Action Assessment Project

Is your department preparing for program review?

Jumpstart the process with an Action Assessment Project. These projects focus on Equity and Writing initiatives. 

These projects will enable departments to:

• Generate meaningful assessment data using methods valued by the department
• Use the data immediately to take deliberate, impactful action
• Benefit from hands-on support from a designated CETL faculty lead and a graduate assistant
• Document your work for program review purposes
• Receive compensation to recognize your efforts

If you have questions about the process or your department would like to pursue an Action Assessment project, email cetl@mnsu.edu.

Action Assessment Projects- Academic Year 2021-2022

Equity Action Assessment Projects

Department of Speech, Hearing, and Rehabilitation Services Action Assessment

Purpose 

The purpose of this Action Assessment Project was to learn more about graduate students’ perceptions about their knowledge and skill to work with racially and linguistically diverse clients as well their experiences within the Communication Sciences and Disorders program. 

Process 

The Action Assessment Team developed a survey and conducted four student focus groups. The data were analyzed (n=90), and implications were discussed.  

Next Actions

• Invited guest speaker to support faculty knowledge of equity-related terms 

• Develop intentional opportunities for students to learn and use equity-related terms appropriately 

• Share assignments that students regularly described as meaningful in their ability to use culturally sustaining, antiracist assessments and interventions with other faculty 

• Continue to support efforts to diversify clients for clinical experiences 

• Write an article and submit a proposal for a presentation describing the process the Action Assessment Team underwent to disseminate findings across the field

Communication Studies Action Assessment Project

Purpose  

The purpose of this Action Assessment Project was to learn more about students’ perceptions about their experiences during the on-going pandemic within Communication Studies courses with a specific focus on inclusiveness within the program and aspects of diversity and equity within the curriculum. 

Assessment Process 

The Action Assessment Team developed a survey. The data (n=70) were initially analyzed, and implications were discussed. BIPOC students (n=21) and white students (n=49) completed the survey. The initial data analysis was shared with the department on April 20, 2022. Dr. Deepa Oomen will conduct a more thorough analysis of the data during the summer of 2022.  

Next Actions

• Dr. Deepa Oomen will conduct a more thorough analysis of the data during the summer of 2022.  
• A list of resources was created that can provide students with more information about accessing support on campus and can be embedded within a syllabus. This information specifically included resources that students experiencing food insecurity can utilize on and of campus
• A D2L shell will be created that will include resources for students and can easily be embedded within D2L courses in the future. 
• A workshop will be conducted at the beginning of the fall semester that will specifically address the implementation of inclusive teaching practices and curriculum that addresses issues of all aspects of human diversity. 

English Department Action Assessment

Purpose  

The purpose of this Action Assessment Project was to review the current Goal Area 7 coursework offered by the English Department and act given the proposed changes to Goal Area 7. Further, an additional goal of the project was determining how the English Department could be positioned to offer a high-enrollment course without the writing intensive designation that meets the Goal Area 7 criteria. 

Assessment Process 

• Meeting One: Introductions and set the purpose for the project
• Meeting Two: Reviewed current Goal Area 7 courses 
• Meeting Three: Discussed approaches for action
• Meeting Four: Began course proposal for ENG 105
• Meeting Five: Wrote course description for ENG 105
• Meeting Six: Generated learning outcomes and descriptions of assessments for ENG 105
• Meeting Seven: Generated learning outcomes and descriptions of assessments for ENG 105
• Meeting Eight: Developed a list of resources to be used in ENG 105

Next Actions 

The group worked to develop a course proposal and suggested resources for a new course, ENG 105 Race, Rhetoric, and Representation. The course description states Cornel West (1997, p. 415) says that “dialogue requires active listening and candid speaking,” which leads to “openness,” “genuine questioning,” and vulnerability, and because of this, “no one should be refused” entry to entry to dialogue. Structural racism and intersectionality are muddy terms, and we might think that we know what they mean, but we can only know what they mean through dialogue, and dialogue is what is at the heart of this course. There is a danger in this level of expected honesty, and so trust-building will play a key role in ensuring that we are all comfortable in our discomfort. Learning outcomes and a list of potential resources for the course were also created.

Department of Theatre and Dance Action Assessment Projects

Purpose  

The purpose of this Action Assessment Project was to learn more about students’ racialized experiences in the Theater and Dance programs at MSU, Mankato.  

Assessment Process 

The Action Assessment Team developed a survey (Appendix A). The data (n=75) were initially analyzed, and implications were discussed. BIPOC students (n=12) and white students (n=63) completed the survey. Initial data analysis was conducted by the Graduate Assistant in CETL.  

Next Action  

• A presentation was given to the department presenting the findings. 
• Resources for further reading were provided to the department that specifically addressed several of select findings