Annual Departmental Assessment Report AY 2004-2005
Department of Anthropology and Sociology
B.A./B.S. in Anthropology
B.A./B.S. in Sociology
1.0 Assessment PLAN
1.1 Mission Statement
The Department of Anthropology and Sociology is part of the College of Arts and Sciences at
Western Carolina University. It offers the Bachelor of Arts and Bachelor of Science degrees in
Anthropology and Sociology, and has minors in both programs. A number of education students have
chosen either anthropology or sociology as their disciplinary focus area. The department is responsible
for administering minors in Cherokee Studies; Women’s Studies, Social Change; and Race, Class and
Gender Relations. It contributes to the education of students in all major fields through courses in the
general education and liberal studies program. It is responsible for the Archeology Laboratory, which
performs archeological research for federal state and local agencies within the Southern Appalachian
area.
Anthropology and Sociology are both social sciences. They are collaborative disciplines.
Anthropology takes a holistic approach to the study of humans and their behavior, and incorporates
aspects of liberal arts, physical sciences, and humanities in its curriculum. Sociology covers all aspects of
modern society, and also incorporates information from the liberal arts, physical sciences and humanities.
Faculty collaborates by sharing courses and research interests, and by exposing students to information
from both disciplines.
The primary role of the department of Anthropology and Sociology is to provide students enrolled
in its programs with learning experiences that will help them to become useful and productive citizens.
These learning experiences occur in the classroom and in field-based courses that involve research and
experiential learning opportunities.
The department supports the mission of Western Carolina University in the following ways:
Its faculty is dedicated to providing a learning environment conducive to personal and intellectual
growth. Students are encouraged to develop critical thinking skills and to apply those skills in a
responsible manner.
It is a resource for the region through its involvement in archaeological research and cultural
resource management activities. Faculty members participate in a number of community organizations,
and serve as consultants to various local, state, and Federal groups.
The department supports the aspirations of the University in the following ways:
It provides general education and liberal studies courses that introduce students to ideas and
concepts that are central to anthropology and sociology, helping them to understand the social, political,
economic, and physical environments in which they live.
It helps students to understand cultural and social factors that have contributed to the
development of those environments. It promotes awareness of the various factors that have created the
global environment, natural and cultural, which we all share.
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It provides an international perspective through classroom instruction and by encouraging
students to develop an understanding of other cultures. The department has had both international
faculty and students in its programs, and has sponsored study abroad experiences as well.
It provides learning opportunities that prepare students for employment and further study in their
chosen majors. These include internships, co-operative work experiences, and volunteer activities in
addition to classroom instruction.
It gives students opportunities to participate with faculty in professional research, and encourages
students to publicize their research through participation in various conferences.
It introduces students to aspects of diversity that characterize local, national, and international
societies.
The department encourages high standards of honesty, integrity and responsibility.
1.2 Program Outcome Objectives
Goal 1: Understanding core concepts and theoretical perspectives
Student Outcomes
Students will demonstrate the ability to describe the core concepts and theoretical perspectives and their
importance in the study of either anthropology or sociology. These concepts include but are not limited to:
social, political, economic, and physical environments; an international perspective, diversity issues.
Goal 2: Integration of theoretical perspectives and methods
Student Outcomes
Students will demonstrate the ability to integrate theoretic perspectives and methods to the study of
substantive topics in either anthropology or sociology.
Goal 3: Professional Development
Student Outcomes
Students will exhibit an understanding of how the coursework within the major has prepared them for
future careers or education. Students are provided with learning opportunities that prepare students for
employment and further study in their chosen majors and opportunities to participate with faculty in
professional research. Students are encouraged to publicize their research through participation in
various conferences.
Goal 4: Proficiency in Oral and Written Communication
Student Outcomes
Students will have ability to communicate within the context of anthropology or sociology as part of their
future employment preparation.
1.3 Measures for Each Outcome Objective
Goal 1: Understanding core concepts and theoretical perspectives
Assessment
Essay questions given in various courses, separate from final exams.
Evaluation of the syllabi in each course with regard to the application of core concepts and theories.
Assignments and topics will be used to determine the amount of time spent on these core issues.
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Goal 2: Integration of theoretical perspectives and methods
Assessment
Essay questions given in various course, separate from final exams.
Evaluation of the syllabi in each course with regard to the application of core concepts and theories
Assignments and topics will be used to determine the amount of time spent on methods, research, and
theory.
Evaluation of student presentations at national, regional or university conferences
The number of presentations, the type (solo or faculty related) of research and the location of the
presentations will be the basis of the evaluation.
Goal 3: Professional Development
Assessment
Number of conferences attended
Number of paper presentations made by students
Number of students assisting faculty in research projects
Review of student resumes to determine which courses are most useful and types of jobs for which they
are applying
Evaluations from internships in terms of the students’ use of course material
Tracking transcripts in terms of courses taken and known career paths
Personal statements for graduate applications to determine which courses or issues are most common
Goal 4: Proficiency in Oral and Written Communication
Assessment
Question given in various course, separate from final exams for quality of expression.
Review of paper presentations for quality of presentation
Review of course assignments that demonstrate the use of library research and written expression.
Evaluations of paper presentations and class presentations (by instructor and observer)
Time line
Each goal will be examined each year using different sources of information. The interim year will provide
an opportunity for the members of the department to respond to the results and make the necessary
adjustments.
The material examined for the first year includes: course syllabi, paper presentations, internship
evaluations, transcript tracking, and assistance in faculty projects.
The material examined for the second year includes: questions given during the exam period, personal
statements, and resumes.
The material examined for the third year includes: personal statements, and resumes. course syllabi,
paper presentations, internship evaluations, transcript tracking, and assistance in faculty projects.
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2.0 Annual Assessment Report
2.1 Sociology and Anthropology Program
Poor response rates and difficulties in administering exit interview questions led to its removal for AY
2004-2005 (Goals 1 and 2). The departmental assessment committee is redesigning the method of
evaluation for student knowledge of core concepts in each field. This will be implemented for AY 20052006.
2.1 Assessment Goals
Goals 1 & 2:
Understanding core concepts and theoretical perspectives and how they are
integrated/utilized in sociological and anthropological studies.
Sociological Core Concepts: theory, methods, society, socialization, formal organizations, forms of
inequality, and social change.
Anthropological concepts: theory, methods, culture (past and present), holism, relativism, kinship,
political-economy, evolution, adaptation, culture change.
Expected Student Outcomes
The ability to discuss the core concepts and theoretical perspectives and their importance in the study of
anthropology and sociology.
Results
Outcome assessment suspended for AY 2004-2005 (see Areas of Improvement below).
Goal 3: Professional Development
Expected Student Outcomes
Exhibiting an understanding of how the coursework within the major has prepared them for future careers
or education.
Results
• Students are still being encouraged by their advisers to enroll in JobCat
• Five graduating sociology seniors had internships which provided them with opportunities to apply
their knowledge and to acquire more job skills.
• Two graduating anthropology students had internships with Summer Archaeology Field School.
• One graduating senior has reported her occupation as directly involving her Sociology Major
• Five anthropology majors participated in the Lancy Interdisciplinary Undergraduate Research
Grant program, two were graduating seniors
• Two anthropology graduating seniors reported being accepted into graduate school.
• Two anthropology graduating seniors have been selected to participate in the Cherokee
Preservation Foundation grant program.
Goal 4: Proficiency in Oral and Written Communication
Expected Student Outcomes
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The ability to communicate effectively the sociological and anthropological concepts.
Results
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Sociology and anthropology programs require students, both majors and non-majors, to answer
essay exam questions and to write research papers.
Areas of Improvement
Although the students performed well in all areas of assessment there are a number of areas that need
some improvement.
1.
Asking the graduating seniors to write the essays after the final examinations appears to be bad
timing. We need to find the appropriate (ideal) time for the students to answer the essay
questions.
2.
We also sense some resistance by the students to this type of assessment. There is need to
evaluate this assessment and perhaps develop a new one. We need to learn more about
assessment methods in other departments.
3.
We need to find ways to increase the response rate, that is, the number of graduating seniors
writing to answer the essay questions. This may mean abandoning this method of assessment.
4.
A Senior Seminar course would help solve some of these problems. In the past we did not have
enough faculty members to allow the development of this course. With the addition of two more
faculty for AY 2005-2006 this may be implemented in the coming academic year.
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