ASSESSMENT PLAN

DEPARTMENT OF SOCIOLOGY

JUNE 2004

Mission:

The Department of Sociology at Georgia State University is committed to excellence in the advancement of knowledge about social forces, social behavior, and social change. Through dedicated research, teaching, and service, the Department’s work benefits students, colleagues, policy makers, and the public.

Scope of Assessment Plan

This Assessment Plan will cover achievements and outcomes for undergraduate majors in sociology, sociology graduates, undergraduate students in sociology courses in general education core, graduate students pursuing a MA degree in sociology, and doctoral students in sociology.

I. Outcomes and Methods

Undergraduate majors in Sociology

The Department of Sociology has identified 5 sets of learning outcomes that reflect the core set of skills that we expect students to master. They include:

I. Analytical Skills
A.	Students acquire the skills to collect data
B.	Students demonstrate appropriate computer skills
C.	Students are able to read and understand sociological research reports/articles
II. Critical Thinking Skills
A.	Students formulate research questions and formulate testable hypotheses
B.	Students are able to analyze and interpret data (hypothesis testing, drawing inferences, formulating conclusions)
C.	Students demonstrate how to use results of analysis to formulate new research questions
III. Communication Skills
A.	Students develop effective written communication and editing skills
B.	Students show appropriate writing conventions and formats
IV. Acquisition of Knowledge
A.	Students articulate key sociological concepts and theories
B.	Students apply the most up-to-date facts and information about social conditions and problems
C.	Students utilize key data sources that provide sociological information and research findings
V. Analysis of Contemporary Questions
A.	Students develop the ability to identify, analyze, and suggest solutions to pressing social problems
B.	Students analyze contemporary multicultural, global, or international questions

We propose to use a course-embedded assessment procedure for these learning outcomes. Four upper division courses are required of all sociology majors. We will use these courses for our embedded assessments. The course instructor will use a student’s performance on the final exam in Sociology 3010, Social Statistics, to assess his/her analytical skills (A and B) and critical thinking skills (B and C). Sociology 3020, Social Research Methods, is designed to be writing- intensive, following the guidelines for a Writing Across the Curriculum course. The course instructor will use the student’s final research paper to assess analytical skill (C), critical thinking skill (A), communication skills (A and B) and acquisition of knowledge skill (C). The final paper and final exam in Sociology 3030, Sociological Theory, will be used by the course instructor to assess acquisition of knowledge (A) and analysis of contemporary questions skill (B). Lastly, the final exam and term paper assigned in Sociology 3201, Wealth, Power, and Inequality, will be used by the course instructor to assess analytical skill (B) and analysis of contemporary questions skills (A and B).

Note: The assessment of computer competencies (analytical skills-B) will be accomplished by an embedded assessment by the course instructor of Sociology 3010, Social Statistics.

There are a number of advantages to using course-embedded assessments. First, student information gathered from embedded assessments draw on accumulated educational experiences and familiarity with specific areas or disciplines. Second, embedded information often does not require additional time for data collection, since instruments used to produce student learning information can be derived from course assignments already planned as part of the requirements. Third, the presentation of feedback to faculty and students can occur very quickly, creating a conducive environment for ongoing programmatic improvement. Finally, course-embedded assessment is part of the curricular structure and students have a tendency to respond seriously to this method. (http://www.wisc.edu/provost/assess/mauual/manual2.html).

Matrix for Undergraduate in Sociology

Analytic Skills	3010 Exam	3020 paper	3030 paper/exam	3201 paper/exam
Students acquire the skills to collect data	X
Students demonstrate appropriate computer skills	X			X
Students are able to read and understand sociological research reports/articles		X
Critical Thinking
Students formulate research questions and formulate testable hypotheses		X
Students are able to analyze and interpret data (hypothesis testing, drawing inferences, formulating conclusions)	X
Students demonstrate how to use results of analysis to formulate new research questions	X
Communication
Students develop effective written communication and editing skills		X
Students show appropriate writing conventions and formats		X
Acquisition of Knowledge
Students articulate key sociological concepts and theories			X
Students apply the most up-to-date facts and information about social conditions and problems			X
Students utilize key data sources that provide sociological information and research findings		X
Contemporary Problems
Students develop the ability to identify, analyze, and suggest solutions to pressing social problems				X
Students analyze contemporary multicultural, global, or international questions				X

General Education outcomes provided by sociology courses in the core

Two sociology courses, Sociology 1101, Introductory Sociology, and Sociology 1160, Introduction to Sociology Problems, are part of general education core.

Gen Ed Learning Outcomes

Goal I. Communication

1. Students communicate effectively using appropriate writing conventions and formats.

2. Students communicate effectively using appropriate oral or singed conventions and formats.

Goal II. Collaboration

1. Students participate effectively in collaborative activities.

Goal III. Critical Thinking

1. Students formulate appropriate questions for research.

2. Students effectively collect appropriate evidence.

3. Students appropriately evaluate claims, arguments, evidence and hypotheses.

4.  Students use the results of analysis to appropriately construct new arguments and formulate new questions.

Goal IV. Contemporary Issues

1. Students analyze contemporary issues within the context of diverse disciplinary perspectives.

2. Students analyze contemporary multicultural, global, and international questions.

Goal V. Quantitative Skills

1.Students effectively perform arithmetic operations, as well as reason and draw appropriate conclusions from numerical information.

2. Students effectively translate problem situations into symbolic representations and use those representations to solve problems.

Goal VI. Technology

1. Students effectively use computers and other technology appropriate to the discipline.

The two courses are designed to provide students will competence in contemporary questions (Goal IV). Instructors will use course embedded assessments based on performance on exams to assess these outcomes.

Sociology graduates

The Department of Sociology uses the Georgia State University Survey of Recent Graduates to assess student outcomes. Thirteen competencies are included:

1. Ability to articulate ideas in a clear and concise manner

2. Organize and interpret data appropriately

3. Ability to locate and organize information from multiple sources

4. Effectively use technology

5. Work effectively with others

6. Work effectively on your own

7. Apply scientific reasoning in problem-solving

8. Ability to integrate new information with past knowledge

9. Analyze problems from different points of view

10. Develop original ideas

11. Ability to set goals, prioritize tasks, and meet deadlines

12. Get along with people of other racial/ethnic backgrounds

13. Understanding of values and ethical standards.

Two additional items ask about whether:

25. My academic program has prepared me for advanced study

26. My academic program provided good preparation for my career.

Graduate students in Sociology

The departmental set of 5 learning outcomes will also be used to assess graduate students.

I. Analytical Skills
A.	Students acquire the skills to collect data
B.	Students demonstrate appropriate computer skills
C.	Students are able to explain how to read and understand sociological research reports/articles
II. Critical Thinking Skills
A.	Students formulate research questions and formulate testable hypotheses
B.	Students are able to analyze and interpret data (hypothesis testing, drawing inferences, formulating conclusions)
C.	Students demonstrate how to use results of analysis to formulate new research questions
III. Communication Skills
A.	Students develop effective written communication and editing skills
B.	Students show appropriate writing conventions and formats
IV. Acquisition of Knowledge
A.	Students articulate key sociological concepts and theories
B.	Students apply the most up-to-date facts and information to social conditions and problems
C.	Students utilize key data sources that provide sociological information and research findings
V. Analysis of Contemporary Questions
A.	Students develop the ability to identify, analyze, and suggest solutions to pressing social problems
B.	Students analyze contemporary multicultural, global, or international questions

For MA degree students, the thesis and thesis defense will be used by the Department to give the students an opportunity to demonstrate a mastery of an array of skills and knowledge appropriate to the discipline. (http://www.wisc.edu/provost/assess/mauual/manual2.html). At the thesis defense, the thesis director will assess the student’s performance on the department’s five sets of learning outcomes. For doctoral students, the Ph.D. examination, dissertation, and dissertation defense will provide the basis for the demonstration of a student’s mastery of skills and knowledge. At the dissertation defense, the dissertation director will assess the student’s performance on the department’s five sets of learning outcomes. Doctoral students who aspire to careers in higher education are strongly recommended to enroll in our graduate pedagogy course (Soci 9000) and supervised internship. Student evaluations in the subsequent courses that these graduate students will teach will serve as the instrument to assess their instructional effectiveness.

II. Determine how the results will be disseminated and used for program improvement

The Sociology Department’s Undergraduate Committee (appointed annually and chaired by the Undergraduate Director) will be charged with the evaluation of the data provided by the course embedded assessments of the learning outcomes of majors, and the general education outcomes provided by sociology courses in the core. The department’s Graduate Committee (appointed annually and chaired by the Graduate Director) similarly will evaluate the data provided by the

assessment of thesis and thesis defenses, and doctoral examinations, dissertations, and dissertation defenses. After reviewing the data, the committees will determine to what degree each of the learning outcomes are being achieved by majors, general education courses, and graduate students. The two committees will report their findings to the faculty. If the data indicate good to excellent performance, this will indicate that learning outcomes are being successfully achieved by students. If the data do not indicate an acceptable level of attainment of learning outcomes, the Undergraduate and/or Graduate Committee will develop a proposal to modify departmental programs or courses to improve the quality of student learning. These proposals will be presented for discussion, modification, and eventual approval by the faculty.

There will also be a general evaluation of our methods of assessment and learning outcomes where suggestions to changes either the methods of evaluation or learning outcomes will be considered and changes formulated.

As part of the Department’s ongoing academic program review, the Self Study Committee will receive the results of the Georgia State University Survey of Recent Graduates for sociology graduates. The committee will review the data and use findings as part of its assessment of the Department’s undergraduate and graduate programs and curriculum.

III. Implementation Timeline

The Assessment Plan described above will begin in Fall 2004 with the assessment of learning outcomes for all students enrolled in the four upper-division required courses for an undergraduate degree in Sociology. The Undergraduate Committee also will select a sample of lower division undergraduate classes for an assessment of the appropriate general education learning outcomes. The Graduate Committee will begin to collect student learning outcome data as students complete thesis and dissertation work throughout the 2004-2005 academic year. Undergraduate and Graduate Committees will make their reports to the faculty in Spring 2005 with recommendations for changes in programs or courses as needed. In the Fall of 2004, the Self Study Committee will analyze the survey of recent graduate data. All learning outcomes will be assessed every three years with a yearly assessment report submitted to the Provost’s Office.