Table 4. Women’s Studies Assessment Strategies

• Pre- and post-tests using key concepts and terms (see the University of Nebraska, Kearney, sample. In a similar vein, the Bowling Green State University program administers teaching evaluations in the middle of the semester as well as at the end so that the process of assessing learning also offers instructors feedback; I have tried this strategy as well and find that it has the added benefit of demonstrating to students that their opinions are valued and incorporated into the class)
  
  
• Coding a set of essays using a pre-determined rubric (the Hunter College program has an extremely detailed rubric that focuses primarily on writing skills rather than on specific content)
  
  
• Exit interviews or surveys (good examples appear on the University of Nebraska, Kearney, and Meredith College web sites)
  
  
• Alumnae surveys (an effective example appears on the Wright State University program’s web site)
  
  
• Focus groups with students or alumnae (Ellen Friedman at the College of New Jersey offers a report on the results of one of these groups)
  
  
• Portfolios (paper or electronic. A manageable example may be found on the Winona State University Women’s and Gender Studies Program web site, while a more thorough portfolio example is visible at Kansas State. A listing of institutions using this form of assessment is available on the American Association for Higher Education web site.
  
  
• Student course evaluations (Meacham’s suggestions include asking students to indicate agreement or disagreement with statements such as: “This course helped me to understand myself and others in ways other than stereotyped groups and categories,” “This course has helped me to ask questions, analyze arguments, make connections, and be a better thinker,” and “I have been able to see connections between the material in this course and real-life situations I might face on the job, in my family, and as a citizen.”)
  
  
• Class observations (these may have a different focus than teaching observations, which are designed primarily to determine the quality of instruction rather than the quality of learning).