Student Outcomes Assessment Plan
Sociology Undergraduate Program
Spring 2008
I.
Departmental Philosophy of Student Outcomes Assessment
We have designed a student outcomes assessment (SOA) plan for the sociology undergraduate program to
help us identify the strengths and limitations of our curriculum, pedagogies, and overall program. In our
view, the current curriculum for the sociology major offers students a detailed and comprehensive
introduction to core sociological concepts, theories, and methods. The standard grading system also
provides a useful assessment of students’ abilities to think sociologically and to master the content of the
individual courses that comprise the major. However, we recognize that it is difficult to evaluate some
skills and understandings only in terms of students’ successful completion of specific courses. These
include skills and understandings that enable students to think critically and comparatively, to engage in
informed citizenship, to succeed in employment, and to live responsibly, regardless of whether they plan
to pursue careers in sociology. We also recognize that the evaluation of student performance in specific
courses does not allow us to gain a broader view of the understandings and competencies they develop as
they progress through the major, particularly as they near graduation. In turn, we have designed and
implemented a set of measures that allow us to assess students’ attainment of general understandings and
competencies which we define as essential for the sociology major.
Our SOA plan involves an annual procedure that relies on a two-pronged approach to gathering
information from upper-division sociology majors. Each year the sociology faculty will organize this
assessment and gather pertinent data from students. On a biennial basis the faculty will prepare a report
summarizing this data, delineating key findings, and discussing their implications for the sociology
program and curriculum.
During fall 2007, the sociology faculty met to discuss and refine the essential goals and competencies
students should attain when graduating with a baccalaureate degree in sociology. Through the course of
the semester, the faculty clarified and elaborated these outcomes and competencies, drawing on collegial
discussions and an assessment guide developed by the American Sociological Association (see II.
Outcomes and Competencies). The faculty also designed assignments and exam questions that will
provide direct measures of students’ achievement of core competencies as well as self-report survey that
offers both direct and indirect measures. The specific measures that will be utilized for assessment are
described in the third section of this report (see III. Method of Assessment).
II.
Outcomes and Competencies
As noted above, we have modified our outcomes and competencies since the 2006 report based on data
gathered during the past two academic years and through ongoing discussions about our major and
curricular goals. Our current outcomes and competencies are:
Outcome 1:
Develop a sociological perspective.
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Competency 1.1
Understand sociological concepts and principles and apply them to explain
specific examples of behavior and interaction.
Competency 1.2
Use a sociological lens to make sense of the world, one’s identities, and one’s
actions.
Outcome 2:
Understand the role of theory in sociology.
Competency 2.1
Define theory and describe its importance in building sociological knowledge.
Competency 2.2
Identify major sociological theories and compare and contrast their key concepts
and assumptions.
Competency 2.3
Apply sociological theories to explain social phenomena.
Outcome 3:
Understand the nature and purpose of sociological methods.
Competency 3.1
Identify basic methods used in building sociological knowledge.
Competency 3.2
Design and evaluate a sociological research project.
Competency 3.3
Describe and apply the principles of ethical practice as a sociologist.
Outcome 4:
Engage in critical analysis.
Competency 4.1
Analyze quantitative and qualitative data to test hypotheses or address research
questions.
Competency 4.2
Identify and evaluate an argument based on its thesis, assumptions and supporting
evidence.
Competency 4.3
Make a sociological argument supported by evidence.
Outcome 5:
Increase student awareness and participation in sociology on campus.
Competency 5.1
Connect students to the sociology club.
Competency 5.2
Increase awareness about potential careers in sociology.
Competency 5.3
Increase student exposure to faculty presentations and panels.
Competency 5.4
Increase student involvement in advising and mentorship.
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III.
Method of Assessment
As noted earlier, we developed both direct and indirect measures to assess student attainment of the
learning outcomes and competencies delineated in the previous section. The direct measures we will use
to assess student outcomes include data gathered through a newly designed student survey (see
Appendix A) and embedded class assignments and exam questions. The survey was constructed by the
sociology faculty and is administered to students enrolled in Development of Social Theories
(980:170g). We selected this course for the assessment because it is a required class for all
sociology majors and students take it toward the end of their undergraduate careers. Responses that
students provided to the survey items will be scored and entered into a SPSS data file and then
quantitatively analyzed by the sociology faculty.
The embedded measures include a paper assignment and midterm exam questions from several required
and elective courses. When reviewing student papers and exam answers, graders use a 4-point rating
scale of “inadequate” (lacks sufficient knowledge), “adequate” (sufficient but somewhat superficial),
“good” (understands basic concepts), and “outstanding” (advanced performance). Each paper and exam
will be evaluated by at least two graders.
Our indirect measures will include data gathered through a student survey that will be administered to
students in the required social theories course (see Appendix A). In addition, after the students complete
their surveys, they will participate in a focus group interview facilitated by two members of the
sociology faculty. The focus group interview (see Appendix B) will give students an opportunity to
elaborate further upon their perceptions of and experiences in the sociology program. It will also enable
faculty members to assess students’ perceptions of the strengths and weaknesses of the program.
IV. Method of evaluating and interpreting results
The information provided by the aforementioned assessment methods will be shared with the entire
faculty. The information is discussed and any weaknesses in student competencies or satisfaction set in
motion actions to improve future student outcomes. If weaknesses can be traced to particular courses,
faculty teaching those courses are asked to examine their course content and recommend changes for
improvement. If the weaknesses appear to be program wide or structural, all faculty are asked to devise
ways to improve on those weaknesses. While faculty are responsible for suggesting changes, it is the
responsibility of the department head to see the changes are fully implemented and incorporated into
specific courses or the entire program, where necessary. After discussion with the faculty as a whole, the
department will make necessary modifications where appropriate to course curriculum. A report will
then be made to the relevant university officials (e.g. the University Student Outcomes Assessment
Committee and the CBA Dean and Provost every subsequent mandated reporting period).
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Appendix A
Sociology Assessment Questionnaire
Fall Semester 2007
Directions: When responding to the following questions, please fill in the circle of the letter that corresponds to
your answer.
1.
What is your current year in school?
a. first year
b. sophomore
c. junior
d. senior
7. Have you taken Statistics for Social Research (or
an equivalent course)?
a. yes, I am taking it now
b. yes, I have taken it in the past
c. no, I have not taken it yet
2.
What is your gender?
a. female
b. male
c. transgender
8. What is your GPA?
a. 3.50-4.00
b. 3.00-3.49
c. 2.50-2.99
d. 2.00-2.49
e. 1.99 or below
3.
Are you a sociology major or minor?
a. yes, I am a major
b. yes, I am a minor
c. no, I am neither
4.
9.
How did you first become interested in sociology?
a. a faculty member encouraged me to choose
sociology
b. I took a Liberal Arts Core class related to
sociology
c. a friend or family member encouraged me to
choose sociology
d. I became involved in a workplace or campus
organization (e.g., Sociology Club, Amnesty
International) that interested me in sociology
e. other
Have you ever recommended sociology as a
major/minor to another student?
a. yes
b. no
10. Has a sociology faculty member advised you
about future courses or plans?
a. yes
b. no
11. When do you expect to graduate?
a. December 2007
b. May 2008
c. December 2008
d. May 2009
e. other
5. Have you taken Development of Social Theories?
a. yes, I am taking it now
b. yes, I have taken it in the past
c. no, I have not taken it yet
12. What are your plans after graduation?
a. attend graduate school in sociology
b. attend graduate school in another field
c. work at a job related to sociology
d. work at a job not related to sociology
e. other (e.g., volunteer work, join the
military, don’t know)
6. Have you taken Research Methods?
a. yes, I am taking it now
b. yes, I have taken it in the past
c. no, I have not taken it yet
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Never
Rarely
Sometimes
Often
13. I relate sociological concepts to news stories I read or
hear.
A
B
C
D
14. I apply sociological concepts to films or television
programs.
A
B
C
D
15. I talk about sociology classes with friends or family
members.
A
B
C
D
16. I use sociological concepts to make sense of my own
interactions or experiences.
A
B
C
D
17. I use sociological concepts (e.g., impression
management, looking-glass self) to better understand
myself.
A
B
C
D
18. I change how I act toward others based on what I have
learned in sociology classes.
A
B
C
D
Directions: Please indicate how often you engage in the following behaviors:
19. What is the role of theory in sociology?
a. theory helps us explain social phenomenon
b. theory helps us prevent giving into “conventional wisdom”
c. theory helps us understand observed patterns
d. all of the above
e. none of the above
20. What is the relationship of sociological theory to research methods?
a. theory is a statistical tool that helps analyze the data we collect
b. theory shapes and directs research efforts
c. theory is the common sense knowledge we use to discredit data
d. theory and research are not really related
e. none of the above
21. You have just completed a statewide survey on risky behaviors among high school students. One of the
school principals requests a list of the names of students who have admitted to cheating. What do you do?
a. provide the principal with a list of names of students who took the survey
b. tell the principal that you are unable to provide a list because you have promised confidentiality to
respondents
c. give the principal a summarized list of the number of students who have cheated
d. agree to provide the list of students who have cheated for a set fee
e. none of the above
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Directions: Please use the information provided in Table 1 to answer questions 22-29.
Table 1. Perceptions of the Income Gap by Social Class*
PERCEPTIONS
OF INCOME
GAP
Poor
SOCIAL CLASS
Working
Middle
Upper
Total
Too large
77.78%
(42)
70.73%
(389)
62.50%
(335)
44.19%
(19)
66.36%
(785)
Just right
11.11%
(6)
19.09%
(105)
25.37%
(136)
13.95%
(6)
21.39%
(253)
Too small
11.11%
(6)
10.18%
(56)
12.13%
(65)
41.86%
(18)
12.26%
(145)
100%
(54)
100%
(550)
100%
(536)
100%
(43)
100%
(1183)
Total
*Data from the 2000 General Social Survey. Percentages calculated down columns. (Number of respondents is in
parentheses.)
25. How do the perceptions of working-class
Americans compare to other classes?
a. they are the most likely to agree that the
income gap is just right
b. they are the most likely to believe that the
income gap is too large
c. their perceptions mirror those of the upper
class
d. they are the least likely to believe that the
income gap is too small
22. The independent variable in Table 1 is
a. social class
b. perceptions of the income gap
c. middle class
d. the size of each income group
23. Which is true according to Table 1?
a. most Americans think the income gap is
just right
b. poor Americans are the only ones who
think the income gap is too large
c. most individuals agree that the income gap
is too large
d. the upper-class generally believes that the
income gap is just right
26. Which hypothesis can be tested using the data in
Table 1?
a. perceptions of income affect social class
b. women from the middle class generally
think the income gap is too large
c. social class influences perceptions of the
income gap
d. disapproval of the income gap is shaped
by race
24. What percent of upper-class people believe that
the income gap is too small?
a. 41.86%
b. 18.00%
c. 43.00%
d. 44.19%
e. none of the above
27. Do the data support the hypothesis you specified
in the question above?
a. yes
b. no
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28. What is the nature of the relationship between social class and perceptions of the income gap
in Table 1?
a. the lower the social class, the more likely one is to disapprove of the income gap
b. as social class increases, people are more likely to believe the income gap is just right
c. the working-class and poor are the only ones who believe the income gap is too large
d. most people in the upper-class think the income gap is too small
29. Which of the following theoretical interpretations is supported by the data in Table 1?
a. The upper-class and the working-class occupy different social locations in society, which create
conflicting class interests. The perceptions of the income gap are sharply divided between the upperclass and the working-class because they reflect their competing interests.
b. Society is like an organism where each social class makes unique and complementary contributions to
the whole. Each class does its part, and everyone sees this arrangement as best.
c. Upper-class people create identities by interacting with other classes below them. They come to see
themselves as hardworking and therefore deserving of their wealth. Thus, they tend to view the
current income gap as appropriate.
30. What theoretical perspective is represented by answer choice “a” in the previous question (29)?
a. conflict theory
b. functionalist theory
c. interactionist theory
d. none of the above
31. What theoretical perspective is represented by answer choice “b” in question 29?
a. conflict theory
b. functionalist theory
c. interactionist theory
d. none of the above
Directions: Please use the information provided in the following paragraph to answer questions 32-34.
Families adapt in ways that illustrate the strength and importance of families rather than their weakness. Prior to
industrialization, families worked at home, usually on farms. Families had to be large to provide enough farmhands so
they had many children and included extended relatives. As people started to work in factories during
industrialization, having children became less important and family size shrunk. More change happened during the
economic boom after WWII: there was a spike in divorce and heterosexual couples married at younger ages. The
family continues to evolve. New family forms (e.g., dual-career couples, single mothers, same-sex couples) are
replacing traditional nuclear families, which now make up just seven percent of households. This change, however,
reflects the centrality of family to Americans. New families tend to be closer and more equal. Women are less
economically dependent, and domestic violence, though still rampant, is largely shunned. Besides, nearly all
Americans want to marry, and most will. Family is as important as ever.
32. What is the central argument of the above paragraph?
a. Family is becoming less important to Americans.
b. Americans increasingly value their work lives over their family lives.
c. Family life is changing and adapting but it remains important and valued by Americans.
d. Diverse family forms have existed throughout history.
33. Which of the following is not evidence supporting the central argument presented in the above
paragraph?
a. Family forms have changed throughout history.
b. Americans no longer want to spend time in families.
c. New family forms tend to be more equal than nuclear families.
d. Almost all Americans will marry at some point.
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34. Which theoretical paradigm best fits the argument presented in the paragraph on page 4?
a. Functionalism because it assumes that the family is an important and enduring social institution that
adapts and evolves in response to changes in other major institutions, such as the economy.
b. Neo-Marxism or “conflict theory” because it argues that family life, like social life, is characterized
by inequality and that family forms change as a result of major conflicts between the “haves” and
“have nots.”
c. Postmodernism because it argues that the explosive growth of communication technologies, along
with the rapid pace of social change in recent years, have fundamentally altered the nature of social
life, leading to greater instability in marriage, family relationships, and personal identities.
d. None of the above.
Disagree
Neither
Agree or
Disagree
Agree
Strongly
Agree
A
B
C
D
E
36. I can compare and contrast the key features of basic
quantitative and/or qualitative methodological
approaches.
A
B
C
D
E
37. I can explain and provide specific examples of racial,
gender and class inequality.
A
B
C
D
E
38. If I had to find out whether welfare state programs are
effective in correcting for social inequality, I could
locate the relevant literature and summarize the
evidence that supports and contradicts such a statement.
A
B
C
D
E
39. I am confident that I could create and conduct an oral
presentation on a sociological topic for a professional
or lay audience.
A
B
C
D
E
40. When I hear or read someone’s opinion about some
social problem, I can apply critical thinking to evaluate
the evidence presented about a social problem before
deciding whether I agree or disagree.
A
B
C
D
E
41. I can develop a survey and/or an interview guide to
enable me to gather data effectively and scientifically.
A
B
C
D
E
42. Studying sociology has transformed the way I see and
think about society and social interactions.
A
B
C
D
E
43. Writing papers for my sociology classes has
significantly contributed to my learning and
understanding of social processes.
A
B
C
D
E
Strongly
Disagree
35. I can demonstrate how social interaction influences
society and social structures and vice versa.
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Thank you!
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Appendix B
Focus Group Questions
We followed up with students after they had completed their questionnaire, to address in more detail
their experiences as Sociology majors at UNI. We asked open-ended questions (listed below) regarding
issues such as becoming a major, sociology courses, interaction with faculty, and interaction with other
majors. Two faculty members were present at this focus group discussion, with each taking notes and
collectively compiling them once the focus group was completed.
Becoming a Sociology Major/Minor:
1.
How did you become a sociology major/minor? What attracted you to the major/minor?
2.
Has the major affected your writing skills (e.g., has it improved these skills)?
Course Sequencing and Availability:
1.
Have you taken statistics/methods/theory as a sequence of courses? If so, how did you find about
that? If not, did you feel that these classes would have been important to take sooner in your
academic career?
2.
Are there enough 100-level courses being offered each semester? Are classes scheduled so that
they do not conflict too much? Are there a sufficient range of 100 level courses?
Interaction with Faculty:
1.
What experiences have you had when approaching sociology faculty members?
2.
What kind of advising have you received from sociology faculty and/or your sociology advisor?
Have you sought advising?
3.
What kind of mentoring have you received from sociology faculty? Please provide specific
examples.
Interaction with Other Majors:
1.
Are you aware of the efforts to rejuvenate the Sociology Club? Do you know about its meetings
or activities?
2.
Are you currently a member of the Sociology Club? If so, what led you to join?
Program Improvement:
1.
At the end of the interview, we asked: What can we do better? That is, what can we do to
improve the sociology program?
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