Student learning outcomes for the action research project
Primary goal: Students will work collaboratively to integrate feminist research, service, and activism.
1: Students will demonstrate effective small group collaboration.
a. Identify the features of effective small group collaboration.
b. Assess the effectiveness of group meetings.
c. Assess the effectiveness of individual contributions to group process.
d. Reflect on the process of feminist group collaboration.
2: Students will use relevant scholarly sources to contextualize and analyze the topic at hand, using an intersectional understanding of women and gender.
a. Explain the relevance of two sources from the course text to the topic.
b. Explain the relevance of two outside sources to the topic.
c. Define three key terms that aid in analysis of the topic.
d. Define the concept of intersectionality and explain how an intersectional model of women and gender affects your understanding of the topic.
e. Create a timeline of relevant historical events.
f. Document all sources appropriately using MLA format.
3: Students will collaborate with a relevant campus or community office or agency (“community partner”).
a. Create and maintain a meeting schedule with partner personnel.
b. Document meeting agendas and minutes.
c. Assess the mission or goals of the partner agency.
d. Collaboratively determine an activist project that addresses the topic and meets at least one element of the agency’s mission/goals.
e. Assess the communication and collaboration between the small group and the agency.
4: Students will take action to address gender injustice.
a. Plan the project.
b. Promote the event/project following university guidelines.
c. Carry out the project.
d. Document all stages of the project.
e. Assess the effectiveness of the project.
5: Students will create a compelling educational website that communicates and connects their research, service, activism.
1: Students will demonstrate effective small group collaboration.
a. Identify the features of effective small group collaboration.
b. Assess the effectiveness of group meetings.
c. Assess the effectiveness of individual contributions to group process.
d. Reflect on the process of feminist group collaboration.
2: Students will use relevant scholarly sources to contextualize and analyze the topic at hand, using an intersectional understanding of women and gender.
a. Explain the relevance of two sources from the course text to the topic.
b. Explain the relevance of two outside sources to the topic.
c. Define three key terms that aid in analysis of the topic.
d. Define the concept of intersectionality and explain how an intersectional model of women and gender affects your understanding of the topic.
e. Create a timeline of relevant historical events.
f. Document all sources appropriately using MLA format.
3: Students will collaborate with a relevant campus or community office or agency (“community partner”).
a. Create and maintain a meeting schedule with partner personnel.
b. Document meeting agendas and minutes.
c. Assess the mission or goals of the partner agency.
d. Collaboratively determine an activist project that addresses the topic and meets at least one element of the agency’s mission/goals.
e. Assess the communication and collaboration between the small group and the agency.
4: Students will take action to address gender injustice.
a. Plan the project.
b. Promote the event/project following university guidelines.
c. Carry out the project.
d. Document all stages of the project.
e. Assess the effectiveness of the project.
5: Students will create a compelling educational website that communicates and connects their research, service, activism.