Assessment Report Standard Format
July 1, 2007 - June 30, 2008
PROGRAM ASSESSED ___Sociology_______________________
ASSESSMENT COORDINATORS: Tracey Steele, Jacqueline Bergdahl and LaFleur
Small__
YEAR ____4_____ of a ____4_____YEAR CYCLE
1. ASSESSMENT MEASURES EMPLOYED
Briefly describe the assessment measures employed during the year.
 What was done?
An exit survey was crafted for graduating seniors and administered in the fall quarter
2007.
The average GPA of graduating seniors was calculated.
The number of graduating seniors with a C or better in theory, methods and
substantive topics was counted.
The number of letters of recommendations written by faculty for students pursuing
graduate education was counted.
 Who participated in the process?
The Sociology Graduate Exit Survey was crafted by the 2007-2008 Sociology
Curriculum Committee (Durr, Kim and Small). They drew thirty closed-ended
questions mainly from the National Survey of Seniors Majoring in Sociology.
Faculty members who had graduating sociology seniors in their class administered
the exit survey: Durr (SOC306), Kim (SOC345, SOC 406), Shepelak (SOC201),
Norris (SOC 457) and Orenstein (SOC 301).
The average GPA of graduating seniors was calculated and the number of graduating
seniors with a C or better in theory, methods and substantive topics were determined
by administrative staff members Schultheis and Zurawka by examining departmental
records.
The number of letters or recommendation written for students pursuing graduate
education was solicited by the current Curriculum committee (Bergdahl, Small and
Steele) from departmental faculty by email.
 What challenges (if any) were encountered?
There were several challenges encountered in the assessment plan process. These are
discussed in detail in Assessment Plan Compliance.
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In addition, there was a low response rate on the exit surveys: there were 34
graduating seniors and only 13 surveys were returned.
Regarding senior GPA, there were thirteen students identified as graduating sociology
seniors by number of hours completed who had GPAs under the minimum required
for graduation (2.0). Two separate GPA calculations were calculated, one including
and one excluding, these students. This is reported in Assessment Findings.
2. ASSESSMENT FINDINGS
List the objectives and outcomes assessed during the year, and briefly describe the
findings for each.
The learning objectives within the sociology program include: preparing students for
employment with substantive content and skill set of the social sciences; preparing
students for graduate training; and preparing students with general critical thinking
skill set for life-long learning. Based on data from the senior exit survey, six learning
outcomes were assessed during the 2007-2008 year: substantive sociological
knowledge, research skills, analytical skills, communication skills, ethical and moral
awareness skills, and life-long learning orientation.
(1) Substantive Sociological Knowledge
By the time they graduate, students will demonstrate knowledge of: basic concepts in
sociology, the major social institutions, the socialization process, and the theoretical
formulations that serve as the foundation of the major.
In the exit survey, graduating seniors were asked about substantive knowledge they
learned as part of their sociology major. Over half of responding seniors strongly
agreed that they learned basic sociological concepts, theories, and other substantive
knowledge as part of their sociology major.
Most of graduating seniors reported that they learned basic concepts in sociology,
including culture, socialization, social institutions, social stratification, or social
change (46.2% agree, 53.8% strongly agree), social institutions such as the economy,
family, education, courts, or health care and their impact on individual (38.5% agree,
61.5% strongly agree), and the important differences in the life experiences of people
as they vary by race, class, gender and other ascribed statuses (38.5% agree, 53.8%
strongly agree). Most of graduating seniors also reported that they learned basic
theoretical perspectives or paradigms in sociology (39.5% agree, 61.5% strongly
agree) and current sociological explanations about a variety of social issues (30.8%
agree, 69.2% strongly agree).
(2) Research Skills
By the time they graduate, students will demonstrate knowledge of basic
fundamentals of social statistics and methodology.
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Most of graduating seniors strongly agreed that they had learned to create a
hypothesis with independent and dependent variables (46.2% agree, 53.8% strongly
agree) and to gather information to make an argument based on evidence (46.2%
agree, 53.8% strongly agree). In contrast, more than half of them agreed that they had
learned to use the statistical software, SPSS, to analyze data (38.5% agree, 30.8%
strongly agree) and to interpret the SPSS output (30.8% agree, 30.8% strongly agree).
More than half of responding seniors agreed that they learned to evaluate the
strengths and weaknesses of different research methods for answering specific
research questions (46.2% agree, 38.5% strongly agree).
(3) Analytical Skills
By the time they graduate, students will demonstrate competence in analytical skills.
About half of responding seniors strongly agreed that they obtained various analytical
skills as part of their sociology major. The same amount of respondents strongly
agreed that they developed the ability to apply major sociological concepts and
theories to explore social issues (53.8% agree, 46.2% strongly agree), and to analyze
social issues from a sociological perspective (46.2% agree, 46.2% strongly agree).
Over half of responding seniors strongly agreed that they obtained the ability to
develop a point of view on a social issue using reasoning and evidence (46.2% agree,
53.8% strongly agree), and to evaluate propositions or hypotheses and make
judgments about them based on evidence (30.8% agree, 61.5% strongly agree).
(3) Communication Skills
By the time they graduate, students will demonstrate competence in communication
skills.
Over half of respondents strongly agreed that they obtained the ability to write a
report from sociological information (15.4% agree, 61.5% strongly agree), and to
organize and express ideas clearly in writing (38.5% agree, 53.8% strongly agree).
About half of respondents strongly agree that they obtained the ability to organize and
express ideas clearly in oral communication (38.5% agree, 46.2% strongly agree).
(4) Ethical and Moral Awareness Skills
By the time they graduate, students will demonstrate competence in ethical and moral
awareness skills, including the honest portrayal of data.
Over half of responding seniors strongly agreed that they learned to identify ethical
issues in sociological research as part of their sociology major (38.5% agree, 53.8%
strongly agree).
(5) Life-Long Learning Orientation
By the time they graduate, students will encompass the orientation toward life-long
learning.
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Over half of responding seniors agreed that they obtained the ability to engage in lifelong learning, such as seeking out new knowledge or developing a skill, as part of
their sociology major (46.2% agree, 38.5% strongly agree).
(8) Overall Program Experiences
Most of responding seniors were satisfied with the quality of teaching (53.8%
satisfied, 46.2% very satisfied). When they were asked to compare their experiences
with sociology faculty with their experiences with the faculty in other departments,
graduating seniors rated the quality of sociology faculty in the following manner:
15.4% fair, 53.8% good, and 30.8% excellent.
Most of responding seniors were satisfied with the ease they had in getting courses
needed to graduate (46.2% satisfied, 30.8% very satisfied). When they were asked to
compare their experiences in sociology courses with their experiences in courses
offered by other departments, 53.8% of responding seniors evaluated the quality of
sociology courses as “good” and another 46.2% as “excellent.”
Most of graduating seniors were satisfied with overall program experiences: 92.3% of
respondents would recommend the Sociology major at Wright State University to
other students.
(9) Comments and Suggestions from Graduating Seniors
Assessment findings suggest that most of responding seniors were satisfied with
sociological knowledge and skills they obtained as part of their sociology major.
They were particularly satisfied with the quality of sociology courses and faculty.
Many graduating seniors offered positive comments for example, that “professors
really do have a passion for sociology and they try to communicate that as best as
they can,” “professors are very open-minded and willing to help,” and “advisors make
sure that every student is in good standing when it is time for graduation.” Yet, some
graduating seniors mentioned weaknesses in regard to advising and curriculum.
10) Advising
Some graduating seniors were not satisfied with undergraduate advising (46.2% not
satisfied), graduate school advising (23.1% not satisfied), and career advising (15.4%
not satisfied).
Graduating seniors reported diverse career goals. Some of them plan to build a career
in corporations (e.g., human relations) or nonprofit organizations. Others are
interested in the field of social services (e.g., human development) or criminal justice
(e.g., probation officer). Still others plan on going on to graduate or professional
school and further their education. However, some graduating seniors do not have
clearly defined career goals yet. For example, a graduating senior said: “I am not
exactly sure of my future career goals using my sociology degree.” These seniors
wish to know about career options with a BA degree in sociology.
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Some graduating seniors wished to have had information about classes in advance: “It
would be very helpful if we as students would know what classes will be offered or
not offered for the following quarter. . . . For seniors, like myself, it would be good to
know if a class will or will not be offered for the following term. It would change my
class schedule greatly.” In addition, some graduating seniors wished to have had more
accurate information about classes they needed to graduate: “I feel like the sociology
professors are not all on the same page. I have heard several different answers from
several different professors.”
11) Curriculum
A graduating senior points out that “strengths of the sociology program would be the
variety of classes offered. . . . There are a lot of choices to meet the requirements.”
However, some graduating seniors said they did not get the courses they needed to
graduate easily. In addition, some graduating seniors wished there were more diverse
sociology courses. One suggested that “the program is way too integrated with the CJ
major so when asking about SOC programs you’re given the run around between the
two majors.”
Many graduating seniors made comments on the Research Methods sequence
(SOC300, SOC306, and SOC406): “You must develop guidelines for classes that go
in order (e.g., SOC306/406). And once those guidelines are developed, they must be
used.” Some seniors suggested “students should have to take the Research Methods
class as early as possible so it can be applied throughout.” In addition, many
graduating seniors were not satisfied with the discrepancies of course requirements
between professors who covered the Research Methods sequence: “Personal
experience with two different faculty members for each class proved to be a problem.
What I was taught and developed in SOC306 did not help me in SOC406. I should
have started a project in SOC306 and continued it in SOC406. In my case what I
developed in SOC306 did not work in SOC406, I was left high and dry.”
12) Facilities
Most graduating seniors were satisfied with the access to necessary technology such
as a computer lab (23.1% satisfied, 69.2% very satisfied).
13) Services
Some graduating seniors felt that they did not get necessary information easily: “A
weakness of the sociology program is the advertisement of things that are available to
students. It took me almost two and a half years to realize that there was faculty to
talk to about careers and graduate options.” Another graduating senior suggests:
“Keep in touch with seniors so that lower level classes won’t fall through the cracks.”
14) Most graduating seniors (96.7%) earned a grade of C or better in key sociology
courses.
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Sociology Seniors earning grade C or better 2007-2008
Fall 2007
Winter 2008
SOC 300
1 of 1
n/a
SOC 301
10 of 10
n/a
SOC 303
n/a
14 of 14
SOC 306
3 of 3
6 of 6
SOC 406
6 of 7
6 of 6
SOC 442
3 of 3
9 of 9
Spring 2008
4 of 4
10 of 10
2 of 2
2 of 3
8 of 9
4 of 4
15) Graduating seniors had an overall average GPA of 2.519. However, there were
thirteen students included who had GPAs below the minimum required by the
university for graduation (2.0). The overall GPA of graduating seniors rises to 2.624
when those students are excluded.
16) Faculty wrote a total of 37 letters of recommendation for students going onto
graduate education during this assessment period.
3. PROGRAM IMPROVEMENTS
List planned or actual changes (if any) to curriculum, teaching methods, facilities, or
services that are in response to the assessment findings.
Students were not entirely satisfied with the advising they received (see item 10)
Advising under Assessment Findings). The current curriculum committee has
ensured that core requirements are offered several times a year, with variations in day
of week and time of day slots (including evening availability at least annually). All
faculty have the proposed course listings early in the year for the purposes of
advising. We recently sent out the 2009-2010 draft schedule for advising purposes.
As the department transitions to semesters, one of our strategies is to consider
designated fall and spring core classes so students will readily know accessibility.
Students did not feel prepared as they transitioned from one methods sequence to
another (see item 11) Curriculum under Assessment Findings). We have for the past
three years included the sequencing of the methods classes to ensure students the
opportunity to take the same professor for both the 306 and 406 methods classes from
one quarter to the next. For example, Dr. Lahm in teaching 306 Fall 2008 and then
406 in Winter 2009, while Dr. Bergdahl is teaching 306 in Winter 2009 and 406 in
Spring 2009. Drs. Kim and Durr are also similarly scheduled in sequence.
Regarding the CRJ curriculum being intertwined with the sociology curriculum – see
item 11 also. One of the proposed semester models was designed to address this very
issue. Our future efforts will create distinct curricula for both programs while still of
course sharing some core courses.
Finally, we recommend changes to the assessment process in New Assessment
Developments Section of this report.
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4. ASSESSMENT PLAN COMPLIANCE
Explain deviations from the plan (if any).
Senior exit focus groups were not done. The faculty member solely responsible for
this measure retired and the task was not executed. Earlier assessment reports
indicate that the Sociology Exit Survey was intended to replace senior exit focus
groups. The Assessment plan should be changed to reflect this. Data for these
purposes were collected only during the fall quarter.
Portfolios were not assembled, so analysis could not be conducted. There has been
insufficient planning for execution of this assessment task and no oversight or
enforcement of assessment data collection activities.
Assessment reports in two of the past four years, included data that were collected in
a period outside the scope of the report. For example, senior exit surveys collected in
the fall of 2007 were reported in the assessment report for the period July 1, 2006June 30, 2007.
5. NEW ASSESSMENT DEVELOPMENTS
Describe developments (if any) regarding assessment measures,
communication, faculty or staff involvement, benchmarking, or other
assessment variables.
Senior exit surveys will be distributed during all three regular quarters and the two
summer quarters of the 2008-2009 academic year by email to all graduating seniors.
Dr. Tracey Steele will conduct focus groups in the spring quarter by randomly
soliciting senior sociology students for their participation until a minimum of eight
seniors agree to participate.
We suggest that an Assessment and Retention Committee be set up to collect, analyze
and report data for the dual purposes of assessment and student retention. The current
system of assessment dictated by the assessment plan is too piecemeal to be effective.
The Curriculum Committee collects data, which in turn is to be analyzed by the
Student Affairs Committee, then the assessment report is written by the new
curriculum committee. It is also unclear who is responsible for data entry of the data
collected. This system is inefficient and needs to be changed. In light of the fact that
we start of new four-year cycle of assessment with the 2008-2009 academic year, this
is a good time for the change. We will discuss these issues and changes during
departmental faculty meetings in winter and spring quarters.
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