Department of Anthropology
Anthropology, Behavioral Science, Organizational Studies, Applied Anthropology MA
Department Goals: http://www.sjsu.edu/anthropology/departmentinfo/goals/index.html
College of Social Science
URL: http://www.sjsu.edu/anthropology/
Contact: Marco Meniketti, Assessment Coordinator
Report Date: May 29
1. The Anthropology Department offers the B.A.in Anthropology and is home department for the B.A.
degree in Behavioral Science. The department initiated a new major in Organizational Studies in the Fall
semester of 2014 and has completed its first full academic year. The department hosts a graduate
Master’s program in Applied Anthropology that is gaining a national reputation. The Anthropology
department also offers three minors; Anthropology; Values, Technology, and Society; and Native
American Studies. There is a degree of overlap in the Program Learning Outcomes for the two
undergraduate degrees, which facilitates assessment and program management.
The B.A. in Anthropology has ten specific Program Learning Outcomes (PLO). The B.A. in Behavioral
Science has two specific PLO distinct from Anthropology (as this interdisciplinary program is shared with
Psychology and Sociology, there are additional PLO within those departments respectively, not
described here). The M.A. in Applied Anthropology has seven specific PLO. The Organizational Studies
degree has six PLO. Each PLO contains related assessment objectives. As the Organizational Studies
program has now been fully implemented this report includes new baseline information.
Successive cycles of assessment have led the Anthropology Department to develop an Umbrella Model
of thematic research arenas which the structure student learning experience linking three broad
scholarly agendas of the department. The PLOs adopted or revised by the Anthropology Department as
a result of previous assessments are integrated with an interdisciplinary scope designed to fall under an
Umbrella Model. These three operational themes are, Human Adaptability and Material Culture,
Anthropology of Wellness, and Knowledge in Action. Assessment of PLO is guided by the principles
framed by these integrated approaches to the field. Courses are evaluated within the department by
PLO and the Umbrella concept. The organizing principal is that courses should develop curriculum that
can fit under at least two Umbrella themes.
In order to increase visibility of the PLO the department has begun the process of making them
accessible through the department website. Graduate and Behavioral Science PLO are currently
available and the remainder should be accessible soon.
Program
PLO
BA Anthropology
Operationalized Assessment Objectives
1. Knowledge. Understanding culture as the
distinguishing phenomenon of human life, and the
relationship between biology and evolution
Ability to analyze a particular social situation as a
sociocultural system.
Ability to analyze a physical trait or behavior,
demonstrating how biology and culture are mutually
interdependent factors.
Ability to frame inquiry around major anthropological
ideas.
Ability to do cross cultural comparisons.
Ability to identify environmental, biological, material,
and cognitive processes related to culture change.
2. Awareness of human diversity and the ways
humans have organized diversity
Ability to identify “race” as a social construct
within the context of human physical variation.
Ability to problematize classification systems.
Demonstrate literacy of world ethnographic,
archaeological, and physical anthropological
studies and findings—a least 10 ethnographies, at
least 10 archaeological sites, and at least 10
major finds in biological anthropology.
Ability to synthesize information for different
areas of anthropology.
Ability to identify key explanations and individual
thinkers and their contributions to
anthropological thought, and communicate this
information.
Describe connections and influences of other
disciplines on anthropology and communicate
this information.
Recognize the larger social and historic contexts
that influence anthropological thought and
practice, and communicate this information.
Ability to identify global social systems, and
analyze historic forces and events that shape
them.
Ability to use maps effectively
Ability to track consequences of population
movements.
Ability to access and use library sources.
Ability to access, evaluate, and appropriately use
internet resources (i.e., census data).
Ability to cite using appropriate formats
(American Anthropological Association or Society
for American Archaeology or comparable style).
3. Knowledge of significant findings of
archaeology, cultural anthropology, and physical
anthropology, and cognizance of the important
issues in each sub-discipline.
4. Knowledge of the history of anthropological
thought and its place in modern intellectual
history.
5. Comprehension of migration, colonialism, and
economic integration as significant phenomenon
shaping global society.
6. Skills. Ability to access various forms of
anthropological data and literature.
7. Awareness of importance and value of
anthropological knowledge in contemporary
society, and the ability to apply it to social issues.
8. Knowledge of the research methods of the
sub-disciplines of anthropology, and the ability to
apply appropriate research methods in at least
one sub-discipline.
9. Ability to present and communicate
anthropological knowledge and the results of
anthropological research to different audiences.
10. Professional Values. Knowledge of political
and ethical implications of social research.
Ability to access, evaluate, and critically use
public sources of information.
Ability to analyze social issues from an
anthropological perspective—considering
cultural, social, and biological perspectives.
Ability to identify and adopt multiple points of
view.
Ability to identify anthropological research
methods and link methods to particular kinds of
inquiry.
Demonstrate competency in one methodology.
Develop effective speeches and /or short
statements that illustrate anthropological
approaches.
Ability to identify, evaluate, and appropriately
gauge different audiences—imagined or
experienced.
Ability to identify history of ethical engagement
in anthropology.
Ability to analyze the relationship of
anthropological inquiry to human values.
Students will perform assignments with academic
integrity.
Use of informed consent, confidentiality, and
human subjects protection in every project.
Program PLO
PLO
1. Provide opportunities (through curriculum) for
students to synthesize the perspectives of the
discipline of anthropology, psychology, and
sociology.
2. Provide opportunities (through curriculum and
projects) to apply the perspectives of the
behavioral sciences to a variety of contemporary
issues and professional settings.
Behavioral Science
Operationalized Assessment Objectives
Ability to synthesize perspectives from the fields
of anthropology, psychology and sociology.
Program PLO
PLO
1. Research methods and models
M.A. Applied Anthropology
Operationalized Assessment Objectives
Understand the range of anthropological
research methods.
Ability to conduct research relevant to problem
solving in various settings for different
clients/partners.
Ability to apply perspectives from behavioral
sciences to a student’s own career plans.
Ability to apply perspectives from behavioral
sciences to social problems.
2. Models of research
Know basic models of applying anthropology in
different settings and have the skills to function
as practitioners of several models.
Be knowledgeable about (1) the discipline of
anthropology in general and how it contributes to
understanding and improving contemporary
society, and (2) a particular field of anthropology
in greater depth.
Ability to function effectively in at least one
content area or domain of application.
Understand personal, political, and ethical issues
inherent in research and application
Develop professionally as practitioners with skills
in contracting. Project management, and
budgeting.
Ability to communicate about project goals and
findings and the discipline of anthropology to
diverse audiences.
Knowledgeable about the region as a social and
cultural system with complex state, national, and
global connections.
3. Knowledge of the discipline
4.Domains of application
5.Professional practices
6.Professional applications
7. Regional and global connections
Program PLO
1. Organizational variation
2 Organization structure
3. Quantitative and Qualitative reasoning
4. Human diversity
5. Human actions
6. Application to real-world problems
B.A. Organizational Studies
Identify the variety of organizations humans have
created to achieve their goals
Understand the relationship between
organizational structure and process and the
social environments in which they operate.
Use quantitative and Qualitative research
methods to understand organizations and their
environments.
Identify the importance of understanding human
diversity within organizations.
Recognize the moral dimensions of human
interactions and be able to act ethically and
effectively within organizations.
Demonstrate skills in addressing real-world
organizational problems.
2. ULG Mapping. Not all PLOs map directly in all categories of ULG. This is to be expected as the ULGs are
addressed across the university in all disciplines and within lower and upper division General Education.
This matrix is based on both evaluation of Department PLOs and specific course content.
B.A. Anthropology
ULG 1 (Specialized
ULG2 (Broad
Knowledge)
Integrative
Knowledge)
ULG3 (Intellectual
Skills)
ULG4 (Applied
ULG5 (Social &
Knowledge)
Global
Responsibilities)
PLO1
X
PL02
X
X
PLO3
X
PLO4
X
PLO5
X
X
PLO6
X
PLO7
X
PLO8
X
X
X
X
X
PLO9
PLO10
B.A. Behavioral
Science
PLO1
X
ULG1
ULG2
X
ULG3
X
ULG4
X
PLO2
X
M.A. Applied
Anthropology
PLO1
PLO2
PLO3
PLO4
PLO5
PLO6
PLO7
ULG1
Org Studies
PLO 1
ULG 1
ULG2
ULG3
X
X
X
X
ULG5
X
X
X
X
X
X
X
X
ULG 2
ULG 3
ULG 4
ULG 5
x
x
x
x
x
x
PLO 4
PLO 5
PLO6
ULG4
X
X
PLO 2
PLO 3
ULG6
x
x
x
x
x
3. Alignment. All courses address the department PLO and are assessed through a variety of
instruments. The alignment matrix provided here targets only the primary PLO addressed as determined
by the assessment coordinator. Assessment conducted by the instructors generally consists of student
group projects, exams, major term papers, or more frequently, a series of shorter papers. The following
matrix is a pilot analysis based on an initial triangulation. Frequent discussion between the assessment
coordinator and faculty informs the process of assessment.
Course
Title
PLO BA ANTH
11
Cultural Anthropology
1,2, 3, 6,7
12
Intro. to Human
Evolution
1,2,4,8
13
Archaeology
1,3,4,5,9,10
25
Human Lifecourse in
Context
1,2,6,7
BA BhSc
1,2
1
1,2
1
100W Writing Workshop
3,4,6,9
1
108
Medical Anthropology
1,2,3,8
1,2
109
Kids, Teens, Culture
1,2,3,4
1,2
115*
The Emerging Global
Culture
3,4,5,6,7
122*
Magic, Science and
Religion
1,2
4,7
1,2
125* Urban Anthropology
3,4,6,7,8
1,2
130
Kin, Kith, and
Community
3,4,6,7,9
131
Theories of Culture
7,8,9, 10
1,2
4, 5, 6, 8, 9
1,2
132* Creating Built Worlds
136
Thought Control in
Contemporary Society
3,4,7, 9
1,2
1,2
140* Human Sexuality
1,2, 3
1
142
Culture in Mind
4, 6, 7, 9
1
143
Culture and Adaptation
2, 4,5,6,9
1,2
144
Gifts, Markets and
Money
5,6,7,8,
146
Culture and Conflict
1,2,3,4,5,6
148
Religion and
Anthropology
1,3,6,9
149
Ethnographic Methods
1,3,4,6,10
151
Modernity and Disease
1,4,5,6,9
152
Human Origins
1,2,3,8
153
Human Variation and
Behavior
1,2,3,8
154
Monkeys, Apes and
Humans
1,2,6,8,9
155
Human Osteology
1,2,6
2
1,2
2
1,2
1
1
1
1
PLO MA Applied ANTH
Course
Title
PLO BA ANTH
BA BhSc
PLO MA Applied ANTH
156
Bioarchaeology
1,2,8,9
1,2
157
Forensic Anthropology
2,7,8
1
159
Mummies
4,6,8
1,2
160
Reconstructing Lost
Civilizations
1,2,5,6,7
161
Old World Civilizations
3,4,5,6
162
Inca, Aztec, Maya
Civilization
3,4,5,6
164
Prehistory of North
America
2,3,5,6
165
Historical Archaeology
2,4,5,6,7,9
167
Archaeological
Laboratory Methods
6,8,10
168
Archaeological
Methodology
6,8,10
173
Culture Through Film
1,4,7,9
175
Anthropology of Native
America
3,5,6,7
176
Indians of California
3,5,6,7
2
177
Anthropology of Asia
3,5,6,7,9
2
178 or Anthropology of Latin
179 America or Mexico
3,5,6,7,9
190
Designing Research
6,7,8,9,10
191
Frontiers of
Anthropology
6,7,8,9,10
193
Behavioral Science in
Practice
6,7,8,9,10
230
Theory in Practice
1,2,3,5
231
Applications Core A
1,2,3,6
232
Applications Core B
1,2,3,4,6
233
Fields of Applications
1,2,5,6,7
234
Advanced Research
Methods
2,4,6,7
235
Quantitative Methods
2,4,6
290
Project/Thesis
Supervision
4,6
296** Heritage Management
2
2
2
2
1,2
2
2
1,2
2
2
1,2
1,2
1,2
1,2,6,7
4. Assessment is a continuous process and time is devoted during each department faculty meeting for a
discussion. During the final Assessment discussion of last year (SP14) we determined to focus intensively
on Organizational Studies, to integrate assessment at the outset of the program, and to evaluate
curriculum by directly engaging and including students in the assessment process (as suggested in the
WASC model). Therefore, all PLO for Org Studies were assessed with the first cohort of students in the
program.
Two courses, ORG 101 and 102 constitute the core of the program. These were both assessed through a
progression of student applications of core concepts in Service Learning Reflection papers and group
discussion during course colloquia. In addition, there was a final paper wherein students must apply
course concepts to a problem they identified in their Service Learning organization. A debrief at the end
of the year provided students the opportunity to collectively evaluate the course openly about what
they learned or would like to have learned. These brainstorming sessions were documented for later
review. While it was found that all Course Learning Outcomes were satisfied, it was determined that the
readings were too many and too dense. Topic flow could also be improved. Changes for next year are
planned in new readings and a revised syllabus. It was also determined that coordination between the
core courses needs improvement to avoid excessive overlap. The successful implementation of Service
Learning fieldwork in the course may be emphasized or made a stronger core component, perhaps
partnering with the same organization across all courses. Core content was found to map well on to PLO
and ULGs. Student enrollment increased from fall to spring and while the numbers are low, this is more
a reflection of a new program rather than lack of interest. Service Learning will remain a key component
of the program and will likely be expanded.
PLO assessment schedule by program
Anthropology
B.A. Anthropology
PLO1
PL02
Spring2014
Fall2014
Spring2015
Fall2015
X
PLO3
X
PLO4
X
PLO5
X
PLO6
X
PLO7
X
PLO8
PLO9
Spring2016
X
X
X
PLO10
X
Behavioral Science
B.A. Behavioral
Science
Spring2014
Fall2014
Spring2015
Fall2015
Spring2016
PLO1
X
X
PLO2
X
X
Organizational Studies
Organizational
Studies
PLO1
Spring2014
Fall2014
Spring2015
x
x
x
x
x
x
PLO2
PLO 3
PLO 4
PLO5
PLO 6
Fall2015
x
x
x
x
x
x
Spring2016
x
x
Applied Anthropology
M.A. Applied
Anthropology
PLO1
PLO2
PLO3
PLO4
PLO5
PLO6
PLO7
Spring2014
Fall2014
Spring2015
Fall2015
Spring2016
Fall2016
Spring2017
X
X
X
X
X
X
X
5. Students are made aware of the PLO in all syllabi content and through direct communication with
faculty in the classroom. Additionally, the Umbrella Model is articulated on the department website, at
the department main office, and with such promotional materials as posters displayed in the Integrative
Anthropology Laboratory, as well as on the walls in faculty offices and hallways. In the case of
Organizational Studies, students are actively participating in evaluating the course curriculum at the end
of the semester and their input has informed assessment. Some faculty stress the Umbrellas Themes
and the relationship with PLO, however, this was not universal within the department.
6-9 Graduation rates, Headcounts, SFR, and Faculty profile.
6. Graduation rates and Degrees awarded. (No degrees awarded in Organizational Studies—first year).
Graduation rates 2005 cohort
Undergraduate Transfers
3-Year Rate
Num Entering
Total
Graduated in the Same Major
24
Gender
Num Entering
Female
Male
Ethnicity
Black
Gender
Asian
Male
PacIsl
Hisp
Female
Hisp
Graduated in Any Program in the College
33.3%
Graduated in Any Program at SJSU
Graduated in the Same Major
Graduated in Any Program in the College
41.7%
Graduated in the Same Major
Graduated in Any Program at SJSU
41.7%
45.8%
Graduated in Any Program in the College
Graduated in Any Program at SJSU
35.0%
35.0%
35.0%
40.0%
40.0%
45.0%
4
25.0%
25.0%
25.0%
50.0%
50.0%
50.0%
1
Female
33.3%
5-Year Rate
Graduated in Any Program at SJSU
20
Graduated in the Same Major
Female
PacIsl
Graduated in the Same Major
Enter
Black
Asian
33.3%
Graduated in Any Program in the College
0.0%
Graduated in Any Program in the College
0.0%
Graduated in Any Program at SJSU
0.0%
Graduated in the Same Major
Graduated in Any Program in the College
0.0%
Graduated in Any Program at SJSU
0.0%
0.0%
1
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
3
66.7%
66.7%
66.7%
100.0%
100.0%
100.0%
3
66.7%
66.7%
66.7%
100.0%
100.0%
100.0%
1
0.0%
0.0%
0.0%
0.0%
0.0%
1
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
5
20.0%
20.0%
20.0%
20.0%
20.0%
20.0%
0.0%
20.0%
5
20.0%
20.0%
20.0%
20.0%
20.0%
Female
7
28.6%
28.6%
28.6%
28.6%
28.6%
Male
3
33.3%
33.3%
33.3%
66.7%
66.7%
66.7%
10
30.0%
30.0%
30.0%
40.0%
40.0%
50.0%
4
50.0%
50.0%
50.0%
50.0%
50.0%
50.0%
Other
4
50.0%
50.0%
50.0%
50.0%
50.0%
50.0%
Total
24
33.3%
33.3%
33.3%
41.7%
41.7%
45.8%
White
White
Other
Female
42.9%
First-Time Freshmen
6-Year Rate
Num Entering
Total
Graduated in the Same Major
3
Gender
Num Entering
66.7%
Graduated in the Same Major
Graduated in Any Program in the College
100.0%
Graduated in Any Program in the College
Graduated in Any Program at SJSU
100.0%
Graduated in Any Program at SJSU
8-Year Rate
Graduated in the Same Major
66.7%
Graduated in the Same Major
Graduated in Any Program in the College
100.0%
Graduated in Any Program in the College
Graduated in Any Program at SJSU
100.0%
Graduated in Any Program at SJSU
Female
2
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
Male
1
0.0%
100.0%
100.0%
0.0%
100.0%
100.0%
Ethnicity
Asian
Gender
Male
Enter
Graduated in the Same Major
Graduated in Any Program at SJSU
Graduated in the Same Major
Graduated in Any Program in the College
Graduated in Any Program at SJSU
0.0%
100.0%
100.0%
0.0%
100.0%
100.0%
1
0.0%
100.0%
100.0%
0.0%
100.0%
100.0%
2
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
White
2
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
Total
3
66.7%
100.0%
100.0%
66.7%
100.0%
100.0%
Asian
White
Female
1
Graduated in Any Program in the College
Degrees Awarded
7. Head counts
Total
Fall 2014
CY Avg
Spring 2015
UG
Grad
Total
UG
Grad
Total
Anthropology
68.20
18.42
86.62
64.47
17.00
81.47
84.04
Behavioral Science
171.73
171.73
164.77
164.77
168.25
Organizational Studies
3.53
Total
243.47
18.42
3.53
8.47
261.88
237.70
17.00
8.47
6.00
254.70
258.29
8. SFR (Most recent)
SFR
Fall 2014
Lower Division
Upper Division
Total
Graduate Division
Anthropology
50.4
30.4
8.4
31.9
Total
50.4
30.4
8.4
31.9
Note: Student/Faculty Ratios (
) = Full-time Equivalent Students(
)/Full-time Equivalent Faculty (
)
Note: the FTES data used in this report was captured at the same time FTEF was captured, which is about 7 weeks after census date. This number will differ from the census
FTES.
FTES
Fall 2014
Lower Division
Upper Division
Total
Graduate Division
Anthropology
111.0
191.8
11.0
Total
111.0
191.8
11.0
FTEF
Fall 2014
Lower Division
Upper Division
313.7
313.7
Total
Graduate Division
Anthropology
2.2
6.3
1.3
9.8
Total
2.2
6.3
1.3
9.8
SFR Four year trend Sp 2013: 28.9, Fall 2013: 31.2, Sp 2014: 31.5, Fall 2014: 31.9 (no data available for
Behavioral Science).
9. Faculty tenure/Tenure track ratios
FTEF
2010/11
2011/12
2012/13
2013/14
2014/15
Fall 2010
Spring 2011
Avg
Fall 2011
Spring 2012
Avg
Fall 2012
Spring 2013
Avg
Fall 2013
Spring 2014
Avg
Fall 2014
Avg
Tenured
5.8
5.0
5.4
4.0
5.2
4.6
5.0
4.3
4.6
4.0
4.0
4.0
4.8
4.8
Probationary
2.0
2.0
2.0
3.0
3.0
3.0
2.0
2.0
2.0
2.0
2.0
2.0
2.3
2.3
Temporary
5.2
6.2
5.7
5.8
4.8
5.3
5.2
4.4
4.8
6.0
5.0
5.5
5.4
5.4
13.0
13.2
13.1
12.8
13.0
12.9
12.2
10.7
11.4
12.0
11.0
11.5
12.4
12.4
Total
Reflection.
Enrollments have declined slightly over the past two years in part reflecting the overall trend of the
University in reduced enrollments. However, SFR has increased slightly indicating the general efficiency
of the department and the introduction of a new program to the portfolio. The Graduate Program
continues steady and will bring in the largest cohort in the Fall 2015 semester. The expectation is that
again SFR will increase as these numbers rise and department retirements take effect. The numbers also
show that the departments hosts programs attracting a significantly diverse student population. The
overall trend has been an increase in degrees awarded and to an increasingly diverse population. The
department is especially proud of this outcome.
10. Ongoing assessment in the Anthropology department identified three areas last cycle that would
best serve student career goals. These include; rigorous standards in written communication; broader
access to methods courses; and curriculum targeting contemporary and future organizations. In
response, the department implemented higher standards in writing in all major courses, and made it
easier for students in Behavioral Science to take methods courses where specific research skills are
facets of the curriculum. The Organizational Studies program has now completed its first full academic
year. In closing the loop we have assessed Organizational Studies in a manner consistent with what we
have been developing as an assessment protocol in other programs.
For the Spring semester of 2015, PLOs 4 and 6 were assessed for the Anthropology program, and PLO 3
for the Masters in Applied Anthropology. The objective of assessment was twofold: Are the elements
described in the PLO being included as content in instruction, and in how are students being assessed
for competency. Two courses from the rotation of undergraduate upper-division and one course from
the graduate program were evaluated. All of the PLO for Organizational Studies were reviewed for the
first completed academic year.
11. Assessment data for this report was gathered through direct discussion with faculty who evaluate
student performance using various criteria. The most common instruments are term projects and
examinations that have embedded questions or elements that link to the PLO. The department has
initiated a process of determining course and PLO alignment with faculty participation and input. The
most useful element of this practice is enabling instructors to reflect on how each CLO is assessed during
the semester. In the previous year faculty mapped their courses onto the ULG. This year we have also
mapped the PLO of Org Studies to the ULG.
Results from the Assessment process suggest that content specific to PLO 4 (Knowledge of the
discipline) are unevenly addressed. Data underscore that PLO 6 (skills) remains strong. Skills instruction
is strength of the department, is routinely addressed in curriculum with clear assessment criteria, and
emphasized in multiple courses in different contexts ranging from osteology (several formats), forensics,
archaeology lab methods, and ethnographic methods. No single rubric is applied across the varied
curriculum, however, instructors use several means for evaluating student progress. Students have
opportunities through mediated class presentations, written assignments to demonstrate knowledge
acquisition and understanding, semester projects, and hands-on practical exams. These latter
assessments take place in a formal setting in the Integrative Anthropology Laboratory.
On the other hand, performance on PLO 4 appears weaker than we would have it be. While the topics
associated with this PLO are in the curriculum, it is not emphasized sufficiently and students do not
demonstrate mastery to faculty satisfaction. During the first department meeting of the Fall 2015
semester this issue and a remedy will be discussed in order to improve. No new courses are being
introduced so new emphasis will need to be engineered into current offerings.
For the Graduate Program PLO 2, two courses were used for assessment. The courses, which all
graduates in the program must take, are designed to directly address the PLO (Advanced Research
Methods and Fields of Application). Students produced several group and individual projects
demonstrating knowledge and application of various research methods, and produce research
proposals. Students are exposed to a wide ranging literature and synthesize numerous research
agendas. Through seminar engagement and meta-studies students demonstrate a broad knowledge of
the historical trends within the discipline, particularly with real-world issues. It is felt that this
component of the program is robust. Course content was found to be closely aligned between PLO and
CLO, and consistent with the department Umbrellas for integrative learning. No changes are being
proposed.
12. The process is not complete and will not be for several semesters. Instructors have only been
requested to complete the CLO/assessment evaluation for one course per semester, and only a third of
faculty were asked to participate in the pilot. However, this produced a significant data set for our small
department. The CLO/assessment matrix informs the course instructors regarding practice and serves to
stimulate conversations surrounding instruction within the department.
13. The Anthropology Department has successfully implemented a new major and has continued to
grow the Masters program with a substantial number of new admissions for the coming year. The
department remains steadfastly a mixed portfolio of inter-disciplinary, intra-disciplinary and integrative
studies. No changes are planned in the Master’s Program, however, the faculty has begun to discuss
specific graduation criteria in addition to the culminating experience that is required of students beyond
their thesis or project report. Assessment of the Organizational Studies program will lead to minor
changes as detailed above.