Weber State University   

Sociology

Results of Assessment

2006-2007 (submitted 07/11/07)

Summary of Exit Interview for Sociology Program 2006-2007

Prepared by:    Huiying Wei-Arthus, Ph.D.
                          Coordinator of Sociology Program
                          Department of Sociology and Anthropology

The exit interview was distributed to graduating seniors (majors and minors) in sociology. Of the 17 majors and 35 minors in Sociology who graduated in Winter 2006 or Spring 2007, 19 returned exit questionnaires by June 9^th 2007, a 36.5% 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. Some improvements have been made in terms of preparing students for the paid labor force compared with previous years. The results indicate the following:

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.

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 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 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	31.6%	68.4%
Analytical Thinking	15.8%	84.2%
Problem Solving	26.4%	73.6%
Statistical Skills	15.8%	84.2%
Computer Skills	57.9%	42.1%
Appreciation of non-US cultures	21%	79%
Appreciation of racial-ethnic diversity	26.3%	73.7%

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:
   
  • 76.9% plan to earn a graduate degree; 23.1% did not answer this question.
     
  • 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 (The new updated exit interview does not include this part, this is only from the winter 2006 exit interviews):
     
    • "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 the skill set is and what they can do 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 (88.9%) as was satisfaction with the intellectual development attained at WSU in general (88.9%). Note: The new exit interview questionnaire does not include these questions.
     
  • Camaraderie among students is above average, with 71.5% having a feeling of camaraderie.
     
• Statement d: Appreciation of multi-cultural and comparative perspectives and applicability of knowledge in everyday lives:
   
  • When asked to rated 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 a 5 point scale) applicability to work (61.5%); and in personal life (92.3%).
     
  • 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 perpective
     

    • "[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. The major improvement we have made during this year compared with last year is to emphasize what kind of career and jobs students can get with a sociology degree. The sociology faculty reviewed the curriculum and made changes toward a more applied sociology curriculum. Especially in senior capstone class, one to two weeks classes were spent about which subject in sociology can get what kind of jobs. Professor used a resource book to teach this topic rather than giving a overall outline as we did before. We believe these changes really helped 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 made for the 2006-2007 academic year, and more to come in 2007-2008 catalog.