This file was prepared for electronic distribution by the inforM staff. Questions or comments should be directed to firstname.lastname@example.org. APPENDIX A SAMPLE INSTRUMENTS STUDENT QUESTIONNAIRE UNIVERSITY OF COLORADO Provide three responses to each question below: A. answer in regard to courses from your major area of study B. answer in regard to courses from outside your major area of study C. answer in regard to this course 1. On the average, how often do you miss class sessions? Never Rarely Occasionally Frequently Always A. 1 2 3 4 5 B. 1 2 3 4 5 C. 1 2 3 4 5 2. What is the usual reason for missing class? A. B. C. 3. How many fellow students do you usually know by name? None A Few About Half Most All A. 1 2 3 4 5 B. 1 2 3 4 5 C. 1 2 3 4 5 4. How often do you meet with fellow students outside of class? Always Never Rarely Occasionally Frequently A. 1 2 3 4 5 B. 1 2 3 4 5 C. 1 2 3 4 5 5. What is the usual purpose of meeting with students outside of class? A. B. C. 6. How many fellow students would you say you have friendships with? None A Few About Half Most All A. 1 2 3 4 5 B. 1 2 3 4 5 C. 1 2 3 4 5 7. How often do you think about or "mull over" course or course related material outside of class (other than for class preparation or for class assignments)? Never Rarely Occasionally Frequently Always A. 1 2 3 4 5 B. 1 2 3 4 5 C. 1 2 3 4 5 8. How often do you discuss aspects of the course material with someone outside of class? Never Rarely Occasionally Frequently Always A. 1 2 3 4 5 B. 1 2 3 4 5 C. 1 2 3 4 5 9. With whom do you generally have these discussions? (e.g., friends, mother, roommate, etc.) A. B. C. 10. How often does course content motivate you to do additional reading? Never Rarely Occasionally Frequently Always A. 1 2 3 4 5 B. 1 2 3 4 5 C. 1 2 3 4 5 11. How often do you find yourself getting "interested" in the course material? Never Rarely Occasionally Frequently Always A. 1 2 3 4 5 B. 1 2 3 4 5 C. 1 2 3 4 5 12. How often do you find yourself getting "absorbed" in the course material? Never Rarely Occasionally Frequently Always A. 1 2 3 4 5 B. 1 2 3 4 5 C. 1 2 3 4 5 13. How often does course content relate to you personally? Never Rarely Occasionally Frequently Always A. 1 2 3 4 5 B. 1 2 3 4 5 C. 1 2 3 4 5 14. How often in the classroom does it feel acceptable to relate course material to your personal life? Never Rarely Occasionally Frequently Always A. 1 2 3 4 5 B. 1 2 3 4 5 C. 1 2 3 4 5 15. How often do you feel "encouraged" by the instructor to relate course material to your personal life? Never Rarely Occasionally Frequently Always A. 1 2 3 4 5 B. 1 2 3 4 5 C. 1 2 3 4 5 16. How often in the classroom do you verbally express a personal connection to course content? Never Rarely Occasionally Frequently Always A. 1 2 3 4 5 B. 1 2 3 4 5 C. 1 2 3 4 5 17. How often does course content actually affect you or your life in some significant way? Never Rarely Occasionally Frequently Always A. 1 2 3 4 5 B. 1 2 3 4 5 C. 1 2 3 4 5 18. Describe how course content has affected you or your life? A. B. C. 19. In the space below or on the back, write any additional comments you might have regarding any of the question(s) in this questionnaire. 20. Age: 21. Sex: Female/Male 22. Which one of the following race groups do you identify with and feel you belong to? 1. American Indian 2. Black (or Afro American) 3. Hispanic (or Mexican American/Chicano, etc.) 4. Asian (or Oriental) 5. Anglo (or Caucasian) 23. How much education was completed by your parent who went to school longer? 1. junior high 2. high school 3. vocational/technical 4. college (4 year degree) 5. graduate school (doctor, lawyer, Ph.D., etc.) 24. In which social class would you say that your family is located? 1. lower class 2. working class 3. middle class 4. upper middle class 5. upper class 25. Your current student classification: 1. Freshman 2. Sophomore 3. Junior 4. Senior 5. Unclassified 26. Your academic major: Second major/certificate: 27. If you would be willing to participate in further discussion regarding your learning experiences at the University of Colorado, please list your name, current address, and permanent address below. STUDENT QUESTIONNAIRE LEWIS AND CLARK COLLEGE Male: Female: Age: Year in School: Major: Minor: Part I: Gender Studies Program 1. What do you think are the objectives of the Gender Studies Program at Lewis and Clark ? 2. How well do you believe these objectives are being met? (What particular strengths and weaknesses do you perceive?) 3. What difference, if any, do you see between a gender studies program and a women's studies program? 4. What impact, if any, do you believe the gender studies program has had on Lewis and Clark? 5. In your opinion, should Lewis and Clark have a gender studies program? Why or why not ? Part II: Gender Studies Core Courses 1. Indicate which, if any, of the following gender studies core courses you have completed and in which courses you are currently enrolled: C = completed course E = enrolled course [list of courses followed on original questionnaire] 2. Circle the number on the scale that best represents your overall learning in the above gender studies core courses: 1 2 3 4 5 poor fair average good excellent 3. What do you consider to be your most significant and least significant learning experiences in these courses? 4. How do these gender studies core courses compare with other courses you have taken at Lewis and Clark? 5. Was the learning/teaching climate in these gender studies core courses different from your non-gender studies classes? If so, how? 6. What effect, if any, have these gender studies core courses had on your understanding of issues of gender, race, and class? 7. Which of these courses would you recommend to other students? Why? Part III: Practicum/Internship in Gender Studies If you completed or are currently involved in a practicum/internship in gender studies, describe the practicum and comment on the experience: Part IV: Other Courses with a Gender Focus 1. What other courses have you taken in the Lewis and Clark general college curriculum that included a focus on gender issues? 2. Circle the number on the scale that best represents your overall learning in these courses: 1 2 3 4 5 poor fair average good excellent 3. What do you consider to be your most significant and least significant learning experience in these courses? 4. How do these courses compare with other courses you have taken at Lewis and Clark? 5. Which of these courses would you recommend to other students? Why? Part V: Gender and Overseas Programs 1. Have you participated in a Lewis and Clark overseas program? Yes No If yes, what was the program? 2. How did gender issues figure in the program--in preparation, during the course of the overseas study, after return to campus? Part VI: Gender Studies Symposium 1. Have you ever attended any of the Lewis and Clark Gender Studies Symposium events? Yes No If yes, circle the year(s) of your participation in the symposium? 1982 1983 1984 1985 1986 1987 1988 1989 1990 2. Which events do you recall attending, and what was your evaluation? 3. What effect did your attendance at the symposium have on your understanding of issues of gender, race, and class? 4. Circle the number of the scale that best represents your learning experience in the symposium ? 1 2 3 4 5 poor fair average good excellent 5. Have you ever been involved as a planner, presenter, or moderator in a Lewis and Clark Gender Studies Symposium? Yes No If yes, circle the year(s) of your participation: 1982 1983 1984 1985 1986 1987 1988 1989 1990 6. Describe and comment on your participation in the symposium: 7. What effect did your participation in the symposium have on your understanding of issues of gender, race, and class? 8. Circle the number of the scale that best represents your learning experience as a symposium planner, presenter, and/or moderator: 1 2 3 4 5 poor fair average good excellent Part VII: What Else? What else would you like to communicate to us about the Gender Studies Program at Lewis and Clark as we plan for the future? CHARACTERISTICS OF CONNECTED AND SEPARATE KNOWING Aspect Connected Knowing The name of the game: The "Believing Game": Separate Knowing looking for what is right--accepting Goals: To construct meaning-- The "Doubting Game": to understand and to be looking for what is understood wrong critical The relationship Collaborative: reasons Adversarial: reasoning between the knowers: with the other against the other The knower's relationship Attachment & closeness Detachment & distance to the known: The nature of agency: Active surrender Mastery and control The nature of discourse: Narrative & contextual Logical & abstract The role of emotion: Feelings illuminate Feelings cloud thought thought Procedure for "Objectivity" achieved "Objectivity" achieved transcending subjectivity: by adopting the other's by adhering to impersonal perspective and universal standards Basis of authority: Commonality of Mastery of relevant experience knowledge and methodology Strengths: Expansive, inclusive Narrowing, discriminating Vulnerabilities: Loss of identity and Alienation and absence autonomy of care Based on Belenky, Clinchy, Goldberger, & Tarule, Women's Ways of Knowing: The Development of Self, Voice, & Mind (New York: Basic Books, Inc., 1986); and Elbow, Writing Without Teachers (New York: Cambridge University Press, 1973), with thanks to Hilarie Davis for her suggestions. LEWIS AND CLARK SCORING SHEET FOR KNOWLEDGE BASE AND LEARNING SKILLS Reader_____________________________ File_______________________________ Paper__________________________________________________________________ Date_________________________Female_______________Male_________________ I. Plots for Knowledge Base for Gender Studies ___1. Politics of sex/gender plot (economic, political and sexual subjugation of women built into social structures; activism for change) ___2. Cultural images of sex/gender plot (representations of gender--masculinity and femininity--in art and the media, both high and mass culture) ___3. Nature/nurture plot (biological to socially learned differences) ___4. Diversity plot (recognition and respect for racial, ethnic, cultural, sexual, class, and age differences) ___5. Body plot (female sexuality and male sexuality; heterosexuality and homosexuality) ___6. Communication plot (verbal and nonverbal; discursive and nondiscursive; the making and authorization of meaning) ___7. Interpersonal relationships plot (the structuring, maintenance, and termination of dyadic relationships, family relationships, work relationships, and other small group relationships, etc.) ___8. Women's creation of knowledge plot (women's contribution throughout the disciplines to the creation of knowledge) II. Learning Skills 1. Social construction of gender 1 2 3 4 5 2. Agency of the oppressed 1 2 3 4 5 3. Form and content: questioning adequacy of traditional forms of expressions; experimentation with non-traditional forms 1 2 3 4 5 4. Knowledge in gender studies seen as interminable; producing rather than repeating knowledge 1 2 3 4 5 5. Positionality--self-awareness, self-empowerment, "clicks," and "epiphanies" 1 2 3 4 5 6. Social construction of knowledge 1 2 3 4 5 STUDENT QUESTIONNAIRE OLD DOMINION UNIVERSITY Name: Social Security Number: Women's studies major/minor Course name and number: Instructor: Number of students in the class: 1 . Style of teaching: all lecture lecture and students' questions/comments lecture and discussion mostly discussion 2. Does the instructor recommend or require group discussion or group projects? 3. Currently, how many students do you know in class (including acquaintances and friends)? number of female acquaintances and friends number of male acquaintances and friends 4. Currently how many students in class are friends? female friends / male friends 5. Currently how many students in class are close, personal friends? female close friends / male close friends 6. Think of the person whom you know best in this class. Check all of the following activities that apply to your interactions with this person: I see her/him only in class. I see her him before and/or after classes but only at ODU. I see her/him for social occasions away from ODU. I talk with her/him outside of class about course assignments. I talk with her/him outside of class about topics mentioned or discussed in class. 7. How did being in class together change (if it did ) your relationship with this person? ALUMNAE QUESTIONNAIRE OLD DOMINION UNIVERSITY INTRODUCTION: In order to learn more about Old Dominion University's Women's Studies Program and its impact on students, we ask that you respond to the following questions. We are interested in anything and everything that you have to share with us about your women's studies experiences, but feel free to skip questions that are not relevant to your situation. Women's studies include all cross-listed courses, not just WMST courses. Background Information 1. What year did you graduate? 2. What is your age? 3. What is your race/ethnicity? 4. What was your major? 5. After leaving ODU did you earn any advanced degree(s)? In what fields? 6. Are you currently earning any advanced degree? In what field? Please provide us with an employment and volunteer activity history: 7a. First job (since graduation from ODU); number of years at the job 7b. Second job; number of years at the job 7c. Third job; number of years at the job 8. List volunteer activities since graduating from ODU 9. How were the learning environments structured in your women's studies courses (e.g., lecture, small group discussions, group projects)? 10. Did the size of the class make a difference? If so, how? 11. Were the learning environments different from non-women's studies courses? If so, how? 12. Was there much discussion in women's studies classes? Did students debate or argue with each other? Did you feel that your voice was heard and respected? If not, why not? 13. Did you discuss course readings and lectures outside the classroom? If so, with whom? (specify relationship: roommates, female friends, male friends, family) 14. Were different points of view encouraged by the instructors in your courses? If so, how did instructors teach you about different points of view? (give examples) 15. Did you participate in women's studies activities other than courses? If so, describe these and their impact on you. 16. How did your participation in the women's studies program make you feel about yourself? We are interested in all of your thoughts and feelings about the women's studies program and its courses at ODU. Please share any other thoughts you have. STUDENT QUESTIONNAIRE WELLESLEY COLLEGE This questionnaire is part of a national study being done by Wellesley's Women's Studies Program. W are asking students in selected women's studies and non-women's studies courses to answer this brief questionnaire. Your answers should reflect your experience in the class where you received this survey. Your name is not requested and your professor will not see the survey. We deeply appreciate your time. Directions If a question does not apply, please write "not applicable." If you do not have an answer or don't know, please write "don't know." Course number and name: _________________________________________ Background Information 1. What year do you expect to graduate? 2. What is your age? 3. What is your race/ethnicity? 4. What is your major? What is your minor? 5. After graduation are you planning to attend graduate or professional school? Yes No Don't know [circle one] In what fields? [specify degrees and fields] Questions About This Course 1. How has this course changed or affected your personal life? 2. How has this course affected your intellectual life? 3. Did it change your political beliefs? If so, how? 4. How was the learning environment structured in the classroom? (e.g., lecture only, lecture and discussion, student led, sat in a circle, etc.) 5. How does the learning environment in this class compare to any courses you have taken in women's studies? (Women's studies courses and courses cross-listed in women's studies can be used as comparisons.) 6. Is there much discussion in this class? 7. Do students debate or argue among one another? [provide examples] 8. How often did you discuss course readings and lectures outside the classroom? Constantly Occasionally Rarely [circle one] Only when studying for an exam Never If so, with whom? [specify relationship: roommates, female friends, male friends, family] 9. Do you feel there is pressure to give "politically correct" answers? Yes No [circle one] If yes, please explain your answer. 10. Were different points of view encouraged by the professor? Yes No Sometimes [circle one] 11. In terms of course content, did you learn how to think about an issue or social problem from different political or theoretical points of view? [give examples] 12.Do you feel that you will apply what you learned in this class to your work and/or further education? Yes No Don't know [circle one] If yes, how ? SURVEY OF PARTICIPANTS IN INTRODUCTION TO WOMEN'S STUDIES CUNY-HUNTER COLLEGE PART I: 1 . Your year at Hunter: ____first-year student ____sophomore ____junior ____senior 2. Your sex: ____Female ____Male 3. How do you identify yourself in terms of your ethnic identity? 4. Your age ____15-20 ____21-30 ____31-40 ____41-50 ____51 -60 ____61-70 ____71+ 5. Your major: ___________________________________________________ Your co-major or minor: __________________________________________ 6. Why did you take "Introduction to Women's Studies"? (check all that apply) _____A friend recommended it _____It was one of the few open at the time I wanted _____I wanted to take a/another women's studies course _____I am a women's studies collateral major _____I am thinking about becoming a women's studies collateral major _____The subject matter intrigued me _____I wanted to take a course with this professor _____Other (please list) 7. Additional information about yourself you would like to share with us: PART II: We would like to know the ways the introductory course has had an impact on you. The following questions deal with this issue. 1. Comment on the value of this course to you as a whole. 2. If you had to describe this course to a friend, what three adjectives would you use ? Why ? 3. Did this course meet your expectations? Why or why not? 4. If the instructor of this course could have done something differently, what would that have been? 5. If you could have done something differently in this course, what would that have been ? 6. Please suggest three topics you believe need to be discussed in the introductory course. 7. Compared to other introductory courses you have taken (e.g., introductory sociology, introductory psychology), how has "Introduction to Women's Studies" been similar? 8. Was there a balance between the survey-scope of the course and some more in- depth investigation? Please explain. 9. Please identify three major themes from the introductory course in women's studies. 10. Do you think that a sense of community was built in your introductory course? Why or why not? 11. What readings did you find particularly useful in this course? Why? 12. This is your space! We welcome your comments about any of the items in the survey and additional information about the introductory course you would like to share with us. Thank you again. FACULTY QUESTIONNAIRE OBERLIN COLLEGE 1 . Some of the goals of Oberlin's Women's Studies Program are: student self-empowerment recognition of differences collaborative learning understanding the relationship between race, class, gender, and sexuality. Which of these goals do you consider most important? Are there others you would add? 2. Which of the following activities in your opinion are the most important to the future of the Women's Studies Program? Please rank from 1=least important to 7=most important. _____change program status to department _____raise funds from alumni to create an endowed chair in women's studies _____lobby administration and trustees for more support, financial and otherwise, for the program _____improve the representation of women of color on the faculty and staff and among students _____increase the visibility of the program _____address questions of difference and diversity within the women's studies curriculum _____increase number of full-time faculty (currently one Person) 3. What impact do you think the Women's Studies Program has on Oberlin College? 4. What significant learning experiences do you think women's studies courses offer students? 5. Do you believe that women's studies courses differ in pedagogy--in how students learn--from non-women's studies courses? Yes No If yes, how? 6. Have you ever taught a course that was cross-listed with women's studies? Yes No 7. Have you ever taught a women's studies-related course? Yes No 8 Do you include any of the following perspectives in the courses you teach, whether or not they are women's studies courses? Perspectives on: Gender Class Race Sexuality (most of the time, some of the time, rarely, never) 9. Do you ever approach your subject with an integrative analysis of gender, race, class, and sexuality? Yes No (Please explain) 10. Which of the following teaching techniques do you use? lectures by teacher presentations by individual students discussions led by teacher discussions led by individual students discussions led by groups of students other: 11. Are you faculty or administration? 12. How many years have you taught at Oberlin? 13. Do you teach in the conservatory or the college? 14. In what division of the college do you teach? 15. Are you female or male? 16. What is your race/ethnicity? 17. We welcome your comments about the Women's Studies Program as we plan for the future. OBERLIN STUDENT SELF-STATEMENTS Student Self-Statement #1 1. Do you expect this class to address questions of race? Do you expect this class to address questions of gender? Do you expect this class to address questions of sexuality? Do you expect this class to address questions of social class? 2. Do you expect this class to take a feminist approach? What does this mean for you? For example, does it mean: a. inclusion of women authors, artists, scientists, etc., in the syllabus b. discussions of systems of race, gender, and class c. an analysis of power relations in terms of hierarchy, oppression, and exploitation d. other: 3. What kind of learning environment do you expect? For example, only lecture, only discussion, both lectures and discussion, student-led discussion, faculty led discussion? other? 4. What kind of learning environment do you prefer or learn best in? 5. If you expect discussion, do you expect to he actively engaged in discussion or do you expect the teacher to lead most of the discussion? 6. What do you hope to learn in this class? Student Self-Statement #2 1. Does this class address questions of race? How? Does this class address questions of gender? How? Does this class address questions of sexuality? How? Does this class address questions of social class? How? 2. Is this class taking a feminist approach? Please explain. 3. Collaborative learning is defined as a pedagogical style that emphasizes cooperative efforts among students and faculty members. It is rooted in the belief that learning is social in nature and stresses common inquiry as a basic learning process. Do you think collaborative learning has taken place in your classroom? In what specific ways? 4. Since true collaborative learning means working with and learning from people who are different from oneself, how have you negotiated and mediated those differences? 5. What are some of the significant things you are learning in this class? Student Self-Statement #3 Has this class addressed questions of race? How? Has this class addressed questions of gender? How? Has this class addressed questions of sexuality? How? Has this class addressed questions of social class? How? 2. How would you characterize the most important things you have learned in this class (in terms of content and process)? SENIOR SEMINAR PEER INTERVIEW OBERLIN COLLEGE Instructions 1. Please audiotape the entire interview, and turn in the cassettes with your summary of the interview. 2. I expect you to spend about 45 minutes on each interview. 3. Be sure you ask the questions listed below, but feel free to add questions. While this will help the Program with the NWSA/FIPSE Assessment Project, I also want you to be able to make sense of your WOST experiences for yourselves. 4. Write up a five-page report, summarizing the responses of the person you interview. Do not transcribe the tape but use direct quotes in your summary. Organize the summary in terms of the questions below, or in terms of categories that emerge from your conversation/interview. Peer Interview Questions 1. How did you become a WOST major? 2. Summarize what you consider to be your most important "learning" as a WOST major. What did you take from WOST to other classes? 3. Can you identify one or two significant experiences at Oberlin (a course, an event, a professor, friendships, membership in political organizations, etc.) that most influenced your feminist consciousness? 4. Briefly describe changes in your expectations of the content and process of your WOST education from the time you were a freshperson through your senior year. 5. How has WOST affected your intellectual life, your political beliefs, and your personal life? Please describe any other significant changes. 6. Goals of the Oberlin WOST Program include self empowerment; recognition of differences; collaborative learning; understanding interdisciplinary connections in the analysis of gender, race, class, and sexuality; and linking personal with social responsibility. Which of these goals are most important to you and which do you feel you have accomplished as a student in WOST? 7. Which of the following activities do you consider most important for the future of WOST at Oberlin. Please rank in order of importance (1 = most important): ____Change status from program to department. ____Increase number of full-time faculty members in WOST. ____Increase visibility of program within and outside the college. ____Raise funds from alumni/ae to create endowed chair in WOST. ____Improve representation of women of color on faculty, among students and staff, and in the curriculum. ____Lobby administration and trustees for more support for program. 8. What kinds of things (jobs, further education, communities) are you looking for after graduation? How does being a WOST student influence your quest? 9. Is there anything else you want to add about what it has meant to be a WOST major at Oberlin? Can you identify gaps in your experience as a major? What needs improvement? ASSESSMENT MATRIX FOR KEY QUESTIONS* AT LEWIS AND CLARK COLLEGE Methods Used Q1-Gender Q2-Institutional Q3-Personal Analysis Climate Growth ------------------------------------------------------------------ Course Evaluations X X X Syllabi X XX X Computer Conversations X X Student Papers XX XX Symposium Programs X XX Symposium Papers X X Questionnaires Student X XX XX Alumni X XX XX Faculty X XX XX Journals Diaries X X X Honors Projects X X X Practica X X X *Double X indicates primary sources of information for each question.