Sociology Results of Assessment

Sociology

Results of Assessment

2002-2003 (submitted 09/29/03)

WHAT WE HAVE DONE in 2002-2003:

1. Mission of our program was reworked in 1999-2000 and has remained the same. The program mission is stated below. Faculty made an effort to construct better survey questions in 2001-2002 to measure the accomplishment of this mission. (See discussion in #5 on results of collected data).

a. Equip students with a broad view of the world consistent with the goals of a liberal arts education.

b. Provide knowledge and skills, both sociological (theory, research, statistics), and general (analytic, problem solving, writing) for a broad spectrum of jobs in today’s competitive labor market or to pursue professional degrees (in Sociology, Law, Public Administration, etc).

c. Build a stimulating learning environment through close interaction between faculty and students.

d. Develop an appreciation of multi-cultural and comparative perspectives for using and enriching their everyday work and life experience.

2. Program outcomes (listed below) changed slightly from previous year.

The learning outcomes measured in the 2002-2003 academic year included all outcomes measured in 2001-2002 except for the "possess competent writing skills" outcome. This outcome, although important for students in our program, is an outcome that the students glean from their liberal arts and general educations and only hone those skills in our program. Therefore, faculty decided to delete the competent writing outcome from our list of outcomes and focus our efforts in areas that seem more pertinent to our program and its overall success. The 2002-2003 outcomes include:

a. Possess analytic skills.

b. Possess problem solving skills.

c. Know terms and research of the discipline of sociology.

d. Know concepts and theories of the discipline of sociology.

e. Possess an informal appreciation of other cultures.

f. Possess skills to be competitive in today’s labor market or to pursue professional degrees.

3. Articulated the outcomes and the curriculum:

See curriculum grid for 2002-2003.

4. Selected appropriate measures of student learning for our program:

a. Exit interview. There were no changes made to the exit interview this year. This is the first year that the same instrument has been used in consecutive years. The exit interview is designed to measure all student outcomes listed above and more broadly provide some indication of whether the sociology program is accomplishing its mission as written above.

b. Alumni Database. The alumni data were compiled for graduates from 1992 to 2001. These data are collected and maintained in WSU’s development office, therefore, we only have as much information as alumni have provided to the development office. The two most important pieces of information for our assessment purposes are: a) information regarding graduates’ levels of education beyond the bachelor’s degree; and b) employment information. These data measure the student learning outcome regarding students being competitive in the labor market and pursuing professional degrees.

c. Institutional Research Data. Weber State University records data on the number of graduates over time by department and college. Sociology faculty decided to look at these data to investigate any major changes in the program’s production of graduates from 1992-2002. These data do not help us measure any of the student learning outcomes but they do provide some insight into general program changes over time. This context may be helpful for making decisions regarding program design, recruitment, and retention.

5. Collected the data and analyzed it:

EXIT INTERVIEW DATA

The exit interview was distributed to graduating seniors (majors and minors) in sociology. Of the 11 majors and 21 minors in Sociology who graduated in Spring 2002, 17 returned exit questionnaires by summer 2002, a 53% response rate. The following is a summary of the results. Generally, the results suggest that the program is upholding its mission and accomplishing the student outcomes satisfactorily.

General Program Information

Most students chose sociology as a major or minor primarily in either their sophomore or junior year (70.1%).

All but three graduates had chosen the generalist track rather than a specialty area within the program.

Future career goals reported included:

Juvenile Probation Officer
Lawyer - Public Interest Law
Masters in Organizational Management/MBA
Police Officer
Politics
Juvenile Court System
Banking Professional in a non-profit organization
Psychologist
Sociology Professor
Work in jail or police agency
Journalism/Public Relations/Media
Human Services

Specific Learning Outcomes

Outcomes a, b, and e (listed above): Students were asked their skill level in writing, analytical thinking, problem solving, statistical skills, computer skills, and an appreciation of other cultures, before and after taking upper division sociology course work. The majority of the students reported that their skill level increased in each area after having taken upper division sociology course work (see Table 1 below). The two areas that did not have the majority of graduates reporting an increase in their skill level after taking upper division courses, are the areas of problem solving and computer skills. The majority of these graduates reported their skill level as a "4" or "5" on a 5 point scale (where "5" indicates high) before taking upper division courses (66.7% for problem solving skills; 85.7% for computer skills). This suggests that the sociology program may not increase the problem solving or computer skills for the majority of graduates because these graduates are entering the program with higher than average levels of skill in these areas.

Table 1. Sociology Graduates Self-Reported Skill Level After Taking Upper Division Courses

Skill	Stayed the same	Increased
Writing	35.3%	64.7%
Analytical Thinking	17.6%	82.4%
Problem Solving	52.9%	47.1%
Statistical Skills	17.6%	82.4%
Computer Skills	64.7%	36.4%
Appreciation of non-US cultures	36.4%	64.7%
Appreciation of racial-ethnic diversity	29.4%	64.7%

Outcomes c and d (listed above): The majority of students rated sociology core courses as high (a rating of 4 or 5 on a 5 point scale) in having them understand sociological research (82.4%), concepts (100%), and theories (94.1%).

Outcome f (listed above): The majority of students (70.6%) rated the applicability of skills they learned in the Sociology Program to their work lives as high (a rating of 4 or 5 on a 5 point scale).

Open-ended question regarding applicability of sociology to work life produced the following responses:

"I will regularly do research, both to present cases and to analyze overall effectiveness of laws. Also, the critical thinking skills I have acquired will help me in my legal career."

"I plan to go to grad school and those classes like social psychology and theory will provide a good base for future work."

"Research skills that I learned will probably be the most important thing I learned that I’ll use in my work."

"I will be able to better understand the social problems that exist in society when I’m a police officer."

"I have already mediated a focus group for my organization and will participate in demographic research in the future."

Overall Mission of Program

Statement a: Broad view of the world: Open-ended questions produced the following responses suggesting that this part of our program mission is being realized for at least some of our students.

"[Sociology] gave me a more open mind to other ways of thinking."

"[Sociological knowledge provides] a better understanding of the broad world in which I live, [and] greater appreciation of diversity."

"[Sociology] keeps me aware of the world around me. Understanding how diverse the society is helps me to know how to treat people."

Statement b: Skills to be competitive in labor market or pursue professional degree:

58.8% plan to earn a graduate degree; 35.3% are unsure if they will earn a graduate degree but are considering it; and the remaining 5.9% do not plan to earn a graduate degree.

Those planning to earn graduate degrees plan to pursue degrees in Sociology, Law, Criminal Justice, Psychology, Business, and Organizational Management.

Statement c: Stimulating learning environment through close interaction between faculty and students:

Students were overwhelmingly satisfied with faculty concern about them (87.5%), and with faculty (81.3%) and staff (88.2%) assistance and advisement.

The majority of students (64.7%) had gotten to know sociology professors well enough to talk with them regularly after class or during office hours and 76.3% of students were satisfied with the availability of faculty outside of class.

When asked to list the strengths of the sociology program, most students listed the availability and personable nature of the faculty. Here are just a few of the comments:

"The professors are incredible - the courses available were very diverse - classes stimulated my thinking."

"The classes are well taught and are very interactive. I had the chance to participate in every one of my sociology classes."

"Support, constant encouragement to present papers, strong core class teaching, sincere caring of those students who want to continue on to grad school."

"The research process is highlighted throughout the program, rather than in just one class. The teachers have all been available for assistance. All classes also emphasize critical thinking."

Satisfaction with the quality of instruction in sociology courses was high (82.4%) as was satisfaction with the intellectual development attained at WSU in general (82.4%).

Camaraderie among students is above average, with 56.3% having a feeling of camaraderie. Even higher percentages of students reported having felt camaraderie with other sociology students in previous years.

Statement d: Appreciation of multi-cultural and comparative perspectives and applicability of knowledge in everyday lives:

When asked to rate the applicability of skills they learned in the sociology program, the majority of students responded with a high (rating of 4 or 5 on a 5 point scale) applicability to work (70.6%); in personal life (58.8%); and to civic involvements (58.8%).

Open-ended questions produced the following responses suggesting that a multi-cultural or comparative perspective is being realized and is applicable in at least some of our students’ everyday lives.

"I can use a lot of the cultural information I’ve learned to be able to work better/counsel effectively diverse individuals. I can also use the research methods information from a sociology perspective when doing research either in graduate school or post-graduate school."

"My training has increased my knowledge of international affairs and groups of people. This will aid in my occupation as well as a parent."

"It [sociological knowledge] will help in interacting with different ethnic groups, [and it helps] to constantly challenge what I believe."

ALUMNI DATA

The alumni data were compiled for graduates from 1992 to 2001. These data are collected and maintained in WSU’s development office, therefore, we only have as much information as alumni have provided to the development office. The two most important pieces of information for our assessment purposes are: a) information regarding level of education beyond the bachelors degree; and b) employment information.

Education Information

Of the 259 Sociology major graduates from 1992-2001, only 6 (2.3%) indicated they had earned a masters degree since graduating from WSU and 3 alumni indicated they were pursuing a graduate degree. Therefore, approximately 3.5% of our Sociology major alumni since 1992 have either earned a masters degree or are currently working toward a graduate degree.

It is important to note that these estimates are very low because many of the records in this database are not complete and do not reflect the actual education levels of our alumni.

Employment Information

Of the 259 Sociology major graduates from 1992-2001, 63 provided employment information (approximately 25% of the alumni majoring in Sociology). Using the occupational classification developed for the Census of Population and Housing, alumni employment data were coded into appropriate occupation categories. Table 2 (below) provides a descriptive summary of the employment experiences of these 63 alumni organized by occupational category.

Table 2. Occupational Information for Sociology Major Alumni 1992-2002

Occupation Category
	# of alumni	% of Total	Category % of Total
MANAGERIAL AND PROFESSIONAL SPECIALTY OCCUPATIONS
*Executive, Administrative, and Managerial Occupations*
Managers, medicine and health	1	1.6%
Managers, service organizations	4	6.3%
Management Related Occupations
Other financial officers	1	1.6%
Purchasing agents and buyers	1	1.6%
Total Executive, Administrative, and Managerial Occupations	7		11.1%

*Professional Specialty Occupations*
Teachers	2	3.2%
Counselors, educational and vocational	8	12.7%
Librarians	1	1.6%
Total Professional Specialty Occupations	11	17.5%

*Social, Recreation, and Religious Workers*
Social Workers	2	3.2%
Recreation Workers	2	3.2%
Clergy	1	1.6%
Total Social, Recreation, and Religious Workers	5		7.9%

Writers, Artists, Entertainers, and Athletes
Artists, performers, and related workers	1	1.6%	1.6%

Total Managerial and Professional Specialty Occupations	24		38.1%

TECHNICAL, SALES, AND ADMINISTRATIVE SUPPORT OCCUPATIONS
*Technicians and Related Support Occupations*
Health technologists and technicians	2	3.2%	3.2%

*Technicians; Except Health, Engineering, and Science*
Legal assistants	1	1.6%	1.6%

*Sales Occupations*
Supervisors and proprietors, sales occupations	4	6.3%
Sales Representative	1	1.6%
Total Sales Occupations	5		7.9%

*Administrative Support Occupations*
Supervisors, general office	1	1.6%
Secretaries	1	1.6%
Hotel Clerk	1	1.6%
Total Administrative Support Occupations	3		4.8%

*Records Processing Occupations, Except Financial*
Library clerks	1	1.6%
File clerks	1	1.6%
Total Records Processing Occupations, Except Financial	2		3.2%

*Communications Equipment Operators*	1	1.6%	1.6%

*Material Recording, Scheduling, and Distributing Clerks*
Dispatchers	2	3.2%	3.2%

*Miscellaneous Administrative Support Occupations*	2	3.2%	3.2%

Total Technical, Sales, and Administrative Support Occupations	18		28.7%

SERVICE OCCUPATIONS
*Protective Service Occupations*
Firefighting Occupations	1	1.6%
Police and detectives, public service	1	1.6%
Correctional institution officers	3	4.8%
Total Protective Service Occupations	5		7.9%

Health Service Occupations
Health aides, except nursing	1	1.6%	1.6%

*Personal Service Occupations*
Welfare service aides	1	1.6%	1.6%

Total Service Occupations	7		11.1%

PRECISION PRODUCTION, CRAFT, AND REPAIR OCCUPATIONS
*Construction Trades*
Supervisors, construction	1	1.6%	1.6%

OPERATORS, FABRICATORS, AND LABORERS
Transportation Occupations
Railroad conductors	1	1.6%	1.6%

MILITARY	1	1.6%	1.6%

STUDENT (pursuing graduate or seminary training)	3	4.8%	4.8%

OTHER (unable to determine occupation)	8	12.7%	12.7%

TOTAL	63		100%

Although our alumni seem to be working in a wide variety of fields, Table 2 reveals a high concentration of employment in managerial and professional specialty occupations (38.1%). Many of these graduates are teachers and counselors (17.5%) or holding management positions (11.1%). Almost twenty-nine percent of alumni are employed in technical, sales, and administrative support occupations. In this occupational category, more of our alumni are involved in sales occupations (7.9%), three of whom are business owners and one a vice president of a business. The third largest area of employment for sociology alumni is in service occupations. The majority of these graduates are employed in protective service occupations as firefighters and police officers. Such data suggest that the sociology alumni are successfully competing in today’s labor market holding occupations for which a liberal arts degree would have prepared them.

INSTITUTIONAL RESEARCH DATA ON GRADUATES IN SOCIOLOGY 1992-2002

General Program Information

Figures 1 and 2 show data regarding the graduates from the sociology program from 1992-2002. Figure 1 shows the number of graduates in sociology from 1992-2002 and Figure 2 shows the number of graduates in sociology as a percentage of the total number of graduates in our College of Social and Behavioral Sciences. These data help us evaluate how the sociology program has been doing over the past 10 years in terms of producing graduates with a major in sociology. Figure 1 shows that in most years documented here, there were between 15 and 25 graduating majors in any one year, with the exception of 1993, 1996,and 2002. Since 1996, the number of graduating sociology majors seems to be declining and in 2002 dropped below 15 graduating majors for the first time since 1993. This declining trend holds true for the BIS sociology graduates as well.

Figure 2 suggests that in any given year, at least 4% of the College of Social and Behavior Science graduates were sociology majors. However, like in Figure 1, in the year 2002 this percentage has dropped below 4% and the general trend since 1996 seems to be one of decline.

Generally, Figures 1 and 2 suggest that the number of graduates majoring in sociology were more robust prior to 1997.

WHAT DOES IT ALL MEAN?

Exit interview data and alumni data suggest that the Sociology program is accomplishing its program mission and student learning outcomes with a fairly high degree of success. However, institutional data suggest that fewer sociology majors are graduating today than in the past and a smaller proportion of the College of Social & Behavioral Science graduates are sociology majors today than in the past. This suggests that those students who elect a major in sociology are having a positive experience however, the program is not bringing that positive experience to as many sociology majors today as it has in the past. Such findings suggest a need to address recruitment and retention of sociology majors.