This was the fifth year the Anthropology Program participated in the university’s formal outcomes assessment program. In AY2000-01 Anthropology 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. In 2003-2004, data were collected using the exit interview, student grades, and graduation and retention rates of graduating majors. This year (2004-2005) the exit interview was again employed and further data were gathered on the academic records of graduating majors. Here is a brief discussion of the results of these outcomes measures, the program changes to be made, 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: An exit interview, first developed in 2000-01, was based on the program’s learning objectives or outcomes.  (See copy of interview instrument in Appendix of this report.)  This survey-style, written interview was again distributed this year in December, 2004 and April, 2005, to a total of 30 graduates, to include all of the 2004-2005 graduating majors (17) and minors/BIS (13).    Twenty students (14 Majors = an 82% response and 6 Minors = a 46% response) returned the surveys by the time of this report (June 1, 2005).  A summary of the central patterns of responses from Majors only is provided here (though minors showed very similar patterns).   As the following description demonstrates, the overall conclusion to be drawn from the results of this interview is that the program mission is being well executed, the learning outcomes are being effectively accomplished, and the students appear to be highly satisfied with the existing program.

(1)  Every respondent reported a significant increase in their understanding, proficiency, and knowledge within the eight desired learning outcomes of the program as measured from the time before they began the program to their completion of the program. (See the numeric results of the interview in the Appendix of this report.)  The overall mean shift was 3 scale steps on a 5-step model, with students typically claiming to have achieved a “high to very high” acquisition of skills and knowledge at completion of the program.

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

(3)  Most respondents indicated cultural anthropology as their 1^st or 2^nd choices of specialized field of interest within anthropology, followed by biological anthropology and archaeology, with linguistics last.  However, all four fields were appreciated by the students.

(4)  The majority of respondents (75%) indicated they planned to attend graduate school some time after graduation, and over half (53%) intend to pursue anthropology.  One fourth of these graduating seniors were already accepted into anthropology graduate programs at the time of the interview.

(5) Over half (57%) of the graduating Majors intend to pursue a career in anthropology.  The remaining 43% indicated career interests in fields typically benefiting from anthropological knowledge (e.g., education, counseling, history, international relations), and/or may return to anthropology in the future

(6)  All respondents (100%) indicated that the greatest strength of the program was the faculty (with their knowledge, experience in the field, teaching expertise, high expectations, diversity in specialization, and friendly personalities).  Some also mentioned the variety of learning experiences provided to students, the small, intimate classroom environment, and the philosophical nature of the program’s perspectives on the world.

(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 more frequently and without competing against each other.   Several felt that no changes were necessary — they liked it as is.

(8)  The changes most often suggested for the program’s courses or requirements were to: a) split the theory course into two courses (e.g., classical and contemporary); b) add more courses for variety, especially in biological anthropology, linguistics, and region-specific courses, and c) provide even more research experiences to students.  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 opened their eyes and minds and positively changed their views of the world and human diversity.  They expressed how the program transformed their awareness and attitudes toward greater cultural relativism and racial equality and to use a holistic perspective in understanding humans and 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 previous years.   This tends to reaffirm the conclusion that students are very satisfied with the program and that our expectations of program outcomes are being met.

b. Data on Graduates and Program Retention Rates : We have now collected data on all 75 anthropology majors who have graduated since the inception of the major in Spring 2000.  (See Tables B-1 & B-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 measures include:  (1) graduates’ overall cumulative graduating grade point averages (GPAs);   (2) graduates’ 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 to graduation 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) the graduation and retention rates of the program. This is the second year we have collected this information.  Here is a summary of the central findings from this data:

(1) Cumulative GPA:  The mean overall graduating GPA of the 75 anthropology majors who have graduated from the program is 3.41 (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 75 anthropology graduates in just their anthropology courses is 3.59  (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 coursework and demonstrates significant 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 this program is their performance in the 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 in the Institutional website).    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 75 graduates from the program and their pattern of distribution are displayed in Tables B-1 and B-2 of the Appendix of this report.)  Because it is mandatory, by program requirement, that students must pass all anthropology courses with grades of C or better to be counted toward their major, it is expected that all graduates have, indeed, earned grades of  C or better in these two required courses to graduate.  Hence, it is possible to conclude that those who graduate have performed at least average or better in these courses and have met the minimum standards for attaining the learning objectives designated for these courses.   A measure of even higher levels of competency of the graduates can also be ascertained, however, by looking at those graduates who perform above the minimum standard of a C grade.  The data indicate that 95% of the 75 graduates earned grades of B- or better in both courses, with 61% having earned grades of A- or better in ANTHRO 4200 and 81% having earned A- or better in ANTHRO 4300.    This is a very high record of achievement in meeting the program’s learning objectives by these students and equally demonstrates that the program is graduating very well-prepared students in anthropology.

(4) Graduation Rates:  Table B-1 of the Appendix of this report shows that the 75 anthropology graduates took 5.97 years on average to graduate from WSU since entering the university (range = 2-18 years; mode = 4 years).    The institutional average length of time to graduation for all other bachelor degree graduates is higher than this (6.58 years) as reported by the WSU Office of Institutional Research in 2004.  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 report in following years.  Our sense, however, is that the graduation rate for the program must be significantly higher than that for the university, since we have had 75 students graduate by Spring 2005, out of a stable group of  declared majors which has never exceeded 107 students in any given year over the five years of the major’s history (see data in Section V.K.2. of this report).  Perhaps another more direct measure of this is a time-frozen picture which shows that of the total 86 students listed within the program as declared anthropology  majors as of March 13, 2002 (just 2 years after the inception of the major), 44 students (or 51.2%) graduated by May 6, 2005 (just 3 years later).  While more precise data are needed to make any firm conclusions, the data do indicate a very good graduation rate for the program and further imply that 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. Other Assessments -- General Education & Diversity:  Although these types of assessment don’t relate as directly to program assessment, they do have implications for it.  Anthropology has participated in the General Education assessment discussions and efforts for the Social Sciences, the Life Sciences, and for assessing the Diversity Requirement outcomes on campus over several years.  Data have been collected through student surveys prepared by committees involving several anthropology courses.  The main area where results have been communicated 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 life science classes surveyed for both Spring 2003 and 2004 for fulfilling life science general education outcomes.

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

Discussions and analysis of the results of our various program assessments lead us to be generally satisfied with the existing program, though we need to examine the data more thoroughly in the coming year and collect additional information before any definitive directions for maintenance or change become apparent.  The main changes which are anticipated to occur in the near future will be:  (a) modest course scheduling revisions whenever possible to prevent conflict, (b) a curriculum review of existing course design, and (c) more information to provide better career advisement for majors.

3. Plans for Ongoing Assessment of Anthropology Outcomes:

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

a. Review and revise the exit interview for next year.

b. Select and include  more direct assessment measures.   Those under discussion are exams (local pre- and post tests; possibly national tests); and GRE patterns.  Further appropriate institutional research data will be sought. 

c. Administer the newly created alumni survey during Fall 2005 and compile and analyze the results by Spring Semester 2006.    Since the program has now graduated approximately 75 majors since 2000, there are sufficient numbers of alumni to obtain statistically meaningful information for assessment purposes.  An alumni survey instrument is being developed in the department by our Alumni Tracking & Outreach Committee and will be distributed during Fall Semester 2005. We realize that employment and graduate school patterns will not yet be well defined with only one to five years for these young alumni to have fully entered their careers in the workforce or to have completed graduate degrees, but we intend to track  these alumni longitudinally, using this survey for several years which will bring out the significant patterns.  Additional data will be collected from the campus  Development and Alumni Offices and will be added to create an even stronger alumni assessment database.

d.  Continue to work collaboratively on general education and diversity course assessments.

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