Literaturnachweis - Detailanzeige
Autor/inn/en | Munoz, Ed A.; Jaime, Angela M.; McGriff, Deborah L.; Molina, Adrian H. |
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Titel | Assessment of Student Learning: Estudios Chicana/o Cultivating Critical Cultural Thinking |
Quelle | In: Teaching Sociology, 40 (2012) 1, S.34-49 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0092-055X |
DOI | 10.1177/0092055X11430638 |
Schlagwörter | Program Effectiveness; Student Evaluation; Hispanic American Students; Critical Thinking; Outcomes of Education; Program Evaluation; Educational Objectives; Summative Evaluation; Interviews; Activism; Immigrants; Bias; College Students; Social Justice; Cultural Awareness; Wyoming Schulnote; Studentische Bewertung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Kritisches Denken; Lernleistung; Schulerfolg; Programme evaluation; Programmevaluation; Educational objective; Bildungsziel; Erziehungsziel; Interviewing; Interviewtechnik; Aktivismus; Politischer Protest; Immigrant; Immigrantin; Immigranten; Collegestudent; Soziale Gerechtigkeit; Cultural identity; Kulturelle Identität |
Abstract | In recent years, academic programs have increasingly documented student learning. For many, this practice of measuring and analyzing student learning outcomes continues as an elusive endeavor fraught with resentment and misgiving. This article describes the development of a student learning assessment plan for the University of Wyoming's Chicano Studies Program. An initial program assessment facilitated the development of a faculty agreed-upon mission, goals, and learning outcomes. A summative course embedded assessment strategy provides direct evidence for determining student learning achievement. Student exit interviews provide additional evidence suggesting that Chicana/o Studies curricula help in cultivating a critical cultural thinking framework oriented toward social justice and activism. Current anti-immigrant and anti-Latina/o sentiments provide the context for a discussion of the study's implications. (Contains 1 table.) (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |