COURSE LEARNING OBJECTIVE / OUTCOME (CLO) ASSESSMENT SHEET
PLEASE READ ALL INSTRUCTIONS CAREFULLY.
The Federal government, the State and the Community Colleges of California have joined in assessing the most critically important aspects of each subject for students to learn. These are termed Course Learning Objectives (CLO). In order to successfully pass a course with a C grade or better, a student should also pass each CLO – transferring the Objective to and Outcome. You are to provide me with your Course Learning Outcomes as you achieve them using the CLO Sheet below. There will be a single source / page used for each CLO in your course. Refer to the example. YOUR CLO's ARE AT THE TOP OF YOUR COURSE SYLLABUS.
· Course Learning Objectives are the way in which the State assesses whether you are gaining the highest education possible AND they allow me to become a better professor.
· This is a Course Learning Objective Project. It is “take-home.” In the Project, you will address the CLO list (below) to guide your responses.
· You will pair up that CLO topic with a source about the topic, and will type one sheet / page on that CLO source using the guidelines and example provided. Each CLO topic will have one sheet / page dedicated to it.
You will type the Student Learning Objective. You will provide a source citation. You are to provide an abstract of the book(s) / article(s) - that is a summary that includes all major aspects of the piece. Then, you are to provide a critique of the book(s) / article(s) in three parts - that is to say, you should show; #1 how the book contributes to the understanding of the subject of your CLO (located near the top of the syllabus). Also #2, you should show how the book relates to the other books you selected. And #3, you should show the intellectual background – or interpretive angle – the author is coming from. For instance, is the book taking a Marxist approach? Is it nationalist? Does it center on human rights issues? Is it a feminist approach? Would you say it was written by a liberal, or a conservative – why? This is the hard part. This last section is your analysis. You must decide where each book fits in the overall intellectual world.
Remember, there is no re-write. And remember that the Module deadline is a firm deadline. There is no more of the semester left, so get any “bugs” worked out early. Do not procrastinate. There will be one source used per CLO. Each of the sources used must be handled in the below manner. There may be no more than two (2) internet sources in entire the project.
On each page there will be a standard citation. If your source does not match the below example, refer to a style manual for the appropriate method. You will abstract the source in brief, and then critique it. All the stuff in bold will be on your papers. Each of these areas (citation, abstract, and critique) will have the titles placed as below between the double lines (the lines are just to demark the example. They need not be on the final copy).
Name (Your name goes here)
Class (example: History 119)
Course Learning Objective
#1. The student will gain knowledge of historic particulars and historical methodologies.
Here should be a bibliographic-style citation of the source of material used in the paper. Example:
Smith, Al. American Cultures: Readings in Social and Cultural History. Dubuque, Iowa: Kendall-Hunt. 2000.
Citations will duplicate the above standard format. Sources may be from articles, books, documentaries, lectures, and personal communications from qualified historians. There should be no more than two (2) sources that are internet information bases, such as Encarta or Wikipedia.
No less than 100 words that distill the work in question into simple clear statements of meaning and content. If you have never done a summary or abstract of a written work, go to the library & look for The Historical Review, or some other review. Also, the ‘net may provide examples.
No less than 150 words that discuss how the work in question helped you understand the Course Learning Objective.
#1 how the book contributes to the understanding of the subject of your CLO (located at the top of the syllabus).
#2, you should show how the book relates to the other books you selected. Grade it with an “A” “B” “C” “D” grade and say why.
#3, you should show the intellectual background of the author of your source. Look her/him up on the internet. This is where you tell me what type of interpretive angle (Feminism, etc.) the historian is using to explain persons, events, or phenomenon of history. Is religion prominent? What social institutional values are being reflected? Is there a cultural aspect of the presented material?
Each and every page should look like the example (below) and should fulfill the requirements (above), but with your content.
You MUST paginate (number) the pages. There will one such page for each CLO.
For online students: All will be mailed as one mailing. NO ATTACHMENTS
The below example is a single sample page from an “A” exam from last year
Class: History 119 (online)
Course Learning Objective
#6. The student will demonstrate an understanding of civil rights and human rights in the historical context of the period.
Marshall, Samantha. “Vietnamese Women Are kidnapped And Later Sold in China as Brides.” The Wall Street Journal 3 August 1999.
Samantha Marshall writes in The Wall Street Journal an exploration of human trafficking across the border between Vietnam and China. Her article “Vietnamese Women Are Kidnapped And Later Sold as Brides” tells the account of a young Vietnamese girl named Miss Hoan who sought employment to help her poor family. She travels to Hanoi, where she is offered a factory job but is actually being tricked into being sold as a bride in China. Unaware of her surroundings, she is dropped off across the border into China and is auctioned off to a Chinese family. At the Auctioneer’s home, she is surrounded by many other young girls who are very scared. Miss Hoan is able to write home and her brother rescues her. He saves her with the help of the Vietnamese consulate. She is ashamed of her experience and now struggles with not ruining her family’s reputation.
#1 Course Learning Outcome: This article focuses on the human right to be free from slavery as addressed by the Universal Declaration of Human Rights, Article 4. One specific issue of slavery is human trafficking which this article touches upon. While one might think of human trafficking as a crime that usually takes place between countries thousands of miles apart (i.e. Eastern European girls sold across the world to the U.S.), this article sheds light into human trafficking between countries that share a border. Miss Hoan, like many other women around the world was sold against her will, like a commodity and was left without dignity that all human beings deserve. This narrative standpoint shows us that human trafficking is a commonplace in many areas of the world, as is evident in the part of the article that describes the many scared women waiting to be auctioned.
#2 book / article comparison: Although this article clearly showed human trafficking from the standpoint of the victims, the article by the World Health Organization (WHO) author Thomas Stevens, added a greater statistical understanding of the global impact of trafficking. Both articles complement each other, unlike the contrary article by the fundamentalist Mormon (Dr. Young) which seemed to support the idea that women are a kind of God-give property.
#3 intellectual background of the author: Miss Marshall seemed to be a human rights advocate and a Feminist. The evidence for this is in such statements as: “This scene was not shocking to the people of China because it is commonplace, as families gathered around to place the highest bid… women are being sold into a neighboring country does not make it less of a crime.” Overall the content of the narrative is one of a survivor of gender based slavery. The sense of fear, shame, and outrage all support the assessment that Miss Marshall is a committed activist.