Sometimes you have to go back to revise UW-WHITEWATER FILM STUDIES PRESENTS Translating Film Studies SLOs Into Student-Friendly Language 1 • critically interpret films and clearly express those interpretations orally and in writing 2 • demonstrate knowledge of the historical development and cultural impact of film as an art form 3 • demonstrate a familiarity with the collaborative processes through which films are constructed 4 • employ the specialized vocabularies and methodologies used by Film Studies scholars 5 • engage with questions of ethics and social justice through representations of culture on film 6 • analyze a range of cinematic visual styles, narrative conventions, and generic trends 1 • interpret visual narratives, and clearly express interpretations in conversation and writing 2 • assess the historical development of film and related types of media as evolving art forms 3 • identify the processes through which people and institutions collaborate to produce visual narratives 4 • apply the specialized vocabularies and methodologies used in media studies fields 5 • evaluate the ways in which representations of culture in visual narratives reflect or respond to questions of ethics and social justice 6 • analyze a range of cinematic visual styles, narrative conventions, and genre trends Student learning outcomes (SLOs) are statements of what a student will know or be able to do when they have completed a program. They represent the knowledge and skills a program has determined are most important for students to gain from that program. The most useful SLOs are specific and measurable so the program can accurately assess the degree to which students have achieved each outcome. Data on achievement of SLOs is used to make improvements in the program and increase student success. Our recent SLO revision provided an opportunity for faculty to have an important conversation about what we do in our program, which courses cover which learning objections, and how we communicate learning goals to students. OFFICIAL SELECTION ASSESSMENT DAY 2019 Rubric Revision: Struggle Isn’t Always Enough ORIGINAL REVISED A review of the rubric used to conduct direct assessments revealed a discrepancy between the characterization of a score of “2” as competent and the language used to describe that score’s specific qualities. Struggling, it was decided, is not an indication of competency. Janine Tobeck Donald Jellerson Holly Wilson “TERRIFYING AND IMPORTANT” Peter Travers “THEY NEARLY GOT IT RIGHT” Rex Reed Original 2 (competent) Revised 2 (competent)