Sociology
Results of Assessment
2004-2005
(submitted
05/27/05)
WHAT WE HAVE DONE in 2004-2005:
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
2004-2005 academic year included all outcomes measured in 2003-2004. The
2004-2005 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 informed appreciation of other cultures.
f. Possess skills to be competitive in today’s labor market or to pursue
professional degrees.
g. Possess the ability to apply various sociological frameworks to their
understanding of the world and human behavior.
h. Know how to execute the various steps necessary to conduct Sociological
research.
3. Articulated the outcomes and the
curriculum:
See
outcome grid for 2004-2005.
4. Selected appropriate measures of student
learning for our program:
a. Exit interview. There were no changes
made to the exit interview this year. The exit interview is designed to
measure student outcomes a. through f. listed above and more broadly provide
some indication of whether the sociology program is accomplishing its
mission as written above.
b. Collected data from Research Methods Students. In the Spring 2005
semester, data were collected from students in the research methods course
in order to measure outcome h. listed above. The data collection instrument
was simply an assignment asking the students to describe the research
process including all necessary steps from developing a research question to
drawing conclusions.
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 17 majors and 40
minors in Sociology who graduated in Winter 2004 or Spring 2005, 14 returned
exit questionnaires by summer 2005, a 24.6% 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
(64.3%).
• All but two graduates had chosen the generalist track rather than a
speciality area within the program.
• Future career goals reported included:
Author Law Enforcement
Business Management
Counseling or Community Services Professor of Sociology
Human Resources Youth Corrections
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 coursework (see Table 1 below). The one area that did not have
the majority of graduates reporting an increase in their skill level
after taking upper division courses, is the area of computer skills. The
majority of these graduates reported their computer skills as a “4" or
“5" on a 5 point scale (where “5" indicates high) before taking upper
division courses. This suggests that the sociology program may not
increase the computer skills for the majority of graduates because these
graduates are entering the program with higher than average levels of
computer skills.
Table 1.
Sociology Graduates Self-Reported Skill Level After Taking Upper
Division Courses
|
Skill |
stayed the same |
increased |
|
Writing |
21.4% |
78.6% |
|
Analytical Thinking |
21.4% |
78.6% |
|
Problem Solving |
38.5% |
61.5% |
|
Statistical Skills |
14.3% |
85.7% |
|
Computer Skills |
57.1% |
42.9% |
|
Appreciation of non-US cultures |
28.6% |
71.4% |
|
Appreciation of racial-ethnic
diversity |
28.6% |
71.4% |
• 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 (92.9%), concepts (85.7%), and theories (92.9%).
• Outcome f (listed above): The majority of students (85.8%) 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:
“Because my sociology classes
have taught me to analyze all factors that influence individual
behaviors, I will be able to diplomatically work to solve issues
involving those I work with.”
“I use research methodology to problem solve and I also create
statistical reports.”
“One example would be my understanding of bureaucratic systems to
help me become a better leader wherever I end up in my career.”
“Social psychology helps me understand how people think and behave
in groups (applicable to coworkers and subordinates in my department
at work) and individually (clients/customers).”
“Awareness of the differences in individuals.”
• Outcome g (listed above): This
outcome was not measured this year because the faculty are still working
on how to best measure students’ ability to apply theory. Theory
portfolios are being considered as an option for measuring this outcome
in the future (see discussion in section c. under Plan for 2005-2006
below).
• Outcome h (listed above): This outcome was measured using an
assignment completed by students in the Spring 2005 section of the
Sociological Research Methods course. Students were asked to describe
how they executed the research process in the course during the Spring
2006 semester. Of the 14 students in the course, 11 completed the
assignment. Of these students, all but 1 could adequately describe the
steps involved in executing sociological research. This is not a very
rigorous measure of this outcome, thus, faculty are considering other
techniques for measuring this outcome (see discussion in section b.
under Plan for 2005-2006).
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.
“These classes broaden my
limited knowledge of individuals and why they are the way they are.”
“[Sociological knowledge provides] me with a greater perception of
world issues, knowledge of how to go about inquiring about
situations.”
“I have a better understanding of [social] institutions. I am more
open minded.”
“I am much more tolerant of the ideas and beliefs of others now.”
• Statement b: Skills to be
competitive in labor market or pursue professional degree:
57.1% plan to earn a graduate
degree; 28.6% are unsure if they will earn a graduate degree but are
considering it; and the remaining 14.3% do not plan to earn a
graduate degree.
Those planning to earn graduate degrees plan to pursue degrees in
Sociology (4), Cultural Anthropology, Education (School Counseling),
Criminal Justice, and Social Work.
• Statement c: Stimulating learning
environment through close interaction between faculty and students:
Students were overwhelmingly
satisfied with faculty concern about them (100%), and with faculty
(92.8%) and staff (92.8%) assistance and advisement.
The majority of students (100%) had gotten to know sociology
professors well enough to talk with them regularly after class or
during office hours and 78.6% of students were very 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 openness of the
instructors and their willingness to help me improve.”
“Faculty!!!! Love and respect every single one!!.”
“The faculty and staff are very helpful and show compassion for students.”
“You have a strong faculty of professors that have vast knowledge in
various aspects of sociology.”
“The faculty are all very knowledgeable and willing to do what it takes
with an interested student which makes learning much more
enjoyable.”
Satisfaction with the quality of
instruction (rated 3 or better) in sociology courses was
overwhelmingly high (92.8%) as was satisfaction with the
intellectual development attained at WSU in general (92.9%).
Camaraderie among students is
above average, with 85.7% having a feeling of camaraderie.
• 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 (85.8%); in personal life
(85.8%); and to civic involvements (78.6%).
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.
Multi-cultural/comparative perspective
“Because of my
sociological knowledge, I have become more accepting o other
peoples’ differences. I was once very unsure of how to act
around people with different ethnic backgrounds, now I’m not.”
“[I have learned] to be more open minded about others issues of
interest.”
“[I] have a better understanding of others’ religions and their
beliefs based on my sociology of religion class.”
Applicable to Everyday Life
“I am currently creating a
survey for my ward’s Relief Society to help understand and offer
ways to raise attendance levels.”
“[I am] more educated in areas of urban development so I can
become active against urban problems such as poverty or urban
sprawl.”
“My work is at home – my family. I feel sociology has provided
me with the tools to better understand my children (and teach
them to better understand their world).”
WHAT DOES IT ALL MEAN?
Exit interview data suggest that the
Sociology program is accomplishing its program mission and student learning
outcomes with a fairly high degree of success. Thus, no major curricular
changes are being planned for the 2005-2006 academic year.
PLANS FOR 2005-2006:
Faculty have yet to fully discuss these
results, thus the plan listed below is tentative. There are no real
substantive changes to the curriculum and instruction in the program as a
whole considering our findings of this past year’s assessment efforts
suggest that we are sufficiently accomplishing the program mission and
student outcomes. However, faculty are suggesting some changes to the
assessment plan in terms of instruments used to measure outcomes and mission
statement. These are discussed in more detail below.
Improve measurement of learning outcomes (listed above).
Efforts to improve measurement of
learning outcomes will involve gathering and analyzing data from alumni
(see a. below) regarding preparedness for the labor market or
professional degree programs post-Weber State. Efforts to measure new
outcomes will involve new techniques not yet used in our department (see
b. Faculty Observations and Evaluations of Research Presentations and c.
Theory Portfolios). These methods are currently under consideration. The
faculty have not committed to either or both techniques at this point,
however, it seems likely that at least one of these new techniques will
be employed in the 2005-2006 academic year.
a) Gathering and analyzing data
from alumni. One of the learning outcomes for our Sociology students
concerns their skills to be competitive in today’s labor market or
to pursue professional degrees. In 2004-2005, there was one measure
of this outcome – based on data collected from graduating seniors
and their report of whether or not they were planning on pursuing a
professional degree. This 2005-2006 academic year, the faculty would
like to concentrate on data collected from alumni using an alumni
survey to help us create a better measure of this outcome, as well
as others. The survey is in draft form at this point. It is designed
to help us assess the impact of sociological knowledge in their
work, family, and civic lives as well as some of the specific
learning outcomes listed above. This effort was begun in the
2001-2002 academic year but we plan to see it through this academic
year. We are hopeful that this survey will be available online by
end of the Spring 2006 semester.
b) Faculty Observations and
Evaluations of Research Presentations. One suggestion under
consideration to measure the new learning outcome listed above -
Know and execute the various steps necessary to conduct sociological
research - is to create criteria measuring students’ knowledge and
use of research methodology. These criteria would then be used to
evaluate student presentations of the research they conducted in the
Research Methods, Senior Capstone or Directed Readings and Projects
courses. Several faculty individually evaluate the presentations
according to the constructed criteria and then we compile a summary
evaluation of each presentation. This should give us a good
indication of whether or not students are walking away with the
knowledge and at least some ability to conduct sociological
research. The annual department research conference is a natural
arena for this evaluation to take place.
c) Theory Portfolios. Another
technique under consideration is the use of theory portfolios to
assess our students’ ability to apply various sociological
frameworks to their understanding of the world and human behavior.
Again, criteria would need to be constructed to indicate that a
student has demonstrated this ability. Papers from students in the
Classical Theory and/or Contemporary Theory courses would need to be
compiled and evaluated against these criteria.
Mission Statement
/ Student Learning Outcomes
/ Curriculum Grid / Assessment Plan / Contact Person |
