currently has scholars within these fields, but they need to offer
courses on these topics.
Because women’s studies as a field is growing, Hope should seek to hire someone with
an interdisciplinary women’s studies degree in the near future. A recently trained Ph.D.
would bring the current theorizing, and an understanding of the field as a whole.
Student voices from the survey affirm many of the recommendations above. Students
recommended that Women’s Studies continue to strengthen and increase in size and influence.
Their comments follow:
Student Voices:
Great program. I loved it. So, people can still create majors? But not officially set up as a
major yet?
I think Women’s Studies should be part of the Core Curriculum!
I am not familiar with all of the courses that are now offered, but a social work with
women course could address social issues such as domestic violence, sexual assault, women
and poverty, women and addictions, etc…
Students in general need to have a better understanding of what the program is about so more
people will take advantage. Also, I would like to see more classes that are only women’s studies
classes. The cross-referenced classes are great, but for the program to grow it needs to stand on
its own two feet. (Easy to say, hard to do- but there’s so much potential!)
Have more get together’s with the majors/minors. It is nice to have social events to compliment
our academic work
Push to get more students involved. Everyone should gain the opportunity to at least take the
intro course- it should be a core requirement for all students. Also, it would be interesting to
develop Women’s Studies courses that address aspects of the math and science fields- to show
how patriarchy impacts these “non-humanities” disciplines.
I would like to be better informed of events/clubs/activities/etc. that are happening as they relate
to WS Maybe these could be emailed or listed on the website, if they are not already.
53

KEEP IT UP! Encourage more faculty to incorporate WS in their classes, especially the nonhumanities
depts. like math, science, and business.
Jane Dickie is wonderful and has had a very powerful influence in my life as well as many other
students at Hope College. Jane should keep doing what she’s doing.
Keep up the great work! I think the WS Consortium is allowing more regional events, which is
good! Consider creating a WIO component requirement for majors and minors so they can
show us that activism so we can create a more broad sense of community.
Need more student leadership. Need initiative from different professors to recruit student
leaders. Different students and profs should be in charge of specific projects outside of the
classroom i.e. SOA protest, GLCA Women’s Studies Conference, Responsibilities need to be
delegated so that individuals working on women’s week are not exhausted.
Keep up the amazing work! Of course, an “official” women’s studies major would be fabulous,
particularly if there could be a capstone class for seniors.
Building on Strengths: The Strategic Plan for the Next Five Years
This report has documented strengths and needs of the Women’s Studies Program in each area.
To grow and improve, a program must build on its strengths. Looking at the implications and
recommendations from each section, a picture emerges of the key areas for strategic work over
the next 5 years.
Four specific priorities are:
1) Create a clear structure for accountability of the program.
2) Develop a women’s studies major.
3) Increase the FTE faculty in women’s studies, preferably appointing a woman of color.
4) Designate space for the women’s studies program
The top priorities derive from the strengths of the program as shown below:
STRENGTHS
Mission & Goals -
Focus on students
Accepted by women’s studies faculty
Successfully achieved according to students
Connection with Hope’s Mission & Goals___
Particularly strong in encouraging
interdisciplinary learning; lifelong
learning, social awareness and service
NEEDS
_______________________________________
_______________________________________
54

Understanding diversity
Advancing the "Virtues of Hope"
The Program__________________________
Structure
Director - Well connected across the campus
Connected with Regional and National
networks of W.S. Scholars & Programs
STRENGTHS CONTINUED
Curriculum
Strong interdisciplinary courses
Strong senior projects
Strong list of cross-listed courses
Students show interest in seeking a major
Students
Strongly identified students - appreciate the
program.
Take initiative to create contract major.
Continue to be influenced by women's studies
when they leave Hope College.
Faculty
Strongly Identified with Women’s Studies
Collegial, Committed
Seek to teach in their expertise
Research Scholars doing feminist work
Extra Curricular Program
Linked both by student & faculty cooperation
_______________________________________
Director’s Time - clearly designated 1/3
for administration of the program
Accountability directly to Associate Dean and a
more clearly connected “department”
Revamp Women’s Studies and Programs
Committee so it is composed of Women’s
Studies affiliated faculty and students and
Women's Programs staff.
NEEDS CONTINUED
Develop a major
Add regularly taught theory course- with Global
emphasis (Course already exists - Annie
Dandavati in Political Science)
Add capstone (Keystone) course for seniors
Need regularly cross-listed courses in few areas
such as :
Comparative Feminism
Women in Theatre
Human Sexuality
Women and Work
Mothers and Mothering
Develop new courses that are lacking - such
as
Women’s Health
Women & Business
Encourage department to allow Women's
Studies Faculty to develop crosslisted
courses of their interest.
An additional appointment is necessary to share
major and minor advising and to assure that a
theory course and capstone course are
offered regularly. Such an appointment
would be part time shared with a department
and, preferably include a woman of color
with a global perspective.
Designated office space needs to include:
55

Impact a large segment of the student body
Work well and closely with Multicultural
Life - Glinda Rawls
Linked with Regional and National issues,
Linked with GLCA and West Michigan
Women's Studies Council
Budget
Allowed women’s studies to grow.
STRENGTHS CONTINUED
Comparison with other institutions
Affirmed the strength of our program but also
supports the needs and recommended
improvements
Curent National & International Trends_____
Hope is connected and addressing every
major trend:
-Globalization,
-anti-racism, anti-heterosexism, critical
thinking
-linking theory and action - Hope is
particularly strong
-generational and cohort discussions are
happening - and will continue in Jane
Dickie’s research
-growth of feminist work within
disciplines and within women’s studies
as a field
Office space, space for support staff,
space for student assistants, seminar/meeting
space and lab space for collaborative work
with students.
Expansion of the program requires an increased
budget.
NEEDS CONTINUED
For 1/3 release for administration for a major
For increased budget
For designated space for women’s studies
For regular offering of Feminist Theory and a
capstone course
For an increase in the FTE Women’s Studies
faculty
_______________________________________
Support the above needs and recommendations
above:
Annie Dandavati to teach Comparative
Feminisms
Faculty gatherings to discuss our anti-racism
and gender studies/critical theory
approaches.
Faculty-student formal and informal meetings to
discuss generational shifts - for this,
designated space needed
The future of the Hope College Women’s Studies Program will depend upon continued support,
resources and recognition from the college. Hope’s program is critically important for a segment
of our students, and it touches many more. It also contributes to a welcoming climate for our
newer faculty many of whom name women’s studies as their “home.” No top level liberal arts
college is without a women’s or gender studies program—and Hope can be proud of what it has
56

developed over the last 12 years. However, there is still much work to do to shift the program
from good to excellent.
I believe that the next two years will be critical for the continued growth of the women’s studies
program. I believe that the four top priority goals can be accomplished within the next two
years. The ground work is already laid.
1) The Associate Provost and the Director of Women’s Studies can propose to the
Academic Deans, a structure for accountability this spring - and it can be reviewed by the
Administrative Affairs Board by late spring or early fall. (Completed by December
2003)
2) The women’s studies major is clearly a reality for 11 contract curriculum majors. Work
with the registrar’s office to prepare a proposal for the curriculum committee could be
completed by the end of the 2003-2004 academic year. Or, it could be postponed until
the return of Jane Dickie from sabbatical. (Completed by December 2004.)
3) Increasing the FTE faculty in women’s studies could be accomplished in a variety of
ways. Hope College faculty are already teaching many cross-listed courses, and with
administrative approval could be given joint appointments in their discipline and in
women’s studies. The College should work diligently to appoint a woman of color,
particularly with a global perspective. With this designation, feminist theory and a
capstone course could be offered regularly. (Completed by Spring 2005.)
4) Designated space can be worked out as plans for the Martha Miller building move
forward, as the Science Center is completed and as other spaces, such as the current
psychology building and the International Education Office open up. Discussions need to
begin in earnest this spring so that women’s studies may finally have a “room of its
own.” (Completed by Fall 2005.)
Longer term, within five years it is important to seek a Ph.D. faculty person trained in women’s
studies. Now that there are excellent Ph.D. programs in Women's Studies this will be much
easier to accomplish. It would be particularly desirable to hiring a woman of color in this
position.
Final Words from Students - and the Director
It has been my privilege to watch the women’s studies program grow. Indeed, it has been my
life’s work, from the first Status of Women Report in 1979 to the establishment of the Women’s
Studies Minor in 1991, and the growth to our current 11 majors, 22 minors, and 41 faculty
members affiliated with the program. Through it all, the greatest joy has been the opportunity to
build community, to engage in both theory and action, and particularly to watch our students
lives be transformed. As I said in the opening, of this report - “Women’s Studies at Hope
College contributes to the excellence of the institution and within its mission, to the intellectual,
57

personal, social and spiritual growth and well being of it’s students and faculty.” And with that,
we will let the students have the final word:
Keep up the good work! My women’s studies background has definitely positively influenced my
life. It infuses everything- my career, personal relationships, spirituality.
Keep up the wonderful work that meant so much to me when I was at Hope. I entered grad
school with confidence, and that has helped me thrive as best I can during a challenging time.
I really enjoy the course material. The teachers are not only interactive but also influential.
They really believe in what they are teaching and are passionate about the curriculum.
I loved the program - it had a definite and long lasting impact on my life and views. Thank you
Jane.
The minor and interactions within the department gave me a rounded, intimate perspective of
feminism-and that’s profoundly affected my life.
Continue in faith that you’re doing good work, making tremendous change in your students'
lives, and creating a beautiful, saving, caring place on Hope’s campus that I hope will one day
cover the entire campus and include everyone. But you’ve changed, challenged, rescued,
delighted, and believed in me, and I will carry myself differently, with more confidence in the
world because of you.
58

Mission Statement
History
The Women and Gender Studies Program
Hunter College, CUNY
Assessment Plan
January 2007
The Women and Gender Studies Program (formerly Women’s Studies) at Hunter College was
one of the first such programs in the country. Officially established in 1975, the program
emerged as part of a much larger intellectual and pedagogical movement in the United States and
soon across the globe that sought to address a wide array of silences, distortions and biases in
undergraduate university curricula. Along with its counterparts at Hunter and elsewhere—Black
and Puerto Rican Studies, Latin American and Caribbean Studies, Asian-American Studies,
Native American Studies, Chicano Studies—it brought not only the richness of interdisciplinary
learning but also the vitality of new and previously unrecognized voices and visions to the study
of history, literature and languages, social science, natural science, and the arts.
Because of its location in a predominantly urban, public sector institution that historically was
the first to serve young women of all races and class backgrounds, Hunter’s Women and Gender
Studies Program was from the beginning conscious of its special mission of diversity and
inclusion. Prior to the 1950s, Hunter College enrolled more African-American women than any
other institution outside the traditional black colleges. After becoming co-educational in 1964,
three-quarters of its student body remained—and remains today—female, the majority of them
women of color, immigrants and working class. In past decades, Hunter’s Women’s Studies
faculty played a pivotal role in securing the college’s Pluralism and Diversity requirement. The
program also received major foundation funding to develop CUNY-wide curricula exploring the
intersections of gender, race, ethnicity, sexuality, and class; to host resident scholars from Asia,
the Caribbean and Latin America on the theme “Gender and Feminism in Third World
Contexts”; and to offer pioneering after-school instruction for diverse middle-school girls. More
recently it has become the unofficial home at Hunter College of sexuality and queer studies and
is in the process of making this component a central and visible part of the major (see below).
Goals
Recognition of gendered experiences and diversity is only one element of the Program’s mission.
Equally important is to develop and apply a shared framework of gender analysis across all
fields of knowledge. Both a basis of critical inquiry and the ground of a feminist pedagogy,
gender as a category of thought:
has multiple and sometimes contradictory expressions across times, cultures, and
situations;
Intersects in critical and dynamic ways with class, race, ethnicity, religion, sexuality,
age, geographical location, and other markers of social identity;
59

Applies as much to men as to women and to transgender persons—that is, involves the
study of shifting masculinities as well as femininities and sexualities;
Deeply affects nearly every area of human experience—psychology, art, science,
medicine, politics, religion, sexuality, economics, culture, diplomacy and war.
Women and Gender Studies at Hunter seeks to apply this critical perspective through (1) its 24credit
major, including the proposed new three areas of concentration—Sexuality and Queer
Theory, Immigration and Globalization, and Culture, Race and Class (see below); (2) its wide
range of core and cross-listed course offerings, open to all students; and (3) the array of public
events, lectures, panels, films, and other activities it sponsors for the college and larger
community every year. In addition, the Program has a commitment to teaching the relation
between feminist theory and practice by maintaining strong links to New York City-based,
national and international activist groups and by exemplifying different roads toward social
change—at the level of the community, the society and the globe. Through supervised
internships open to Women and Gender Studies majors as well as public events in collaboration
with allied groups both inside and outside the college, our faculty and students try to put into
practice the ideals of social, gender and racial justice and to work for a better, more peaceful
world.
Majoring in Women and Gender Studies offers practical as well as theoretical assets.
Understanding the relationship of feminist theory to everyday life has inspired our program to
stress building and maintaining a strong sense of community and intellectual as well as
emotional support between faculty and students and among students of diverse backgrounds and
orientations. This affects the quality of life for students while they are still at Hunter College.
Looking forward to the future, the skills and knowledge students acquire from the program will
help prepare them for work and further training in fields such as public policy, law, education,
social work, health care, journalism, and the arts and sciences. Our graduates have excelled in
many of these professions, and some have gone forward from undergraduate internships to fulltime
jobs in the field or with the agency where they worked as interns. Overall, the program
seeks to instill in our students a critical understanding of the ways in which societies and their
dominant institutions are gendered as well as racialized and class-divided and a commitment to
bringing that understanding into their future areas of work, activism and everyday life.
Objectives of The Women and Gender Studies Program
The expected accomplishments of Women’s Studies Program graduates are that they will:
1. Understand gender as a category of thought and power relations as it intersects with race,
class, ethnicity and sexuality.
2. Apply critical thinking skills deploying these concepts across their future academic and
community endeavors and within their future workplaces.
3. Be prepared to pursue graduate and professional training to continue their theoretical and
methodological study of gender issues from an intersectional and multicultural
perspective.
60

4. Become employed in careers that allow them to utilize their academic study of gender
scholarship in helping to transform professional practices and public service (in law,
politics, medicine, public health, education, social work, and the arts).
5. Continue to be advocates/activists in their communities to bring about change with regard
to gender issues as they intersect with race, ethnicity, class and sexuality, at local,
national and international levels.
Learning Outcomes for Hunter Women and Gender Studies
Content of Women and Gender Studies (WGS)
Describe how critical analysis of gender contributes to an understanding of the historical
and contemporary formations of patriarchy and gender normativity
Describe similarities and differences between WGS and other humanities and social
science disciplines
Describe the relationship between knowledge and social responsibility
Describe the manner in which race, class, gender, and sexuality intersect
Theory of Women and Gender Studies (WGS)
Define and describe how WGS’s theoretical approaches build knowledge
Compare and contrast various theoretical approaches
Describe how theories reflect the historical and cultural context in which they emerge
Describe and apply theories or theoretical orientations in papers and/or exams
Research methods in Women and Gender Studies (WGS)
Utilize feminist methodological approaches and explain their role in building knowledge
Compare and contrast different feminist theories and methodological approaches
Design and implement a research study and explain the methodological approach(es)
used
Critique scholarly works from a feminist theoretical and methodological standpoint
Analytical and communication skills
Discern embedded gender assumptions in theoretical approaches, methods or arguments
Show how knowledge is shaped by the historical and social context of its authors
Clearly communicate ideas in both written and oral expression using standard academic
conventions
Demonstrate the intersectionality of race, class, gender, and sexuality
Write papers that successfully integrate theory, methods, data and analysis
Scholarship and community
Identify the roles that gender plays in shaping community conditions
Utilize feminist theory and method in the internship experiences
Suggest change in policies informed from a position of gender justice
Identify potential resources could be used towards gender justice
61

Cross cultural and international knowledge/consciousness
Understand the nature of gendered oppression, its causes, and forms of resistance
Understand the role and impact of social justice movements around the world and the role
that gender has played in them
Understand the differential impact of historical and contemporary forms of globalization
women and men
Career opportunities/possibilities
Describe the importance of socially conscious careers in mitigating inequality
Use internship experience to assess career opportunities
Assess the value of a gendered perspective in career choices
Curriculum Organization Based on Learning Outcomes
This section divides our core and elective classes on the basis of which learning outcomes
they fulfill. Again, this will allow us to see what learning objectives are not being met.
Table of Learning Outcomes Reflected in WGS Courses
LEARNING
OUTCOMES
1. Content of Women &
Gender Studies
2. Theory of Women &
Gender Studies
3. Research Methods in
Women & Gender Studies
4. Analytical &
Communication Skills
Required WGS Courses Sample Electives/Crosslisted
Courses
WOMST 100 WOMST 209
WOMST 235
WOMST 200.60
WOMST 200.66
WOMST 100
WOMST 201
WOMST 310
WOMST 320
WOMST 310
WOMST 320
WOMST 201
WOMST 100
WOMST 201
WOMST 310
WOMST 309
WOMST 230
WOMST 200.66
WOMST 393
WOMST 219
5. Scholarship & WOMST 320 WOMST 261
62

Community WOMST 310 WOMST 300.53
WOMST 200.66
WOMST 2000.60
6. Cross-Cultural/
International Consciousness
WOMST 100 WOMST 360
WOMST 300.19
WOMST 398
WOMST 200.60
7. Career Opportunities WOMST 320 WOMST 398
WOMST 490
Course Titles:
WOMST 100 Introduction to Women’s Studies
WOMST 200.60 Gender and Immigration
WOMST 200.66 Politics of Queer Sexuality
WOMST 201 Classics in Feminist Thought
WOMST 209 Women & Gender in Western Political Thought
WOMST 219 Women & the Law
WOMST 230 Feminism: Philosophical Theory & Practice
WOMST 235 Psychology of Women
WOMST 261 Women & Politics
WOMST 300.19 Globalizing Women: Domestic & Factory Workers in the Global
Economy
WOMST 300.53 Language, Sex & Gender
WOMST 309 Feminist Political Theory
WOMST 310 Research Seminar: Feminist Theory & Methodology
WOMST 320 Internship Seminar: Feminist Activism & Advocacy
WOMST 360 Feminist Social Theory
WOMST 398 Community Leadership Seminar
WOMST 490 Leadership Fieldwork
Entry Interview for WGS Studies Majors
PART I
1. Your year at Hunter:
o first-year student
o sophomore
o junior
o senior
63

2. Your gender:
o Female
o Male
o Trasngender
3. How do you identify yourself in terms of your ethnic identity?
4. Your age:
o 15-20
o 21-30
o 31-40
o 41-50
o 51-60
o 61-70
o 71 +
5. Your major:
Your Co-Major or minor:
6. Why did you take "Introduction to Women's Studies"? (check all that apply)
o A friend recommended it
o It was one of the few open at the time I wanted
o I wanted to take a/another women's studies course
o I am a women's studies collateral major
o I am thinking about becoming a women's studies collateral major
o The subject matter intrigued me
o I wanted to take a course with this professor
o Other (please list)
7. Additional information about yourself you would like to share with us:
PART II
We would like to know the ways the introductory course has had an impact on you. The
following questions deal with this issue.
1. Comment on the value of this course to you as a whole.
2. If you had to describe this course to a friend, what three
adjectives would you use? Why ?
3. Did this course meet your expectations? Why or why not?
4. If the instructor of this course could have done something
differently, what would that have been '
64

5. If you could have done something differently in this course,
what would that have been ?
6. Please suggest three topics you believe need to be discussed in the introductory course.
7. Compared to other introductory courses you have taken (e.g. introductory sociology,
Introductory psychology), how has "Introduction to Women's Studies" been similar?
8. Was there a balance between the survey-scope of the course and some more in-depth
investigation? Please explain.
9. Please identify three major themes from the introductory course in women's studies.
10. Do you think that a sense of community was built in your introductory course? Why or why
not?
11. What readings did you find particularly useful in this course? Why?
12. This is your space! We welcome your comments about any of the items in the survey and
additional information about the introductory course you would like to share with us. Thank you
again.
Exit Interview for Graduating WGS Majors
A. DEMOGRAPHIC INFORMATION
1. What is your gender? Male Female Transgendered
2. What is your current age? Under 22 22-25 26-35 36-45 45-
59 60 or older
3. Approximately how many hours per week do you work for pay (do not include college work
study)?
None/0 hrs 1-20 hrs/week 21-34 hrs/week 35 or more
hrs/week
65

4. What is your race/ethnicity? Asian/ Pacific Island African American
Hispanic White
(Check all that apply) Other ______________
5. What is your native language? English Other (please specify)
______________________
6. What is the primary language spoken in your home? English Other Language
Both Equally
B. EXPERIENCE IN THE WOMEN’S STUDIES PROGRAM
7. This question is about your level of satisfaction with your experience in the Women’s Studies
Program. Please indicate how satisfied you are with each of the following.
Very
Satisfied
Somewhat
Satisfied
Somewhat
Dissatisfie
d
Very
Dissatisfie
d
a. Women’s Studies Program in
general
1 2 3 4
b. Content of courses 1 2 3 4
c. Quality of courses 1 2 3 4
d. Availability of courses 1 2 3 4
e. Scheduling of classes 1 2 3 4
f. Class size 1 2 3 4
g. Quality of instruction 1 2 3 4
h. Accessibility of instructors 1 2 3 4
i. Helpfulness of instructors 1 2 3 4
j. Helpfulness of office staff 1 2 3 4
k. Fairness of grading policy 1 2 3 4
l. Availability of advising 1 2 3 4
m. Classroom physical environment 1 2 3 4
n. Technology and resources 1 2 3 4
o. Availability of internships 1 2 3 4
8. How important were each of the following factors in your decision to choose this major?
Not
Very
Importa
Importa
nt
nt
a) Personal connection to feminist issues
66

) The interdisciplinary character of Women’s
Studies
c) Intellectual stimulation
d) Preparation for graduate study
e) Preparation for career
f) Course offerings
h) Other majors were not available
Other factors for choosing the major:
______________________________________________________________
C. EXPERIENCE IN THE CLASSROOM
9. How well did the required Core Courses (WOMST 100: Introduction to Women’s Studies and
WOMST 201: Classics in Feminist Thought) prepare you for subsequent Women’s Studies
courses?
Not
A
At All
Great
Deal
10. How have your knowledge and skills improved as a result of taking Women’s Studies
courses?
No
Improveme
nt
Very
Much
Improve
d
a) Ability to integrate gender into analysis
b) Understanding of an international perspective
on gender
c) Understanding of the relationships between
gender and race/ethnicity
d) ) Understanding of the relationships between
gender and sexuality
e) Understanding of the relationships between
gender and social class
f) Ability to synthesize knowledge from a variety
of sources
67

g) Ability to place texts in historical, cultural or
philosophical perspective ………………………...
h) Ability to think critically
…………………………..
i) Ability to conduct research and use it in your
writing ….
11. If you are currently taking or have taken the Internship Seminar (WOMST 310) and/or the
Research Seminar (WOMST 320):
What was most valuable about the course/s?
What was least valuable about the course/s?
D. FINAL QUESTIONS:
12. Do you think in-depth study in a specific concentration (for example Gender and Sexuality or
Global Feminisms) would be valuable to the Women’s Studies major?
Not
A
At All
Great
Deal
13. Overall how satisfied are you with your experience in the Women’s Studies Program?
Not
A
At All
Great
Deal
14. Would you recommend the Women’s Studies major to other students?
1 Yes 2 No
68

14. What suggestions do you have to help the Women’s Studies Program better serve students?
Student Papers
Thesis,
Purpose, and
Significance
Student papers (15-20 page) from the senior seminars (Internship and Research) will be
evaluated by a women’s studies committee on assessment. In addition to the papers the
internship seminar also has an evaluation questionnaire that is filled out by supervisors at
the internship site (see attached questionnaire). Student papers will be assessed on the
bases of the grading rubric below.
Argumentation
and Rhetorical
Strategies
A B C D
Thesis is not only
argumentative, but
is also
“surprising” or
“risky,” responds
to assignment
clearly and
reflects author’s
purpose
Essay’s purpose is
clear, shows
originality or
independent
thought
Significance of the
problem addressed
is given clearly
and compellingly,
with a high degree
of originality
Claims and ideas
are developed
logically and
thoroughly, and
are supported
through relevant
evidence and
sound, thorough
reasoning
Clear and
Thesis is
argumentative,
responds to
assignment
clearly and
reflects
author’s
purpose
Essay’s
purpose is
clear, but
could use a
little more
originality and
independent
thought
Author gives
reader good
sense of the
significance of
the problem
addressed
Claims and
ideas are
developed
logically, and
are supported
with a good
amount of
evidence and
sound
reasoning
Thesis is argumentative,
but could respond to
assignment and reflect
author’s purpose more
clearly
Essay’s purpose is
somewhat clear, but
lacks originality and
independent thought
Author gives reader
some sense of the
significance of the
problem addressed
Claims and ideas are
developed somewhat
logically with some
support/evidence/reasoni
ng
Use of key rhetorical
strategies – ethos,
pathos, and logos –
evident, but somewhat
unclear
Thesis not
argumentativ
e and does
not respond
to
assignment
or reflect
author’s
purpose
clearly
Essay’s
purpose is
unclear
Significance
of the
problem
addressed not
given clearly
Claims and
ideas are
underdevelop
ed and
unsupported
Very little
use of key
rhetorical
strategies
Author does
69

Text Analysis
and Usage
Style and
Voice
effective use of
key rhetorical
strategies – ethos,
pathos, and logos
Author
acknowledges
multiple
viewpoints and
anticipates
objections
effectively
Author accurately
and thoroughly
summarizes or
paraphrases texts
used
Author
demonstrates
ability to read
texts accurately
and
critically/analytica
lly
Texts are
synthesized into
conversation with
one another and
with ideas of the
author thoroughly
and effectively
Style and voice
are not only
appropriate to the
given audience,
purpose, genre,
and claims, but
also show
originality and
creativity
Word choice is
specific,
purposeful,
dynamic, and
Use of key
rhetorical
strategies –
ethos, pathos,
and logos –
evident
Author
anticipates
some
objections to
his/her own
position
effectively
Author
accurately
summarizes or
paraphrases
texts used
Author’s
reading of
texts accurate
and somewhat
critical/analyti
cal
Texts are
synthesized
into
conversation
with one
another and
with the ideas
of the author
fairly well
Style and
voice
appropriate to
the given
audience,
purpose,
genre, and
claims
Word choice
is specific and
purposeful,
and somewhat
varied
Author anticipates some
objections, but
somewhat unclearly and
ineffectively
Author summarizes or
paraphrases some, but
not all, texts used
Author’s reading of texts
fairly accurate, but could
be more
critical/analytical
Texts are somewhat
synthesized into
conversation with one
another and with the
ideas of the author
Style and voice
somewhat appropriate to
given audience, purpose,
genre, and claims
Word choice is often
unspecific, generic,
redundant, and clichéd
Sentences are somewhat
unclear; excessive use of
passive voice
not anticipate
objections or
acknowledge
other
viewpoints
Author’s
summaries of
texts
inadequate or
inaccurate
Author’s
reading of
texts
inaccurate
and uncritical
Texts are not
synthesized
into
conversation
with one
another and
with the
author’s
ideas
Style and
voice
inappropriate
or do not
address given
audience,
purpose, etc.
Word choice
is
excessively
redundant,
clichéd, and
unspecific
70

Presentation
and
Organization
varied throughout
essay
Sentences are
clear, active
(Subject – Verb –
Object), and to the
point
Topic sentences
identify
paragraphs’
purposes, reflect
their content and
contribute to
overall unity of
essay
Transitions
indicate
relationships
between not only
paragraphs, but
ideas
Overall
organization of
paragraphs is
logical and
purposeful
The essay is free
from grammatical
or mechanical
errors
Conforms to rules
for formatting and
citation of sources
perfectly
throughout
essay
Sentences are
mostly clear,
active (SVO),
and to the
point
Topic
sentences
reflect most
paragraph
content but
may not
contribute to
overall unity
of essay
Transitions
indicate
relationships
between
paragraphs
Overall
organization
of paragraphs
is mostly
logical and
purposeful
Grammatical
or mechanical
errors exist,
but not enough
to distract
from reading
Conforms to
rules for
formatting and
citation of
sources with
minor
exceptions
Topic sentences do not
consistently reflect
paragraph content
Transitions sometimes
do not indicate
relationships between
paragraphs
Organization of
paragraphs is sometimes
logical, but sometimes
illogical and somewhat
distracting
Grammatical or
mechanical errors
distract somewhat from
reading
Conforms to rules for
formatting and citation
of sources with several,
somewhat major,
exceptions
Sentences are
very unclear
Topic
sentences
unclear or
non-existent
Transitions
fail to
indicate
relationships
between
paragraphs
Organization
of paragraphs
illogical and
distracting
Paper is full
of
grammatical
and
mechanical
errors
Often fails to
conform to
rules for
formatting
and citation
of sources
71

Meredith College
Women’s Studies Program Senior Exit Survey
As we continually evaluate and strive to improve our program, we would like your feedback
about your experiences as a WOMEN’S STUDIES major or minor. Your input is very important
to improving our program. Please note that your responses are completely anonymous. The last
page is a contact sheet and will be used to check off that you have completed the survey and to
contact you with alumni information. Once we receive your completed survey in the Women’s
Studies Program office, via campus mail, or via email, the contact sheet will be immediately
separated from the survey to maintain your anonymity.
We wish to acknowledge our appreciation of Santa Clara University in allowing us to adapt their
survey instrument for our use.
GENERAL INFORMATION
1. List your primary major: ________________________________________________
2. List your secondary major: ______________________________________________
3. List any minors: _______________________________________________________
4. When did you first decide to be a Women’s Studies major/minor?
1 st yr 2 nd yr 3 rd yr 4 th yr other
_______________
5. When did you officially declare as a major/minor?
1 st yr 2 nd yr 3 rd yr 4 th yr other
_______________
6. In what year did you take WST 200?
1 st yr 2 nd yr 3 rd yr 4 th yr other
_______________
7. List your overall GPA: ___________
8. List your Women’s Studies GPA: ___________
9. Why did you choose Women’s Studies as a Major/Minor?
10. What are your post-graduation plans?
Check all that apply. Next
6 months
Attend a graduate program in Women’s & Gender Studies
1-3 yrs 3-5 yrs
72

Attend a graduate program in another subject
Attend a professional graduate program
(e.g., law, medical, MBA, or credential program for teaching)
Participate in a volunteer program (e.g., Peace Corps or JVC)
Get a job
Pursue another opportunity
11. Please explain more fully your future plans (e.g., whether you have already applied to a
graduate program, which program, or what job or other opportunity you will be
pursuing).
CO-CURRICULAR ACTIVITIES
12. In which on-campus clubs or organizations were you a member? Did you hold a
leadership role?
13. In which off-campus clubs or organizations were you a member? Did you hold a
leadership role?
14. Did you volunteer? For which organization and for how long?
15. Did you use your skills as a Women’s Studies Major/Minor in any co-curricular
activities? Please explain.
73

INTERNSHIP
16. Did you have an internship/service project? If so, where, and for how long?
17. What did you enjoy most about your internship experience?
18. What did you enjoy least about your internship experience?
19. How can Women’s Studies improve the internship process?
STUDY ABROAD
20. Did you study abroad? If so, where, and for how long? Did you take Women’s Studies
courses?
21. How can Women’s Studies better serve students who wish to study abroad?
PROGRAM GOALS
Please respond to the questions listed under each Women’s Studies student-learning goal.
Goal #1: Students will learn to analyze the complex ways in which gender is socially
constructed and contextualized within different dimensions of experience; particularly family,
race, ethnicity, class, and sexuality.
74

Rate the program’s success in meeting the following objectives related to the goal:
22. Define sex and gender.
Very Successful 5 4 3 2 1 Unsuccessful
23. Demonstrate an understanding of the social construction of gender.
Very Successful 5 4 3 2 1 Unsuccessful
24. Apply feminist theory to analysis of diverse topics.
Very Successful 5 4 3 2 1 Unsuccessful
25. What kinds of courses and assignments were most helpful in meeting this goal?
26. What kinds of courses and assignments were least helpful in meeting this goal?
Goal #2: Students will examine complex situations of women in diverse cultures and their
interdependence in an era of globalization.
Rate the program’s success in meeting the following objectives related to the goal:
27. Identify gender as differently constructed through intersecting identities of race, ethnicity,
class, religion, sexual orientation, age, nationality, and other critical variables without
being prompted.
Very Successful 5 4 3 2 1 Unsuccessful
28. Demonstrate knowledge about gender issues as they affect diverse populations.
Very Successful 5 4 3 2 1 Unsuccessful
29. Demonstrate knowledge of important events, legislation, and court rulings which had a
major impact on the treatment and experiences of diverse groups.
Very Successful 5 4 3 2 1 Unsuccessful
30. Demonstrate understanding of oppression and privilege based on gender as it intersects
with race, ethnicity, sexuality, religion, class, and other critical variables.
Very Successful 5 4 3 2 1 Unsuccessful
31. What kinds of courses and assignments were most helpful in meeting this goal?
32. What kinds of courses and assignments were least helpful in meeting this goal?
Goal #3: Students will critique the socially constructed and situated nature of knowledge and
claims of truth.
Rate the program’s success in meeting the following objectives related to the goal:
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33. Demonstrate an understanding of what we know and understand about the world is
related to the historical and social perspective in which we find ourselves.
Very Successful 5 4 3 2 1 Unsuccessful
34. Understand the argument that truth emerges from particular social situations.
Very Successful 5 4 3 2 1 Unsuccessful
35. What kinds of courses and assignments were most helpful in meeting this goal?
36. What kinds of courses and assignments were least helpful in meeting this goal?
Goal #4: Students will learn explore their own voice by connecting theory and practice
intellectually, ethically, politically, personally, and professionally.
Rate the program’s success in meeting the following objectives related to the goal:
37. Understand the role of activism, historically and presently, in the service of gender justice
and related issues.
Very Successful 5 4 3 2 1 Unsuccessful
38. Demonstrate awareness of collaborative efforts to advance gender justice and related
issues in the public, nongovernmental, and private sectors.
Very Successful 5 4 3 2 1 Unsuccessful
39. Which aspects of the program (courses, clubs, internships, events, etc.) were most helpful
in meeting this goal?
40. Which aspects of the program (courses, clubs, internships, events, etc.) were least helpful
in meeting this goal?
Goal #5: Students will connect Women’s Studies to the history of feminist movements and
contemporary scholarship.
Rate the program’s success in meeting the following objectives related to the goal:
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41. Define the different historical movements in feminism and the development of
women’s studies.
Very Successful 5 4 3 2 1 Unsuccessful
42. Identify characteristics of different feminisms including first, second and third wave.
Very Successful 5 4 3 2 1 Unsuccessful
43. Demonstrate a familiarity with contemporary feminist scholarship.
Very Successful 5 4 3 2 1 Unsuccessful
44. What kinds of courses and assignments were most helpful in meeting this goal?
45. What kinds of courses and assignments were least helpful in meeting this goal?
Goal #6: Students will apply research methodologies to generate epistemological perspectives
in Women’s Studies.
Rate the program’s success in meeting the following objectives related to the goal:
46. Practice application of women’s and gender studies approaches in projects for various
courses.
Very Successful 5 4 3 2 1 Unsuccessful
47. Complete research, papers, oral presentations, and other projects in a variety of
disciplines, and/or using interdisciplinary approaches.
Very Successful 5 4 3 2 1 Unsuccessful
48. Demonstrate facility with appropriate women’s and gender studies approaches in a
research or internship project.
Very Successful 5 4 3 2 1 Unsuccessful
49. What kinds of courses and assignments were most helpful in meeting this goal?
50. What kinds of courses and assignments were least helpful in meeting this goal?
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WOMEN’S STUDIES OVERALL
51. Rate your overall experiences in Women’s Studies:
Excellent 5 4 3 2 1 Poor
52. Rate how effectively Women’s Studies faculty have facilitated your work as a
major/minor:
Excellent 5 4 3 2 1 Poor
53. Rate the academic advising offered by your Women’s Studies faculty advisor:
Excellent 5 4 3 2 1 Poor
54. Rate the services offered by the Women’s Studies administrative staff:
Excellent 5 4 3 2 1 Poor
55. Is there one course missing that you think Women’s Studies needs to offer. What is it,
and why?
56. What advice do you have to offer to make the Women’s Studies major/minor a more
rewarding experience?
57. What advice do you have to offer to make the Women’s Studies major/minor more
attractive to students?
58. If you were explaining to an incoming student the value of being a Women’s Studies
major/minor and what you have learned as a Women’s Studies major/minor, what would
you tell them?
59. Any other thoughts or comments you’d like to share with us?
CONTACT INFORMATION
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This page will be used to check off that you have completed the survey and to contact you with
alumni information.
Once we receive your completed survey in the Women’s Studies Program office, via campus
mail, or via email,
this sheet will be immediately separated from the survey to maintain your anonymity.
Name: ___________________________________
Permanent Address: ___________________________________
___________________________________
___________________________________
___________________________________
Email Address: ___________________________________
Phone (opt.): ___________________________________
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Mission Statement and Strategic Plan
University of Northern Iowa
Women's and Gender Studies Program
The Women’s and Gender Studies program at the University of Northern Iowa is committed to
serving the diverse members of the program, the University and the community by: 1)
developing and coordinating an interdisciplinary curriculum in Women's and Gender Studies at
the undergraduate and graduate levels; 2) offering public programming in Women's and Gender
Studies; and 3) fostering interdisciplinary collaboration and supporting critical research in
Women’s and Gender Studies. The program relies on close collaboration between academic
departments, enabling students and faculty to utilize the perspectives and methodologies of
Women's and Gender Studies across traditional disciplines. It embraces a pluralism of
theoretical approaches, with an emphasis on feminist theories and pedagogy, that foreground the
intersections between sex, gender, sexuality, race, class, religion, ethnicity, age, physical and
mental ability, and nationality. The program fosters challenging academic inquiry, global
awareness, social equality and civic engagement.
General Program Goals and Outcomes
Goal 1.0: Increase visibility of program on-campus and in the community
Outcome 1.1: Increase and improve program publicity
1.1.1 review and revise program brochures (October 2007)
1.1.2 revise program website (May 2008)
1.1.3 establish communication with Academic Advising and Career Services (May 2008)
Outcome 1.2: Establish community advisory board
1.2.1 solicit names of possible board members and inquire about interest in serving on board
(September 2007)
1.2.2 create description of Community Advisor Board roles and responsibilities (October 2007)
1.2.3 organize meeting schedule for Board and hold first meeting (February 2008)
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Outcome 1.3: Establish women’s center taskforce
1.3.1 solicit names of possible taskforce members and inquire about interest in serving on
taskforce (April 2008)
1.3.2 organize meetings of taskforce (Fall 2008)
1.3.3 collect information about roles and functions of women’s centers locally and nationally
(Fall 2009)
1.3.4 decide on feasibility of women’s center (Spring 2010)
Outcome 1.4: Establish women’s and gender studies executive committee
1.4.1 formalize subcommittees for the women’s and gender studies program
1.4.1.1 determine optimal number and types of subcommittees (Fall 2007)
1.4.1.2 determine roles and responsibilities of subcommittees (Fall 2007)
1.4.2 create executive committee (Spring 2007)
Outcome 1.5: Coordinate panels and sessions at the National Women’s Studies Association
(NWSA) conferences
1.5.1 submit proposals for panels and or sessions at NWSA (yearly)
1.5.2 attend meetings (yearly)
1.5.3 encourage women’s and gender studies faculty to attend NWSA (yearly)
Information Sources: program publicity, website, program information at Academic
Advising and Career Services events and offices, creation of Community Advisory
Board, creation of Women’s Center Taskforce, creation of Executive Committee, yearly
participation at NWSA.
Teaching Goals and Outcomes
Goal 2.0: Develop, enhance, and coordinate interdisciplinary curriculum in Women’s and
Gender Studies
Outcome 2.1: Undergraduate program
2.1.1 increase number of minors by 10% (May 2010)
2.1.2 coordinate work toward establishing a gender course for LAC (maybe addressing gender,
race, ethnicity in science, math, and technology) (May 2009)
2.1.3 encourage teaching of honor’s seminars and sections in WGS (continual)
2.1.3.1 seek suggestions from honor’s program for course topics
2.1.3.2 seek faculty to teach honor’s courses
2.1.4 review curricular requirements (every two years)
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Outcome 2.2: Graduate program
2.2.1 stabilize number of incoming students to 5-10/year (May 2010)
2.2.2 implement graduate certificate (May 2008)
2.2.3 identify and develop assessment criteria and strategies for WGS courses (every two
years)
Information Sources: curriculum review and assessment, student outcomes assessment
plan implementation, enrollment data, course creation, honor’s seminars creation,
availability of graduate certificate
Goal 3.0: Foster interdisciplinary collaboration and quality teaching in Women’s and
Gender Studies
Outcome 3.1 Coordinate faculty development in the area of teaching women’s and gender
studies
3.1.1 organize workshop on incorporating women’s and gender studies issues into the liberal
arts core and graduate courses. (May 2009)
3.1.2 organize faculty reading groups (May 2008)
3.1.3 encourage wide attendance at women’s and gender studies events in order to create more
of a sense of community among faculty (ongoing)
Outcome 3.2 Improve library resources in area of women’s and gender studies
3.2.1 establish subcommittee to review and make recommendations for library resources (May
2009)
Information Sources: year end reports, rotation of core classes, syllabi in women’s and
gender studies courses, recommendations to library
Goal 4.0: Students in this program will know and use feminist perspectives and theories
(knowledge), understand and apply methods of Women’s and Gender Studies across
disciplines (skill), and demonstrate and articulate links between academic inquiry and civic
engagement (habits of mind)
Outcome 4.1: Undergraduate
4.1.1 enable students to comprehend intersectional identity, global awareness, and social
inequality
4.1.2 enable students to recognize and demonstrate links between academic inquiry and civic
engagement
Information Sources: Senior Seminar project, minors’ portfolios, course syllabi
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Outcome 4.2: Graduate
4.2.1 enable students to comprehend, analyze, and evaluate intersectional identity, global
awareness, and social inequality
4.2.2 enable students to comprehend, apply, and evaluate feminist theories and methods
appropriate to the study of women and gender
4.2.3 enable students to possess the capability to produce orally and in written form according
to the standards appropriate at the graduate level
4.2.4 enable students to demonstrate and articulate links between academic inquiry and civic
engagement
Information Sources: comprehensive exams, thesis, course syllabi, outcomes assessment
process
Research Goals and Outcomes
Goal 5.0: Support critical research in Women’s and Gender Studies
Outcome 5.1: Support and strengthen collaboration among faculty in the Women’s and Gender
Studies Program as it pertains to their scholarship
5.1.1 support opportunities for faculty to present research on and off campus (on going)
5.1.2 increase opportunities for faculty to engage in cross- and inter-disciplinary reading and
discussion groups (May 2008)
Outcome 5.2: Introduce faculty not involved in Women’s and Gender Studies to the benefits of
integrating women’s and gender studies issues and feminist theory into their scholarship/creative
activity
5.2.1 explore possibilities for on campus workshops/institutes for the incorporation of women’s
and gender issues into research and creative endeavors (May 2010)
5.2.2 encourage a broad array of faculty to attend women’s and gender studies events,
particularly those that relate to scholarship (ongoing)
Outcome 5.3: Provide support for those seeking external funding
5.3.1 make available women’s and gender studies graduate assistants to those faculty who are
seeking external funding (when possible)
5.3.2 review drafts of proposals for external funding which have as a component women’s and
gender issues or topics (ongoing)
Information Sources: year end report, publications, year end faculty survey, CROW
calendar, external and internal research awards, grants, and fellowships for women’s and
gender studies faculty
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Programming Goals and Outcomes
Goal 6.0: Offer co-curricular public programming that addresses women's and gender
issues
Outcome 6.1: Continue regularly scheduled programming
6.1.1 continue Current Research on Women Forum (ongoing)
6.1.2 continue Safe Date Tailgate (Fall semesters)
6.1.3 continue Women’s History Month programming (Spring semesters)
Outcome 6.2: Explore a variety of new programming sensitive to women’s and gender studies
issues and topics
6.2.1 review requests for support of programs from across campus (ongoing)
6.2.2 evaluate requests for value add to women’s and gender studies program with a particular
focus on program visibility (ongoing)
6.2.3 support requests from student organizations (like the Gender Equality Association) that
plan and carry out events on campus that engage women’s and gender studies issues that
are of particular interest to students (ongoing)
Outcome 6.3: Increase collaborative programming with organizations in the community and
across the state of Iowa
6.3.1 identify organizations in the community which may be willing to work with the women’s
and gender studies program in the area of co-curricular programming (ongoing)
6.3.2 collaborate with identified community agencies on co-curricular programming (twice per
year)
Outcome 6.4: Seek creative ways to fund programming
6.4.1 create and maintain relationships with University Foundation and CSBS and CHFA
development officers (ongoing)
6.4.2 apply for on- (several per year) and off-campus (at least one per year) grants to aid in cocurricular
programming (ongoing)
Information Sources: annual report summary of programming for year
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APPENDIX B
Graduate Student Outcomes Assessment Plan
University of Northern Iowa
Women's and Gender Studies
I. Program Philosophy of Student Outcomes Assessment
The Assessment Plan for students enrolled in the Master of Arts in Women's and Gender
Studies is based on the primary purpose of generating information which will be useful in
enhancing student learning and program review and development. For this end, the graduate faculty
in women's and gender studies have updated both the program’s strategic plan and graduate student
outcomes assessment plan. In the outcomes assessment plan we set forth three outcomes for student
learning.
Through core courses and selected electives, students enrolled in the Master of Arts in
Women's and Gender Studies will seek to address three program goals. First, they will
comprehend, analyze, and evaluate intersectional identity, global awareness, and social inequality.
They will have a sophisticated grasp of women’s and gender studies as an interdisciplinary field of
study. Second, they will understand and apply women’s and gender studies methods and theories.
They will demonstrate facility in identifying challenges to and critical revisions on feminist theories
in light of the broad array of tools used to analyze the social and historical construction of gender.
Third, students will be prepared, as a consequence of their successful engagement with program
goals, to contribute to women's and gender studies through creative and constructive research. In
demonstrating their proficiency in research, students will make use of oral and written skills in
communication appropriate to graduates of a select master of art’s program.
The Master of Arts in Women's and Gender Studies is a thesis-only program of study. Its
curriculum is designed to meet the needs of students who strive for analytic clarity and rigor in
gender-focused research. The Master of Arts in Women's and Gender Studies combines a set of
core requirements with a large set of electives. There is a high degree of flexibility in the selection
of courses for students. As a consequence of this variation and due to the interdisciplinary nature of
the program, we have selected student portfolios and surveys as our main methods of assessment.
Our Assessment Plan incorporates student outcomes and assessment methods which will tell us
most directly the extent to which our curriculum and program structures are successfully meeting
the three goals stated above.
Information sources for the outcomes assessment include comprehensive exams, theses,
graduate syllabus for graduate seminar, rubric for direct assessment of comprehensive exams and
theses, survey for indirect assessment.
Women’s and Gender Studies committee on strategic planning and student outcomes
assessment will meet and update assessment plan every other year.
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II. Goals and Outcomes
Goal 1: To enable students to comprehend, analyze, and evaluate intersectional identity,
global awareness, and social inequality. Students will:
Outcome 1.1 identify, analyze, and interpret intersections between sex, gender, sexuality,
race, class, religion, ethnicity, age, physical and metal ability and nationality,
both locally and globally, both in the present and in the past
Outcome 1.2 describe, examine, and evaluate strategies available for studying with,
learning about, and writing about persons of diverse cultures in ways that do
not distort, exploit, or colonize
Outcome 1.3 comprehend and analyze the many facets of social inequality
Goal 2: To enable students to comprehend, apply, and evaluate feminist theories and
methods appropriate to the study of women and gender. Students will:
Outcome 2.1 comprehend, apply, and evaluate several feminist theories appropriate to the
study of women and gender
Outcome 2.2 list and discuss the historical precedents and contemporary applications of a
variety of feminist theories
Outcome 2.3 apply several theoretical frameworks to substantive areas of concern to the
student and the academic discipline
Outcome 2.4 demonstrate graduate-level proficiency in selecting and using research
methods and theory appropriate for production of a thesis, including
proficiencies in the most current electronic technologies of research
Goal 3: To enable students to possess the capability to produce orally and in written form
according to the standards appropriate to education at the graduate level. Students
will:
Outcome 3.1 offer oral presentations at regular points throughout the course of graduate
study (in the graduate seminar, prospectus presentation, thesis presentation)
which demonstrate increasingly sophisticated skills in oral communication
Outcome 3.2 compose written essays throughout the course of graduate study and author a
thesis that conforms to nationally recognized standards for scholarly
production and publication at the graduate level
Goal 4: To enable students to assess links between academic inquiry and civic engagement.
Students will:
Outcome 4.1 discuss the relationship between feminism, feminist theory and modes of
civic engagement
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III. Frequency of Assessments
Assessments will occur at seven times for all students: at entrance into the program, on the
completion of the required first-year core seminar (Graduate Seminar in Women's Studies:
Gender, Race, and Class [first semester], and Research Methods [second semester]), on the
completion of the Comprehensive Exams (Feminist Theory and Area of Emphasis), on the
occasion of the thesis prospectus and its presentation, on completion of the required thesis
and its successful defense, two years beyond graduation, and six years beyond graduation.
Students receiving graduate assistantships will have additional assessments based on the
formal evaluation of their assistantship experience.
IV. Methods of Assessment
Assessment methods for the graduate program in Women’s and Gender Studies will be both
direct and indirect. The primary mechanism of conducting assessments is a student
portfolio. On entrance into the program, a portfolio for each student will be prepared by the
Director of the Graduate Program in Women's and Gender Studies. The Director will
maintain the portfolio throughout the duration of the student's tenure at UNI and will
undertake the two-year and five-year follow-ups. The portfolio will function as a
comprehensive and cumulative course of learning for each student and as a baseline from
which to reflect on the strengths and weaknesses of the Master of Arts in the Women's and
Gender Studies program.
A. Direct Methods of Assessment
1. At entrance into the program:
a. official transcript
b. writing sample
c. statement of purpose
d. letters of recommendation
2. To be added on completion of the core seminar:
a. final essay in the Graduate Seminar in Women's Studies: Comparative Feminist
Theories
3. To be added on completion of the comprehensive exams:
a. copies of the comprehensive exams in feminist theory
4. To be added on the completion and presentation of the thesis prospectus:
a. copy of the thesis prospectus
5. To be added on completion of the thesis and its defense:
a. copy of the thesis
b. copy of exit statement of self-assessment by student of progress with respect to
program outcomes and competencies
B. Indirect Methods of Assessment
6. To be added on the occasion of the 2-year follow-up:
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a. copy of student's responses to 2-year follow-up survey with respect to program
outcomes and competencies
7. To be added on the occasion of the 6-year follow-up:
a. copy of student's responses to 6-year follow-up survey with respect to program
outcomes and competencies
C. Additional Direct Assessment of Graduate Assistants:
8. To be added each semester of the assistantship:
a. supervisor's evaluation of student's performance in the graduate assistantship
function
V. Analysis, Interpretation, and Reporting of Results
Submitted by:
The Director of the Graduate Program in Women's and Gender Studies is responsible for
initiating the student portfolio process described in Section IV. The portfolio will be
maintained in the program's office.
The Director will monitor each student's portfolio and work with each student to add
required materials in a timely manner. Two formal assessment meetings between the
Director and the student will be conducted. The first will occur at the conclusion of the core
seminar required of all first-year students (at this meeting the Director also consults with the
student regarding her/his Program Approval Form). The second will be a pre-graduation
interview. At each of these meetings the Director and the student will evaluate and reflect
on the success with which assessment competencies have been acquired and outcomes
achieved.
The Graduate Committee in Women's and Gender Studies will review each student's
portfolio on the occasion of the awarding of the Master of Arts degree. The Graduate
committee will also review all portfolios at regular intervals in preparation for academic
program review. The committee will prepare and use rubrics to evaluate how students in the
aggregate are achieving program goals and outcomes. The committee will prepare reports
which summarize the extent to which each competency and outcome is being and has been
realized. It will recommend changes, as necessary, in the assessment plan and in the
curriculum for the Master of Arts in Women's and Gender Studies. Reports will be used to
prepare five-year program reviews and strategic planning updates for the Women's and
Gender Studies Program. Assessment reports will be forwarded to appropriate university
officials.
Phyllis L. Baker, Director
Women's and Gender Studies
May 1, 2007
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OSHKOSH
TO: Faculty Senate Committee on Assessment of Student Learning
From: Helen M. Bannan, Director, Women’s Studies Program
RE: Update on Assessment Plan, Women’s Studies Minor
I. Program Assessment
June 1, 2007
1.) What changes have been made to your program’s assessment plan?
Since we last reported on our assessment plan in June 2005, the Women’s Studies Steering and
Curriculum Committee has approved a revision of the Student Learning Outcomes document to
clarify the specific skills we expect our graduates to demonstrate in their portfolios. We have
continued to use a quantitative pre-Intro and post-Senior Seminar test as part of our assessment
plan, in response to the Assessment Committee’s suggestion in 2003; we have changed a few of
the questions to refine the instrument. We also added an exit interview with graduating seniors
in a revision of our plan completed in 2006. The 2006 revised assessment plan, with changes
italicized, is attached. (See Appendix A.)
We are now in the process of developing a Women’s Studies major; our request for entitlement
to plan a major just recently passed through all the institutional levels of approval and will go to
System this summer. In anticipation of that, the Women’s Studies Steering and Curriculum
Committee at its May 2007 meeting discussed the need for a thorough revision of our assessment
plan and the Senior Seminar central to its implementation. This will begin during the 2007-08
academic year.
2.) What components of the plan have been implemented in the past two years?
The entire revised assessment plan has been implemented in the past two years:
A. Portfolios
B. Pre- Intro and Post-Minor Test
C. Exit Interviews.
2A. Portfolios:
Every Spring semester since 2000, the students enrolled in the Women’s Studies Senior Seminar,
all of whom are expecting to graduate within the year as Women’s Studies minors, have prepared
portfolios demonstrating their achievement of the Student Learning Outcomes. In 2005, nine
portfolios were completed, and in 2006, thirteen were completed. All are preserved in the
Women’s Studies Conference Room, A/C 301.
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In this two year cycle, subcommittees of the Women’s Studies Steering and Curriculum
Committee have reviewed the portfolios submitted by Seminar students and commented
extensively on each student’s performance, as well as that of each group as a whole. They
agreed that most of our graduating minors demonstrated solid achievement of our Student
Learning Outcomes, but that they still need to develop the analytical skills needed to move their
essays beyond summary and description.
The following chart summarizes the subcommittees’ reports for the past two years. The chart
was constructed by assigning papers to categories that approximated the more general terms used
by the assessment team. “Very Good” would be an A or AB; “OK” would be a B or C; “Poor”
would be a CD or D. The “Overall” category represents the committee’s general assessment of
each portfolio as a whole, not a strict average of the individual components. The number and
percentage of papers assigned to each category at each grade level is presented below.
Summary of Women’s Studies Portfolio Assessment, 2005 and 2006
2005 Representation Comparative Difference Feminism Research Concepts Overall
Very 2
2
3 7 3 4 4
Good 22.22% 22.22% 33.33% 77.77% 33.33% 44.4% 44.44%
OK 3
4
4 1 4 3 3
33.33
44.4% 44.44% 11.11% 44.44% 33.33% 33.33%
Poor 4
3
2 1 2 2 2
44.44% 33.33% 22.22% 11.11% 22.22% 22.22% 22.22%
2006 Representation Comparative Difference Feminism Research Concepts Overall
Very 7
7
5 8 6 6 6
Good 53.85% 53.85% 38.46% 61.54% 46.15% 46.15% 46.15%
OK 5
3
5 4 2 4 4
38.46% 23.08% 38.46% 30.77% 15.38% 30.77% 30.77%
Poor 1
3
3 1 5 3 3
7.69% 23.08% 23.08% 7.69% 38.46% 23.08% 23.08%
The overall scores of the two graduating classes were similar, except the comparative and
representation categories were significantly stronger in 2006, which is a welcome change. We
were gratified to note that nearly half of each cohort produced portfolios rated very good, but we
were somewhat disappointed that the group of portfolios judged poor overall was also consistent;
at least the bottom group, at less than a quarter of each cohort, was much smaller than the other
categories. The individual papers in 2006 were stronger, showing that our efforts to encourage
instructors to design assignment topics appropriate for the portfolios have produced good results.
The feminism essays, autobiographical reflections on students’ development as Women’s
Studies minors, were often moving and overall solidly in the top category. Analysis and structure
of argument remained problematic for many students, so the assessment subcommittee suggested
that a writing workshop be held in conjunction with the Senior Seminar in 2007, which was
done. We hope to continue it in 2008, to continue to improve student writing skills.
We also noted with concern that more research papers in 2006 appeared in the poor category
than in 2005. Three of the students in that year’s class had not taken 12 hours of Women’s
Studies coursework prior to enrolling in the course, which may be reflected in their reduced
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eadiness for research and the somewhat larger percentage with poor portfolios overall. That is
no longer possible, as 12 hours in Women’s Studies officially became a pre-requisite for WS 435
through a curricular revision completed in Spring 2006.
After discussing the assessment subcommittee’s analysis in May 2007, the Women’s Studies
Steering and Curriculum Committee decided to ask the instructor of the Senior Seminar in 2008
to assign readings directly addressing the issue of intersectionality, or the interlocking
dimensions of difference, since this was the category that students seemed to struggle with most
consistently. We also are considering organizing a group of faculty to apply for a SoTL grant
addressing ways faculty in a variety of Women’s Studies courses might develop teaching
strategies that would enhance student learning in this very important concept. After we receive
System permission to plan the Women’s Studies major, the Women’s Studies Steering and
Curriculum Committee will review courses for inclusion in the major, and we will ask each of
our Teaching Faculty to submit assignments from their Women’s Studies courses that address
our student learning outcomes. We will particularly encourage faculty to design assignments
including original data gathering and interpretation of research.
We also will revise our guidelines for the Portfolio to emphasize that the difference essay should
focus on how race, class, gender, sexuality, and any other systems of oppression intersect in the
life of one individual woman. We also will ask students to include an essay
in their portfolio that focuses on feminist activism or emphasizes positive changes for women
that have occurred in the last century.
The Women’s Studies Steering and Curriculum Committee will finalize these changes in our
assessment guidelines early in Fall 2007, so we will be able to explain them at our annual fall
“Welcome Students” advisement event in September.
2B. Pre-Intro and Post-Minor Test: In response to the Faculty Senate Assessment
Committee’s suggestion in 2003, we initiated a pre-Intro, post-Senior Seminar test to assess how
much our minors learn about key concepts and information in the field. Since 2004 we have
used a 12- item multiple-choice instrument scored through Testing Services, as well as 3 shortanswer
questions, which were processed by Women’s Studies office staff. Students completed
these tests on the first day of two sections of Intro each year and near the end of each Senior
Seminar in this two-year cycle.
The director of Women’s Studies analyzed the results of the tests for 2005-06 and 2006-07,
including answers to the short-essays and charts of the multiple choice sections. We had
changed a few ambiguous questions used in the 2004-05 cycle, but most of the instrument has
remained the same. In a field that critiques the cultural tendency toward binaries and absolutes,
creating questions with a single “right answer” is more problematic than it might be in other
disciplines. I recommend that the Women’s Studies Steering and Curriculum Committee
redesign the multiple choice portion of the testing instrument during Fall semester 2007 so it is
ready to use for Spring 2008 Intro and Senior Seminar classes. We might consider asking each
instructor teaching a Women’s Studies core course to propose a question from her/his course,
since the current version emphasizes information covered in Intro only. It seems particularly
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important, as we move to a major, to highlight in the assessment tool information taught in all
the courses we plan to require for the major.
As the following summary chart demonstrates, our graduating students performed 20% better
than our incoming Intro students, but still were able to answer only about two thirds of the
specific questions asked. The questions seek specific information—connecting the names of
prominent feminist authors to their key concepts or quotes, as well as terms frequently referred to
in certain segments of the field. In addition, we asked the students to define or provide examples
demonstrating their understanding of three key concepts in Women’s Studies: sexism, feminism,
and internalized oppression.
Women’s Studies Pre-Intro/Post-Minor Student Learning Assessment
Survey Report, 2005-06 and 06-07, Overall Average % Correct Answers
2005-6 2006-7 Average
Intro (2 sections/yr) 46.8% 40.6% 43.7%
Sr Seminar (1/yr) 64.6% 61.7% 63.2%
Despite our general sense that multiple-choice tests are inappropriate for a conceptual field such
as Women’s Studies, we were disappointed in these results. The expanded version of our
quantitative report on the survey (see Appendix B), noting the performance by each group on
each question, highlights the area that was particularly problematic: history, both the history of
feminism and the evolution of women’s occupational roles. The short answer questions revealed
that our minors’ definitions of key concepts such as feminism, sexism, and internalized
oppression were far more clear and specific than those provided by incoming students. As we
plan our major, we will take this into account, and will consider requiring a history class and one
focused specifically on the history of the feminist movement.
2C. Exit Interviews: Beginning in Spring 2006 and continuing in 2007, all graduating Women’s
Studies minors were individually interviewed by members of the Women’s Studies Teaching
Faculty, using a standardized set of questions (See Appendix C). Nine students were interviewed
in 2006 and twelve in 2007. The results were analyzed both times by a subcommittee of the
Women’s Studies Steering and Curriculum Committee.
Several questions gave students an opportunity to assess their own progress on the key skills that
are central to our Student Learning Outcomes. The students’ own assessments were consistent
with the faculty’s assessment of their strengths and weaknesses, though the students evaluated
their skills somewhat more favorably than the faculty evaluators did. The following chart
represents this, although it is important to note that both the portfolio assessment chart and this
one include the 2006 cohort of graduating minors, but the exit interview chart includes the 2007
class, whereas the portfolio chart includes the 2005 class.
It is clear that the graduating minors perceive that Women’s Studies courses emphasize writing,
and they expressed more confidence about their general writing ability than their ability to
complete the various specific analytical assignments noted in our Student Learning Outcomes.
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They also expressed less confidence in their research, with some students reporting that they had
never done a research paper before Senior Seminar. Graduating Women’s Studies minors also
expressed considerably more confidence in their understanding of key women’s studies concepts
than they did in their knowledge of feminist history, which is consistent with their results on the
post-minor test.
Summary of Exit Interviews:
Student Self-Assessments on Student Learning Outcomes, 2006 and 2007
1: Poor 2: Fair 3: OK 4: Good 5 Excellent
Analysis of
‘06: 22.2% ’06: 44.4% ’06: 33.3%
representation
’07: 8.3% ’07: 62.5% ‘07: 29.2%
Comparative
‘06: 16.7% ‘06: 83.3%
analysis
’07: 33.3% ’07: 45.8% ’07: 20.8%
Analyzing
‘06: 5.6% ‘06: 77.7% ‘06: 16.7%
intersectionality
’07: 20.8% ’07: 58.3% ’07: 20.8%
Writing skills:
‘06: 22.2% ‘06: 72.2% ‘06: 5.6%
papers & essays
’07: 50% ’07: 50%
Research plans
‘06: 27.8% ‘06: 61.1% ‘06: 11.1%
& methods ’07: 4.2% ’07: 29.2% ’07: 41.7% ’07: 25%
*Ability to
‘06: 12.5% ‘06: 43.8% ‘06: 31.3%
analyze sources
’07: 41.7% ’07: 41.7% ’07: 16.7%
*Interpretation
‘06: 31.3% ‘06: 43.8% ‘06: 12.5%
of original data
’07: 12.5% ’07: 70.8% ’07: 16.7%
Know feminist
’06: 11.1% ‘06: 16.7% ‘06: 72.2%
history ’07: 8.3%
’07: 8.3% ’07: 41.7% ’07: 25%
Know key WS
‘06: 38.9% ‘06: 61.1%
concepts
’07: 54.2% ’07: 45.8%
2006: n=9 , except where noted * : one student did not give a quantifiable answer
2007: n=12
The exit interviews also elicited student evaluations of the Women’s Studies program, most of
which were very favorable; they were not stated in quantifiable terms, so no chart is possible.
The graduating minors noted the broad range of courses and the openness and approachability of
Women’s Studies professors. They praised the Women’s Studies teaching faculty as professors
who emphasized the development of students’ voices in discussion-oriented classes and pushed
them to improve their writing, presentation, and analytical skills. Several noted that the minor fit
their majors well and helped prepare them both for graduate school and for jobs in their fields.
Their dominant complaint about the minor that surfaced in the exit interviews with both cohorts
was a sense that they had not learned enough in the Women’s Studies minor about the history of
feminism and the women’s movement. Although there are five courses in the program that
include this topic, including extensive studies in the two semester sequence Rhetoric of the
Feminist Movement, Feminist Theory, and Women in US History, most students had only been
exposed to the brief introduction to the feminist movement contained in Intro. Prior to the
Academic Program Review in 2003, the Senior Seminar included readings on the various waves
of feminism. This was changed in 2004 to fill a gap perceived by our outside evaluator in global
studies; we may reconsider this change. Also, a group advisement session, begun in Fall 2006 in
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esponse to the Spring 2006 exit interview data, should help future minors find the courses they
say they want on feminist history. As we develop a major, we may add an additional course on
the Foundations of Feminism.
Minors also expressed concerns that there was insufficient Women’s Studies content in some
cross-listed courses; that gaps existed in the curriculum, particularly concerning Asian and
Latina women, and that courses offered limited opportunities for student activism. In response to
the concern about cross-listed courses, we held a faculty meeting for Women’s Studies Teaching
Faculty in winter 2007, discussing program priorities and demonstrating how to design
assignments to fit our Women’s Studies Student Learning Outcomes. As we review our
curriculum for the major, we will increase our connections with those teaching cross-listed
courses, many of whom “inherited” their cross-listing (by teaching a course that someone else
designed and requested to be cross-listed).
Addressing the perceived curricular gaps, Asian and Latina women are included in global
context in Senior Seminar and in US context in Women Race and Class, but that latter course has
thus far only been taught once every two years. As we move toward a major, repeating that
course annually and developing more courses on global issues should be high priorities.
Recently hired faculty in Political Science and Geography should be encouraged to develop
courses on women and globalization. Finally, we hope to develop our field experience course
and add service learning components to Women’s Studies classes, as well as revise our Student
Learning Outcomes to highlight activism more in response to student concerns, and we will
communicate these expectations to instructors at more faculty meetings in 2007-8. We expect
the process of planning our major will revitalize our minor.
3.) Have assessment data been used to modify the program?
In each of the above sections, we have discussed both achieved and proposed changes in
response to our assessment process. In this section, we will highlight both our accomplishments
and our plans.
The following list summarizes what actions we have taken in to modify the Women’s Studies
minor program and our assessment of it process as a result of our collection of assessment data:
a. Adapted our Student Learning Outcomes in response to our portfolio
assessment results in Fall 2006.
b. Added an exit interview to our assessment procedures.
c. Revised our cross-listing guidelines to require instructors seeking to cross-list a
course to provide a specific example of how at least one assignment in the
course enables students to develop and demonstrate the skills outlined in our
Student Learning Outcomes.
d. Communicated the Student Learning Outcomes and Assessment procedures to
the faculty and academic staff members teaching our cross-listed courses in a
faculty meeting in winter 2007, encouraging them to structure assignments that
enable students to develop the skills we identify as central to the mission of our
program.
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e. Organized group advisement sessions for Women’s Studies minors in Fall
2006.
f. Initiated a writing workshop for Women’s Studies minors in Spring 2007, held
in conjunction with Senior Seminar, that was successful in making students
aware of the structure and process of writing of an effective research paper.
g. Changed the pre-requisites for the Women’s Studies Senior Seminar, WS 435,
to include 12 credits in Women’s Studies courses, so that students will have
completed more essays addressing our Student Learning Outcomes and have a
stronger background for research when they begin the capstone course.
h. Offered more courses with content focused on women outside the US,
including Gender in Latin American History, Women in Modern European
History, Sociology of Gender, and a revised comparative version of Women in
Politics, and encouraged curricular development in art history and geography
with a similar world-wide focus.
In addition, we intend to modify the Women’s Studies program and our assessment process
further in 2007-08, in response to data summarized in this report, by:
a. Revising the descriptions of essays required for the portfolio, particularly the
difference and activism essays, as well as clarifying the expectations for student
research projects.
b. Encouraging the portfolio assessment committee to develop a rubric outlining
qualities contained in Very Good, Ok, and Poor essays before the start of Senior
Seminar in spring 2008, so that students would better understand their
expectations. Also, the assessment committee should assign each portfolio to a
category as part of its assessment process.
c. Rewriting the assessment survey to include questions proposed by a variety of
instructors in core Women’s Studies courses.
d. Editing the questions for the exit interviews to improve clarity, and continuing to
report student self-assessments in numerical terms, as was begun in 2007,
establishing a way to produce comparative quantitative data.
e. Expanding the advisement of Women’s Studies minors in group advisement
sessions and considering mandatory advisement by the Director at the time a
student declares the minor.
f. Encouraging Women’s Studies faculty to design additional essay requirements to
address the analytical and research skills we expect our students to demonstrate,
as well as including service learning/activist components.
g. Brainstorming with Women’s Studies faculty to plan a SoTL proposal to create a
working group investigating ways to teach intersectionality/interlocking
dimensions of difference more effectively.
h. Recruiting volunteer instructors to teach another Writing Workshop for Women’s
Studies students, making this an annual event.
i. Increasing the connections to Women’s Studies for instructors of cross-listed
faculty by continuing to hold faculty meetings and involving them in review of
courses as we plan our proposed Women’s Studies major.
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j. Revisiting the academic content of common readings in the Senior Seminar,
perhaps returning to the Waves of Feminism theme as we develop more courses
dealing with global content.
k. Requesting faculty in Spanish to teach Latina Writers in Translation regularly,
and perhaps to develop a special topics course on Chicana feminist theory, as well
as seeking faculty members who could create courses on Asian women to fill
specific perceived gaps in our curriculum.
l. Offering Women in US History and Women, Race and Class more frequently, and
developing more curricular offerings on the history of feminism, especially as we
plan our major.
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4) If a curriculum change has been made in response to data, have you been able to
determine whether the change made a difference in student learning?
Now that we have quantified the reporting of our portfolio assessment and exit interviews as well
as the multiple choice test, it should be easier for us to demonstrate changes in student learning
in response to changes in our curriculum.
Our efforts to encourage faculty teaching cross-listed English and Communication courses,
particularly, to assign papers requiring analysis of representations of women and comparative
analyses, seem to have produced positive improvements in student portfolio papers in both of
those categories between 2005 and 2006.
In response to previous evaluations of student portfolios that found students weak in their ability
to deal with the topic of intersecting dimensions of difference, we instituted some new courses in
2005-07, but the results show little improvement. We intend to work on faculty development to
increase the effective teaching of this concept throughout our curriculum before the next
assessment cycle.
The Senior Seminar in Spring 2007 was the first to enroll with the prerequisite of 12 hours in
Women’s Studies, so we hope to see further improvement in our assessment.
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II. General Education Assessment
1. Identification of which of the University’s broad goals are covered in Women’s Studies
general education courses, and specific objectives to be assessed for each goal.
Completed and submitted December 2004. (See appendix D).
2. For each general education course, instructors will identify assignments or other
assessment tools related to each objective.
Assignment lists for the following courses are attached: (See Appendix E).
WS 201: Introduction to Women’s Studies (SS) Heider
WS 320: Gendered Lives (SS) Bannan
WS 350: Women, Race and Class (ES, SS) Bannan
3 and 4. Assessment data has not yet been collected on general education goals in Women’s Studies
classes, and no curricular changes have thus been made.
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APPENDIX A. Latest revisions in italics
Women’s Studies Minor
Student Learning Outcomes and Assessment Procedures
Approved by the Women’s Studies Teaching Faculty, March 1, 2000
Approved by the UW Oshkosh FSCSL Aug. 2000; Revised Dec. 2004, Nov. 2006
The Women’s Studies Program offers students an interdisciplinary 21-credit minor at University
of Wisconsin Oshkosh. The minor requires both an introductory level course, WMST 201,
Introduction to Women’s Studies, and a senior level capstone seminar, WMST 435, Seminar in
Women’s Studies. Five other courses, nearly all departmental in origin and cross-listed with
Women’s Studies, complete the elective requirements for the minor.
The capstone course is at the heart of the Women’s Studies assessment plan. Students enrolled in
the Women’s Studies Senior Seminar demonstrate their achievement of the program’s student
learning outcomes by completing an original research project, assembling a portfolio of their
best Women’s Studies work, and completing a survey demonstrating their understanding of key
concepts in the field. Members of the WS Steering and Curriculum Committee will then conduct
exit interviews with graduating minors and share their findings with the Evaluation
Subcommittee.
Portfolio: In Senior Seminar students help each other revise previously written (and, in some
cases, new) essays that address each of the Women’s Studies Student Learning Outcomes. Each
student then compiles an individual portfolio, submitted at the end of the semester and stored
permanently in the Women’s Studies office. Each portfolio will include:
1) A table of contents, listing the titles of each paper, the course for which each was
originally written, and the dates upon which each was written and revised;
2) A list of courses taken to complete the Women’s Studies minor;
3) A brief introduction, attached to each essay, that explains how the piece addresses the
appropriate Student Learning Outcomes;
4) An original essay that demonstrates knowledge of the feminist movement and its
connections to Women’s Studies, and analyzes the student’s development as a
feminist and a Women’s Studies minor;
5) A copy of the research paper completed in the Senior Seminar, which will be
presented publicly to Women’s Studies faculty at the end of the term; and
6) An annotated bibliography of at least ten sources used in that research.
7) Wherever possible, students should attach to each paper the original assignment
for which it was written, enabling faculty assessors to better understand its context.
Survey: Additionally, the familiarity of graduating Women’s Studies minors with key concepts in
the field will be quantitatively demonstrated by comparing their results on a brief anonymouslycompleted
survey with those of students completing the survey at the beginning of WS 201,
Introduction to Women’s Studies, the introductory course for the minor.
Exit Interviews: Women’s Studies Steering Committee members will interview each
graduating minor, gathering data on individual expectations of, and experiences as, a student in
the program. All students will be asked to evaluate their achievement of the Women’s Studies
Student Learning Outcomes. This information will be shared with the Evaluation Subcommittee
to inform their report.
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Evaluation: A subcommittee of the Women’s Studies Teaching Faculty, composed of faculty and
academic staff who have taught cross-listed courses within the past three years, will assemble
each year to review the portfolios submitted by students in the Senior Seminar and to compare
the results of the pre-Intro and post-Minor surveys. This subcommittee will evaluate how well
the Student Learning Outcomes have been achieved. Based on this evaluation, they will suggest
revisions to the curriculum, the assessment process, and/or the Student Learning Outcomes
criteria. The Women’s Studies Steering and Curriculum Committee will consider these
suggestions and vote to implement any changes they consider appropriate.
Student Learning Outcomes for Women’s Studies Minors
A. Critical Thinking and Writing Skills:
1. Analysis of Representations of Women
Students should demonstrate their ability to analyze representations of women in mass
media, literature, the arts, theory and/or empirical scholarship.
Measure: Portfolio: paper on analysis of representations.
2. Comparative Analysis of Gender Issues
Students should demonstrate their ability to compare and contrast the key points of two
scholarly works on a specific feminist issue, concluding with an evaluation of these
works.
Measure: Portfolio: comparative analysis of two different perspectives on one issue.
3. Analysis of Interlocking Dimensions of Difference
Students should demonstrate their ability to compare the experiences and voices of
people of different genders, races, classes, sexual orientations, and cultures.
Measure: Portfolio: essay using sources created by people different from the student’s
own background to address how various socially-constructed differences interact with
gender to shape individual lives.
B. Research Skills:
1. Research Methodology and Analysis of Sources:
Students should demonstrate their ability to explain the methods they chose to identify a
problem and propose an initial plan of research for a specific Women’s Studies research
project. They should also demonstrate their ability to annotate a bibliography of at least
ten print and electronic sources, briefly evaluating the usefulness and limitations of each
item
Measure: Portfolio: statement of research problem and annotated bibliography prepared
for the research project, completed during the capstone course.
2. Synthesis of Research and Original Formulation of Ideas
Students should demonstrate their ability to design and complete a research project that
sheds new light on a Women’s Studies topic and includes an original interpretation of the
data collected from a wide range of appropriate sources.
Measure: Portfolio: research paper completed during the capstone course.
C. Understanding of Women’s Studies Content:
1. Feminism, Scholarship and Social Change
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Students should demonstrate their knowledge of the history of feminism and their
appreciation of how Women’s Studies integrates scholarship with commitment to activism
and social change.
Measure: essay discussing a document that the student found important in her or his
development as a feminist and a Women’s Studies minor.
2. Concepts Central to Women’s Studies
Students should demonstrate their familiarity with key Women’s Studies concepts such as
social construction, gender ideology, oppression, heterosexism, etc.
Measure: Senior Seminar students will anonymously complete a survey at the end of the
course. Their scores will be compared to those achieved on the same survey by students
beginning the Introduction to Women’s Studies course. In addition, the general level of
conceptual sophistication should be evident throughout the essays in each student’s portfolio.
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APPENDIX B.
Women’s Studies Pre-Intro/Post-Minor Student Learning Assessment
Survey Report, 2005-06 and 06-07
WS 435 Ser Seminar Responses (1 section/yr) 2006 Total: 13 2007 Total: 12
WS 201 Intro Responses (2 sections/yr) 2005-06 Total: 44 2006-07 Total: 52/47*
Administered on the 1st of Intro sections and in the last two Senior Seminar meetings
* 47 replies to the last 3 short-answer questions were received & graded in theWS office.
1. Which of the following occupations have ALWAYS been mostly female:
WS 435 ‘06 ‘07 Intro ’05-06 06-07
Correct: 1 1 Correct: 0 2
Incorrect: 12 11 Incorrect: 44 50
% correct: 7.7% 8.33% % correct 0% 3.85%
2. Which of the following is the leading cause of death for women in the US:
WS 435 ‘06 ‘07 Intro ’05-06 06-07
Correct: 11 9 Correct: 28 34
Incorrect: 2 3 Incorrect: 16 18
% correct 84.6% 75% % correct 63.6% 65.38%
3. Feminist scholars have labeled the single viewpoint through which consumers of visual
media, such as film, usually see the action:
WS 435 ‘06 ‘07 Intro ’05-06 06-07
Correct: 9 7 Correct: 13 11
Incorrect: 4 5 Incorrect: 31 41
% correct 69.2% 58.3% % correct 29.5% 21.15%
4. The cycle of domestic violence predicts that a violent incident would be followed by
WS 435 ‘06 ‘07 Intro ’05-06 06-07
Correct: 12 9 Correct: 26 17
Incorrect: 1 3 Incorrect: 18 35
% correct 92.3% 75% % correct: 59% 32.69%
5. Which of the following was NOT an advocate of women’s suffrage:
WS 435 ‘06 ‘07 Intro 05-06 06-07
Correct: 6 4 Correct: 18 14
Incorrect: 7 8 Incorrect: 26 38
%correct 46.2 % 33.33% % correct 40.9% 26.92%
6. Which of the following was a prominent opponent of the Equal Rights Amendment:
WS 435 ‘06 ‘07 Intro ’05-06 06-07
Correct: 6 6 Correct: 10 20
Incorrect: 7 6 Incorrect: 34 32
% correct 46.2% 50% % correct: 22.7% 38.46%
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7. The veil worn by many Muslim women is called:
WS 435 ‘06 ‘07 Intro ’05-06 06-07
Correct: 7 8 Correct: 21 20
Incorrect: 6 4 Incorrect: 23 32
% correct: 53.8% 66.67% % correct: 47.7% 38.46%
8. Adrienne Rich’s phrase for how society forces men and women to desire only members of
the opposite sex is:
WS 435 ’06 ‘07 Intro ’05-06 06-07
Correct: 10 9 Correct: 35 25
Incorrect: 3 3 Incorrect: 9 27
% correct: 76.9% 75% % correct 79.5% 48.08%
9. Which of the following can NOT be claimed as a result of the “second wave” feminist mvmt:
WS 435 ‘06 ‘07 Intro ’05-06 06-07
Correct: 4 3 Correct: 14 13
Incorrect: 9 9 Incorrect: 30 39
% correct: 30.8 25% % correct 31.8% 25%
10. Which of the following feminist thinkers is noted for listing some of the contents of an
“invisible backpack” of white privileges:
WS 435 ‘06: ‘07 Intro ’05-06 06-07
Correct: 7 6 Correct: 3 13
Incorrect: 6 6 Incorrect: 41 39
% correct 53.8 % 50% % correct: 6.8% 25%
11. Which of the following feminist thinkers coined the phrase, “The master’s tools will never
dismantle the master’s house?”
WS 435 ‘06 ‘07 Intro ’05-06 06-07
Correct: 7 5 Correct: 14 14
Incorrect: 6 7 Incorrect: 30 38
% correct: 53.8% 41.67% % correct 31.8% 26.92%
12. Which of the following statements is an example of how social learning theory explains
gendered differences in behavior.
WS 435 ‘06 ‘07 Intro ’05-06 ‘06-07
Correct: 13 11 Correct: 33 41
Incorrect: 0 1 Incorrect: 11 11
% correct: 100% 91.67% % correct: 75% 78.85%
13. Give an example of sexism that you have observed or encountered in everyday life:
WS 435 ‘06 ‘07 Intro ’05-06 ‘06-07
Correct: 12 12 Correct: 38 40
Incorrect: 1 0 Incorrect: 6 7
% correct: 92.3% 100% % Correct 86.4% 85.1 %
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14. What does feminism mean?
WS 435 ‘06 ‘07 Intro ’05-06 ‘06-07
Correct: 12 12 Correct: 35 32
Incorrect: 1 0 Incorrect: 9 15
% correct: 92.3% 100% % Correct 79.5% 68.1 %
15. Give an example of internalized oppression:
WS 435 ‘06 ‘07 Intro ’05-06 ‘06-07
Correct: 9 9 Correct: 21 12
Incorrect: 4 3 Incorrect: 23 35
% correct: 69.2% 75% % Correct 47.7% 25.5%
Note: Incorrect includes both questions left blank and those answered wrong.
Women’s Studies Pre-Intro/Post-Minor Student Learning Assessment Survey Report
Overall Average % Correct Answers, 2005-06 and 2006-07
2005-6 2006-7 Average
Intro (2 sections/yr) 46.8% 40.6% 43.7%
Senior Seminar (1/yr) 64.6% 61.7% 63.2%
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APPENDIX C.
Date:______________________
Student Name:__________________________
Women’s Studies Exit Interview Questions
I. Reflective Assessment
1. What did you expect to study when you declared Women’s Studies as your minor?
A. Did you study what you expected?
B. In what ways were your expectations challenged?
2. Has your definition of Women’s Studies evolved during your time in the program?
3. Why did you decide to become a Women’s Studies minor?
II. Program Assessment—questions 4-12. Ask students to explain their rating
responses.
Rating Scale 1-5 (1 = poor, 2 = fair, 3 = satisfactory, 4 = good, 5 = excellent)
Critical Thinking and Writing
4. How would you rate your ability to analyze representations of women? Explain your
rating response.
5. How would you rate your skills at comparing and contrasting scholarly works on feminist
issues, and concluding with an evaluation of these works? Explain your rating response.
6. How would you rate your ability to analyze interlocking dimensions of difference?
Explain your rating response.
7. How would you rate your ability to write essays and papers? Explain your rating
response.
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Research Skills
8. How would you rate your ability to explain research methods and propose a research
plan? Explain your rating response.
9. How would you rate your ability to analyze sources? Explain your rating response.
10. How would your rate your ability to design and complete a research project that includes
an original interpretation of data? Explain your rating response.
Understanding of Women’s Studies Concepts
11. Do you feel that you understand the history of feminism? (And the ways in which
Women’s Studies integrates scholarship with commitment to activism and social
change?) Rate your understanding level and explain.
12. Do you feel that you understand concepts central to Women’s Studies? (social
construction, gender ideology, oppression, heterosexism etc.) Rate your understanding
level and explain.
III. On the program
13. What qualities of the Women’s Studies Program would you describe as strong?
14. What qualities of the Women’s Studies Program can be improved?
15. What program activities or experiences enhanced your experience as a Women’s
Studies minor?
16. How do you see yourself using your Women’s Studies minor in the future?
IV. Overall
17. Would you like to add anything else?
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APPENDIX D.
Women’s Studies General Education Courses with Relevant Goals and Objectives
WMST 201, Introduction to Women’s Studies (SS)
WMST 225: Images of Women (SS; in process of changing to HUM)
WMST 243: Women in the Arts (HUM) (cross-listed with Art, Music, and Theatre)*
WMST 320, Gendered Lives (SS) (cross-listed with Liberal Studies)*
WMST 350, Gender Race and Class (SS, ES)
WMST 357, Sex Differences in Society (SS)
WMST 366, Service Learning (SS)
WMST 370, Women and the Law (SS)
WMST 390, Feminist Theory, Op Con: (SS,* if not cross-listed with a Humanities dept.)
WMST 395, Special Topics, Op Con: (SS,* if not cross-listed with a Humanities dept.)
This list includes only core Women’s Studies courses, except for those marked with an *.
The Objectives of These WS Courses Address the Following Gen. Ed. Goals:
Goal 1: Effective written and oral communication:
Objectives: write response and research papers analyzing gender issues
Encourage development of student voices and ideas in class discussions and
presentations, as consistent with feminist pedagogy
Goal 2: Critical thinking skills:
Objectives: comparative analysis of gender issues
Research and analyze sources, gather data, interpret results
Synthesize research and formulate original ideas
Understand and apply concepts central to Women’s Studies
Goal 3: Heightened intellectual and cultural understanding
Objectives: analyze interlocking dimensions of difference (gender,
race, class, etc.)
Understand links between feminism, scholarship, and social change
Understand concepts central to Women’s Studies: social construction, etc.
Goal 6: Understanding of history and political processes
Objectives: understand origins of gender systems, effects of oppression
Analyze interlocking dimensions of difference
Goal 7: Understanding of social sciences (not emphasized in 225 and 243)
Objectives: choose appropriate methodology for research problem
Interpret data gathered through research
Understand concepts central to Women’s Studies: social construction, etc.
Goal 10: Understanding of literature, the arts, systems of thought (225, 243 especially)
Objectives: analyze representations of women in literature, the arts
Formulate original ideas to interpret themes and underlying meanings
Understand links between feminism, scholarship, and social change
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Understand concepts central to Women’s Studies: social construction, etc.
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APPENDIX E.
Development of an Assessment Plan for Women’s Studies General Education
Courses
A. WMST 201, Introduction to Women’s Studies (SS) Heider
specific objectives assignment
1 Write response & research papers on gender
issues
1 Develop voices in class discussion
& presentations
Critical analysis/reflection papers based on key points from the
readings and connections to their lives and/or current events;
paper analyzing an outside event they attended; Senior Center
reaction papers, and a final paper
In-class discussions graded; students presented their Senior
Center Group Projects at the Senior Center in Oshkosh.
2 Understand and apply WS concepts AssignmentStudents were required to attend one campus event and
draw connections to course concepts. (For instance, when Speaker X
discussed domestic violence, she gave an example that demonstrates
the concept of ____, as discussed in the course readings.)
2 Gather data, synthesize research & interpret
results
6 Understand history of women in 20 th
century
7 Understand concepts: cultural construction
of gender and work, family, etc.
10 Understand gender systems, differences in
gender ideology and expectations
Final paper required students to critically reflect on the overall Senior
Center experience in relation to course readings. They based the
papers on the logs/reflections that they wrote throughout the
semester; the conversations and meetings they had with the Senior
Center women during the semester, and their final group
presentation. Students then drew connections to course readings
by addressing how the course readings helped them understand
the Senior Center Project.
Students worked with Senior Center Women on six gender topics.
Students were asked to create a timeline that addressed dominant
ideas about their assigned topic over the last 100 years and how
these ideas have changed.
Students worked with Senior Center Women on six gender topics,
including women and work, family, and beauty
Students worked with Senior Center Women on six gender topics
including women and work, family, and beauty
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B. WMST 320, Gendered Lives (SS) Bannan
specific objectives assignment
1 Write response & research papers on gender issues D2L online discussions; life
history & synthesis essay
1 Develop voices in class discussion
& presentations
2 Comparative analysis of gender issues: comparisons of how
gender affects experiences of life cycle stages
In-class weekly discussions;
presentation of life history
Synthesis essay, online and
class discussions
2 Gather data & interpret results Life history paper
2 Synthesize research Synthesis & life history
papers
2,3,7 Understand and apply WS concepts Synthesis & life history
papers; online & class
discussions
3 Understand social construction of gender Synthesis paper;
online and class discussions
6 Understand origins of gender systems: various theories Synthesis essay,
Online & class discussions
7 Interpret data gathered through research Life History paper
7 Understand concepts: sex role inventory critique First class; D2L discussion
7 Understand concepts: Interconnect biological, social,
psychological aspects of life cycle stages & theories
10 Understand systems of thought: gender systems, ideology
about life cycle as culturally based
Life History paper
Online & class discussion
Synthesis essay, online and
class discussion
10 Understand systems of thought: feminism Synthesis essay, online and
class discussion
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C. WMST 350 Women, Race and Class (ES, SS) Bannan
specific objectives assignment
1 Write response & research papers on gender issues Online & class discussions;
synthesis essays
1 Develop voices in class discussion
& presentations
2 Comparative analysis of gender issues: comparison of
feminist analyses of women’s experience of class and race;
how different groups of women of color experience and
respond to domestic violence
In-class discussions;
activism report
First synthesis essay; online
and class discussion
2 Gather data & interpret results Final synthesis essay
2,3,7 Understand and apply WS concepts: privilege, internalized
oppression, intersectionality,
3,6 Analyze interlocking dimensions of difference: central
concept of course
3 Understand links between feminism, scholarship, and social
change
6 Understand effects of oppression: theories of development
of racial identity
6 Understanding of histories of US women of color: Native,
Latina, African American, Asian American, multiracial
7 Understand concepts: privilege, intersectionality,
internalized oppression, resistance
10 Understand systems of thought & links between feminism,
activism and social change
Autobiography paper;
Synthesis essays; online &
class discussions; activism
report
Synthesis essays;
online and class discussions
Activism report
First synthesis essay; online
& class discussion
Online & class discussions;
Final synthesis essay
Autobiography paper;
Synthesis essays.
Online & class discussion
Synthesis essays, online
discussions, activism report
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West Virginia University
Annual Assessment Report – Center for Women’s Studies
SUBMIT BY MARCH 15, 2007, and annually thereafter
Minutes of the department’s assessment analysis and planning meeting(s)
The Center for Women’s Studies met from 2:00 pm. to 3:15 pm on March 6, 2007, with
the following members present: Dr. Barb Howe, director, and Dr. Kasi Jackson, assistant
professor – the only full-time faculty in the program. All 5 graduate teaching assistants
contributed information by email to the learning objectives section of the report, and Barb Howe
emailed the part-time faculty for their contributions to the learning objectives. Most of these
people teach only 1 course per year for us.
The only agenda item for this meeting was the question, “How well are we achieving
learning goals for our undergraduate degree programs?”
Our two measures of assessment set out in our March 23, 2006, plan are:
A. Direct measure(s)
Student presentations/papers in capstone course evaluated using attached rubric
that Dr. Jackson has developed for WMST 494: Capstone: Seminar for the spring 2006 semester.
B. Indirect measure:
We will conduct a senior survey asking three questions:
1) How well did you achieve each of the program’s learning goals?
2) What aspect of your education in the Women’s Studies Program helped you
with your learning, and why were they helpful?
3) What might the department do differently that would help you learn more
effectively, and why would these actions help?
Because we are such a small department, we will ask some of our visiting committee members to
contact the seniors to do the survey so that the responses can be more anonymous. We have a
visiting committee member in Morgantown who is a counselor and will almost certainly
volunteer to do this. We do periodically survey our graduates, also, to ask them about their
experiences in women’s studies. Because we just graduated our first major in December 2003,
we will start our first survey, using the above questions, by trying to contact all our previous
majors so that we can build the data we need for our 5-year review.
1. Findings of assessment measures (data collected this past year).
In our March 23, 2006, plan, we set out 6 learning goals for our women’s studies program. It is
important to note that our curriculum uses courses from many different departments, and these
courses are assessed by those departments. We also use courses from several part-time lecturers,
and, while we invited all of them to submit information for this report, only Dr. Donovan did so.
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Dr. Jackson and Dr. Howe met with the 5 graduate teaching assistants who teach WMST 170:
Introduction to Women’s Studies this year on February 27 to discuss the assessment process and
solicit their input. They then provided information about activities related to our learning
objectives. This course is a requirement for the women’s studies major, minor, and Regents Area
of Emphasis; it also is part of the Liberal Studies Program (clusters A and B) and the General
Education Curriculum (objectives 4 and 7). Dr. Graeme Donovan also provided information
about how he helps to meet some of the learning objectives in WMST 245: Women in
International Development. This information is provided as Appendix 1.
Dr. Howe provided information on how she addresses the learning objectives in WMST 225:
Women in Appalachia, which is a lower-division elective course that is also part of the Liberal
Studies Program (cluster A, foreign/minority/gender requirement) and the General Education
Curriculum (objectives 5 and 7 ). This is provided as Appendix 2.
Dr. Jackson provided information on how she addresses the learning objectives in WMST
330/630: Feminist Theory/Feminist Theories. WMST 330 is a required course for the major, and
Dr. Jackson’s report is provided as Appendix 3.
Dr. Jackson used the rubric that she developed for the capstone seminar that was included in the
March 2006 plan when evaluating the final papers for students in the spring 2006 course. The
rubric is provided and the summary of the students’ scores are provided as Appendix 4.
Dr. Jackson also expanded and formalized the service learning component of the capstone
seminar for the spring 2007 semester, utilizing pre-existing university forms to expedite the
evaluation of this part of the course. This will allow her to better assess the success of this part
of the course. The service learning guided reflection guidelines are provided as Appendix 5.
Students have not yet completed this assignment so their reflections will be provided for the next
assessment report. The guided reflections graded rubric is provided as Appendix 6. The Center
for Civic Engagement Partner Grading Rubric is provided as Appendix 7. The Center for Civic
Engagement Student Placement Form is provided as Appendix 8.
We also collected information from our graduates through phone interviews that members of our
visiting committee conducted with these students in the summer of 2006. One of our women’s
studies majors who is now a graduate teaching assistant in women’s studies is completing her
master’s degree in educational leadership studies, and she helped us develop the questions to use
on this survey and wrote a cover letter that we sent to all the graduates to alert them to the fact
that a visiting committee member would be calling them. We used visiting committee members
for this survey because we are a small unit, and we felt students would speak more freely if they
were not talking to a former faculty member. This information, including the script that we
developed for the visiting committee members to use, is summarized as Appendix 9 of this
report and addresses the indirect measure of assessment that we included in our plan in March
2006.
We collected information from the students in our capstone seminar through a focus group that
one of our visiting committee members conducted on March 12, 2007. Students received the
questions in advance of the class meeting, and the instructor, Dr. Jackson, was not present during
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the focus group discussion. In doing this exercise, students used the same questions that we
used with the alumnae survey in the summer of 2006 and “weighted” their answers by using 4
colored dots worth a total of $1.85, as follows - $1, 50 cents, 25 cents, and 10 cents. This
summary only dealt with the answers to questions 2-7 of the survey in the summer. The students
who wish to do so are providing individual answers to question 1, which 1 student will collect
and provide to us on March 19. If we can provide this information late for 2007, we will do so.
Otherwise, we will use the information for the next report. We did not realize the students
wanted to do this outside of class until it was too late to tell them about the March 15 deadline.
This information is summarized as Appendix 10 of this report.
2. Faculty discussion of assessment findings (summarize).
Dr. Jackson and Dr. Howe reviewed the findings of the survey of alumnae and noted that
students wished to have more information about international issues. This is included in the
curriculum now in the required capstone seminar, and Dr. Jackson included information on
Iranian women in the feminist theory course required for all majors last fall. Otherwise, alumnae
reviews were overwhelmingly positive, as noted in Appendix 9 below. If these were scores that
we were seeing on the WVU Senate Evaluation of Instruction, we would be ranking the
instructors as excellent to outstanding in all categories.
The key learning goals for this year dealt with:
Formulate positions and defend them by gathering evidence to support arguments and
presenting the information in written and oral form, using critical thinking skills.
Demonstrate an understanding of the scholarship and theoretical underpinning of the
field of women's studies, using critical reading skills to analyze, dissect, and criticize
arguments, and be able to apply this knowledge to classes outside those offered in the
Women’s Studies Program.
Alumnae were very positive about the other learning goals, and we feel that we continue to
do an excellent job in meeting these objectives. We also applaud the creativity of the graduate
teaching assistants in helping our students to achieve these goals, as most students come to this
topic with little background knowledge of the issues and little awareness of women’s studies as a
discipline because it is not readily available in high schools.
3. Action plan for the next cycle.
Select one action item the faculty believes may enhance student learning. Decide who will be
responsible for the action, and establish a timeline for completion:
Dr. Jackson and Dr. Howe decided to focus on 2 of the learning objectives for 2007-08 and 2
more, yet to be determined, for 2008-2009. For 2007-2008 we will focus on the following
learning objectives:
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Put their theoretical knowledge into action because of their service learning work in
courses and any field experience opportunities they may have had.
Apply West Virginia University’s social justice mission in the classroom and elsewhere in
the community.
Dr. Jackson will again incorporate service learning into the spring 2008 capstone course,
making any revisions necessary based on her experiences this spring and student evaluations
of the course.
Dr. Jackson significantly improved the feminist theory course that is required for all majors
in the fall 2006 semester from the first time she taught it in the fall of 2005, and Dr. Howe
will try to continue those improvements when she teaches it in the fall of 2007. By looking
at the theoretical knowledge students should gain in feminist theory and applying it in the
capstone, we should be able to better assess the learning objectives we will target for the
2007-08 academic year.
We will encourage students to do service learning work through field experiences that use the
WMST 491 course number, but, frankly, this is very difficult because we have so few faculty
and because field experiences are so intensive to set up. Sometimes, students might be able
to do these projects in cooperation with the Center for Civic Engagement, as one student is
doing this semester, but that can also just add another level of administration to a program.
We will have one student, probably, doing a capstone experience for the English department
with the WVU Center of Excellence in Women’s Health (COEWH) that will be a service
learning-type project, which Dr. Howe will supervise in her role as outreach co-director for
the COEWH.
Dr. Jackson will work with the GTAs on the second goal when she does the mandatory
spring training program with them and when she works with them throughout the academic
year in their periodic meetings. She will help them develop and track assignments that focus
more specifically on our learning goals, as we will try to match particular courses that all our
majors take (intro, feminist theory and capstone) with specific learning objectives.
For 2008-2009, we will focus more on:
Demonstrate how gender, class, race, ethnicity, and age shape experience and how
femininity and masculinity are socially and culturally molded in the United States and in
other countries, rather than determined by biology alone.
Use the information literacy skills they have acquired throughout their courses in their
future education, careers or volunteer work, including knowing how to assess and use
information ethically and legally.
We established our major in the summer of 2003 so this will allow us to complete a review of
all the objectives by the time we must do a 5-year review of the undergraduate major. We
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anticipate doing a focus group with the capstone seminar students each spring and then
surveying our graduates again on a 5-year basis.
Our students noted a need for more career information. We tried to provide this in the fall
2006 semester with a series of mentoring workshops that Judy Wilkinson organized as a
visiting committee member. We will try to repeat these next year and encourage more
students to take advantage of them. We will try to make students more aware of the jobs
section on our web site. We also distribute to our students a “Saluting Our Students”
newsletter that we published in April 2005 for our 25 th anniversary, and we always include
updates on students’ jobs in our semi-annual newsletter, Nexus.
4. Assessment plan for next cycle.
As noted above, for 2007-2008 we will focus on the following learning objectives:
Put their theoretical knowledge into action because of their service learning work in
courses and any field experience opportunities they may have had.
Apply West Virginia University’s social justice mission in the classroom and elsewhere in
the community.
The direct assessment measure will be the service learning project in the capstone. For scoring
rubrics, see Appendices 5-8.
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1. Learning Goals:
Appendix 1 – WMST 170 and 245
At the end of their work in the Bachelor of Arts degree program in women’s studies, students
will be able to:
Demonstrate how gender, class, race, ethnicity, and age shape experience and how
femininity and masculinity are socially and culturally molded in the United States and in
other countries, rather than determined by biology alone.
Assignments from WMST 170: Introduction to Women’s Studies that meet this goal:
Media Image Analysis Paper – Students must select an advertisement in a
magazine and write a short paper that discusses how gendered assumptions and
stereotypes determine the content of the ad. In some classes they share their findings in a
10-minute presentation.
Students participate in an in-class activity called “Understanding the ‘isms’.” In
small groups, students provide concrete examples of how various social institutions (i.e.
education, healthcare, government, family, religion, etc.) both perpetuate and resist
various systems of inequality, including sexism, racism, classism, ageism, and ableism.
After presenting their examples, the class discusses how these systems shape our
experiences.
After learning the distinction between ‘biological sex’ and ‘socially constructed
gender roles,’ students watch a documentary on the experiences of a group of
transgendered individuals, called “Southern Comfort.” Class discussion and questions
following the film help further clarify the notion that one’s “expressed gender” is not
always consistent with one’s biological sex.
To understand how feminine and masculine gender roles are culturally molded,
students are asked to bring in a “quiz” from a gender-specific magazine (such as a teen
magazine), along with a brief analysis of the sexual script and gender roles the quiz
suggests a male or female should follow. In class, the students’ findings are compared to
magazines from other countries, such as Japan and Hungary. This activity is done in
conjunction with a reading concerning the socially constructed sexual scripts
communicated by magazine quizzes.
Examples from WMST 245: Women in International Development that meet this goal:
We study very deeply in this course the concept of gender as a social construct,
with examples from many countries of the world, and how this works itself out in the
lives of girls and women at all stages, from selective abortions of girls in utero through
inferior access to nutrition, education and health care; through lack of access to land,
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esources, and finance; through political under-representation; through physical abuse,
and vulnerability to the effects of warfare and social conflicts; through marginalization in
old age and the effects of cumulative deprivation. We also study the biological
advantages of women, and how, even in the face of an overwhelming burden of hard
labor and the stresses of reproduction, women live longer than men, with lower mortality
rates at all stages of their lives, except in cases of discrimination and deprivation.
Use the information literacy skills they have acquired throughout their courses in their
future education, careers or volunteer work, including knowing how to assess and use
information ethically and legally.
Assignments from WMST 170: Introduction to Women’s Studies that meet this goal:
Students must do research on a famous woman that has accomplished something
and give a presentation about her in class.
In small groups, students are assigned a current public policy which affects an
oppressed population in some way (women, homosexuals, racial minorities, etc.) They
must research the policy and present its key tenants to the class. Subsequent class
discussion concentrates on how these policies will affect students now, or once they are
“on their own” in the workforce with their own families.
Students learn about sexual harassment, women in the workplace, and questions
which cannot be legally asked at a job interview regarding one’s personal life, which
helps prepare them as they are interview for jobs and preparing for graduation.
Formulate positions and defend them by gathering evidence to support arguments and
presenting the information in written and oral form, using critical thinking skills.
Assignments from WMST 170: Introduction to Women’s Studies that meet this goal:
In-class debates on topics, for example students must research what the feminist
position on pornography is and then debate which side they agree with in class.
Students participate in small group in-class activities, where groups are provided
with “controversial” quotations from assigned readings, and the group is asked to present
a convincing argument to support or oppose their quotation.
Media Image Analysis project: Students individually select an image in print
media of interest to them (for example, a greeting card, bumper sticker, CD cover,
magazine ad, book illustration, etc.) Using concepts learned in the course, students must
write an essay which argues that their image communicates a particular message to
viewers. Students then give an individual presentation of their analysis for the class.
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Group Media projects: In groups, students are given a broad topic (i.e. women and
healthcare, women and education, women and government, women and violence, etc.).
They are responsible for narrowing their topic to something more specific (for example,
rape on WVU’s campus). Students then work outside of class to create a media piece
which communicates a message (either persuasive or informative) relating to their topic.
Students have created radio commercials, DVD infomercials, T-shirts, brochures,
newsletters, and posters. The group presents background information on their topic to the
class, and information about their media piece.
Response papers: Students select an article they find most interesting, compelling,
controversial, etc. and write a brief summary of the article. Then, they must provide an
argument about the article using supporting evidence; they may oppose the author,
support they author, provide examples from personal experience, or compare/contrast the
article to others read in class.
Demonstrate an understanding of the scholarship and theoretical underpinning of the
field of women's studies, using critical reading skills to analyze, dissect, and criticize
arguments, and be able to apply this knowledge to classes outside those offered in the
Women’s Studies Program.
Assignments from WMST 170: Introduction to Women’s Studies that meet this goal:
Students watch films, such as Vera Drake and Kinsey, or TV programs, like Law
and Order, Nip Tuck, Sex in the City , and Star Trek, and use material from class to do an
analysis of how the film reflects societal views of women and women’s issues, much like
the analyses conducted by women’s studies scholars who study popular culture.
Students must be able to explain in their final why Women’s Studies exists and
what the purpose of Women’s Studies is.
Editorial and opinion articles relating to current events and women’s issues are
distributed frequently in class (as they appear in the newspaper). Students receive their
own copy of these articles, read them in class, and then discuss the points the author
makes, as well as counter-points which an opponent could make.
The “Women and Science” unit is very popular with students who are involved in
the forensics program, or studying chemistry, biology, or nursing. These students often
select articles from this unit to write response papers about, and compare and contrast
their own experiences as women studying science today to the historical women in
science who they read about.
Assignments from WMST 245: Women in International Development that meet this goal:
After describing the context of preference for boys in China, especially in rural
families, writing an analytical paper on China's One Child Policy, and how it has led to
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increased deaths among baby girls, animosity from families towards little girls, an
increase in girls in orphanages, and a shortage of women in China overall.
Writing an essay on the effects on rural women and girls of the Ethiopian famine of
1983-1985, focusing on coping mechanisms used by women and girls in the crisis, and
how the effects of the famine on women and girls compared with the effects on men and
boys.
Analyzing how the HIV/AIDS crisis in Sub-Saharan Africa has affected women and
girls. The paper will use a gendered analysis to explore the ways in which the United
Nations (and the developed countries) have responded to the AIDS crisis, and the
efficacy of such measures.
Writing an essay on the impact on women in Egypt of that country’s New Marriage
Contract Law of 2000. The paper will review the decade of campaigning that led to the
enactment of the legislation, and describe how views of Islamic teaching were taken into
account in its formulation.
Writing an account of the Co-Madres (Mothers of the Disappeared) of El Salvador, a
group of impoverished, mostly illiterate women whose husbands or children were
kidnapped or killed by death squads and government security forces during El Salvador’s
bloody civil war in the 1980s. The paper will describe how social roles of women
affected the work of Co-Madres, and what role was played in the struggle by the issue of
access to land.
Analyzing the main health problems affecting women in Third World countries by
presenting data on leading health indicators, tracing changes over the past three decades,
and commenting on the importance of women’s health for wider development issues.
The author of this paper is a combat medic for the WV Army National Guard here in WV
who tried to go on a four week mission to Ecuador last summer and was unable to do so
because of school starting, but is nevertheless interviewing for her paper a nurse from
Charleston who got to go on the Ecuador mission and trying to get first hand details from
her accounts.
Writing an analytical review of the practice of genital mutilation in Africa to explore
its scope, its persistence in the face of international and domestic opposition, and the
social settings that encourage it.
Put their theoretical knowledge into action because of their service learning work in
courses and any field experience opportunities they may have had.
Students learn of various problems that women have in their own community and the
world and are told what they can do to help.
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The “Women and Healthcare” unit presents much information which nursing students
comment on finding applicable in their field experiences.
Extra credit assignments like attending lectures outside of class.
Apply West Virginia University’s social justice mission in the classroom and elsewhere in
the community.
Students must respect their classmate’s views during discussion and may not make
inappropriate or cruel comments towards another classmate or the teacher. They do not
have to agree with each other, but they must respect each other.
The policy is stated in the syllabus and modeled through example in classroom
interaction. [Also, please note that this policy is on all syllabi for every class in women’s
studies.]
The statement is reinforced constantly through discussion and in-class activities.
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1. Learning Goals:
Appendix 2: WMST 225: Women in Appalachia
At the end of their work in the Bachelor of Arts degree program in women’s studies, students
will be able to:
Demonstrate how gender, class, race, ethnicity, and age shape experience and how
femininity and masculinity are socially and culturally molded in the United States and in
other countries, rather than determined by biology alone.
Students look at stereotypes of Appalachian women and learn how these develop over
time and how they influence their own self-perceptions. In some quick-association
exercises, for instance, they had to write down 3 terms that came to mind for
Appalachian, hillbilly, and mountaineer. They then traded the cards with these words and
discussed whether the terms others had written were neutral, negative, or positive, and
why they made those choices. They have also done readings about a variety of
Appalachian women.
Use the information literacy skills they have acquired throughout their courses in their
future education, careers or volunteer work, including knowing how to assess and use
information ethically and legally.
They have written papers using library sources, their texts, and videos to look at women’s
health care issues and traditional arts. The final paper will deal with memoir and oral
history as ways of documenting Appalachian women’s lives. The texts include versions
or oral histories/memoirs so they can compare the advantages and disadvantages of these
types of sources in our discussions, as well as looking at how women’s lives are
portrayed in videos.
Put their theoretical knowledge into action because of their service learning work in
courses and any field experience opportunities they may have had.
While service learning is not a required part of the course, two students are in nursing,
and they have commented that they will use the knowledge they have gained in this class
when they do their required rural health rotations for nursing. One was adamant in
stating that it was up to her -and her generation – to improve the health of West Virginia
women through her nursing knowledge, amplified by her knowledge from this course.
Demonstrate an understanding of the scholarship and theoretical underpinning of the
field of women's studies, using critical reading skills to analyze, dissect, and criticize
arguments, and be able to apply this knowledge to classes outside those offered in the
Women’s Studies Program.
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Students do 4 reading response assignments throughout the semester that they then
discuss with their classmates, choosing the best questions from their group to discuss
with the class as a whole.
The field of Appalachian women’s studies is very new, and students are using the only
textbook available in the field, beyond hill and hollow, which former WVU faculty
member Dr. Elizabeth Engelhardt edited.
Apply West Virginia University’s social justice mission in the classroom and elsewhere in
the community.
The university’s social justice mission is on the syllabus, and students are required to
respect each other’s opinions in their class discussions.
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1. Learning Goals:
Appendix 3: WMST 330/630: Feminist Theory/Theories
Feminist Theory is most directly applicable to the following goal:
Demonstrate an understanding of the scholarship and theoretical underpinning of the field
of women's studies, using critical reading skills to analyze, dissect, and criticize arguments, and
be able to apply this knowledge to classes outside those offered in the Womens Studies Program.
So within the broad goal, I developed the following specific learning outcomes:
Classify a piece of feminist writing into an appropriate theoretical or set of theoretical positions.
Decide which theory or theories are appropriate to use to evaluate/analyze an item (book,
ad, film, etc.) or a situation (personal event, international case, etc.)
Make a plan and conduct the analysis
Use theories to recommend changes that will achieve equity and social justice
Use information literacy resources to do women’s studies research.
Make recommendations to build on existing feminist theory.
Graduate students will carry out the above with greater depth, detail and sophistication.
They will display a higher degree of specialization.
Where possible, their work will further their own research/study area.
Here’s a summary of the assignments to address the above learning outcomes:
We start the class by reading Gender Inequality, Feminist Theories and Politics, 3rd Edition –
Judith Lorber and selected articles from Feminist Theory: A Reader, 2nd Edition by Wendy
Kolmar and Frances Bartkowski. These pieces give students a broad overview of the scholarship
and theoretical underpinning of the field of women's studies. I assess their understanding using
the following assignments:
Response Papers: Students complete 2 essays of AT LEAST 250 words (generally, they write
more) on the assigned readings. Each essay consists of 1) a restatement of the author’s argument
in your own words and 2) their own personal reflections on or reactions to the article. They may
ask questions, relate it to their own experience, agree or disagree with the author, expand on the
ideas, etc. These essays are posted for the entire class to read and discuss online using eCampus.
After developing this base of knowledge, the students apply these theories in the following
assignments.
Memoir Project and Satrapi & Nafisi Reflection Papers: Feminist theory is derived from the
lived experiences of women. To look at this further students read 2 memoirs and look at one
documentary about women’s experiences during and after the Iranian Revolution. In addition to
learning about Iranian women’s experiences, students consider how the form in which the
women’s experiences are presented (Persepolis is a comic book, Reading Lolit a is a regular
book, and “Our Times” is a film) affects the memoir. They write a reflection paper of at least
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500 words (again, they usually write more) comparing the two books (and a separate scene
analysis of “Our Times”). They are asked to classify each piece under the most appropriate set of
feminist theories (liberal, socialist, lesbian, Marxist, etc.) and to identify connections with other
feminist writings from different cultures. Then they write their own memoir about a pivotal
event in their life. Their memoirs have 2 parts – a 1000 word paper and a documentation of the
same event in a different format (comic book, film, song, performance, etc.). They present these
memoirs to their classmates. Part of the memoir assignment asks them to apply some of the
theories and theorists that we study to their memoirs. How can the theories help them understand
their personal experience? Do they have experiences that don’t fit within existing feminist
theories? Can they recommend new kinds of feminist theorizing?
Film Scene Analyses: We watch two films (“Cannibal Women in the Avocado Jungle of Death”
and “Our Times” – the Iranian documentary). The students complete a worksheet with
instructions on how to analyze specific scenes in each film. They use these worksheets to write
papers of at least 250 words using feminist theory to analyze each film. “Cannibal Women” is a
spoof of low budget horror films and of gendered stereotypes. It presents stereotypes of specific
feminist theories and I ask the students to identify and describe these. They then argue whether
or not the film is a spoof of feminism or a feminist spoof of sexism. As part of this assignment
they are asked to evaluate whether or not the films would be good tools to use to educate the
larger public about feminism and women’s issues.
Currently, the learning outcome that needs strengthening in this class is attention to information
literacy, so for future classes I would add assignments directly addressing those skills.
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Appendix 4: WMST 494: Capstone: Seminar
Student presentations/papers in capstone course evaluated using attached rubric that Dr. Jackson
has developed for WMST 494: Capstone: Seminar for the spring 2006 semester.
The assignment description for that course, which is a “W” course, is:
Research Project: One of the key goals of the course is to provide you with opportunities for
independent problem-solving through inquiry-based learning through a research project that
applies course themes to your own interest area. This paper will also help you develop the
information literacy skills that we feel women’s studies students should have. This project is
divided into steps to provide feedback during the development of your ideas. Specific
requirements for the components will be posted to Vista. I encourage you to use the three short
papers as a base to begin developing your longer research paper and as a way to get feedback on
your writing to apply to your final paper. Your topic must connect with the following basic
themes of the course, as follows:
explore the local and global applications of ecofeminism
look at the relationships among women, gender, nature, science and environmentalism
explore topics such as the history of women in the environmental movement, the effects
of environmental issues on women’s lives, the gendering of nature, the connection
between women’s and animal rights, representations of women and nature in popular
culture, or another similar area
Whatever your topic, you must do the following:
Develop a specific thesis, argument, perspective or main idea. In other words, your paper must
do more than present a series of facts.
Focus your topic.
Gather evidence (scholarly sources, newspaper articles, websites, interviews, pop culture
materials, etc.)
Employ materials from class (articles, books, video, discussion, etc.)
Use your own evidence and materials from class to develop a logical rationale for why others
should accept your position.
Organize your paper into a beginning (presents main idea), a middle (provides evidence and
logical rationale), and a conclusion (summarizes key points and indicates importance). There
should be smooth transitions between sections.
Construct paragraphs that focus on one thing and have distinct topic sentences. Each paragraph
should relate to the preceding and following paragraphs. Paragraphs should be in a logical
sequence.
Write correct, engaging sentences. Vary sentence structure.
Use correct grammar, spelling and punctuation.
Format: At least 3000 words (UG) or 5000 words (G) of text (excluding title, headings,
bibliography), 10-12 pt. font, double-spaced, typed, 1” top and bottom margins, 1.25” left and
right margins.
Sources: You must use both primary and secondary sources and at least two non-Internet
sources related to your topic. Primary sources are those produced at the time of the event with a
126

first-hand perspective of the event, like newspaper stories or some of the web sites on recent
natural disasters. Secondary sources are more reflective and provide some perspective of
distance on the event, with more analysis of how this fits into a larger perspective. If you need
help distinguishing between primary and secondary sources, please see me. You must use at least
three materials (books, chapters from multiple author collections, articles, videos, etc.)
from class and eight external sources (other than course texts, at least 2 must be non-
Internet) in your paper. All sources used for your paper must be listed in a bibliography as well
as cited when appropriate in the text. You may use either MLA or APA format.
Components (written assignments, except topic, are all submitted to Vista):
Topic = 20 pts., due 2/6 at the beginning of class
Outline and annotated bibliography = 50 pts., 2/27 by midnight
Paper draft = 80 pts., due 3/29 by midnight
Presentation = 50 pts., 5/4 7-9pm (NO extensions)
Final paper = 100 pts., due 5/4 by midnight
Research project total = 300 pts.
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Research Project Final Paper
Rubric
Specific grades will be assigned according to the percentage of points earned (see distribution described in
the syllabus).
Extremely competent Okay Barely sufficient Fail
5 4 3 2
Thesis Provides novel insight. Clear, restates Identifiable but vague Difficult or impossible
obvious point . or misplaced. to identify.
10 8 6 4
Focus Thoroughly discusses a Clearly defines a Topic is too broad; Hard to tell what the
clearly defined, narrow topic area, but paper takes on too paper is supposed to be
topic.
lapses into
generalities.
much for the length. about.
20 16 12 8
Evidence Points are supported Points are supportedRelies
too much on one Little or weak attempt to
with diverse (different with multiple (lots or two sources. provide evidence.
kinds) of evidence. of the same kind) of
evidence.
20 16 12 8
Logical Reasonable, sound and Identifiable Attempts argument but Makes basic
rationale clear argument. Novel argument. lacks detail and observations. Fails to
perspectives. Defuses Acknowledges thought. Ignores connect them to thesis.
counter-arguments. counter-arguments.
Logic fails in
places.
counterarguments. Simplistic view of topic.
20 16 12 8
Class
readings
Course materials are
used to analyze the
topic or support the
thesis.
OrganizationEnhances argument.
Engaging intro and
conclusions. Logical
paragraph order.
Some connections
are made between
topic and/or thesis
and course
materials.
Course materials are
mentioned, but not
connected to argument
or rationale.
Paper topic is similar to
course material, but no
specific materials are
used.
15 12 9 6
Exellent basic
organization, solid
paragraphs and
smooth transitions.
May have a few out
of place paragraphs.
Shows basic
organization. Awkward
transitions. Weak
paragraphs.
Lacks basic organization
(beginning, middle,
end).
128

5 4 3 2
Mechanics Excellent. No typos. Strong, may have
up to 5 typos.
Sources Correct bibliography
and citations.
Deductions Score Comments
% based on
% of words <
required
length
_______
100
Problems in sentence Major errors (Run on
structure, grammar, and sentences, comma
word choice. splices, fragments, etc.).
5 4 3 2
Occasional errors in Incomplete
bibliography or bibliography or
citations, but has all citations. Or missing
required sources. some sources (

Develop a specific thesis, argument, perspective or main idea. In other words,
your paper must do more than present a series of facts. - THESIS
Gather evidence (scholarly sources, newspaper articles, websites, interviews, pop
culture materials, etc.) - EVIDENCE
Employ materials from class (articles, books, video, discussion, etc.) – CLASS
READINGS
Use your own evidence and materials from class to develop a logical rationale for
why others should accept your position. – LOGICAL RATIONALE
The capstone is the writing intensive course for women’s studies. Therefore, the
development of this piece of writing was the focus. The students wrote 2 short papers
early in the course. They were given the option of developing one of those into the final
paper (or they could begin a new topic). They then produce a draft of intermediate length
which the instructor read and provided comments guiding the students in their writing of
the final version.
Most of our courses emphasize writing skills and our programs success at helping our
students develop their ability to write is also supported by the results of the capstone
focus group for spring 2007 in which students noted the writing intensive nature of our
coursework as one of the aspects that they value about our program.
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Appendix 5: WMST 494 Service Learning Guided Reflection Guidelines
Pre-Service Reflection (15% = AT LEAST 250 words; 35% = AT LEAST 600
words):
How are you preparing academically for this experience? Are you reading
anything specific or doing any research about service learning?
How open-minded are you as you begin this experience? Do you expect that you
may encounter situations and people with which you have difficulty?
Do you think that your preconceived notions or prejudices might impact your
service learning experience?
What do you expect to learn from this experience?
Concrete Experience Reflection (15% = AT LEAST 250 words; 35% = AT LEAST
600 words):
Describe your service as it relates to the community organization. Include
descriptions about the environment and be sure to connect your experience with
your coursework (ANY women’s studies coursework, not just this class). Stay
objective- this is not a venting mechanism!
How has your academic coursework prepared you to perform on-site?
Are you as prepared as you would like? If not, what do you wish you had known
before beginning this experience?
Personal Reflection (15% = AT LEAST 250 words; 35% = AT LEAST 600 words):
Choose one event to focus on in this reflection entry.
Describe the event, who was involved, and why you believe it had an impact on
your academic growth.
What was your reaction to this experience?
How has this experience reinforced or violated previous understandings or beliefs
that you had prior to this event?
Identify contextual relationships between this event and your previous personal
experiences.
Identify contextual relationships between this event and your coursework (ANY
women’s studies coursework, not just this class).
Connectivity of Application to Theory (15% = AT LEAST 250 words; 35% = AT
LEAST 600 words):
Think about the theories that you are studying in your current major. Clearly,
without application of theory, these ideas would never be challenged or proven.
What specific theory or theories do you believe have been reinforced or
challenged through your service learning experience?
What role do you believe your service learning experience had in challenging or
reaffirming this theory or theories?
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Are there specific examples that you can provide to draw conclusions or make
connections between your thoughts and ideas and your service learning?
Future Implications (15% = AT LEAST 250 words; 35% = AT LEAST 600 words):
How might this learning experience impact the way in which you relate
community involvement in your future learning?
How do you envision your learning of the course material without the service
component of the course? Would your expectations have been the same? Did
you apply more than you would have in a classroom-based course?
Definitions of each stage of this guided reflective process are provided. These will be the
criteria upon which your instructor will evaluate your reflective writing. Please identify
these criteria and clarify them prior to your first reflective writing assignment.
Pre-Service:
Preconceived notions about service learning and about the community in which
you live.
Concrete Experience Reflection:
Level of detail and specificity included in reflection
Includes descriptions of your behavior and the behaviors of others, the
environment and your objectivity about this environment
Personal Reflection:
Your thoughts and feelings about events
Your perceptions of others’ thoughts and feelings about events
Your perceptions of how this event has affected individuals in the organization
and the organization as a whole
Connectivity of Application to Theory:
Theories in your reading material and in class (ANY women’s studies coursework,
not just this class) helping you to explain and understand the situation and the
dynamics that you have experienced
Changing of behaviors if you could relive the event now that you have had the
opportunity to reflect on the event itself
Critiques of the theories or concepts as you learned them in class (ANY women’s
studies coursework, not just this class) as they apply to the situation or event
Future Implications:
Test your new knowledge about yourself, others and organizations
Apply what you have learned to an event and replay it with your new knowledge
Specifically advise another student (hypothetically) about how to perform in the
event or situation. Provide details about both verbal and nonverbal behaviors that
contributed to the escalation or diffusing of this event.
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Appendix 6: WMST 494 Guided Reflection Guidelines Grading Rubric
Guided
Reflection
Guidelines
Grading
Rubric
Skills to
Demonstrate
Pre-Service Con Concrete
Experience Experience
Academic
preparation
( /4 or
/12)
Evidence of
research
( /6 or /18
)
ExE
Preconceived
notions/ideas
( /4 or /12)
Learning
expectations
( /6 or /18
)
Points
Awarded / 20 (15%)
or
/ 60 (35%)
Instructor
Comments
Relationship
between service
and
organization
( /4 or /12)
Connection to
coursework or
readings
( /10 or /30)
Relating
preparation
with service
skills
( /6 or /18 )
or
/ 20 (15%)
/ 60 (35%)
Personal
Reflection
Select
specific
event in
isolationprovide
details
( /4 or
/12)
Reaction to
event
( /4 or
/12)
Connect
theory and
application
( /6 or
/18 )
Contextual
connection
with
personal
and
coursework
experiences
( /6 or
/18 )
/ 20
(15%) or
/ 60
(35%)
Connectivity of
Application to Theory
Specific theory or
theories being applied
( /4 or /12)
Reinforcement/Challenge
of theory in practice
( /4 or /12)
Role of service learning
in
reinforcing/challenging
theory in practice
( /6 or /18 )
Specific examples and
conclusions/connections
to service learning
( /6 or /18 )
/ 20 (15%) or
/ 60 (35%)
133
Future
Implications
Impact of learni
experiences to
future academic
endeavors
( /6 or /18 )
Interpretation of
service learning
relationship to
course outcomes
( /8 or /24)
Evidence of
application for
future learning
activities
( /6 or /18 )
/ 20 (15%
/ 60 (35

134

Appendix 7: WMST 494 Center for Civic Engagement Partner Grading Rubric
Student:
___________________________
Partner Grading Rubric
Course: _____________________________
Agency:____________________________ CEC:_______________________________
Honor
commitment to
completing the
hours and
tasks as
assigned
Commit to
open and clear
communication
with his/her
supervisor
regarding
placement
Perform
professionally
Fulfill the
projects
learning
outcomes
Criteria Points
1 2 3 4
Did not return
after initial visit
Had no
communication
Not professional
Did not complete
the project
Missed more
than 3
scheduled
days,
frequently late
Did not return
calls or emails
promptly
Frequently
corrected for
unprofessional
behavior or
dress
Completed
project but did
not fulfill
outcomes
Missed less
than 3 days
Able to
contact via
phone and
email when
needed
Was
professional
most of the
time
Demonstrated
a general
understanding
of the
learning
outcomes
Was reliable
and consistent 10
Had good
communication
throughout the
project
Very
professional
and respectful
Fulfilled and
demonstrated
an in-depth
understanding
of learning
outcomes of
project
10
10
10
135

Email:
Student Name:
Use new
skill/knowledge
Student not
in real world
involved in
settings
learning
Course:
Phone:
Acceptance Form
Community Partner: Civic Engagement Contact:
Phone: Email:
Student Placement
Project Description Intended Learning Connection to Major
Outcomes
Student has
some active Student has
Student has no
application of shown
new
new skill or application of
application of
knowledge new skill
skill
Total---->
Comments:
Appendix 8: Center for Civic Engagement Student Placement Acceptance Form
10
50
136

Total Hours:
Initials: Initials: Initials:
_____________________________________________ Signature ____________________Student
Date
_____________________________________________ ____________________
Civic Engagement Contact Signature Date
The student must return this completed form to Kristi Wood-Turner by
CECs are encouraged keep a copy of this form for their records.
137

Greetings-
Appendix 9: Survey of Women’s Studies Graduates in Summer 2006
A. Email to visiting committee members Judy Wilkinson, Susan Kelley, and
Nancy Bulla, who conducted the interviews, with responses from surveys below
each question. We can sort these by graduation year if needed, but we did not do
that for this report. Visiting committee members talked to 15 graduates over the
summer. Most of these students had a BA in women’s studies, but a few had only
a minor in women’s studies as they graduated before 2003, when we gave the first
BA. The earliest graduate in this survey graduated in 2000, so all would be
familiar with our program in the past few years. We tried to reach every major
and a few minors, but, of course, that was not possible.
I realized I should have given you some version of a script for the assessment interviews,
so see how this works. This is a combination of the questions we have in our document
for the university and Kayla's additions:
introduce yourself as a visiting committee member
explain this is follow-up to the letter they should have received from Kayla recently
explain answers will be shared with women's studies program faculty as part of the
university's mandated assessment program but not their names so they should be honest
in sharing opinions - if relevant, you might
want to note when they graduated. Some had Elizabeth Engelhardt (03-04 graduates) for
core courses, some Heather Frederick (04-05 graduates), and some Kasi Jackson (05-06
graduates), and that could influence their
answers.
1) How well did you achieve each of the program's learning goals?
For this, we used a scale of very well (5), well (4), neutral (3), poorly (2), not at all (1) -
then asked if they hade any comments or quick examples they wanted to add after giving
a numerical score, but the interviewers did not have to go into long detailed follow-up
unless the interviewees wanted to do that.
a) Demonstrate how gender, class, race, ethnicity, and age shape experience and
how femininity and masculinity are socially and culturally molded in the United States
and in other countries, rather than determined by biology alone.
5, 4, 5, 5, 4, 4, 5, 5, 4, 5, 5, 5, 5, 5, 4 ("Going through this program has really enriched
my life even more than my career. It was a privilege to have learned this material -books
and conversations. A huge difference in interactions with friends and family and
definitely in my career. It has been instrumental."
Average score: 4.67
b) Use the information literacy skills they have acquired throughout their courses
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in their future education, careers or volunteer work, including knowing how to assess and
use information ethically and legally.
4, 4, 5, 2, 3, 3, 5, 5, 4, 5, 5, 5, 5, 4, 4
Average score: 4.2
c) Formulate positions and defend them by gathering evidence to support
arguments and presenting the information in written and oral form, using critical thinking
skills.
5, 3, 5, 4, 3, 5, 5, 5, 4, 4, 5, 5, 5, 4,3
Average score: 4.3
d) Demonstrate an understanding of the scholarship and theoretical underpinning
of the field of women's studies, using critical reading skills to analyze, dissect, and
criticize arguments, and be able to apply this knowledge to classes outside those offered
in the Women's Studies Program.
5, 4, 4, 5, 4, 4, 5, 5, 4, 4, 5, 5, 5, 5,("esp. upper division 3-400"), 4 ("Because of the
content and critical thinking and research papers that we had to write, definitely helped
with my other classes. I learned so much how to do research and write and think and
discuss. I would be that person in my other classes who tried to get others to discuss and
open up. I became confident doing this."
Average score: 4.5
e) Put their theoretical knowledge into action because of their service learning
work in courses and any field experience opportunities they may have had.
5, 5, 4, 5, 3, 3, 4, 5, 4, 5, 5, 5, 5, 5, ("That pertains to me because during the whole time I
did community service and field work, for me, this was a part of my career. It catapulted
my career and provided opportunities that I would not have had otherwise.") 4, ("just
capstone")
Average score: 4.5
f) Apply West Virginia University's social justice mission in the classroom and
elsewhere in the community.
5, 5, 3, 4, 4, 4.5, 5, 5, 4, 5, 5, 5, 5, 5, 5 ("Absolutely! That aspect has affected my work.
I pay attention to how people are treated. What is appropriate and fair, and what isn't. I
am very aware. My boss thinks this is a positive quality.")
Average score: 4.6
2) What aspect of your education in the Women's Studies Program helped you with your
learning, and why were they helpful?
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Wrote some of the best papers I've ever written, because of my studies, both in
structure as well as content and with broader vision.
The ability to look at things from a different perspective. Helps me with critical
thinking in current graduate work in proposing alternate ways of viewing issues.
More open minded; history became more than a male-dominated world (was a
history major).
Group discussions; allowed diversity of thought/experience; developed a strong
sense of community among group members, a unifying force.
Capstone course -- Dr. Jackson encouraged public speaking and discussion in
addition to individual critical thinking.
Everything. To be an undergrad and learn about women's studies was amazing
and life changing. It put theory and academics behind feeling, emotions, and
thoughts.
Thinking critically about race, gender and ethnicity function in society. I'm in law
school, so it helps me look at the legal field in a different way. I bring up or look
at issues others in my class don't think of.
"Dr. Fredrick helped with how to write papers more than my English teachers,
and
Dr. Howe -- how to do research. Research, and look at thing with an open mind,
to be more understanding in the classroom and not judge people."
"It was the challenges that were given. I felt pushed to always do better. Dr.
Englehart especially did this. I realized what a personal responsibility it was to do
well. It was such a privilege to have this major. The people who made it possible
worked very hard. I enjoyed the program. It became a passion for me -- women's
rights. And I wanted to read the material."
"The aspect that helped me with my learning: The emphasis on rhetorical (i.e.,
research). Why? I applied critical thinking skills."
"The aspect in the program -- learning more about women and children and how
gender affects roles in society, as a psychology major."
It provided a supportive community. I took two of Dr. Howe’s courses, and she
made us participate. We were not given an option. Critical thinking skills were
emphasized heavily. She would not allow students to sit there quietly!
The emphasis on the community. I went to the High Rocks Academy as an intern,
and I was able to apply what I was learning in class in that setting.
My favorite course and most memorable learning experience was Dr. Jackson’s
capstone course, in which I was involved in service learning with middle school
girls. Also, the course on women’s studies in the information age helped me with
my research skills. This helped me in all of my courses, and I wish I had taken it
earlier, rather than at 400 level. I would urge that this be part of the work done at
an earlier stage in the sequence of courses, rather than being part of the 400 level
courses.
The heavy theoretical devices uses helped me in my graduate work. The capstone
experience at High Rocks was wonderful. It provided an application of what we
had learned, and it was the first class I had in which I was able to put theory into
action.
140

3) What might the department do differently that would help you learn more effectively,
and why would these actions help?
Some of the information seemed repetitive, but perhaps it served me well to have
repetition, as it was all beneficial.
Intro to Women's Studies, cluster B, should be made a requirement for all
students. i.e. When the controversy surrounding cuts in women's sports programs
surfaced, those taking the intro course did not allow the media to blame those cuts
on gender.
great experience
More class work on library technology.
Overall, a very good experience.
When I was there, I would have like the classes cross-listed with a broader
number of other disciplines.
Incorporate more pop culture. Some professors did a good job at that, but it could
be enhanced. Even if it were just in the Morgantown area as it regarded clipping
local issues from the paper and relating them to what we were learning.
"I'm really happy with the Women's Studies Program. I wish that we had a
graduate program, masters or doctorate, even bigger with more professors."
"Provide even more outlets for action in addition to FEM."
"Because I was a minor -- the history of Women's Studies -- it wasn't required -a
good requirement for understanding of Women's Studies."
"Something with service learning, i.e., independent studies to increase service
learning."
Nothing! I loved it! All classes were connected, and there was good
communications in the department.
Add more content about people in other countries. I would have liked more of an
emphasis on gender in different cultures. It was good that we covered this
somewhat, and I would like to see it strengthened.
Again, I would add research skills to courses earlier in the sequence.
1) Increase the number of service learning opportunities. It definitely belongs in
the capstone class. 2) Women’s Studies 40 was a little shaky in terms of content,
but I took it out of sequence after I had already had the other upper level classes. I
was out of sync with the new students in the class who had not had the other
classes. 3) Some classes could use more theory.
4) Does your current employment/graduate work relate to your academic and
training on gender issues? If so, how?
yes. studying massage therapy; has given me a comfort zone.
No, but within a year it will, as I will be going to graduate school to study public
health administration and will focus both on women's health and behavioral
science.
No.
141

Yes. Appalachian studies with a certificate in women's studies.
No. I had to take time off for surgery -- (She gave part of her liver to her dad.)
It's been a life-changing experience. I want to be an advocate for organ donors.
My master’s was in women's studies, so that is telling. While I cannot teach
women's studies to my 10th grad English classes, I bring my thoughts to class
work, giving them a different view than they may have gotten from other
teachers.
Yes. See #2.
"Definitely! All issues of gender and equality. I have more of an open palette. I
am loking as issues and bringing in specific facts and information."
"No, not yet."
"Not directly. I'm in development work. The service learning and field work
helped me to get the job I have now."
"Yes. I'll be teaching Women's Studies! In education I hope Women's Studies
will help me to incorporate more women's literature into the curriculum."
Not overtly, but I am more sensitive and it makes a difference when dealing with
parents of the special needs children who are the clients of the organization for
which I now work.
Definitely! In my graduate work in marriage and family therapy, I find that issues
of gender and power always present themselves. My background in Women’ s
Studies has made me much more aware of these issues.
No. I am in transition to a job in a pet store dealing with inventory control and
animal grooming.
I am a graduate student in women’s studies and plan to go to law school and work
on human rights issues, so it definitely relates.
5) Do you think that you have applied the critical thinking skills you learned in
the women's studies program in your current employment/graduate work? If so,
how?
Yes, but I am in retail sales right now, so it is not quite as applicable as it will be
when I go to graduate school. Even saying that, however, my approach to
customers is one of total acceptance.
yes. crosses race/gender barrier.
Yes. Dr. Howe set a powerful example in public history.
Yes.
Yes. I double majored. My studies in the English Dept. were affected in that I
viewed things I read differently than I did prior to taking women's study
classes.
Yes. The critical thinking skills developed at WVU have been sharpened, but the
basis come from the foundation laid in Morgantown. I taught To Kill A
Mockingbird in a different way than most teachers and I had to use my critical
thinking skills in approaching my students' questions on my views.
Yes. See #2.
Yes! I use it every day! I learned how to look at things with a more broad mind."
142

"Absolutely. Because the work I do using interpersonal skills and
communication, and so much moving is very different than for a person who did
not go through the program."
"Yes. Mostly in work with children. Gender roles in society, breaking the rigid
roles to expand children's horizons outside of society's standard."
"Definitely. I am teaching a class and bring in critical thinking skills."
Yes! I apply these as I research and make decisions about services to be provided
to special needs children.
In my last 400-level class, Dr. Engelhardt taught us to analyze research in terms
of who funded it and what influenced its outcomes. Those skills are very useful,
enabling me to consider and evaluate information in terms of its influences before
I rely upon it.
Yes, in certain ways. I am more aware of differences and I analyze situations
more than I would have before. My experiences in a student group in which I was
co-chair gave me skills that have in turn made me more confident that I can be a
leader.
Yes, definitely, in my graduate work. I wish I could be more active in the
community, and plan to be once I finish grad school. I find I analyze things more
critically. I would note that I also was a fine arts major.
6). Have you continued to work as an advocate for women in and/or outside your place of
employment? Describe.
Yes. involved in the Vagina Monologues. Active member of FEM; attend rallies
for women rights.
I am quick to voice my views.
I would like to think so.
Yes. I was employed by the Feminist Majority Foundation to work on the 2004
presidential campaign.
Plan to -- it's a good foundation.
Yes. I volunteer and work with teenage girls and continue to be an advocate for
women and other minorities. I went to the March For Women's Lives in 2004 in
DC and met with WVU participants there. I am still a member of and donate
money to women's organizations. I am the biggest advocate in my own life, but
also contribute to broader sweeping things.
Yes. Student organizations. Social justice programs.
"Nothing beyond being GTA."
"Absolutely! Up until 6 months ago I worked for the American Cancer Society,
women's health, breast cancer and NOW. I still am in NOW, and I encourage
women in the workplace and empower them regarding their rights and to work as
a team."
"Only in personal settings with friends and family, expressing my own educated
opinion."
"Yes, I keep the political consciousness. I am in Planned Parenthood and NOW."
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Yes. I speak with and empower mothers to be advocates for their special needs
children.
Yes. I am an advocate for both women and children. I work with women who
have been abused, and also with abusers who are learning to manage their anger. I
help people to create plans to stay safe.
Yes. I intend to get more involved in the National Organization for Women.
Yes, in the way I view things and in the activities that I support. I have been
critical of organizations that choose tactics that involve “playing the game,” rather
than analyzing and confronting issues. I am in the feminist group at my graduate
school.
7). Has your relationship with women/men/cultural/racial groups different from yours
improved since your women's studies education?
Yes
Yes
Yes.
Yes.
Yes. It has opened my eyes to a lot of things. It has stretched me.
My relationship with everyone has improved somewhat, as when you grow up in
WV, you are only exposed to so much. Women's studies broadened my view of
the world and all sides of broader issues. I believe strongly that a Women's
Studies masters program should be provided at WVU. I understand the argument
of funding, but I truly believe it goes beyond money. The University of Florida
handles its Women's Studies dept entirely differently than WVU handles their’s.
There is a massive difference in philosophy. I miss West Virginia constantly.
Sure. I think that I'm more open-minded and tolerant of women in other cultures,
particularly of their traditions, even though they may be different than what my
choices would be.
"Most definitely!"
"Yes. I was given a better understanding of people who aren't like me."
"Absolutely! You can't help but change."
"Broadened, because I'm more understanding and more open minded."
Yes. I feel I was always culturally sensitive, but the program has helped me to
shape my thinking and grow in this regard.
Yes. In the past few years since I have been out of the program and in graduate
school, I found that I had to learn to listen and not just advocate. Things are not so
black and white, and I have learned to respect others and have grown in my ability
to get along with others who are different from me.
Yes, I am more open to different ways of thinking and approaching life. Being a
white American is very different, and it is not the norm everywhere. I worked
with two student groups that taught me a lot about differences.
Yes. In graduate school I learned more about “critical race theory,” and would
urge that more Black feminist thought be added to the curriculum.
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8) Anything else you’d like to say? Note that only one of the interviewers asked this
question.
The most important thing about the Women’s Studies program was that it gave
me a place to fit in. It took me from 1997 – 2004 to finish, and it gave me friends
and “a home” at WVU. I would like for the program to consider how those of us
with this degree can get potential employers to understand how well rounded we
are when we earn this degree. People mistakenly think this is a narrow field of
study, or that we are not as well rounded as someone with a more traditional
liberal arts degree. I am working on a master’s degree in Special Education. My
goal is to get a job in government, but how do I explain how my degree is
applicable? I would like more help in planning my career.
Please keep the community emphasis in this program. Take Back the Night, High
Rocks, work with shelters – all are important places for us to learn and contribute.
Stay out there!
I would like to say that this was a second major for me, in addition to German,
and it would match well with any other major. I’d encourage anyone to consider it
as a second major. I’d also like to say that Women’s Studies helped me with my
relationship with my mother, and that she has learned from me, which has been a
real benefit for us.
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Appendix 10: Assessment of Program by Students in WMST 494/794:
Spring 2007
17 students participated in this exercise. Responses to question 1 will be sent
after March 19 or held for the spring 2008 report.
2. What aspects of your education in the Women’s Studies Program helped you
with your learning, and why were they helpful?
Responses were (with value by dollars committed to response in brackets;
note that all ideas were not considered worthy of “money” when the time
came to use their money)
Writing intensive refresher and training - 50 cents
Deeper research
Advising - $5.50, including 4 $1.00 stickers for first place
Field Experience – learning how the university functions
Sponsorship of out-of-class events has helped – 25 cents
3. What might the Women’s Studies Program do differently that would help you
learn more effectively, and why would these actions help?
Responses and dollar amounts were:
Need more staff to avoid disorganization and
miscommunication - $1.10, including 1 $1.00 sticker
More qualified faculty (this was not to imply that the current
faculty are UNqualfied but that we need more!) - $1.60, including 1 $1.00
sticker
More organization, especially in capstone – 75 cents
Keep up with growth of WVU by getting more faculty
Mentor GTAs – 45 cents
Fit students’ interests more into the capstone - $1.50
Integrate women’s studies and other fields – 50 cents
Increase the opportunity for real activism along with
scholarship
Increase practical guidance for the future - $1.00 (1 sticker)
Increase the tracks within the degree - $1.25, including 1
$1.00 sticker)
Not inclusive enough of varying viewpoints of women’s
studies - $2.35, including 2 $1.00 stickers
More upper-level women’s studies courses - $3.35,
including 1 $1.00 sticker
Sometimes I hear of extra lectures after the fact
More is not necessarily better – too many things going on –
35 cents
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above.
50 cents
Separate out capstone into activism and theory, too many
layers, pick our own for how we do writing and service learning - $6.45,
including 4 $1.00 stickers
4. Will your future (or does your current employment)/graduate work relate to
your academic training or gender issues? If so, how?
11 said yes, 5 said maybe, and none said no.
Responses and dollar amounts were:
Work with abused women/statistics in class helped
Help to go into a male-dominated field – 10 cents
Focus work on women’s issues – 10 cents
Law – to use critical thinking skills and to articulate beliefs
– 10 cents
Insight re children’s issues
More open-minded now – 10 cents
Integrated theory to experience
5. Will you use the critical thinking skills you learned in the Women’s Studies
Program in your current or future employment/graduate work? If so, how?
Responses to this question were incorporated into those for question 4
6. Will you continue to work as an advocate for women in and/or outside your
place of employment?
Responses and dollar amounts were:
Yes – not specifically women but an advocate for equality –
I’m a “hands on” activist – 20 cents
In outreach for fatherless children and single mothers.
7. Has your relationship to women/men/cultural/racial groups different from
your’s improved since your women’s studies education?
Responses and dollar amounts were:
Through interactions (not classroom instruction) my
relationships have/are changed - $1.10, including 1 $1.00 sticker
I’ve learned from the stories (classroom discussions) of
others - $1.75, including 1 $1.00 sticker.
From these responses, it appears that students value the advising they get in the
program, since 4 of the 17 “spent” their $1.00 sticker on advising for a total of $5.50 and
had the most comments on the capstone course, which also garnered 4 $1.00 stickers for
a total of $6.45. This focus on the capstone may have been because they were doing this
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exercise in the capstone course. They also clearly want more upper-division courses
which we would also like to offer if we had the resources to do so!
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