FALL 2010 – SPRING 2011
Date Submitted: June 2, 2011
Course No./Title: SS310/ Introduction to Sociology
Course Description (from QCC Catalog or course Master Syllabus)
Introductory analysis and description of structure and dynamics of human society; special
emphasis on application of scientific methods of observation and analysis of social groups,
intergroup relations, social change, social stratification, and social institutions
General Education Objectives (GEO) Assessed (from course Master Syllabus)
2.
6.
8.
use analytical reasoning to identify issues or problems and evaluate evidence in order to
make informed decisions
differentiate and make informed decisions about issues based on multiple value systems
use historical or social sciences perspectives to examine formation of ideas, human
behavior, social institutions, or social processes
Individual Course Objectives (CO) Assessed (from course Master Syllabus)
SS310 Course Objectives Assessed:
1.
Students will demonstrate an understanding of theories and concepts in contemporary
sociology.
2.
Students will assess contemporary sociological debates about the nature of modern and
postmodern society.
3.
Students will demonstrate an understanding of the methods used to conduct sociological
research.
Curricular Objectives (CO) Assessed (if applicable):
N/A
Participants
No. Sections Assessed: 43
No. Students Assessed: 1,049
Course Assessment Method
Students completed an Outcomes Survey in class for SS310 Sociology (Appendix A). The
survey asked students if they agreed, were neutral, or disagreed with ten statements, each of
which assessed a General Education Objective, a Course Objective, or both. In the results that
follow, we collapse the categories indicating “disagree” and “neutral,” reporting only the
percentages of students who agreed that they had achieved each objective.
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Course Assessment Results
I. General Education Objectives Results
Summary: Eight items on the survey assessed the General Education Objectives of SS310
Introduction to Sociology. Overall, the percentage of students agreeing that they had achieved
these objectives averaged 79%, indicating that most students had developed cognitive skills
emphasized in the General Education Curriculum.
Gen Ed Objectives (GEO) Results Summary Table
Gen Ed
Objective
GEO #2
Survey
Question
Q#1
Q#2
Sub-total
% Agree (N)
81 (850)
88 (922)
84 (1772)
GEO #6
Q#3
Q#4
Sub-total
67 (701)
73 (767)
70 (1468)
GEO #8
Q#7
Q#8
Q#9
Q#10
Sub-total
Total
70 (735)
87 (910)
78 (821)
89 (932)
81 (3398)
79 (6638)
Results for individual survey questions and the objectives they assessed varied but were still
generally positive:
1)
GEO #2 – use analytical reasoning to identify issues or problems and evaluate evidence
in order to make informed decisions: SS310 develops students’ analytical reasoning
skills by helping them to understand sociological theories and concepts. An average of
84% of students agreed that the class helped them to grasp core sociological ideas (survey
questions 1 and 2). The ability to apply this knowledge to contemporary issues or
problems overlaps with GEO #6 – differentiate and make informed decisions about
issues based on multiple value systems. More than two-thirds of students (70%) agreed
that the class helped them to apply sociology to everyday life and to understand
contemporary social issues (survey questions 3 and 4).
2)
GEO #8 – use historical or social sciences perspectives to examine formation of ideas,
human behavior, social institutions, or social processes: SS310 emphasizes four
dimensions of social life: social institutions, power, inequality, and the individual in
society. An average of 79% of students agreed that the class enabled them to examine
these social dynamics (survey questions 7-10).
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II. Curricular and/or Course Objectives Results
Summary: Seven survey items assessed whether or not students achieved the SS310 course
objectives. On average, 79% of students indicated that they had achieved the course goals
emphasized in introductory sociology classes. This is the same percentage as the mean results
for the General Education Objectives.
Course Objectives (CO) Results Summary Table
Course
Objective
CO #1
Survey
Question
Q #1
Q#2
Q#8
Sub-total
% Agree (N)
81 (850)
88 (922)
87 (910)
85 (2682)
CO#2
Q#9
Q#10
Sub-total
78 (821)
89 (932)
84 (1753)
CO #3
Q #5
Q#6
Sub-total
63 (663)
70 (732)
67 (1395)
Total
79 (5830)
The percentage of students agreeing with individual survey items ranged from 63% to 89%; the
average for individual course objectives ranged from 67% to 85%:
3)
CO #1 – Students will demonstrate an understanding of theories and concepts in
contemporary sociology. An average of 85% of students agreed that the class helped
them to understand sociological theories (survey question 1), concepts (survey question
2), and the relationship of the individual and society (survey question 8).
4)
CO#2 – Students will assess contemporary sociological debates about the nature of
modern and postmodern society. An average of 84% of students indicated that the class
helped them to understand dynamics of power (survey question 9) and inequalities of
race, class and gender (survey question 10) in modern and postmodern society.
5)
CO#3 – Students will demonstrate an understanding of the methods used to conduct
sociological research. An average of 67% of students said the class helped them to read
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sociological texts effectively (survey question 5) and to understand sociological research
methods (survey question 6).
Conclusions: Brief narrative of main conclusions drawn from course assessment project results.
On average, almost four-fifths of students (79%) completing the course assessment survey
agreed that they had achieved General Education and Course Objectives, respectively.
Examining individual objectives and survey measures shows that more than 80% of students said
they had developed analytical reasoning skills (GEO #2), were able to examine social dynamics
(GEO #8), grasped theories and concepts in sociology (CO #1), and understood sociological
debates about modern and postmodern society (CO#2). Lower percentages indicated that these
cognitive skills helped them make informed decisions about social issues (GEO #2 and #6). This
suggests that while most students grasped both sociological theory and its applications, a
minority of those who said they understood general sociological ideas were unable to connect
them to everyday life. In addition, about one-third of students did not gain an understanding of
sociological research methods or the ability to read sociological texts effectively (CO#3).
Action Plan: Description of action plan for addressing issues raised by course assessment
project.
Sociology faculty will pursue the following strategies to improve our efforts to help students
achieve General Education and Course Objectives:
(1) The results of the assessment indicated that high percentages of students developed a general
theoretical understanding of the discipline. Faculty will therefore continue to emphasize core
concepts and theories in sociology.
(2) Because some students failed to grasp the application of sociology to everyday life, faculty
will develop strategies to help students better understand the relevance of sociology beyond the
classroom. This will be accomplished by inviting faculty to disseminate through “best practices”
workshops or texts successful techniques for achieving this objective.
It is also possible that the wording of the survey question measuring this objective was
misleading. The question asked students if the class helped them to apply sociology to everyday
life. Faculty intended this item to assess if sociology helped students understand their lives;
students, however, may have interpreted the word “apply” to mean that they developed some
practical skill they could use in everyday life. On future assessments, the item will be re-phrased
to convey more accurately the intended course objective.
(3) A minority of students (30%) were either neutral or disagreed with the statement that the
course helped them to understand sociological research methods. This result may be a
consequence of the difficulties of teaching a topic requiring advanced quantitative skills – not a
prerequisite for SS310 – to introductory-level students. Some professors, therefore, may have
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chosen not to integrate this objective in their classes. Full-time sociology faculty will meet to
decide if teaching research methods should continue to be a course objective for SS310. Their
decision will subsequently be clarified for all faculty.
(3) The survey item receiving the lowest percentage of “agree” responses (63%) was question
#5: This class helped me to understand how to read sociological texts. In fact, reading
sociological texts is not a course objective for SS310. In light of the high price of textbooks and
the generally low socioeconomic status of our students, this finding may reflect the choice of
some faculty to recommend rather than to require course readings.
Timetable for action plan implementation:
Sociology faculty will implement the action plan in their courses beginning in the Fall 2011
semester.
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Appendix A
SS310 Outcomes Survey – Introduction to Sociology
Instructions: Please indicate whether you agree or disagree with the following statements by
marking the Scantron sheet in the following way:
A = You agree with the statement.
B = You are neutral about the statement. (You neither agree nor disagree.)
C = You disagree with the statement.
1. This class helped me to understand sociological theories and paradigms. (G2, C1)
2. This class helped me to understand sociological concepts like culture, social structure, norms,
etc. (G2, C1)
3. This class helped me to apply sociology to everyday life. (G6)
4. This class helped me to understand contemporary social issues. (G6)
5. This class helped me to understand how to read sociological texts. (C3)
6. This class helped me to understand research methods used in sociology such as field research
and surveys. (C3)
7. This class helped me to critically evaluate social institutions. (G8)
8. This class helped me to understand the relationship of the individual and society. (G8, C1)
9. This class helped me to understand the dynamics of power in society. (G8, C2)
10. This class helped me to understand inequalities of race, class, and gender. (G8, C2)
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SPRING 2008
Date:
Department:
June 2008
Social Sciences
Course:
SS310 Sociology
Curriculum or Curricula:
PART I. STUDENT LEARNING OBJECTIVES
For Part I, attach the summary report (Tables 1-4) from the QCC Course Objectives
Form.
TABLE 1. EDUCATIONAL CONTEXT
SS310 Sociology is an entry-level course that provides students with an introductory analysis
and description of the structure and dynamics of human society, as well as a historical
perspective on the development of the field and the applications of sociology to everyday life.
This course is required in three curricula: Dual/Joint A.A./B.A. Degree Program in Elementary
and Early Childhood Education, Nursing (A.A.S.), and Dual/Joint A.S./B.A. Degree Program
in Criminal Justice. This course satisfies a Social Sciences requirement and Liberal Arts and
Sciences elective in any curriculum unless otherwise specified.
TABLE 2. CURRICULAR OBJECTIVES
Note: Include in this table curriculum-specific objectives that meet Educational Goals 1
and 2:
Curricular objectives addressed by this course:
Nursing (A.A.S.):
The graduate will become a provider of care in structured health care settings using critical
thinking to develop, implement, and evaluate individual plans of care to meet the self-care
needs/deficits of patients throughout the life cycle.
Dual/Joint A.A./B.A. Degree Program in Elementary and Early Childhood Education
1. Read and interpret major concepts from history, social sciences, and philosophy.
2. Analyze relevance of principles of history, social sciences, and philosophy to current social
issues.
Dual/Joint A.S./B.A. Degree Program in Criminal Justice
1. Students will use historical and social sciences perspectives to analyze and make judgments
about issues in the field of criminal justice.
2. Students will integrate knowledge and skills in regard to issues in the field of criminal
justice.
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TABLE 3. GENERAL EDUCATION OBJECTIVES
Gen Ed
objective’s ID
number from
list (1-10)
General educational objectives addressed by this course: Select from preceding list.
2
Use analytical reasoning to identify issues or problems and evaluate evidence in
order to make informed decisions.
5
Integrate knowledge and skills in their program of study.
8
Use historical or social sciences perspectives to examine formation of ideas,
human behavior, social institutions, or social processes.
TABLE 4: COURSE OBJECTIVES AND STUDENT LEARNING OUTCOMES
Course objectives
Learning outcomes
1. Students will read
sociological text effectively.
a. Students will summarize passages from assigned readings.
b. Students will identify correct and incorrect statements based
on assigned readings.
2. Students will critically
a. Students will discriminate between different kinds of
evaluate theories and concepts theories.
in sociology.
b. Students will list key concepts from specific theories.
3.Students will assess
contemporary sociological
debates about the nature of
modern and postmodern
society.
a. Students will identify topical and controversial social
issues.
b. Students will evaluate these issues in light of sociological
theory.
4. Students will analyze
research in sociology.
a. Students will identify features of different research methods.
b. Students will draw conclusions from scientific observations
and research findings.
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5. Students will apply
sociology to real-life events.
PART
II.
a. Students will identify practical uses of sociology.
b. Students will indicate areas of everyday life in which
sociological applications are needed.
ASSIGNMENT DESIGN: ALIGNING
OUTCOMES, ACTIVITIES, AND ASSESSMENT
TOOLS
For the assessment project, you will be designing one course assignment, which will address at least one general
educational objective, one curricular objective (if applicable), and one or more of the course objectives. Please
identify these in the following table:
TABLE 5: OBJECTIVES ADDRESSED IN ASSESSMENT ASSIGNMENT
Course Objective(s) selected for assessment: (select from Table 4)
Students will critically evaluate theories and concepts in sociology.
Curricular Objective(s) selected for assessment: (select from Table 2)
Read and interpret major concepts from history, social sciences, and philosophy.
General Education Objective(s) addressed in this assessment: (select from Table 3)
Use historical or social sciences perspectives to examine formation of ideas, human
behavior, social institutions, or social processes.
8.
In the first row of Table 6 that follows, describe the assignment that has been
selected/designed for this project. In writing the description, keep in mind the course
objective(s), curricular objective(s) and the general education objective(s) identified above,
The assignment should be conceived as an instructional unit to be completed in one class session
(such as a lab) or over several class sessions. Since any one assignment is actually a complex
activity, it is likely to require that students demonstrate several types of knowledge and/or
thinking processes.
Also in Table 6, please
a)
identify the three to four most important student learning outcomes (1-4) you expect from this
assignment
b)
describe the types of activities (a – d) students will be involved with for the assignment, and
c)
list the type(s) of assessment tool(s) (A-D) you plan to use to evaluate each of the student outcomes.
(Classroom assessment tools may include paper and pencil tests, performance assessments, oral questions,
portfolios, and other options.)
Note: Copies of the actual assignments (written as they will be presented to the students)
should be gathered in an Assessment Portfolio for this course.
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TABLE 6: ASSIGNMENT, OUTCOMES, ACTIVITIES, AND ASSESSMENT TOOLS
Briefly describe the assignment that will be assessed: Students will be given a twelve question, paper-andpencil, multiple-choice exam to be completed in-class without the use of notes. The exam will require students to
identify major concepts and ideas about the sociological perspective, culture, social structure, and socialization.
The assessment instrument is attached.
Desired student learning outcomes
for the assignment
(Students will…)
List in parentheses the Curricular
Objective(s) and/or General
Education Objective(s) (1-10)
associated with these desired learning
outcomes for the assignment.
Briefly describe the range of
activities student will engage in
for this assignment.
1. Students will identify key
concepts from specific theories.
(Gen. Ed. Obj. 8)
1. Students will evaluate
statements and questions
about core sociological
concepts.
2. Students will discriminate
between different kinds of
theories. (Gen. Ed. Obj. 8)
2. Students will distinguish
the sociological perspective
from other disciplines.
3. Students will identify correct
and incorrect statements based
on assigned readings. (Gen. Ed.
Obj. 8)
3. Students will draw
conclusions about the
sociological validity of
statements about society and
the social self.
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What assessment tools will be
used to measure how well
students have met each learning
outcome? (Note: a single
assessment tool may be used to
measure multiple learning
outcomes; some learning
outcomes may be measured using
multiple assessment tools.)
Paper-and-pencil, twelvequestion, multiple-choice
exam.
PART
III.
ASSESSMENT STANDARDS (RUBRICS)
Before the assignment is given, prepare a description of the standards by which students’ performance will be
measured. This could be a checklist, a descriptive holistic scale, or another form. The rubric (or a version of it) may
be given to the students with the assignment so they will know what the instructor’s expectations are for this
assignment.
Please note that while individual student performance is being measured, the assessment project is collecting
performance data ONLY for the student groups as a whole.
TABLE 7: ASSESSMENT STANDARDS (RUBRICS)
Brief description of assignment: (Copy from Table 6 above)
Students will be given a twelve question, paper-and-pencil, multiple-choice exam to be completed in-class
without the use of notes. The exam will require students to identify major concepts and ideas about the
sociological perspective, culture, social structure, and socialization.
Desired student learning
outcomes from the
assignment: (Copy from
Column 1, Table 6 above;
include Curricular and /or
General Education Objectives
addressed)
Assessment measures for
each learning outcome:
(Copy from Column 3,Table 6
above)
Standards for student performance:

Describe the standards or rubrics for
measuring student achievement of each
outcome in the assignment.

Give the percentage of the class that
is expected to meet these outcomes

If needed, attach copy(s) of rubrics.
1. Students will identify
key concepts from
specific theories. (Gen.
Ed. Obj. 8)
1. Questions 2-9 of a
paper-and-pencil multiple
choice test.
1. Students will be considered to have
achieved these objectives if 60%
correctly answer the relevant
questions.
2. Students will
discriminate between
different kinds of
theories. (Gen. Ed. Obj.
8)
2. Questions 1 and 10-12
of a paper-and-pencil
multiple choice test.
2. Students will be considered to have
achieved these objectives if 60%
correctly answer the relevant
questions.
3. Students will identify
correct and incorrect
statements based on
assigned readings. (Gen.
Ed. Obj. 8)
3. Questions 1-12 of a
paper-and-pencil multiple
choice test.
3. Students will be considered to have
achieved these objectives if their
average overall score is 60%.
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PART
IV. ASSESSMENT RESULTS
TABLE 8: SUMMARY OF ASSESSMENT RESULTS
Use the following table to report the student results on the assessment. If you prefer, you may
report outcomes using the rubric(s), or other graphical representation. Include a comparison of the
outcomes you expected (from Table 7, Column 3) with the actual results. NOTE: A number of the
pilot assessments did not include expected success rates so there is no comparison of expected and
actual outcomes in some of the examples below. However, projecting outcomes is an important part
of the assessment process; comparison between expected and actual outcomes helps set
benchmarks for student performance.
TABLE 8.A. SUMMARY OF ASSESSMENT RESULTS
Desired student learning outcomes:
Student achievement: Describe the group achievement
of each desired outcome and the knowledge and
cognitive processes demonstrated.
1. Students will identify key
concepts from specific theories.
(Gen. Ed. Obj. 8)
The first learning outcome was assessed with eight
multiple choice questions.
(Copy from, Column 1 , Table 6
above; include Curricular
and/or General Education
Objectives addressed)
Q.2
Q.3
Q.4
Q.5
Q.6
Q.7
Q.8
Q.9
Percent Correct (N)
90 (348)
81 (312)
80 (308)
77 (299)
74 (288)
80 (309)
77 (299)
81 (313)
Expected Outcome: 60% Correct Responses
2. Students will discriminate
between different kinds of
theories. (Gen. Ed. Obj. 8)
The second learning outcome was assessed with four
multiple choice questions.
Q.1
Q.10
Q.11
Q.12
Percent Correct (N)
72 (277)
80 (310)
83 (322)
85 (328)
Expected Outcome: 60% Correct Responses
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3. Students will identify correct
and incorrect statements based
on assigned readings. (Gen. Ed.
Obj. 8)
The third learning outcome was assessed based on
students overall performance on the test.
Students’ overall average: 80%
Expected outcome: 60%
TABLE 9.
EVALUATION AND RESULTING ACTION PLAN
In the table below, or in a separate attachment, interpret and evaluate the assessment results, and describe the
actions to be taken as a result of the assessment. In the evaluation of achievement, take into account student
success in demonstrating the types of knowledge and the cognitive processes identified in the Course
Objectives.
A. Analysis and interpretation of assessment results:
What does this show about what and how the students learned?
Questions two through nine assessed students’ grasp of core sociological concepts
in the major areas of culture, social structure, and socialization. We expected 60%
of students to answer each question correctly; in fact, correct answers ranged
from a low of 74% to a high of 90%, indicating that most students have developed
an understanding of fundamental concepts in sociology. Students were also able to
distinguish the sociological perspective from other disciplines. Answers on
questions one and ten through twelve, which assessed this cognitive skill, ranged
from 72% to 85% correct. Overall, students averaged 80% on the test, which
exceeded our expectations.
B. Evaluation of the assessment process:
What do the results suggest about how well the assignment and the assessment
process worked both to help students learn and to show what they have learned?
Five full-time sociologists participated in the assessment. Some questions posed difficulties for
students overall, regardless of the section in which they were enrolled. However, the percentage
of students who answered some other questions correctly varied across classes. This may reflect
differences among instructors and texts in the presentation of sociological vocabulary. Hence,
students might have performed better on the assessment if questions on the instrument had been
worded differently.
C. Resulting action plan:
Based on A and B, what changes, if any, do you anticipate making?
Students’ performance on the assessment exceeded our expectations. Professors will
therefore continue to emphasize core concepts and theories in sociology.
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APPENDIX A
SS310 Course Assessment Questions
1. The sociological imagination is the ability to:
a. blame individuals for what happens to them.
b. perceive the connection between private experiences and broad social and historical forces.
c. analyze how society programs us to behave in certain ways.
d. imagine a perfect society.
2. Culture consists of:
a. the “high” arts, such as opera, literature and ballet
b. material artifacts, such as furniture, clothing, houses, and jewelry
c. all the objects, behaviors and ideas shared by members of a society.
d. informal rules that guide behavior
3. Means of transportation (e.g., horses, trolley cars, automobiles, space ships) are part of:
a. material culture
b. non-material culture
c. mores
d. folkways
4. In the United States, people in which of the following groups may be part of sub-cultures?
a. people in different racial and ethnic groups
b. people in different religious groups
c. people in different age groups
d. all of the above
5. Social structure is made up of:
a. statuses and roles
b. groups
c. organizations and institutions
d. all of the above
6. What type of group is purposive or goal-oriented and is characterized by limited emotional
involvement among members?
a. primary group
b. secondary group
c. sub-culture
d. counter-culture
7. Which of the following is an example of “internalization?”
a .following norms because we accept our society’s values
b following norms because we fear punishment
c. following norms because we want to be rewarded
d. challenging norms because we believe they are unjust
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8. The ranked arrangement of positions in societies is known as:
a social stratification
b. social class
c. social mobility
d. culture
9. Which of the following is an achieved status?
a. sex
b. gender
c. age
d. education
10. The social self is
a. inscribed in DNA
b. a product of heredity
c. a product of interaction with significant others
d. oblivious to how others see us
11. We are social actors because
a. our lives are embedded in groups
b. we interact with others
c. we internalize rules
d. all of the above
12. The meanings that make sense of the world and ourselves are
a. cultural
b. instinctive
c. of divine origin
d. different for every individual
e. all of the above
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