Archived Assessment Report
| Program | Chicana and Chicano Studies AA Degree |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Final Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|---|
| 7. Produce communication appropriate to audience, situation, venue, and/or context | Identify and advance a critical understanding of Chicanx, nuevomexicano, transnational Mexicano peoples and communities. |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 7. Produce communication appropriate to audience, situation, venue, and/or context | A rubric will be used to ascertain the percentage of students that demonstrate the ability to identify and critically consider the main issues, concepts, problems, and/or techniques pertinent to Chicana/o Studies at the exemplary, good, acceptable, and needs improvement levels. | CCST 2110 | The target is 75% of students having the ability to identify and critically consider the main issues, concepts, problems, and/or techniques pertinent to Chicana/o Studies. |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|---|---|---|
| 7. Produce communication appropriate to audience, situation, venue, and/or context | The measurement tool utilized by the program is currently in use and is still collecting data. | The measurement tool utilized by the program is currently in use and is still collecting data. | The measurement tool utilized by the program is currently in use and is still collecting data. |
| 7. Produce communication appropriate to audience, situation, venue, and/or context | |
|---|---|
| Describe the change that was implemented. | An assessment tool was created and is still being utilized; therefore, data has not been collected. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | An assessment tool was created and is still being utilized; therefore, data has not been collected. |
| What data motivated the change? | An assessment tool was created and is still being utilized; therefore, data has not been collected. |
| Hypothesis about the effect the change will have? | An assessment tool was created and is still being utilized; therefore, data has not been collected. |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|---|---|
| 7. Produce communication appropriate to audience, situation, venue, and/or context | An assessment tool was created and is still being utilized; therefore, data has not been collected. | An assessment tool was created and is still being utilized; therefore, data has not been collected. |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Second Round Results | Intepretation of Results, Pre- and Post-Change | Follow up questions, possible next steps |
|---|---|---|---|
| 7. Produce communication appropriate to audience, situation, venue, and/or context | Data from the second round is not available. | Data from the second round is not available. |
Describe any change in student achievement observed as part of this assessment process, and what led to those changes.
There was a change in student achievement during the implementation of the assessment process. The pedagogical approaches and praxis that were employed by faculty took into consideration assessment at this level; the interactions between faculty and students reflected a common community focus towards successfully completing learning objectives. This also meant that frameworks on assignment deadlines, grading, and face-to-face interaction included a certain level of cultural responsiveness that ensured students the ability to complete personal, family, and community responsibilities alongside meeting assignment deadlines. Student engagement increased, and learning outcomes were achieved as a result.
Describe long-term changes in the program(s) that the assessment process led to, and what motivated those changes?
The assessment process validated that pedagogical approaches emphasizing social justice, critical thinking, and uplifting the narratives and lived experiences of the Chicana/o/x/e community are central to the success of students within the program. Therefore, further establishing that faculty should continue to build on the current theoretical frameworks, research methodologies, and teaching pedagogies and praxis of the program.
What did you learn about the teaching and learning of "Practicing Community" in your programs?
Practicing community for our students emphasized recognizing and honoring the "funds of knowledge" their family members had shared with them through everyday interactions. Additionally, students considered practicing community by nurturing the "community cultural wealth" that aided them in navigating social systems such as educational, health, and government institutions, as well as the workplace.
Describe any external factors affecting the program or affecting assessment of the program.
There are no full-time faculty within the Chicana/o Studies program. The faculty is mostly made up of part-time faculty, with two faculty members having full-time appointments in other programs. The lack of full-time faculty limited the ability of the program to invest the required amount of time needed to implement the assessment and its tools within college deadlines. While the assessment tool has been implemented, data is still being collected; as a result, there is a limited scope on the areas that need support.