STUDENT LEARNING ASSESSMENT PROGRAM
SUMMARY FORM AY 2012-2013
Degree and
Program Name:
Sociology/Anthropology
Submitted By:
Michael D. Gillespie, on behalf of the
departmental Assessment committee
Please use size 10 font or larger.
Please complete a separate worksheet for each academic program
(major, minor) at each level (undergraduate, graduate) in your
department. Worksheets are due to CASA this year by June
14, 2013. Worksheets should be sent electronically to
kjsanders@eiu.edu and should also be submitted to your college
dean. For information about assessment or help with your
assessment plans, visit the Assessment webpage at
http://www.eiu.edu/~assess/ or contact Karla Sanders in CASA at
581-6056.
PART ONE
What are the learning
objectives?
1. Develop the ability to write
in the discipline of sociology.
Expectations increased with
course level
- 1000 & 2000: Freshman
and Sophomore Level
Courses
- 3000 & 4000: Junior and
Senior Level Courses
How, where, and when are they
assessed?
SOC 2721 (Social
Stratification): Family History
Paper
SOC 3820 (Environmental
Sociology): Research Paper /
course assignment; Fall 2012
SOC4750 (Juvenile
Delinquency): PowerPoint
project / course assignment
SOC 4790 (Correctional
Process): Literature review /
course assignment
SOC 4820 (Sociology of Health
and Health Care): Research
Paper / course assignment;
Spring 2013
What are the expectations?
What are the results?
Core Courses
Research on the student’s
79.3%
family history (Grade of 75%
or higher)
Elective Courses
Literature Review based on
72.2%
student’s areas of interest /
research; (Grade of 75% or
higher)
PowerPoint project to discuss a 84.0%
juvenile issue/concern and
present research to assess
viable solutions; (Grade of
80% or higher)
Literature review focusing on
60.6%
specific issues in corrections;
(Grade of 75% or higher)
Literature Review based on
81.8%
student’s areas of interest /
research; (Grade of 75% or
higher)
Committee/ person
responsible? How are
results shared?
Prof. Deerman
Prof. Hendrickson
Prof. Benedict
Prof. Bass
Prof. Hendrickson
2. Students will develop
knowledge and application of
sociological theories.
Expectations increased with
course level
- 1000 & 2000: Freshman
and Sophomore Level
Courses
- 3000 & 4000: Junior and
Senior Level Courses
SOC 2761* (Intro. To
Criminology): Applied Exam
Question / test assessment; Fall
2012
This course is required for the
Criminology Minor, not the
Sociology Major
SOC 3050 (Sociological
Theory): Theory Application
Assignments / course assignment
Core Courses
Application of Agnew’s Strain 44.6%
Theory (Percent Correct)
SOC 3620 (Methods of
Sociological Research): Exam
Questions
Application of one or more
theories to a current event,
video clip, news item, etc.
(Grade of 80% or higher
cumulative)
Correct responses on Multiple
Choice Exam Questions
(Percent Correct)
Overall: 83.2%
SOC 4900 (Current Issues in
Sociology; Capstone): Final
Exam Questions
Correct responses on Multiple
Choice Exam Questions
(Percent Correct)
SOC 3650 (Social Psychology):
Individual Research Presentation
Elective Courses
Presentation of research of
70.4%
interest to the student (Grade
of 75% or higher)
Prof. Bass
Prof. Hendrickson
Fall 2012: 78.1%
Spring 2013: 88.1%
Percent Correct on questions
asking about (F12/SP13):
 Macrotheory:
(93.0% / 93.0%)
 Positivist: (53.0% /
29.0%)
 Symbolic
Interaction: (70.0%
/ 67.0%)
 Feminism: (92.0%
/ 93.0%)
Percent Correct on questions
asking about:
 Verstehen: 91.7%
 Praxis: 43.8%
 Normative: 39.6%
 Value-Laden
Theories: 45.8%
 Critical Sociology:
93.8%
 Professional
Sociology: 79.2%
Prof. Lovekamp
Prof. Eckert
Prof. Deerman
SOC 3660 (Social
Organization): Reading
Presentation; Spring 2013
SOC 3690A (Sociology of
Sexuality): Reading
Presentation; Spring 2013
SOC 3903 (Gender Roles and
Social Change): Midterm Exam
Essay / test assessment; Spring
2013
SOC 4000 (Sociology of Work
and Occupations): Reading
Presentation; Fall 2012
Presentation on dominant
sociological perspectives as
applied to an area of interest to
the student (Grade of 80% or
higher)
Presentation on dominant
sociological perspectives as
applied to an area of interest to
the student (Grade of 80% or
higher)
Application of one theory of
gendered behavior (Grade of
80% or higher)
82.0%
Prof. Woodley
82.0%
Prof. Woodley
50.0%
Prof. Bass
Presentation on dominant
sociological perspectives as
applied to an area of interest to
the student (Grade of 80% or
higher)
95.0%
Prof. Woodley
3. Students will develop the
skills necessary to undertake
sociological inquiry.
Expectations increased with
course level
- 1000 & 2000: Freshman
and Sophomore Level
Courses
- 3000 & 4000: Junior and
Senior Level Courses
SOC 3620 (Methods of
Sociological Research): Survey
and Qualitative Field
Assignments
SOC 3630 (Statistical Analysis
of Social Data): Applied
Analysis Paper
SOC 4900 (Current Issues in
Sociology; Capstone):
Research/Inquiry Assignment
SOC 3650 (Social Psychology):
Individual Research Presentation
SOC 3903 (Gender Roles and
Social Change): Research
Assignment
Core Courses
Adequate administration and
Percent Adequate (SP13):
analysis of findings (Grade of
 Survey
80% or higher)
Assignment: 59.1%
 Qualitative
Assignment: 87.7%
Conduct a univariate and
bivariate descriptive analysis,
and bivariate hypothesis test
(Grade of 80% or higher)
Proper Analysis of
Quantitative and Qualitative
Research Articles (Grade of
80% or higher )
Fall 2012: 89.09%
Spring 2013: 82.14%
Percent Adequate on:
 Quantitative
Inquiry: 76.0%
 Qualitative Inquiry:
92.0%
Elective Courses
Presentation of research of
70.4%
interest to the student (Grade
of 75% or higher)
Research / Current Events
EIU Sexual Assault Policy
(Grade of 75% or higher)
Research: 100.0%
Prof. Lovekamp
Prof. Gillespie
Prof. Eckert
Prof. Deerman
Prof. Bass
4. Demonstrate the literacy
necessary to read and analyze
social statistics.
SOC 3620 (Methods of
Sociological Research): Exam
Questions
Expectations increased with
course level
- 1000 & 2000: Freshman
and Sophomore Level
Courses
- 3000 & 4000: Junior and
Senior Level Courses
SOC 3630 (Statistical Analysis
of Social Data): Exam Essay
SOC 3660 (Social
Organization): Reading
Presentation; Spring 2013
SOC 3690A (Sociology of
Sexuality): Reading
Presentation; Spring 2013
SOC 4000 (Sociology of Work
and Occupations): Reading
Presentation; Fall 2012
Core Courses
Correct responses on Multiple
Percent Correct on questions
Choice Exam Questions
asking about (F12/SP13):
(Percent Correct)
 Bivariate: (95.0% /
89.0%)
 Multivariate:
(91.0% / 95.0%)
 Frequency
Distribution:
(81.0% / 67.0%)
 Coding: (71.0% /
71.0%)
 Data Entry: (97.0%
/ 92.0%)
 Central Measure 1:
(83.0% / 82.0%)
 Central Measure 2:
(88.0% / 95.0%)
 Range: (90.0% /
94.0%)
Definition and Application of
Spring 2013: 82.0%
Statistical Literacy Final Exam
Question (Grade of 80% or
higher)
Elective Courses
Presentation on dominant
82.0%
sociological perspectives as
applied to an area of interest to
the student (Grade of 80% or
higher)
Presentation on dominant
82.0%
sociological perspectives as
applied to an area of interest to
the student (Grade of 80% or
higher)
Presentation on dominant
95.0%
sociological perspectives as
applied to an area of interest to
the student (Grade of 80% or
higher)
Prof. Lovekamp
Prof. Gillespie
Prof. Woodley
Prof. Woodley
Prof. Woodley
5. Students will develop
integrative learning skills by
applying the sociological
imagination.
Expectations increased with
course level
- 1000 & 2000: Freshman
and Sophomore Level
Courses
- 3000 & 4000: Junior and
Senior Level Courses
SOC 2721 (Social
Stratification): Family History
Paper (Fall 2012) and Ideas
Paper (Spring 2013)
SOC 3820 (Environmental
Sociology): Research Paper /
course assignment; Fall 2012
SOC 3903 (Gender Roles and
Social Change): Research
Assignment
SOC 4820 (Sociology of Health
and Health Care): Research
Paper / course assignment;
Spring 2013
Core Courses
Research on the student’s
Family History Project:
family history or topic of
79.3%
interest (Grade of 75% or
higher)
Ideas Paper: 92.8%
Elective Courses
Video Reviews that connect
77.7%
course materials with video
content (Grade of 80% or
higher)
Research on chosen career
Media to Academia
field and the gender diversity / Assignment: 64.7%
wage of this field (Grade of
80% or higher)
Video Reviews that connect
84.8%
course materials with video
content (Grade of 80% or
higher)
Prof. Deerman
Prof. Hendrickson
Prof. Bass
Prof. Hendrickson
6. Students will be able to
effectively and ethically
discuss issues of diversity in
US society and
internationally.
Expectations increased with
course level
- 1000 & 2000: Freshman
and Sophomore Level
Courses
- 3000 & 4000: Junior and
Senior Level Courses
SOC 2721 (Social
Stratification): Final Exam
Question
SOC 3903 (Gender Roles and
Social Change): Research
Assignment
Core Courses
Essay on Whistling Vivaldi
Fall 2012: 75.6%
(Grade of 75% or higher)
Spring 2013: 72.3%
Prof. Deerman
Elective Courses
Research / Current Events
Media to Academia
(Grade of 75% or higher)
Assignment: 52.6%
Prof. Bass
7. Demonstrate an ability to
think critically.
Expectations increased with
course level
- 1000 & 2000: Freshman
and Sophomore Level
Courses
- 3000 & 4000: Junior and
Senior Level Courses
SOC 2761* (Introduction to
Criminology): Final Exam
Question
Core Courses
Discuss data on a crime, a
68.9%
theory, and a related policy
(Grade of 80% or higher)
Prof. Bass
This course is required for the
Criminology Minor, not the
Sociology Major
SOC 3660 (Social
Organization): Reading
Presentation; Spring 2013
SOC 3690A (Sociology of
Sexuality): Reading
Presentation; Spring 2013
SOC 4000 (Sociology of Work
and Occupations): Reading
Presentation; Fall 2012
SOC 4750 (Juvenile
Delinquency): Research analysis
of juvenile phenomena
SOC 4790 (The Correctional
Process): Writing assignment on
juvenile justice system
Elective Courses
Presentation on dominant
82.0%
sociological perspectives as
applied to an area of interest to
the student (Grade of 80% or
higher)
Presentation on dominant
82.0%
sociological perspectives as
applied to an area of interest to
the student (Grade of 80% or
higher)
Presentation on dominant
95.0%
sociological perspectives as
applied to an area of interest to
the student (Grade of 80% or
higher)
Discuss and analyze research
79.0%
to determine appropriate
treatment and outcomes on a
juvenile issue (Grade of 80%
or higher)
Review and provide an opinion 85.3%
of juveniles sentenced to life
without parole (Grade of 80%
or higher)
Prof. Woodley
Prof. Woodley
Prof. Woodley
Prof. Benedict
Prof. Bass
PART TWO
Describe your program’s assessment accomplishments since your last report was submitted. Discuss ways in which you have responded to the
CASA Director’s comments on last year’s report or simply describe what assessment work was initiated, continued, or completed.
The accomplishments of our departmental assessment for the 2012-2013 Academic Year are the result of revisiting, rewriting, and reengaging with the assessment process overall. This process has redesigned and implemented the beginnings of a new assessment for
our department. Our department assessment committee, including Professor Katherine Bass, Professor Gene Deerman, and
Department Chair Craig Eckert, and Professor Michael D. Gillespie, is focused on establishing a baseline to describe and measure
what our program does, and how to assess this work in the future.
In November of 2012, Dr. Gillespie was asked to take-over the chairperson’s position of this committee and promptly met with Karla
Sanders to discuss the history of the department’s lagging assessment efforts and strategize for more robust reports. Karla walked
through the assessment process and encouraged that, at the base, the Department of Sociology and Anthropology revisit our objectives
and how progress is measured. In previous reports, this committee has essentially used a single course – Sociology 4900, the capstone
for majors – to provide assessment information. The focus should now be on the breadth and depth of our course offerings. Karla
encouraged the committee to revisit the basic point of doing assessment and form a new baseline to facilitate both future assessments
and the progress of our overall program. Therefore once the decision was made to know about what we already do as a department,
the assessment should unfold quite seamlessly.
Incorporating this advice, the tremendous work of the committee included these redesign efforts:
- Content analysis of course descriptions and objectives within current syllabi for all required and elective courses in the
major
- Detailing common themes and “cross-walking” courses to see where common objectives emerge
- Drafted list of common themes and objectives
- Matched new themes and objectives with former assessment objectives
- Re-wrote objectives to be more inclusive and better reflect the work of the department.
- Sent new objectives to all department faculty for comments and engaged in a guided discussion during a
faculty/department meeting
- Revised objectives based on comments from faculty outside of the committee
- Developed a reporting form for faculty to detail which courses and assignments/activities/test items/etc. could be used to
address each objective.
Concerning how these objectives and indicators are reported, each faculty member has independently established what “adequate”
means in the context of their own indicators (for example, whether adequate is 75%, 80%, or the percent of students answering an
exam question correctly). Therefore, these data necessarily vary; it is the will of the committee to allow for this variation in coming
years. Second, as courses get more difficult, between lower 1000 and 2000 to 300 and 4000 levels, these adequacy marks are harder
to attain given the level and nature of the course work; having similar benchmarks and similar results reflect that students are making
good progress through the program.
The committee is committed to the on-going collection of possible indicator data and reports from faculty on their identified
assignment/evaluation of student progress in individual courses. These will be incorporated into future assessment reports and utilized
in our continued efforts. It is recognized that this will take some time, another year or two, to become institutionalized within the
department as we will continually work to gain rapport with departmental members who may not fully understand or supporting such
reporting, or are skeptical of the assessment process overall.
It is the hopes of the committee that, within 2 or 3 years, this assessment process will be become an integral part of our program
delivery. As we accumulate more feedback and data, and are able to use these reports, we will be able to show the quality work of the
department. At the base, this report – and future reports – will be provided to faculty to facilitate continued feedback and program
improvement.
As an attachment to this report, our former and re-written objectives are provided for CASA’s review and information.
PART THREE
Summarize changes and improvements in curriculum, instruction, and learning that have resulted from the implementation of your assessment
program. How have you used the data? What have you learned? In light of what you have learned through your assessment efforts this year and
in past years, what are your plans for the future?
Because we have embarked on the redesign of our departmental assessment, these data are considered a new or reestablished baseline
on which we will move forward.
However, taking on this process and asking our committee and full faculty membership to consider, review, and comment on a set of
new objectives has sparked renewed interest in assessment. Through the work of the committee, the full faculty has been asked to
consider their teaching and course content, and provide constructive feedback on these objectives. The faculty have considered their
courses and indicated where they best feel they can contribute assessment data in the form of an assignment, exam question(s),
projects, or other materials. This will be an ongoing process as we move forward to establish a more robust assessment.
Based on previous assessments and through this redesign process, it is clear that, in order to foster faculty buy-in and utilization, this
report and the subsequent feedback we receive from CASA must be shared within our department. Concern has been given as we
elicit feedback on the assessment process that once course data are given by faculty, historically there has never been any additional
discussion of these objectives or departmental review of the report. Therefore a top priority is to disseminate this report as soon as
possible to the faculty. What is more, this report and CASA feedback should serve as a fundamental piece of information for a
departmental retreat to be convened prior to the Fall 2013 semester.
Other points from which our department is moving forward to better assess the program are as follows:
 Informal discussions by department faculty as to how we can work to better address the objectives we intend to address, but
that have been lost along the way due to teaching courses repetitively. Also, informal discussions of how our department is
contributing to overall university assessment.
 We are in the beginning stages, as a faculty, of discussing the role of the contribution of our tremendous anthropology minor,
and how its courses may address some of our objectives. Assessment goals will play a crucial role in these discussions as we
consider if some anthropology offerings can be cross-listed or counted as sociology electives. This is especially important
given the department objective focused on diversity and the lack of assessment indicators provided, as anthropological work is
rich in this area.
 One issue highlighted is the need to have a departmental assessment of students near the beginning of their studies in sociology
and anthropology through the pro-seminar Sociology 2000, and then with a repeated administration as they complete the
capstone course, Sociology 4900. This is at the top of the priority list as we move forward and continue to develop our
assessment.
APPRENDIX: Revised Learning Objectives: 2012-2013
Department of Sociology and Anthropology
Former learning objective
1. Demonstrate knowledge of
word processing, statistical
analysis, and spreadsheet use.
New Learning Objective Language
1. Develop the ability to write in the discipline of
sociology.
Rationale and Notes
For example, familiarity with the ASA citation style; ability to
describe context of the research, data, methods, findings, and
ability to evaluate conclusions offered in existing (published?)
sociological research.
Ideas for data: Progress through the core courses (social
stratification, theory, methods, statistics, and current issues) as
well as EWP submissions from Soc courses
2. Demonstrate knowledge of
sociological theories and
applications.
2. Students will develop knowledge and
application of sociological theories.
Theory assignments and/or specific open-ended test questions
which show students abilities to identify and apply social theories.
Ideas for data: 2721, 3050, 4900
3. Demonstrate knowledge
and understanding of skills
necessary for conducting
sociological research.
3. Students will develop the skills necessary to
undertake sociological inquiry.
Ideas for data: SOC3620, 3630,4900
4. Demonstrate the literacy necessary to read and
analyze social statistics.
Literacy, rather than running a formal statistical analysis should
be, and is, the focus of SOC3630. Therefore, statistical literacy is
the focus here.
Ideas for data: SOC 3660; SOC 4000; SOC3620; SOC3630 Paper;
SOC 4900
4. Demonstrate sociological
consciousness/imagination
recognizing the link between
individual experiences/issues
and larger social forces.
5. Students will develop integrative learning skills
by applying the sociological imagination.
5.Demonstrate a sociological
perspective promoting
multicultural understanding,
tolerance, and acceptance of
diversity
6. Students will be able to effectively and ethically
discuss issues of diversity in US society and
internationally.
6. Demonstrate an ability to
think critically.
7. Demonstrate an ability to think critically.
Evaluated by assignments in many of our core classes, certainly
Soc 1838G, Soc 200, Soc 2721, Soc 3050; and others: that relate
in Soc 2761, 3900, and 4790.
Exit interviews, perhaps that would be a place to assess this
information.
As part of the larger EIU set of objectives, our students should
demonstrate a sociological perspective promoting multicultural
understanding, tolerance, and acceptance of diversity.
Ideas for data: Measure outside of the core and in our electives.
As part of the larger EIU set of objectives, our students should
demonstrate an ability to think critically about important social
issues.
Ideas for data: Watson-Glaser Data; EWP Data from relevant
sociology submissions