SJSU Annual Program Assessment Form
Academic Year 2013-2014
Department: Sociology & Interdisciplinary Social Science (SISS)
Program:
Sociology & Interdisciplinary Social Sciences (SISS)
College:
Social Science
Website:
www.sjsu.edu/siss
_ Check here if your website addresses the University Learning Goals.
Program Accreditation: The BA Social Science Preparation for Teaching (Single Subject) and the BA
Social Science Preparation for Teaching (Multiple Subjects) are accredited by the State of California
Commission for Teaching Credentialing (CCTC, http://www.ctc.ca.gov )
Contact Person and Email:
Preston Rudy preston.rudy@sjsu.edu, Wendy Ng wendy.ng@sjsu.edu
Date of Report: 1 June 2014
Part A
1. List of Program Learning Outcomes (PLOs)
Sociology BA Program Learning Outcomes
1. Students will be able to think sociologically about the relationship between social structure,
interaction, identities, and inequalities;
2. Students will be able to identify and explain major sociological theories and apply them to
everyday life;
3. Students will be proficient in qualitative and quantitative research design, data collection and
data analysis;
4. Students will be proficient in oral and written communication skills appropriate to the discipline;
5. Students will be able to practice sociology as educated and civically engaged persons.
Sociology MA Program Learning Outcomes
1. Students will be able to evaluate theoretically driven contributions through historical and
contemporary issues such as race/ethnicity relations, social political and economic inequalities, work
and corrections;
2. Students will be able to interpret and evaluate critically published research and conduct research
by formulating theory driven research questions;
3. Students will be able to communicate sociological knowledge using oral, written, and other
technologically driven mediums;
4. Students will be able to participate in meaningful and thoughtful dialogues and conversations as
educated people;
5. Students will be able to participate in a democratic society as critically engaged citizens.
BA Program in Social Science, Teacher Preparation (Single/Multiple Subject)
The BA Social Science Teacher Preparation Program (SSTP) is accredited by the California Commission
for Teacher Credentialing (CCTC) and as such does not have Program Learning Objectives. Consistent
with the California Academic Content Standards of K-12 students and the CCTC, they have the following
requirements:
1. The major will provide students with the opportunity to learn and apply significant ideas,
structures, methods, theories and core concepts in the specified disciplines that underlie the K-12
curriculum.
2. The major will prepare prospective teachers to analyze complex discipline-based issues;
synthesize information from multiple sources and perspectives; communicate skillfully in oral and
written forms and use appropriate technologies.
3. The essential understanding, knowledge and appreciation of diverse perspectives and
contributions by and about diverse groups is included in the required courses.
4. The SSTP major provides prospective teachers with planned, structured field experiences in
classrooms; the field experiences are linked to coursework and give breadth of experience with
diverse populations.
The department at its first meeting of the academic year (August), discusses the PLO that will be
assessed and how it will be assessed, and the evaluation of the prior PLO assessment and what that
means for the program. To date, the department has used the Capstone course and a survey of seniors
who are completing the capstone course, to assess the learning outcomes. Our survey borrows from
the American Sociological Association survey of graduating seniors, developed for 2005 and since
replicated with subsequent cohorts of graduates at a representative sample of sociology programs in
the US. (http://www.asanet.org/research/briefs_and_articles.cfm#degrees%20and%20majors )
2. Map of PLOs to University Learning Goals (ULGs)
The following map is the result of the members of the sociology department discussing the
revision of the PLOs in 2012 and aligning them with the ULGs, as part of a process of
reconfiguring the department courses following the removal of criminology.
BA Sociology
University Learning Goals
1.1: Developed the depth of knowledge required for a degree, as
identified by its program learning outcomes
PLO
#1
PLO
#2
PLO
#3
*
*
*
2.1: Developed mastery in each step of an investigative, creative
or practical project
*
2.2: Developed an understanding of the implications of results or
findings from a particular work in a societal context
*
PLO
#4
PLO
#5
2.3: Demonstrated an understanding of critical components of
broad academic areas, the arts, humanities, social sciences, and
sciences and their integration
*
*
3.1: Developed fluency in the use of specific theories, tools,
technology and graphical representation
*
*
*
*
3.2: Developed skills and abilities necessary for life-long learning:
critical and creative thinking, effective communication,
conscientious information gathering and processing, mastery of
quantitative methodologies, and the ability to engage effectively
in collaborative activities
*
*
*
*
*
4.1: Developed the ability to integrate theory, practice, and
problem-solving to address real world issues
*
*
*
*
*
4.2: Developed the ability to apply their knowledge and skills to
new settings or in addressing complex problems
*
*
*
*
*
*
*
*
*
*
*
*
*
4.3: Developed the ability to work productively as individuals and
in groups
5.1: Developed the ability to act intentionally and ethically to
address a global or local problem in an informed manner with a
multicultural and historical perspective and a clear
understanding of societal and civic responsibilities
*
*
5.2: Developed diverse and global perspectives through
engagement with the multidimensional SJSU community
*
*
The (*) asterisk symbol indicates that the PLO addresses the ULG.
MA Sociology
University Learning Goals
1.1: Developed the depth of knowledge required for a degree, as
identified by its program learning outcomes
PLO
#1
PLO
#2
PLO
#3
PLO
#4
PLO
#5
*
2.1: Developed mastery in each step of an investigative, creative
or practical project
*
2.2: Developed an understanding of the implications of results or
findings from a particular work in a societal context
*
2.3: Demonstrated an understanding of critical components of
broad academic areas, the arts, humanities, social sciences, and
sciences and their integration
*
*
*
3.1: Developed fluency in the use of specific theories, tools,
technology and graphical representation
*
*
*
*
*
3.2: Developed skills and abilities necessary for life-long learning:
critical and creative thinking, effective communication,
conscientious information gathering and processing, mastery of
quantitative methodologies, and the ability to engage effectively
in collaborative activities
*
*
*
*
*
4.1: Developed the ability to integrate theory, practice, and
problem-solving to address real world issues
*
*
*
*
*
4.2: Developed the ability to apply their knowledge and skills to
new settings or in addressing complex problems
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
4.3: Developed the ability to work productively as individuals and
in groups
5.1: Developed the ability to act intentionally and ethically to
address a global or local problem in an informed manner with a
multicultural and historical perspective and a clear
understanding of societal and civic responsibilities
*
5.2: Developed diverse and global perspectives through
engagement with the multidimensional SJSU community
*
The (*) asterisk symbol indicates that the PLO addresses the ULG.
3. Alignment – Matrix of PLOs to Courses
BA Sociology Courses
001: Introduction to Sociology
PLO
#1
PLO
#2
S
S
015: Statistical Applications in the Social Sciences
S
057: Community Involvement and Personal Growth
080: Social Problems
PLO
#3
S
PLO
#5
S
S
S
S
S
S
S
S
S
100W: Writing Workshop
101: Social Theory
PLO
#4
S
S
S
S
102: Introduction to Statistics
S
S
103: SPSS Computer Analysis
S
S
104: Quantitative Research Methods
S
S
A
A
S
S
104B: Advanced Quantitative Research Methods
A
A
105: Qualitative Research Methods
A
105B: Advanced Qualitative Research Methods
A
A
A
A
A
116: Global Society
S
S
S
S
S
118: Sociology of Human Rights and Social Justice
S
S
S
S
S
120: Contemporary Social Issues
S
S
S
S
S
122: Women in the Second Half of Life (x-list w/Women’s
Studies)
S
S
S
S
123: Sociology of the Future
S
S
S
S
140: Sociology of Media
S
S
S
S
145: Community Mental Health (x-list w/Health Sciences)
S
S
S
S
146: Work, Power, and Leisure
S
S
S
S
151: Violence in the Family
S
S
S
S
154: Sociology and Non-Conforming Behavior
S
S
S
S
159: Violence and War
S
S
S
S
160: Immigration and Identity
S
S
S
S
161: City Life
S
S
S
S
162: Race and Ethnic Relations
S
S
S
S
163: Social Change
S
S
S
S
S
164: Social Action
S
S
S
S
S
165: Poverty, Wealth and Privilege
S
S
S
S
166: Medical Sociology
S
S
S
S
169: Political Sociology
S
S
S
S
170: Sociology of Family
S
S
S
S
171: Person and Society
S
S
S
S
172: Lesbian, Gay, Bi, Transgender Studies
S
S
S
S
173: Socialization and Identity
S
S
S
S
174: Sexualities
S
S
S
S
175: Sociology of Masculinities and Femininities
S
S
S
S
176: Sociology of Everyday Life
S
S
S
S
177: Sociology of Education (x-list w/Social Sciences)
S
S
S
S
178: Sociology of Childhood
S
S
S
S
180: Individual Studies
S
S
S
S
181: Service Internship
S
S
181B: Sociology Career Capstone
A
A
A
A
182: Ethnicity and Aging (x-list w/Asian American Studies)
S
S
S
S
A
187: United States Social History
S
S
S
S
193: Behavioral Science in Practice
S
S
S
S
199H: Senior Honors Thesis
A
A
A
A
A
PLO
#2
PLO
#3
PLO
#4
PLO
#5
200A: Methods in Social Research I: Research Design
S
S
S
200B: Methods in Social Research II: Statistical Techniques
S
S
S
The “S” symbol indicates that the course supports the PLO.
The “A” symbol indicates that the PLO is assessed in the course.
MA Sociology Courses
PLO
#1
201A: Sociological Theory I
S
S
S
S
201B: Sociological Theory II
S
S
S
S
223: Seminar in Sociological Issues
S
S
S
S
254: Seminar in Deviance and Social Control
S
S
S
S
261: Seminar in Urban Sociology
S
S
S
S
263: Seminar in Social Change
S
S
S
S
S
269: Seminar in Political Sociology
S
S
S
S
S
270: Seminar in the Modern Family
S
S
S
S
273: Selected Topics in Microsociology
S
S
S
S
276: Small Group Theory and Research
S
S
S
S
281: Internship in Sociology
S
S
S
S
285: Seminar in Social Inequality
S
S
S
S
S
S
S
294: Seminar in Research Design
S
S
298: Special Study
A
A
A
A
A
299: Master’s Thesis or Project
A
A
A
A
A
The “S” symbol indicates that the course supports the PLO.
The “A” symbol indicates that the PLO is assessed in the course.
4. Planning – Assessment Schedule
PLO
#1
PLO
#2
PLO
#3
PLO
#4
PLO
#5
Fall
2012
D
Spring
2013
C
Fall
2013
D
D
C
D
D
C
C&D
D
D
C=collect data
Spring
2014
Fall
2014
I
Spring
2015
I
C
I and C
D
C
D
I
C
D
D=discuss assessment and/or results
Fall
2015
Spring
2016
C
C
D
Fall
2016
D
I
I
I=implement changes (if any)
5. Student Experience
The PLOs are included on the syllabi distributed to students in each course. The department web site
has been in the process of changing because of the merger of Sociology and Interdisciplinary Social
Sciences, and for the Fall 2014 the PLOs will be on the department web site. The PLOs are discussed at
the start of the semester in upper division courses in the review of the syllabus and the work for each
semester. Student feedback is not formally considered in the creation of the PLOs, but feedback from
students about the program and specific courses is incorporated into the department discussion and
planning of learning outcomes.
Part B
6. Graduation Rates for Total, Non URM and URM students (per program and degree)
University Goals
Sociology UG
Freshmen Fall
2007 cohort
Sociology UG
Transfers Fall
2010 cohort
Sociology Grads
Fall 2010 cohort
SocialSciences UG
Freshmen Fall
2007 cohort
SocialSciences UG
Transfers Fall
2010 cohort
SocialSciences
Grads Fall 2010
cohort
Total
51.6%
50.0%
Non-URM
53.2%
57.1%
URM
47.8%
50.0%
Other
67.0%
72.5%
66.7%
50.0%
57.1%
25.0%
100%
100%
50.0%
40.0%
60.0%
50.0%
83.3%
100%
83.3%
0%
O%
O%
0%
0%
0.0%
7. Headcounts of program majors and new students (per program and degree)
Headcount of program majors and concentrations
Fall 09
Fall 10
Fall 11
Fall 12
Fall 13
Sociology
BA
Socio
BA Soc
Criminology
BA Social
Interact
BA Soc
Comm
Change
MA Soci
496
506
575
483
522
191
269
330
308
422
266
195
197
134
58
20
26
27
24
24
19
16
21
17
18
31
22
20
23
22
ISS
BA Soc
Sciences
97
74
82
87
78
32
29
33
39
42
BA
Teach
Prep
55
45
49
48
36
New Students Enrolling in the majors and concentrations
Sociology
Fall 09
Freshmen
Fall 09
Transfer
Fall 09
Total
Fall 10
Freshmen
Fall 10
Transfer
Fall 10
Total
Fall 11
Freshmen
Fall 11
Transfer
Fall 11
Total
Fall 12
Freshmen
Fall 12
Transfer
Fall 12
Total
Fall 13
Freshmen
Fall 13
Transfer
Fall 13
Total
BA
Socio
BA Soc
Criminology
BA Soc Int
BA Soc
Comm
Change
ISS
BA Soc
Sciences
MA Soc
42
2
56
8
98
34
70*
1
7
10
43
4
77
12
120
120
8
16
41
9
54
12
95
95
14
21
7
6
25
13
32
32
10
19
48
3
123
17
170
170
8
20
5
5
4
12
10
11
13
6
10
10
* Fall 2009 was the last year of the criminology concentration. The faculty for that concentration
transferred to the Department of Justice Studies.
8. SFR and average section size (per program)
SFR
Fall 2006
Fall 2007
Fall 2008
Fall 2009
Fall 2010
Fall 2011
Fall 2012
Fall 2013
University
21.6
22.0
22.4
21.6
22.1
21.8
22.6
24.3
College Soc Sci
24.4
25.0
26.0
24.1
23.6
24.3
25.9
27.3
Sociology
26.2
29.1
26.0
25.6
24.9
26.2
29.3
31.9
ISS
20.4
22.5
18.7
18.6
17.0
12.9
17.2
22.0
BA
Teach
Prep
9. Percentage of tenured/tenure-track instructional faculty (per department)
2009/10 avg
2010/11 avg
2011/12 avg
2012/13 avg
2013/14 avg
University
College Soc Sci
% (total FTEF)
Sociology
% (total FTEF)
ISS
% (total FTEF)
55.3%
53.5%
49.1%
51.6%
47.3%
57.6% (183.6)
54.4% (186.5)
49.3% (194.0)
53.3% (186.2)
53.9% (187.0)
67.0% (17.6)
63.3% (18.0)
48.1% (15.4) *
47.1% (13.8)
53.2% (15.6)
74.0% (9.6)
71.0% (8.6)
70.0% (9.6)
61.2% (10.3)
58.6% (8.7)
Part C
10. Closing the Loop/Recommended Actions
From prior assessment we developed the capstone course (SOCI 181B) to provide a vehicle for assessing
students who have been through the BA in sociology courses and to help the graduates prepare for the
labor market. Additionally, we developed this course because research conducted by the American
Sociological Association indicated that capstones and effective transitions to work have become
singularly important to students facing uncertain employment.
Second, the sociology department in the last two years designated a member of the faculty to advise
students. This position comes with one course release per semester so that person may dedicate the
time necessary to meet with students and participate in campus workshops for advisors.
11. Assessment Data
The data for this report consists of a survey of students who participated in the senior courses, primarily
the Senior Capstone (SOCI 181B), but including the advanced methods courses in quantitative (SOCI
104B) and qualitative (SOCI 105B) methods. Secondly, the data also consists of the evaluation of
student oral presentations on two books in the Senior Capstone course during Spring 2014.
The Survey of seniors has been conducted Spring 2013, Fall 2013 and Spring 2014, but we have thus far
only compiled the data for Spring 2013. This data indicates a variety of factors, but the department has
focused on it as an evaluation of PLO #3 pertaining to methodological proficiency of students. This
conclusion emerged from two specific questions posed to the seniors graduating. To a statement “I can
create a hypothesis with independent and dependent variables” 32 percent of the student “strongly
agree”, though if we add those responding with “agree” to the first group, 94 percent of the students
are included in these two groups. To a statement “I can discuss percentages and tests of significance in
a two variable table” 27 percent of students “strongly agree.” If one adds those responding “agree” to
this first group the total comes to 77 percent. The conclusion of the department based on these selfreported evaluations of learning outcomes is to take action to increase the number of students who can
respond “strongly agree” to these statements. We believe that the responses to subsequent surveys
will replicate these results and require action by the department beginning in Fall 2014.
The evaluation of student oral presentations in SOCI 181B during Spring 2014 forms the basis of an
evaluation of PLO #4, specifically the oral communication and presentation of information. Students
were assigned in groups to present one chapter from one of two books that the class was reading. The
first book, Steve Sallaz’ Labor, Work, Economy is a presentation of what economic sociologists have
learned about work and the economy. The book is an argument that contests the standard
explanations, mostly coming from economists, about how work is organized and its significance in
people’s lives. The second book, Juliet Schor’s True Wealth which is also an argument against what she
refers to as “Business as Usual” consisting of resource intensive, ecologically destructive growth of a
commodity consumption society, posing the ecological necessity to move away from consumerism,
which she also argues will produce more satisfying lives.
Student oral presentations from eighty five percent of the 77 enrolled in two sections missed the
argument and were confused about the material. Moreover, while a majority of students were able to
design power-points, they largely missed the key points and were not fully prepared in making the
presentations.
12. Analysis
With respect to PLO #3, students are proficient in presenting written reports. They self-report an ability
and confidence in doing so, and in their written work for the senior capstone, they achieve a B or better
grade on their written reports. The oral portion of this PLO is of concern for the Fall 2014. That
students are not proficient at the same level as they are in written reports results in part from the bulk
of assignments in Sociology in particular being written reports. Moreover, as the majority of our
students are first generation college students, and
13. Proposed changes and goals
Using the WASC criteria for program review, the department is “emerging” in its assessment scheduling
and action. As a newly merged program of two departments and now fully adjusted to the absence of
the criminology courses, the department has created an assessment coordinator with a 0.2 per
semester of assigned time. This will enable to department to move from emerging to developed.