Weber State University Annual Assessment of Evidence of ......General Education courses: Soc/SV 1010 (Dr. Ollilainen), also a core course Each table includes evidence of learning report

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Weber State University Annual Assessment of Evidence of Learning

Cover Page Department/Program: Department of Sociology & Anthropology/ Sociology Program Academic Year of Report: AY July 1, 2012 - June 30, 2013 Date Submitted: November 15, 2013 Report author: Marjukka Ollilainen, Chair, Sociology & Anthropology Contact Information: 1208 University Circle, Ogden, UT 84408-1208 Phone: (801) 626-6238 Email: [email protected]

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A. Brief Introductory Statement:

Please review the Introductory Statement and contact information for your department displayed on the assessment site:

http://www.weber.edu/portfolio/departments.html - if this information is current, please indicate as much. No further

information is needed. We will indicate “Last Reviewed: [current date]” on the page.

If the information is not current, please provide an update:

Reviewed, November 14, 2013. Still current.

B. Mission Statement

Please review the Mission Statement for your department displayed on the assessment site:

http://www.weber.edu/portfolio/departments.html - if it is current, please indicate as much; we will mark the web page as

“Last Reviewed [current date]”. No further information is needed.

If the information is not current, please provide an update:

Reviewed, November 14, 2013. Current as of now, but we are working on new mission statement and learning outcomes, that will be effective AY 14-15.

C. Student Learning Outcomes Please review the Student Learning Outcomes for your department displayed on the assessment site:

http://www.weber.edu/portfolio/departments.html - if they are current, please indicate as much; we will mark the web page

as “Last Reviewed [current date]”. No further information is needed.

If they are not current, please provide an update:

Reviewed, November 14, 2013. Current as of now, but we are working on new mission statement and learning

outcomes, that will be effective AY 14-15. D. Curriculum

Please review the Curriculum Grid for your department displayed on the assessment site:

http://www.weber.edu/portfolio/departments.html - if it is current, please indicate as much; we will mark the web page as

“Last Reviewed: [current data]”. No further information is needed.

http://www.weber.edu/portfolio/departments.html




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The Sociology program has been going through a thorough review of its curriculum in the past couple of years. It was completed in the spring 2013, with several revisions to the curriculum map, especially for elective courses (program core courses remain unchanged): Three courses were deleted, one new course was added, and the names of several courses we revised and updated (see a detailed list of changes below). This review and revision process brings together WSU students’ needs, interests, faculty expertise, and recent national trends in Sociology research and curriculums. A new mission statement and learning outcomes will be forthcoming and will be used to assess courses for AY 14-15. Summary of changed made in 2013

Courses deleted: o Soc DV3120 Sex/Gender Roles: Past, Pres. Future o Soc 3540 Small Groups & Leadership o Soc 4120 Socialization Over the Life Course

Courses added: o Soc 4220: Life in a Consumer Society

Name changes and revisions: o Soc 3000: Self & Society (formerly Social Psychology) o Soc 3010: Social Inequality (formerly Social Stratification) o Soc 3400: Social Change (formerly Social Change & Social Movements) o Soc 3850: Race & Ethnicity (formerly American Minorities in Urban Settings) o Soc 4410: Sociology of Globalization (formerly Comparative Political Sociology)

(Updated) Curriculum Map (AY 2013-14) The Sociology Program Learning Outcomes:

At the end of their study at WSU, students in this 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.

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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.

Table 1 Program Learning Outcomes

Program Learning Objectives #1 #2 #3 #4 #5 #6 #7 #8

General Education Courses:

SV 1010 Introduction to Sociology L L H M M L L M

SV 1020 Social Problems L L H M M L L M

Core Major/Minor* Requirements:

Soc 3030 Classical Sociological Theory* H L H H M M H L

Soc 3600 Social Statistics H H L H H

Soc 3660 Social Research Methods* H H L H H

Soc 4030 Contemporary Sociological Theory H L H H M M H L

Soc 4900 Senior Capstone H H L M L H M H

Program Learning Objectives #1 #2 #3 #4 #5 #6 #7 #8

Elective Major/Minor/University Requirements:

Soc 3000 Self & Society M M H H L L M L

Soc 3010 Social Inequality M M H H H L M L

Soc 3110 Sociology of Family M M H H L L M L

Soc 3130 Sociology of Gender M M H H H L M L

Soc 3250 Deviance & Social Control M M H H M L M L

Soc 3260 Juvenile Delinquency M M H H L L M L

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Soc 3270 Criminology M M H H L L M L

Soc 3300 Environment & Society M M H H L L M L

Soc 3400 Social Change M M H H L L M L

Soc 3410 Sociology of Religion M M H H H L M L

Soc 3420 Sociology of Education M M H H L L M L

Soc 3430 Medicine & Healthcare in Society M M H H L L M L

Soc 3550 Organizations in Society M M H H L L M L

Soc 3840 Sociology of Cities & Urban Life M M H H L L M L

Soc 3850 Race & Ethnicity M M H H H L M L

Soc 4220 Life in a Consumer Society M M H H M L H L

Soc 4270 Sociology of Law M M H H L L M L

Soc 4410 Sociology of Globalization M M H H H L M L

Soc 4550 Sociology of Work M M H H H L M L

Soc 4830 Readings and/or Projects V V V V V V V V

Soc 4890 Internship V V V V V V V V

Soc 4990 Seminar in Sociology V V H H V V V V

Key: H = High focus in course content, M = Medium focus in course content, L = Low focus in course content, V = Variable; Blank = Not emphasized in course content E. Assessment Plan Please review the Assessment Plan for your department displayed on the assessment site:

http://www.weber.edu/portfolio/departments.html - if the plan current, please indicate as much; we will mark the web

page as “Last Reviewed [current date]”. No further information is needed.


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Updated 5-year assessment plan (2012-2017)*

Notes: * This plan is subject to change due to last-minute scheduling changes and availability of instructors for specific courses. ** Indicates general education courses. AY 2011-12 Self Study, Courses assessed (Report Nov 2012): CORE Soc 3030, 3600, 3660, 4030, 4900 (Yr 1) AY 2012-13 (in this report, due by 11/15/13) Soc 1010: Introduction to Sociology** Soc 3000: Self & Society Soc 3260: Juvenile Delinquency Soc 3420: Education Soc 3600: Sociological Research (Yr 2) AY 2013-14 (report by 11/15/2014) Soc 3110: Family (Sp 14) Soc 3130: Gender (F 13) Soc 3250: Deviance & Social Control (Sp 14) Soc 3270: Criminology (F 13) Soc 3300: Environment & Society (Sp 14) Soc 3400: Social Change (F 13) Soc 3410: Religion (Sp 14) Soc 3430: Medicine & Health Care (F 13) Soc 4220: Consumer Society (Sp 14) Soc 3850: Race & Ethnicity (Sp 14) Soc 4410: Globalization (F 13) (Yr 3) AY 2014-15 (report by 11/15/2015) Soc 1010: Intro to Sociology (all)**

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Soc 1020: Social problems (all)** Soc 3030: Classical Theory Soc 3040: Cities and Urban Life Soc 3550: Organizations in Society Soc 3600: Social Statistics Soc 3660: Social Research Methods Soc 4030: Contemporary Theory Soc 4270: Sociology of Law Soc 4550: Sociology of Work (Yr 4) AY 2015-16 (report by 11/15/2016) Soc 3010: Social Inequality Soc 4830: Readings and Projects Soc 4890: Internship Soc 4990: Capstone Soc 4900: Special Topics + All High Impact courses (Yr 5) AY 2016-17 5-year self-study, report due Fall 2016

Note: Courses in italics are required core courses for majors and will be evaluated in the years 3 and 4 in order to prepared the most recent data for the program self-study in 2016 (a strategy that was used prior to the 2012 five year program self-study)

Program assessment strategy: The 5-year assessment schedule outlines the courses that will be evaluated based on the program learning outcomes. The evaluation is carried out by the professor teaching the designated course. This involves both planning a syllabus that mindfully integrates the program learning objectives into the course learning objectives. After the course is completed, at the end of the semester, he/she conducts a thorough analysis of both course learning outcomes and the program learning outcomes, using direct and indirect measures. Examples of direct and indirect measures used in some (but not all) current evaluations. Finally, once all analyses are completed, the professors submit a report (the Evidence of Learning form) to the program Coordinator, who compiles all

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the data into an Annual Learning Assessment report. Note that the below measures are under review and will be revised in the next academic year:

Examples of direct measures Examples of indirect measures 1. Course-embedded assessment results, such as standardized tests and essay

a. Elective courses within the major (Soc 3000; Soc 3260; Soc 4320) b. Core courses within the major (Soc 3600) c. General education courses within the major (Soc 1010)

1. Alumni data concerning job placement; graduate and professional school acceptance; other significant accomplishments (not available at this time)

2. Grade point averages of graduating seniors: a. Sociology program/major GPA b. Cumulative GPA

3. GPAs of graduating seniors: a. In core/required courses b. In elective courses

4. Number of students in community engaged learning opportunities provided by the Sociology program (Summer 2012 through Spring 2013)

Note: Exit surveys are typically administered to graduating seniors before; however, they were not administered in the assessment period in question due to changes in the department personnel. The program is developing a new exit survey to be effective of December 2013.

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F. Report of assessment results for academic year 2012-13

Direct measures 1. Course-embedded assessment results a. Evidence of Learning: Elective courses within the Major Courses assessed for this report include (in this order):

Electives: Soc 3000 (Dr. Glass), Soc 3260 (Dr. Glass), and Soc 3420: Sociology of Education (Dr. Trentelman) Core courses: Soc 3600 (Dr. Reynolds) General Education courses: Soc/SV 1010 (Dr. Ollilainen), also a core course Each table includes evidence of learning report for the above courses, detailing 1) the learning outcome assessed, 2) the

method of measurement, 3) the threshold for ‘acceptable performance’ for each measurement, 4) the results of the assessment, 5) the interpretation of the findings, and 6) the course of action to be taken based upon the interpretation.

Table 1: Evidence of Learning: Elective Courses within the Major

SOC 3000: Self and Society

Program Learning Goal

Measurable Learning Outcome

Method of Measurement Direct and Indirect Measures*

Findings Linked to Learning Outcomes

Interpretation of Findings

Action Plan/Use of Results

Goal 1: Students will possess analytic skills

Learning Outcome 1.A: Understand, compare and contrast, and apply understandings of social psychology.

Measure 1: Three five page analytic essays where students summarize, compare, and critique course perspectives,

Measure 1: Students completed the assignment with 70% of the maximum score.

Measure 1: Students were able to demonstrate understanding and analysis of the material.

No changes at this time.

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Measure 2: Group presentation where students explain and discuss the course readings.

Measure 1: 96% of students successfully completed this assignment.

Measure 1: Students are successfully able to relate the material.


Goal 2: Students will possess problem solving skills

Learning Outcome 2.A: Identify how concepts and perspectives explain examples from outside of the course.

Measure 1: “Final assignment” where students analyze a “real world” example as fitting the perspectives of the course.

Measure 1: 70% of students completed this assignment with a score of 70% or better.

Measure 1: Students are successful at identifying ideas from the course in different contexts.


Goal 3: Students will know terms and research of the discipline of Sociology

Learning outcome 3.A.: Demonstrate understanding and analyze various sociological research studies.

Measure 1: “Reaction paper 2” assignment, a five page analytic essay where students summarize and compare various research articles.

Measure 1: 68% of students completed the assignment with a score of 70% or better.

Measure 1: Students are able to explain and critically compare the arguments of research.


Goal 4: Students will know concepts and theories of the discipline of Sociology

Learning outcome 4.A.: Demonstrate understanding of perspectives of social construction and Symbolic Interactionism

Measure 1: “Reaction paper 1” assignment, a five page analytic essay where students explain various readings as examples of social construction or

Measure 1: 63% of students completed the assignment with a score of 70% or better.

Measure 1: Students are able to explain these perspectives.


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symbolic interaction.

Goal 5: Students will possess an informed appreciation of other cultures

Learning outcome 5.A.: Understand effects of culture, and variations between cultures, on the self.

Measure 1: “Mini-assignment” asking students to find and explain an example of Middle Eastern Americans as a “spoiled identity.”

Measure 1: 85% of students successfully completed the assignment.

Measure 1: Students understand the self as varying and molded differently in different cultures.


Goal 6: Students will possess skills to be competitive in today’s labor market or to pursue professional degrees

Learning outcome 6.A.: Students sharpen their analytic and persuasive writing skills.

Measure 1: Analytic essays where students summarize, compare, and critique the course material.

Measure 1: 57% of students improved their scores across three writing assignments.

Measure 1: Students successfully demonstrate the ability to summarize, synthesize, and clearly present material.


Goal 7: Students will possess the ability to apply various sociological frameworks to their understanding of the world and human behavior

Learning outcome 7.A.: Apply a sociological concept to an example.

Measure 1: “Mini-assignments” where students apply a social psychological idea to a “real world” example.

Measure 1: 80% of students completed the assignment with scores of 80% or more.

Measure 1: Students are successfully able to apply ideas to examples external to the course.


Soc 3000 assessment is based on one section of the course taught by Dr. Pepper Glass, Spring 2013

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SOC 3260: Juvenile Delinquency







Goal 1: Students will possess analytic skills

Learning Outcome 1.A: Students will analyze, as well as compare and contrast, sociological concepts and perspectives.

Measure 1: Three five page analytical reaction papers where students analyze course material.

Measure 1: Students completed the assignments with 76% of total points.

Measure 1: Students are able to analyze and compare and contrast various materials.

No changes needed at this time.

Goal 2: Students will possess problem solving skills

Learning Outcome 2.A: Students are able to apply the ideas of the course to outside examples.

Measure 1: “Mini-assignments” where students find examples of course ideas or explain examples as course ideas.

Measure 1: 88% who completed the assignments scored 100%.

Measure 1: Students are able to apply course ideas to examples from outside of the course.


Goal 3: Students will know terms and research of the discipline of Sociology

Learning outcome 3.A.: Students explain how the category of “youth” is socially constructed and historically contingent.

Measure 1: “Reaction paper 1” where students compare and contrast how various readings construct youth or understand it as constructed.

Measure 1: Students scored 74% on the assignment.

Measure 1: Students are able to explain the construction of the category of youth and compare and contrast how various readings understand it.


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Goal 4: Students will know concepts and theories of the discipline of Sociology

Learning outcome 4.A.: Students are able to explain connections between the categories of “youth” and “delinquent” is linked to wider structures like race, class, and gender.

Measure 1: “Reaction paper 3,” where students analyze how their definitions of youth as delinquent and resistance are related to social structure.

Measure 1: Students scored 80% on this measure.

Measure 1: Students are able to connect definitions of youth to wider social structures.


Goal 5: Students will possess an informed appreciation of other cultures

Learning outcome 5.A.: Students will understand how different cultures construct and enact juvenile delinquency.

Measure 1: “Reaction paper 2,” a five page analytic essay where students discuss youth delinquency in the settings of Brazil and the United States.


Measure 1: Students are able to understand issues of delinquency across cultures.


Goal 6: Students will possess skills to be competitive in today’s labor market or to pursue professional degrees

Learning outcome 6.A.: Students will learn skills of presentation and communication.

Measure 1: A group presentation assignment, where students facilitate a discussion surrounding weekly readings.

Measure 1: 80% of students scored 80% or more on this assignment.

Measure 1: Students are successfully able to present, discuss, and critically assess course material.


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Goal 7: Students will possess the ability to apply various sociological frameworks to their understanding of the world and human behavior

Learning outcome 7.A.: Students will be able to identify and analyze examples of perspectives and concepts from outside of course material.

Measure 1: “Mini-assignments” where students find and relate examples to course theories and concepts.


Measure 1: Students were able to identify and analyze external examples as fitting course concepts.


Soc 3260 assessment is based on one section of the course taught by Dr. Pepper Glass, Spring 2013

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SOC 3420: Sociology of Education







Goal 1: Students will possess analytic skills (M)

Learning Outcome 1.A: Students will analyze the education issue of their choice based on sociological literature and observations made during service work in education settings.

Measure 1: Application paper which includes an analysis of how the service site addresses the issue of interest (a substantial portion of a larger education service project)

Measure 1: 84% of the class scored 85% or better on the application paper.

Measure 1: Students successfully demonstrated skills in analyzing issues in a service setting (applied).

Measure 1: No curricular or pedagogical changes needed at this time.

Learning Outcome 1.B: Students will analyze how education-related issues are addressed in election politics.

Measure 1: Paper requiring analysis of how education-related issues are addressed in the 2012 elections.

Measure 1: 84% of the class scored 87% or better (100% scored 81% or better) on the analysis paper.

Measure 1: Students successfully demonstrated skills in sociological analysis of contemporary issues.


Goal 2: Students will possess problem solving skills (M)

Learning Outcome 2.A: Students will investigate the various state or local elections, navigating various sources of information about candidates, to discover often obscured positions on education issues held by candidates.


Measure 1: 84% of the class scored 87% or better (100% scored 81% or better) on the elections analysis paper.

Measure 1: Students successfully demonstrated problem-solving skills, more note-worthy because none knew how to find information on elections at the start of the class.


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Goal 3: Students will know terms and research of the discipline of Sociology (H)

Learning outcome 3.A.: Students will accurately use sociological terminology and research.

Measure 1: In-class discussion under the guidance of instructor, utilizing appropriate terminology.

Measure 1: 84% of the class scored 85% or better on class participation. The instructor observed continued progress in the proper use of sociological terms.

Measure 1: Students demonstrated skill in utilizing sociological terms verbally.


Measure 2: Application paper which includes a literature review, bringing in sociological research; the paper must be written from a sociological perspective, including appropriate use of terminology. (education service project)


Measure 2: Students were successful in demonstrating knowledge and proper usage and reference to sociological terms and research.


Goal 4: Students will know concepts and theories of the discipline of Sociology (H)

Learning outcome 4.A.: Students will appropriately use sociological theory and concepts in their writing.

Measure 1: Paper on education-related issues in the 2012 elections required a literature review, including an argument for which sociological theory offers the best


Measure 1: Students succeeded in demonstrating knowledge and understanding of sociological concepts and theory.


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explanation of the issue of interest.

Measure 2: Application paper with a literature review, including an argument for which sociological theory offers the best explanation of the issue of interest (education service project).


Measure 2: Students succeeded in demonstrating knowledge and understanding of sociological concepts and theory.


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Goal 5: Students will possess an informed appreciation of other cultures (L)

Learning outcome 5.A.: Students will demonstrate awareness of cultural differences in education, both within the United States and also globally.

Measure 1: In-class discussion under the guidance of instructor, specifically of course materials covering cultural differences, including strengths across various approaches.

Measure 1: 84% of the class scored 85% or better on class participation. The instructor observed progress in the consideration and appreciation of other cultures, as well as increased awareness of challenges due to culturally enforced structural constraints.

Measure 1: Students demonstrated skill in verbally identifying cultural differences.


Measure 2: Complete at least 10 hours of service learning in public schools in which at least 50% of the population are racial/ethnic minorities.

Measure 2: 84% of the class completed at least 10 hours of service learning (100% completed 8 hours or more). A majority of the students commented on cultural differences, and specifically about

Measure 2: While this is more a measure of exposure, students did demonstrate having developed an informed appreciation of other cultures in their writing. This course is not designed to address this to a


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having developed more appreciation for cultural difference, in reflection papers and their application papers.

higher degree.

Goal 6: Students will possess skills to be competitive in today’s labor market or to pursue professional degrees (L)

Learning outcome 6.A.: Students will gain experience working in school settings.

Measure 1: Complete at least 10 hours of service learning in Title 1 schools in which at least 50% of the population are racial/ethnic minorities.

Measure 1: 84% of the class completed at least 10 hours of service learning (100% completed 8 hours or more).

Measure 1: Students successfully accrued experience in actual school settings. Students in education have noted that this is very useful for their training.


Learning outcome 6.B: Students will identify how election campaigns address social issues such as education.



Measure 1: Students succeeded in being able to analyze how social issues such as education are addressed within election politics.


Goal 7: Students will possess the ability to apply various sociological frameworks to their understanding of the

Learning outcome 7.A.: Students will use a variety of sociological concepts and theories to explain different aspects of the social

Measure 1: Analytical and critical paper utilizing sociological frameworks to explain how education-related

Measure 1: 84% of the class scored 87% or better (100% scored 81% or better) on the elections analysis

Measure 1: Students successfully demonstrated skill in applying sociological frameworks not only to educational issues,


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world and human behavior (M)

world and behavior. issues are addressed in the 2012 elections.

paper. but to how these issues were addressed in state and local elections.

Measure 2: Analytical and critical paper focused on how the school service site addresses current educational issues of interest (a substantial portion of a larger education service project)


Measure 2: Students demonstrated skill in utilizing sociological frameworks to understand the social world and behavior within school settings.


Key: H = High focus in course content, M = Medium focus in course content, L = Low focus in course content. Soc 3420 assessment is based on one section of the course taught by Dr. Carla Trentelman, Fall 2012

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b. Evidence of Learning: Core courses in the major

Table 4: Evidence of Learning: Core Courses within the Major

SOC SI3600: Social Statistics

Program Learning Goal Students will…






Goal 1: Possess analytic skills.

Learning Outcome 1.A: Students will be able to analyze data using descriptive and inferential statistics.

Measure 1: Five SPSS analysis problems on the final.

Measure 1: Students scored between 48% and 100% on the 5 questions, with an average of 84.72%. 60% of students scored 80% or above.

Measure 1: Most students correctly analyzed the data using descriptive and inferential statistics.


Goal 2: Possess problem solving skills.

Learning Outcome 2.A: Students will be able to select the correct statistical test for the level of measurement.

Measure 1: Five questions on the final exam.

Measure 1: Students answered between 0% & 100% of the questions correctly, for an average of 80%.

Measure 1: Most students could correctly select the correct statistical test.


Goal 3: Know terms and research of the discipline of sociology.

Learning Outcome 3.A: Students will be able to identify levels of measurement, and define terms of descriptive statistics.

Measure 1: 41 questions on exam 1.

Measure 1: Students answered between 65.85% & 95.12% of the questions correctly, with an average of 85.07%.

Measure 1: Most students successfully demonstrated knowledge of terms of descriptive statistics.


Goal 4: Know concepts and theories of the discipline of sociology.

This is not a goal of Soc 3600.

Goal 5: Possess an informed appreciation of other cultures.


Goal 6: Possess skills to be competitive in today’s labor market

Learning Outcome 6.A: Students will be able to calculate descriptive

Measure 1: Course assignments 2 through 10.

Measure 1: Students scored an average of 94% on all of the

Measure 1: Most students successfully demonstrated

Measure 1: No curricular or pedagogical changes

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or to pursue professional degrees.

and inferential statistics with calculator and computer.

assignments. calculation and computer calculation of descriptive and inferential statistics. Students are able to redo assignments until they score 25 out of 30 points.

needed at this time.

Learning Outcome 6.B: Students will also be able to interpret descriptive and inferential statistics.





Goal 7: Possess the ability to apply various sociological frameworks to their understanding of the world and human behavior.


Goal 8: Know how to execute the various steps necessary to conduct sociological research.

Learning Outcome 8.A: Students will be able to calculate descriptive and inferential statistics with calculator and computer.

Measure 1: Course assignments 2 through 10.

Measure 1: Students scored an average of 94% on all of the assignments.

Measure 1: Most students successfully demonstrated calculation and computer calculation of descriptive and inferential statistics. Students are able to redo assignments until


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they score 25 out of 30 points.

Learning Outcome 8.B: Students will also be able to interpret descriptive and inferential statistics.





Summary Information: Program Learning Goals 4, 5, and 7 are not a focus of Soc 3600, Social Statistics and were not assessed. Goals 1, 2, 6, and 8 are high focus in course content areas, and goal 3 is a low focus in course content area. One section of Soc 3600 taught by Dr. Rob Reynolds in Spring semester 2013 was used for the assessment.

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c. Evidence of Learning: General Education Courses

The below table illustrates how the Soc 1010: Introduction to Sociology Course Learning Objectives correspond to the Sociology Learning Objectives. The syllabus for Soc 1010 was designed to connect each course learning outcome with a particular method of course assessment, including four multiple choice tests (each of the 200 test questions was connected with a course learning outcome for a direct measure), in-class qualitative quizzes, and class participation. The idea was to create a streamlined assessment for student learning in Soc 1010. (Note that this rubric is specific to the course taught by Dr. Ollilainen.) Learning objectives (from syllabus): Course Objectives and Learning Outcomes* After taking this course, students should be able to: 1. Describe what sociology is, what particular phenomena and behaviors it studies, and how it is different from

other disciplines that study human behavior. 2. Define and use main sociological concepts, levels of analysis, theories, and research methods both in discussion

and writing assignments. 3. Apply the “sociological imagination” in discussing and explaining contemporary sociological issues, including

class, race, and gender inequality, globalization, and demographic changes. *Each learning outcome will be connected with assignments and exams.

Sociology Program Goals (PLO) and corresponding

Soc 1010: Introduction to Sociology Course Learning Outcomes (CLO)

L=Low/M=Medium/H=High PLO Sociology Program Goals CLO Soc 1010: SS/DV Introduction to Sociology

course objectives and outcomes (re: syllabus) 1, 2 Possess analytic skills (L), Possess

problem solving skills (L)

3 Apply the “sociological imagination” in discussing and explaining contemporary sociological issues, incl. class, race, and gender inequality, globalization and demographic changes

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3, 4

Know terms and research of the discipline of sociology (H), Know concepts and theories of the discipline of sociology (M)

2,1

(CLO 2) Define and use main sociological concepts, levels of analysis, theories, and research methods both in discussion and writing (CLO 1) Describe what sociology is, what particular phenomena and behaviors it studies, and how it is different from other disciplines that study human behavior

5 6

Possess an informed appreciation of other cultures (M) Possess skills to be competitive in today’s labor market or to pursue professional degrees (L)


7 Possess the ability to apply various sociological frameworks to their understanding of the world and human behavior. (L)


8 Know how to execute the various steps necessary to conduct Sociological research. (L)

Not applicable in Soc 1010 aside from two lectures on the topic.

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Table 5: Evidence of Learning: General Education Courses

Soc 1010: SS/DV Introduction to Sociology







Goal 1: Students will possess analytic skills (L)

Learning Outcome 1: (CLO #3) Apply the “sociological imagination” in discussing and explaining contemporary sociological issues, incl. class, race, and gender inequality, globalization and demographic changes

Measure 1: (Direct) Students took four standardized exams (50 questions each, total 200 questions) which included questions that required the use of “sociological imagination”—i.e., analysis of contemporary social issues. Each exam question was linked to a specific course learning outcome (“applying sociological imagination,” analysis) Measure 2. Class participation Students participated in (a) Group work (Application of cohort and period effects to their lived

Measure 1: 72.6% of students gave a correct answer to analysis/problem solving questions across four exams Measure 2: a) Group work: Average performance for participating students 100 p. b) Out-of-class: Average performance for participating students 96.9/100p. Measure 3: (Indirect) Students average at 73/100p.

Measure 1: In large lecture-based general education courses where students represent a variety of majors, the 72.6% performance rate for analytic skills test questions is still acceptable, although not as high as desired. Measure 2: Because class participation is elective (no attendance taken), the results are skewed in favor of those students who attend class regularly (and receive also higher grades). Measure 3: The 73% average is

Measure 1: Incorporate more analysis questions into the four exams; increase practicing of analytical skills in class. Measure 2: Class participation allows for opportunities to practice analytical skills. Increase opportunities for out-of-class observation of social processes. Measure 3: Aside from taking attendance and applying penalties for missing class, this continues to be a difficult improvement to achieve.

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experience) and (b) out-of class assignments: “The Sociological Shopping Trip” and attendance in Sociology & Anthropology Student conference Measure 3: (Indirect) Overall class participation score which incorporates discussions, films, and all written participation assignments

explained by the fact that it includes also students who missed several assignments and thus received a lower cumulative participation score. These scores also go down over the semester as students stop attending class

Goal 2: Students will possess problem solving skills (L)

Learning Outcome 2. (CLO#3) Apply the “sociological imagination” in discussing and explaining contemporary sociological issues, (class, race, gender inequality, globalization and

Measure 1: Same as measures for Goal 1—standardized tests and class participation

Measure 1: (direct) Same as findings for Goal 1—72.6% Measure 2: (direct) a) 100% b) 96.9% Measure 3: (Indirect) 73%

Measures 1-3: See interpretation for Goal 1 (above)

Measures 1-3: See interpretation for Goal 1 (above)

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demographic changes)

Goal 3: Students will know terms and research of the discipline of Sociology (H)

Learning outcomes: (CLO#1 and CLO#2) (#1) Describe what sociology is, what particular phenomena and behaviors it studies, and how it is different from other disciplines that study human behavior (#2) Define and use main sociological concepts, levels of analysis, theories, and research methods both in discussion and writing

Measure 1: (Direct) Students took four standardized exams (50 questions each, total 200 questions) which included questions that required them to display mastery of sociological concepts, terms, theories, and how sociology differs from other disciplines. Each exam question was linked to a specific course learning outcome.

Measure 1: (CLO#1) 82.5% of students answered correctly questions requiring them to master basic sociological concepts, theories, etc. (measure based on correct answers in Exam 1 only, Exams 2-4 required analysis and application of the concepts) (CLO#2) 72.1% of students answered correctly questions requiring them to define and use sociological concepts, levels of analysis, and theories (across four exams)

Measure 1: (CLO#1) Because this measure is based on only one exam that required students to master the basic concepts, theories, much of the learning relies on grasping basic concepts and remembering them in questions that require term recognition and some application of the concepts. Therefore, this is perhaps the most straight-forward part of the course. (CLO#2) The decline in the percentage of correct responses is reflective of the requirement that

Measure 1: In my view, the concepts and terms are first learned and internalized, then applied, all of which the students are showing an acceptable level of mastery. No further action necessary.

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students apply the theories, which adds a level of abstraction and relies more on deeper learning of the concepts

Goal 4: Students will know concepts and theories of the discipline of Sociology (M)

Learning outcomes: (CLO#1 and CLO#2) (CLO 1) Describe what sociology is, what particular phenomena and behaviors it studies, and how it is different from other disciplines that study human behavior (CLO 2) Define and use main sociological concepts, levels of analysis, theories, and research methods both in discussion and writing

Measure 1: See the direct measures for Goal 3 (above) Measure 2: Students complete seven quizzes based on the required articles that provide in-depth introduction to sociological levels of analysis, theories, and research. Quizzes are completed in-class in small groups for the purpose of encouraging students to first discuss the questions and then write their group’s

Measure 1: See findings for Goal 3 (above) Measure 2: 52% of students received an A average for quizzes taken; 38.2% of students received an A- average on the seven quizzes; and .9% of students in class received a B average on their quizzes.

Measure 1: Same as interpretation for Goal 3 (above) Measure 2: This finding (90.2% received A or A-grade) is expected; group quiz grades tend to be higher than individual test scores because there is a chance that someone has competed the reading, who then is able to help others understand the concepts

Measure 1: (same as above, Goal 3) Measure 2: No change necessary. Continue to use the group quizzes. They help students create study groups, get to know each other, foster a sense of connection in a large lecture class. They also help students to achieve extra points to supplement their final course score and increase the class final grade average. I believe

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responses. that the benefits are clear for both learning and grades.

Goal 5: Students will possess an informed appreciation of other cultures (M)

Learning outcome (CLO #3) Apply the “sociological imagination” in discussing and explaining contemporary sociological issues, incl. class, race, and gender inequality, globalization and demographic changes

Measure 1: (Direct) Standardized test questions connected to course learning outcome #3 Measure 2: (Indirect) Final score for class participation

Measure 1: (Direct) Students’ overall average for CLO#3 was 72.3%. This includes standardized exams where 72.6% of students gave a correct answer to questions dealing with other cultures, (including race-ethnicity, class, gender, globalization and demographic changes) Measure 2: (Indirect) Class participation average for the class at 72% (this average includes

Measure 1: Standardized exam average for learning outcome is desired to be higher.

Measure 1: Varied actions necessary, but challenging to execute. Possible changes to current course include taking attendance for greater participation, adding quizzes, and study sessions, requesting a supplemental instructor, and increasing study sessions.

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students who did not participate and thus lost points.

Goal 6: Students will possess skills to be competitive in today’s labor market or to pursue professional degrees (L)

Learning outcome: CLO#3 (see above)


Measure 1 & 2: Average of direct and indirect measures for CLO#3 is 72%, (C-) which is a little below what is expected at this level (usually average is about C/C+).

Measure 1: See interpretation above

Measure 1: See above

Goal 7: Students will possess the ability to apply various sociological frameworks to their understanding of the world and human behavior (L)

Learning outcome: CLO#3 (see above)


Measure 1: Same as in Goal 6: Average of direct and indirect measures for CLO#3 is 72%, (C-).



Goal 8: Know how to execute the various

Not applicable in Soc 1010

Measure 1: Standardized test

Measure 1: On average, 78% of

Measure 1: Because there are

Measure 1: No change

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steps necessary to conduct Sociological research (L)

questions that gauge students’ understanding of the sociological research process

students answered correctly to question about the steps of sociological research (Exam 1 only).

only two lectures and one textbook chapter on sociological research, this is an acceptable average across eight test question. Research skills become a greater part of upper level sociology courses, both core and electives.

necessary.

Assessment of SV 1010: Introduction to Sociology is based on one section of the course taught by Dr. Marjukka Ollilainen, Spring 2013.

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Direct Measures (cont.)

2. Grade point averages of graduating seniors (AY 2012-13): a. Sociology program/major GPA b. Cumulative GPA

a. Soc major GPA b. Cum GPA

3.82 3.7

3.63 3.13

3.62 2.98

3.31 3.17

2.81 2.38

2.57 2.43

Mean 3.3 Mean 3.0 Sociology Median: 3.5; Cumulative Median: 3.1

3. GPAs of graduating seniors: a. Core/required courses b. Elective courses

a. Core GPA b. Elective GPA

3.73 3.9

3.35 3.9

3.27 3.95

3.17 3.45

2.57 Transfer*

2.27 3.35

Mean 3.06 Mean 3.71 (* Transfer student, all elective credits from overseas)

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4. Community engaged learning opportunities provided by the Sociology program, Summer 2012 through Spring 2013

Educational Offering Course Name(s) and Number(s)

Number of student participants

Capstone Courses SOC 4900 9

Internships SOC 4890 7

Undergraduate Research - As Directed

Readings/Projects

SOC 4830

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Please respond to the following questions.

1) Reflecting on this year’s assessment(s), how does the evidence of student learning impact your faculty’s confidence in the program being reviewed; how does that analysis change when compared with previous assessment evidence? The Sociology program outcomes, based on the data presented here, parallel with the outcomes in the past years.

2) With whom did you share the results of the year’s assessment efforts?

The program holds a retreat once a semester for this specific purpose. All six full-time faculty members in the program are part of reviewing assessment data from previous years and developing strategies to address shortcomings. The program’s recent review and the subsequent changes made in the curriculum, mission statement, goals and learning outcomes as well as assessment data collection methods (either recently developed or still in progress) are not effective in this report. We are, however, confident that with a revised curriculum and new goals and measures, we will be able to report the results of the changes in next year’s program assessment report.

3) Based on your program’s assessment findings, what subsequent action will your program take? Changes that have been made already as well as the ones that are in progress are outlined in “Section D. Curriculum” above. In addition, a new exit interview is currently under development and systematic data collection with graduating seniors will begin in December 2013.

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Appendix A Please provide the following information about the full-time and adjunct faculty contracted by your department during the last academic year (summer through spring). Gathering this information each year will help with the headcount reporting that must be done for the final Five Year Program Review document that is shared with the State Board of Regents.

Sociology Faculty Headcount (incl. adjuncts) 13 With Doctoral Degrees (Including MFA and other terminal degrees, as specified by the institution)

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Full-time Tenured 4 Full-time Non-Tenured (includes tenure-track) 2 Part-time 7 With Master’s Degrees Full-time Tenured 0 Full-time Non-Tenured 0 Part-time 1 With Bachelor’s Degrees Full-time Tenured 0 Full-time Non-tenured 0 Part-time 0 Other Full-time Tenured Full-time Non-tenured Part-time Total Headcount Faculty 13 Full-time Tenured 4

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Full-time Non-tenured 2 Part-time 7

Documents

Weber State University Annual Assessment of Evidence of ......General Education courses: Soc/SV 1010 (Dr. Ollilainen), also a core course Each table includes evidence of learning report