This was the fourth year the Anthropology Program engaged in the university’s formal program outcomes assessment. In AY2000-01 the program developed its current mission statement, identified eight central learning objectives for the major, constructed a curriculum outcomes grid, and developed and administered an exit interview as a measure of student learning outcomes. In AY2001-02 the exit interview was again administered to graduates, a student focus group session was held, general education and diversity courses were reviewed, and an alumni tracking process was investigated. In 2002-2003, the curriculum grid was amended slightly to more accurately reflect course foci, a formal “assessment plan” was articulated, the exit interview of graduates was again conducted, an initial alumni data assessment plan was made, and the program participated in general education and diversity assessment of specific courses. This year (2003-2004) data were collected using an exit interview, records on graduating majors, and student retention rates. Here is a brief discussion of the results of these outcomes measures and the program’s plans for assessment in the future. (See the Appendix of this report for further details.)

1 . Summary of Data Collected:

a.  Exit Interview: This was the fourth year that an exit interview was employed (first developed in 2000-01), based on the program’s learning objectives or outcomes. (See copy of interview instrument and the numeric results of the interview in the Appendix of this report.) The survey-style, written interview was distributed in April 2004, to 28 students, to include all of the 2003-2004 graduating majors (18) and minors (10). Eighteen students (15 majors and 3 minors) returned the surveys by the time of this report (June 1, 2004). A summary of the central patterns of responses from majors only is provided here, since there were only three minors who responded by June 1. As the following description will show, the overall summation to be drawn from the results of this interview is that the program mission is being well realized and the learning outcomes are being effectively accomplished.

(1) Every respondent reported a significant increase in their understanding, proficiency, and knowledge within the eight desired learning outcomes of the program from the time before they began the program to their completion of the program.

(2) Respondents indicated they selected anthropology as a major primarily because of personal interest in the subject, their desire to better understand humans, the discipline’s unique insights, and their enjoyment of the classes, fieldwork, and the professors.

(3) Most respondents indicated cultural anthropology as their 1st or 2nd choices of specialized field of interest within anthropology, followed by archaeology, then biological anthropology, and linguistics last. This pattern is understandable, with the program being more directed toward cultural anthropology and archaeology and there being only one course each offered in biological anthropology and linguistics.

(4) The majority of respondents (87%) indicated they planned to attend graduate school some time after graduation, and over half (53%) intend to pursue anthropology. One third (33%) of these graduating seniors were already accepted into anthropology programs at the time of the interview.

(5) 67% of the graduating Majors intend to pursue a career in anthropology. The remaining 33% indicated career interests in fields typically benefiting from anthropological knowledge (e.g., law, education, history, international relations), and/or may return to anthropology in the future.

(6) All respondents (100%) indicated that the greatest strengths of the program were the faculty (with their expertise in teaching and research, diversity in specialization, and personableness); some also mentioned the field school and the archaeology program; some mentioned the benefits derived from the theory and research courses; and a few mentioned they liked the small, intimate size of the program. They also mentioned the strong staff support to the program.

(7) Most respondents felt that the greatest weaknesses of the program pertain to the limited number and variety of courses offered — especially in biological anthropology and linguistics, as well as the small number of faculty and the difficulty in scheduling classes without competing against each other. Many felt that no changes were necessary — they liked it the way it is.

(8) The changes most often suggested for the program’s courses or requirements were to add more courses for variety, especially in biological anthropology, linguistics, and region-specific courses, to have more “hands on” experiences, and to split the theory course into two courses. Several mentioned the need for more faculty and more funding. Most, however, felt satisfied with the program as it is.

(9) All respondents (100%) indicated that their WSU anthropological education has broadened and positively changed their views of the world and human diversity. They expressed their awareness of the program having transformed their minds to become more open to attitudes of cultural relativism and racial equality and to use a holistic perspective in their understanding of humans and human behavior. All expressed the belief that they were better able to participate in a global society due to their anthropological background.

(10) The results of this year’s exit interview are remarkably consistent with those obtained from the interviews of the previous three years. This tends to reaffirm the conclusion that the students are very satisfied with the program and that faculty expectations of outcomes are being met.

b. Data on Graduates and Program Retention Rates : We have collected data on the total number of 59 anthropology majors who have now graduated since the approval of the program in Spring 2000. (See Tables 1 & 2 in the Appendix of this report.) These data provide some direct measures of student learning outcomes and depict a very positive picture of the program. These include data on:

(1) graduates’ overall cumulative graduating grade point averages (GPAs);
(2) graduates’ graduating cumulative GPAs in just anthropology courses;
(3) graduates’ grades earned in the two program exit courses required of all majors: ANTHRO 4200 (Anthropological Theory) and ANTHRO 4300 (Anthropological Research Methods);
(4) the length of time graduates took to graduate measured from two datum points: (a) from date of entry to WSU until graduation, and (b) from date of declaration as an anthropology major until graduation; and
(5) graduation and retention rates of the program. Here is a summary of the central findings from this data:

(1) Cumulative GPA: The mean overall cumulative graduating GPA of the 59 anthropology majors is 3.39 (GPA range = 2.35-3.99). This compares favorably to the mean overall GPA of all graduating seniors of WSU which was calculated by the WSU Department of Institutional Research as 3.33 in AY2002-2003.

(2) Anthropology GPA: The mean GPA of the 59 anthropology graduates in just their anthropology courses is 3.58 (GPA range=2.75-4.00) which is statistically significantly higher than their overall mean GPA. This figure indicates a very high level of performance by these students in their anthropology course work and demonstrates commendable competency with the course content and the desired learning outcomes as specified for these courses.

(3) Grades: The ultimate measure of competency for majors in the program is their performance in the program’s two required exit courses, ANTHRO 4200 (Anthropological Theory) and 4300 (Anthropological Research Methods). These two courses provide high levels of five of the eight program learning objectives to be achieved (see Anthropology Course Outcomes Grid), and the grades earned in these courses are believed to be a direct measure of student attainment of these program learning objectives. The grades of the total graduates from the program and their pattern of distribution are displayed in Tables 1 and 2 of the Appendix of this report. Because it is a program requirement that students must pass all anthropology courses with grades of C or better to be counted toward their major, it is not coincidental that all graduates have earned grades of C or better in these two courses to be allowed to graduate. Hence, it is possible to conclude that those who graduate perform at least average or above in these courses and meet the minimum standards for attaining the learning objectives designated for these courses. Higher levels of competency of the graduates can be ascertained, however, by examining the percentage of graduates who perform above the minimum standard of a C grade. The data indicate that 95% of the 59 graduates earned grades of B- or better in both courses, with 59% earning grades of A- or better in ANTHRO 4200 and 78% earning A- or better in ANTHRO 4300. This is a very high degree of achievement with respect to meeting the learning objectives by these students, and it demonstrates that the program is graduating very well prepared students in anthropology.

(4) Graduation Rates: Table 1 of the Appendix of this report shows that the 59 anthropology graduates took 6.07 years on average to graduate from WSU since entering the university (range = 2 to 18 years; mode = 4 years). The institutional average length of graduation for all other bachelor degree graduates is slightly higher than this (6.58 years) as reported by the WSU Office of Institutional Research. The cumulative institutional graduation rate was 45% within 6 years of the entering first-time full-time freshmen as reported in the WSU Institutional Profile for 2003-2004. An accurate comparative graduation rate for anthropology does not yet exist, since our major was instituted too recently to show a 6-year comparison group, but this information will be included in our assessment for next year. We believe, however, that the graduation rate for the program must be significantly higher than that for the institution, since we only had 95 declared majors in 2002-2003, of which 90% remained as majors as of Spring 2004, and 59 students have graduated by 2004, according to the WSU Institutional Research Office. While more precise data are needed to make any firm conclusions, the data do foretell a very good graduation rate for the program which would indicate the program objectives are being met very efficiently.

(5) Retention Rates: The program retention rates appear to be above average for the university. The WSU Office of Institutional Research reported that 90% of students who had declared anthropology majors by Fall 2002 remained as majors as of Spring 2004, and 76% of the Fall 2002 anthropology majors returned as actively enrolled students or graduated in 2003-2004 compared with 71% for all other campus majors institutionally. This high retention rate is interpreted to reflect a very high level of student satisfaction with the program.

c. Alumni Data: Since the program has now graduated approximately 59 majors since its inception nearly five years ago, there are sufficient numbers of alumni to contact and begin to obtain statistically meaningful information for assessment purposes. An alumni survey instrument is being developed by the Alumni Tracking & Outreach Committee in the department and is to be distributed this coming year (2004-2005). We realize that employment and graduate school patterns will not yet be very well defined with only one to five years for these alumni to have fully entered their careers in the workforce or to have completed their graduate degrees, but we intend to track these alumni longitudinally, using this survey and additional data to be collected by the Development and Alumni Offices on campus useful for creating an alumni assessment database.

d. Other Assessments - General Education & Diversity: Although these types of assessment don’t pertain directly to program assessment, they do have implications for the program and its courses. The Anthropology program has participated in the General Education assessment discussions and efforts for the Social Sciences, the Life Sciences, and the Humanities and for assessing the Diversity Requirement outcomes on campus over several years. Data were collected through student surveys prepared by the campus committees in charge of these assessments during the year for several of the anthropology courses which belong to these areas. While these data are still being compiled and analyzed by the various committees, the results will continue to be shared with us next year along with any committee feedback on recommended actions. The main area where results have been communicated this year pertain to that of a Life Sciences general education student survey of ANTHRO 2200 (Biological Anthropology). This course received the overall highest student ratings among those surveyed for Spring of 2003. A follow-up survey was conducted this spring of 2004 and more data and interpretation will be provided this next academic year.

2. Changes to be Implemented as a Result of the Data Collected:

Discussions and analysis of the results of these various program assessments (i.e., exit interviews, graduate data, retention rates, alumni data, and general education reviews) indicate we are generally satisfied with the positive feedback on what we are doing, though we need to examine the data more thoroughly in the coming year and collect additional information before any definitive directions for change become apparent. The main changes which are anticipated to occur in the near future will be:
(a) modest course and scheduling revisions, and (b) the addition of more information useful for career advisement for majors.

3. Plans for Ongoing Assessment of Anthropology Outcomes:

Although further discussion is necessary to refine our next steps, the faculty plan to:

a. Further review and possibly revise the Exit Interview.

b. Conduct a student Focus Group Session comparable to that of 2001-02 again next year (2004-2005). (See the Anthropology Program Assessment Plan.)

c. Follow up with our data on graduate GPAs, grades, graduation rates, and retention rates and seek and include additional direct measures of assessment (e.g., exams [local pre- and post tests; possibly national tests]; GRE patterns; and further appropriate institutional research data will be sought).

d. Administer the newly created alumni survey developed by the Department Alumni Tracking & Outreach Committee during AY2004-05, with the results to be compiled and analyzed, hopefully, by Spring Semester 2005. The program has graduated 59 majors to date, and there should now be enough graduates to provide us with some meaningful patterns, although it is still early to find definitive employment and graduate school outcomes.

e. Continue to participate in general education and diversity course assessments.

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