Sociology
Results of Assessment
2005-2006
(submitted
05/17/06)
WHAT WE HAVE DONE in 2005-2006:
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) remained the same as the previous year.
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 2005-2006 (below).
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. Note: Outcomes g. and h. were not measured this year because
rigorous measures of these outcomes were not successfully developed. The
sociology faculty are considering other techniques for measuring these outcome
(see discussion in sections b, c, and d under
Plan for 2006-2007).
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 19 majors and 35 minors in Sociology who
graduated in Winter 2005 or Spring 2006, 14 returned exit questionnaires by
summer 2006, a 25.9% 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. However, the program’s
mission to prepare students for the paid labor force, seems to be lacking
according to student comments. These findings are discussed in more detail
below.
General Program Information
Most students chose sociology as a major or minor primarily in either
their sophomore or junior year (85.7%).
All but 4 graduates had chosen the generalist track rather than a
speciality area within the program. Those who chose a speciality area, chose
the Criminology and Deviance area.
Future career goals reported included:
|
Health Care |
Lawyer |
|
Business/Office Management |
Military |
|
Counseling or Community Service |
Social Work |
| Law
Enforcement |
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 areas wherein the
program seems to be having the most impact are: writing, analytical thinking,
statistical skills, and appreciation of racial-ethnic diversity.
Table 1. Sociology Graduates Self-Reported Skill Level After Taking Upper
Division Courses
|
Skill |
stayed the same |
increased |
|
Writing |
14.3% |
85.7% |
|
Analytical Thinking |
7.1% |
92.9% |
|
Problem Solving |
28.6% |
71.4% |
|
Statistical Skills |
|
100% |
|
Computer Skills |
38.5% |
61.5% |
|
Appreciation of non-US cultures |
21.4% |
78.6% |
|
Appreciation of racial-ethnic diversity |
7.1% |
92.9% |
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 (85.7%), concepts (85.7%), and
theories (92.9%).
Outcome f (listed above): The majority of students (71.4%) 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’ll] use it in management skills, supervision capabilities,
team skills."
"Helping with college age athletes with different attitudes,
coming from different backgrounds, different theories. I’ve learned
to explain behaviors, ideas, beliefs. How to handle reactions, how
to get a team of individuals to work together."
"Working with juveniles, sociology has helped [me] to look at
all factors, [including], the environment, and situations of
individuals."
"I work with an indigent population. I regularly use my
sociological knowledge to improve our clinical processes to help our
patients."
"Research."
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 essays are being considered as an option for
measuring this outcome in the future (see discussion in section c. under
Plan for 2006-2007 below).
Outcome h (listed above): This outcome was not measured this year
because the faculty are still working on how to best measure students’
ability to execute research. Faculty observations and evaluations of
research presentations are being considered as an option for measuring this
outcome in the future (see discussion in section b. under Plan for 2006-2007
below).
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.
"I have learned a lot about my biases. This will help me be more
successful."
"I will seek ways to help a more diverse population to have more
exposure to higher education."
"Listening to others and understanding their individual perspectives
about life."
"I can understand myself better and understand others more, where I
can communicate with them better. Analyze others better and learn from
others’ behaviors."
"Having a more open mind about society helps me in my own life."
Statement b: Skills to be competitive in labor market or pursue
professional degree:
64.3% plan to earn a graduate degree; 21.4% 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, Social Work, Law, and Criminal Justice.
When asked to list some of the weaknesses of the program, students
offered comments like the following:
"Make the program more well known and better understood."
"Give students more information on what they can do with a
sociology degree."
Such comments, and others like them, seem to suggest that although
students are planning to enter the competitive labor market, they are
not always clear on what options await them there. The sociology program
may indeed be providing students with the skill set they need to be
competitive in the labor market, but we may not be telling our students
what that skill set is and what they can do it with it exactly.
Statement c: Stimulating learning environment through close interaction
between faculty and students:
Students were overwhelmingly satisfied with faculty concern about
them (92.9%), and the majority were satisfied with faculty (64.3%) and
staff (64.3%) 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 professors are very well informed and very nice."
"I would attribute most of the strength to good professors. The
ability to get help when needed and for Carol (secretary) and her
efforts for helping in the graduation process."
"The professors, their level of education, and knowledge of the
subjects they teach."
"All sociology professors are extremely knowledgeable and teach
well. The program gives an abundance of solid knowledge."
"Great professors. Good class atmosphere. Small class sizes."
"The professors. All of the professors that I’ve taken classes
from have been wonderful."
"Wonderful, helpful, intelligent professors. Easily
approachable, always available and willing to help out with papers,
with explaining concepts. Passionate and hard working rubs off on
students."
Satisfaction with the quality of instruction (rated 3 or better) in
sociology courses was high (85.7%) as was satisfaction with the
intellectual development attained at WSU in general (71.4%).
Camaraderie among students is above average, with 78.6% 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 (71.4%); in
personal life (71.4%); and to civic involvements (57.1%).
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
"[Sociology helps me] keep a healthy perspective of other ethnic
groups and different people - understand differences."
"The knowledge I have gained from my courses in sociology will
be invaluable to my participation in groups that advocate the
advancement of Hispanics, as I will be able to use that knowledge to
explain how the problems of Hispanics relate and impact society as a
whole."
"The knowledge I’ve learned helps me interact with others based
on characteristics of people. I appreciate diversity more and try to
contribute more to others than before."
Applicable to Everyday Life
"I’m LDS, spend a lot of time with church affiliated volunteer
groups and neighborhood members. My sociology of religion class
helped me to more fully understand religious groups outside my own
and also see their view of my religion and members of my religion,
both positive and negative."
"I plan to use my sociology knowledge to teach my daughter and
younger siblings how to analyze social problems by looking at the
broader picture so that they’re not taken by the sensationalism of
the media."
"[I plan to use my sociological knowledge as it relates to]
neighborhood watch programs, getting involved in my community
democratic party affiliation, and analyzing platforms of each
candidate."
"Communication styles, cultural norms, sex roles, marriage and
family are areas that I will use sociology skills to strengthen my
personal life."
"I have learned a lot about marital happiness and family in
society. The knowledge I have helps me to discern what’s right for
me."
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. However, we did identify a weakness in the program we feel needs to be
addressed. Students are suggesting that they do not know what to do with their
sociology degree or how to market it in the paid labor force. Thus, the
sociology faculty are planning to review the curriculum and make changes toward
a more applied sociology curriculum. We believe this will help our students to
make the connection between the skill set sociology provides them and the
possible employment opportunities awaiting them in the labor market. These
curriculum changes are being planned for the 2006-2007 academic year.
Plan for 2006-2007:
Faculty have yet to fully discuss these results, thus the plan listed below
is tentative. The one substantive change to the curriculum and instruction in
the program as a whole relates to the incorporation of an applied sociological
curriculum into the program. This is discussed in more detail below. Faculty are
also suggesting some changes to the assessment plan in terms of instruments used
to measure outcomes and mission statement. These are also discussed in more
detail below.
1– Help our students make the connection between their sociological skill set
and the paid labor force.
Sociology faculty are planning a summer retreat to discuss curriculum changes
to the sociology program. All of the changes are geared toward helping our
students make the transition to the paid labor force more smoothly. Some of the
possible changes include: 1) shifting the focus of the program to applied
sociology; 2) creating an additional required seminar course for majors that
addresses issues like resume writing, interviewing skills, careers in sociology,
how to apply for graduate school, etc.; 3) reworking the use of internships in
the program; and 4) hosting a career fair for sociology majors. A full range of
possibilities will be discussed at the retreat and a plan of action created.
Faculty will work to make the agreed upon changes to the curriculum during the
2006-07 academic year.
2-Improve measurement of learning outcomes (listed above).
Efforts to measure new outcomes will involve new techniques not yet used in
our department. These methods are currently under consideration. The faculty
have not committed to any of these techniques at this point, however, it seems
likely that at least one of these new techniques will be employed in the
2006-2007 academic year.
a) Standardized exam. One suggestion under consideration to measure
the outcomes directly related to content knowledge and skills is a
standardized sociology test.
The faculty are developing a sub-committee to research such
exams for our consideration. If an exam is selected, we will plan to
administer it no later than the Spring 2007 semester.
b) Faculty Observations and Evaluations of Research Presentations.
This suggestion to measure the last learning outcome listed above - Know and
execute the various steps necessary to conduct sociological research - has
been under consideration all academic year. The measurement would involve the
creation of a grading rubric to evaluate student presentations of the research
they conducted in the Research Methods, Senior Capstone or Directed Readings
and Projects courses. Several faculty would individually evaluate the
presentations according to the constructed criteria and then the total group
of faculty would compile a summary evaluation of each presentation. This would
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. However, the faculty have had difficulty finding the time to
create the criteria and grading rubric necessary for this measurement
technique.
c) Theory Essay. The faculty were considering the use of a theory
portfolio to assess our students’ ability to apply various sociological
frameworks to their understanding of the world and human behavior. In
principle, the faculty like the idea but have decided that a full portfolio is
not necessary to measure this outcome. The plan for the 2006-07 academic year
is to assign a standardized essay question in each of the classical theory
courses in both the fall and spring semesters. Criteria and a grading rubric
will be constructed and used by the three faculty members teaching these
courses to measure the student’s abilities.
d) General Education Assessment. The sociology program is involved
in social science general education assessment during the 2006-07 academic
year. One outcome being measured is the same as outcome g. listed above. The
program will use the general education measure of outcome g. to tell us
something about how well outcome g. is taught in our program to all students.
Blank = outcome is not achieved in the course
L = low level of the outcome achieved in the course
M = moderate level
H = high level
|
Department of Sociology and Anthropology
Sociology Program
Outcome Grid: Student Outcomes by Courses |
|
Graduates of the Sociology program will:
#1 Possess analytic skills.
#2 Possess problem solving skills.
#3 Know terms and research of the discipline of sociology
#4 Know concepts and theories of the discipline of
sociology.
#5 Possess an informed appreciation of other cultures.
#6 Possess skills to be competitive in today’s labor market
or to pursue professional degrees.
#7 Possess the ability to apply various sociological
frameworks to their understanding of the world and human behavior.
#8 Know how to execute the various steps necessary to
conduct Sociological research. |
|
Courses |
#1 |
#2 |
#3 |
#4 |
#5 |
#6 |
#7 |
#8 |
|
Required Core (18 hours) |
|
SS1010 Principles of Sociology |
M |
M |
M |
M |
M |
L |
M |
L |
|
3030 Sociological Theory - Classical |
H |
M |
H |
H |
L |
M |
H |
NA |
|
3600 Social Statistics |
H |
H |
L |
L |
NA |
H |
L |
M |
|
3660 Research Methods |
H |
H |
M |
L |
NA |
H |
L |
H |
|
4030 Sociological Theory - Contemporary |
H |
M |
H |
H |
L |
H |
H |
NA |
|
4900 Senior Capstone |
H |
H |
H |
M-H |
M |
H |
H |
H |
|
Electives (Choose 18 hours from the following) |
|
SS1020 Social Problems |
M |
M |
M |
M |
M |
L |
M |
NA |
|
1110 Courtship and Marriage |
M |
L |
M |
M |
M |
L |
M |
NA |
|
3000 Social Pscyhology |
H |
M |
M |
M |
L |
M |
M |
L |
|
3010 Social Stratification |
H |
M |
M |
M |
H |
M |
M |
NA |
|
3110 Sociology of Family |
H |
M |
M |
M |
M |
M |
M |
NA |
|
3120 Sex/Gender Roles: Past, Present, Future |
M |
L |
L |
L |
H |
M |
L |
L |
|
3250 Deviance & Social Control |
M |
M |
M |
H |
L |
M |
M |
NA |
|
3260 Juvenile Delinquency |
M |
M |
H |
H |
L |
M |
M |
NA |
|
3270 Criminology |
M |
M |
H |
H |
L |
M |
M |
NA |
|
Courses |
#1 |
#2 |
#3 |
#4 |
#5 |
#6 |
#7 |
#8 |
|
3300 Environmental Sociology |
M |
M |
M |
M |
M |
M |
M |
NA |
|
3400 Social Change & Social Movements |
H |
L |
M |
H |
H |
M |
M |
NA |
|
3410 Sociology of Religion |
M |
M |
M |
M |
H |
M |
M |
L |
|
3420 Sociology of Education |
M |
M |
H |
H |
H |
M |
M |
NA |
|
3430 Medicine & Healthcare in Society |
M |
M |
M |
M |
L |
M |
M |
NA |
|
3540 Small Groups & Leadership |
H |
H |
H |
H |
M |
M |
M |
L |
|
3550 Organizations in Society |
H |
H |
H |
H |
H |
M |
M |
L |
|
3840 Sociology of Cities & Urban Life |
M |
M |
H |
H |
H |
M |
M |
NA |
|
3850 American Minorities in Urban Settings |
M |
M |
M |
M |
H |
M |
M |
NA |
|
4120 Socialization over the Life Course |
H |
L |
M |
M |
H |
M |
M |
L |
|
4270 Sociology of Law |
M |
M |
H |
H |
L |
M |
M |
NA |
|
4410 Comparative Political Sociology |
M |
M |
M |
M |
H |
M |
M |
L |
|
4550 Sociology of Work |
H |
H |
H |
H |
H |
M |
M |
NA |
|
4890 Internship |
outcomes vary by internship experience |
|
4990 Seminar in Sociology |
variable course with variable outcomes |
Assessment Plan 2005-2006
Program: Sociology
|
STUDENT LEARNING OUTCOME |
HOW ASSESSED |
WHEN ASSESSED |
|
Possess analytic skills. |
1. Exit interview to graduating seniors (self-assessment). |
Administered in May.
|
|
Possess problem solving skills. |
1. Exit interview to graduating seniors (self-assessment). |
Administered in May. |
|
Know terms and research of the discipline of sociology. |
1. Exit interview of graduating seniors (self-assessment). |
Administered in May. |
|
Know concepts and theories of the discipline of sociology. |
1. Exit interview to graduating seniors (self-assessment). |
Administered in May. |
|
Possess an informal appreciation of other cultures. |
1. Exit interview to graduating seniors (self-assessment). |
Administered in May. |
|
Possess skills to be competitive in today’s labor market or
to pursue professional degrees. |
1. Exit interview to graduating seniors (self-assessment). |
Administered in May. |
|
Possess the ability to apply various sociological frameworks
to their understanding of the world and human behavior. |
Did not assess |
N/A |
|
Know and execute the various steps necessary to conduct
sociological research. |
Did not assess |
N/A |
Assessment Plan 2006-2007
Program: Sociology
|
STUDENT LEARNING OUTCOME |
HOW ASSESSED |
WHEN ASSESSED |
|
Possess analytic skills. |
1. Exit interview to graduating seniors (self-assessment). |
Administer in May.
|
|
Possess problem solving skills. |
1. Exit interview to graduating seniors (self-assessment). |
Administer in May. |
|
Know terms and research of the discipline of sociology. |
1. Exit interview of graduating seniors (self-assessment). |
Administer in May. |
|
Know concepts and theories of the discipline of sociology. |
1. Exit interview to graduating seniors (self-assessment). |
Administer in May. |
|
Possess an informal appreciation of other cultures. |
1. Exit interview to graduating seniors (self-assessment). |
Administer in May. |
|
Possess skills to be competitive in today’s labor market or
to pursue professional degrees. |
1. Exit interview to graduating seniors (self-assessment). |
Administer in May. |
|
Possess the ability to apply various sociological frameworks
to their understanding of the world and human behavior. |
1. Theory essay.
|
Collect in Fall and Spring semesters. |
|
Know and execute the various steps necessary to conduct
sociological research. |
1. Faculty evaluate research presentations using same
grading rubric. |
Spring semester at annual department research conference. |
Mission Statement
/ Student Learning Outcomes
/ Curriculum Grid / Assessment Plan / Contact Person |
