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Goals and Learning Objectives

Outcome Assessment Tools

The LGBTQ+ Studies Program uses various methods to assess the performance of students and thereby instructors and the curriculum. These methods include but are not limited to periodic exams, final exams, written assignments, term papers, research papers, creative-writing projects, and class presentations.

The faculty regularly assesses the effectiveness of these goals through a cyclical examination of one or more components of the program. After careful consideration of the findings of this examination, adjustments are made to the appropriate sector of the program if needed.

Learning Goals

The learning goals for the courses in the LGBTQ+ Studies Program with the LGBTQ+ prefix stem from the mission statement of the program:

The LGBTQ+ Studies Program at Hofstra University investigates the broad spectrum of sexual identities from serious scholarly perspectives, including but not restricted to biology, classical studies, communications, cultural studies, fine arts, history, literature, philosophy, psychology, and sociology. The program is interdisciplinary and designed to offer students various viewpoints from which to examine diversity - diversity of culture, but also diversity in families, communities, histories, institutions, languages and literatures, economics and politics, as well as the complex social and cultural relations between marginalized sexualities and the heterosexual majority. Gender, sexual identities, discourses, and institutions are studied as they intersect with class, race, ethnicity, nationality, religion, and transnational movements.

The LGBTQ+ Studies Program strives to achieve these goals and objectives:

  1. Students will distinguish traits of various sexual identities, their differences and their intersections.
    1. By the end of the course, students will be able to navigate the terminology applicable to sexual identities in classroom discussion, on exams, and in research and/or term papers.
    2. By the end of the course, students will be able to articulate the caveats of this terminology in classroom discussion, on exams, and in research and/or term papers.
  2. Students will become familiar with various scholarly examinations of LGBTQ+ expression and manifestation through a variety of disciplines and methodologies.
    1. By the end of the course, students will be able to demonstrate their familiarity with
  3. Students will develop an awareness of the history of queer theory as well as of the LGBTQ+ community, particularly in the US.
    1. By the end of the course, students will be able to demonstrate their knowledge of the history of the basic tenants of queer theory in classroom discussion, on exams, and in research and/or term papers.
    2. b. By the end of the course, students will be able to demonstrate their knowledge of the history of the LGBTQ+ community in classroom discussion, on exams, and in research and/or term papers.
  4. Students will develop awareness for the junctures of gender and sexual identity with various cultural and demographic components of society.
    1. By the end of the course, students will be able to demonstrate their familiarity with how LGBTQ+ issues impact various components of society in different ways by drawing comparisons and avoiding stereotypes in classroom discussion, in group presentations, on exam, and in research and/or term papers.
    2. By the end of the course, students will be able to display their appreciation of cultural differences in the LGBTQ+ community through classroom discussion, in presentations, on exams, and in research and/or term papers.
  5. Students will be able to distinguish between the biology of sexual traits and the social construction of gender identity.
    1. By the end of the course, students will be able to discuss the difference between biological characteristics of sexual difference and social performances of gendered roles. By the end of the course, students will be able to display their appreciation of cultural differences in the LGBTQ+ community through classroom discussion, in presentations, on exams, and in research and/or term papers.
    2. By the end of the course, students will be able to analyze gendered behavior as a cultural performance that can be modified by the choices of individuals.

There are, of course, many other courses that can be applied to the LGBTQ+ minor. Being from various disciplines, these courses satisfy the goals and objectives of that discipline in addition to those expressed here above.