I. AN EXECUTIVE SUMMARY STATEMENT
The Major’s General
Response:
The economic reality of the
past year has pushed us to consider a clear link between the College’s mission
and career possibilities for our majors. The addition of new faculty has
allowed us to think of additional ways to achieve and assess this goal. The
current academic reality has motivated us to require our students to attain a
higher level of proficiency written work, quantitative and qualitative research
methodologies, communication skills, and critical thinking. In addition, we are
increasing our requirement that students gain proficiency in one or more
substantive areas in sociology or anthropology. Our goal is to have our
students to experience the depth and breadth of a liberal arts education and
also gain expertise in specific areas of the major – communication,
criminology, urban sociology, archaeology, ethnography, sociology of education
– that will provide a foundation for future careers in social welfare, law,
education, medical sociology, applied anthropology, and so forth.
The Major’s Specific
Response:
(In
particular response to recommendations from II. Measurable Learning Outcomes, IV.
Planning for the Future, and V. Using Feedback):
The major used feedback from
last year’s assessment results and committee and followed up on the
recommendation that the major pick one thing specific to work on and collect
the needed data to make informed action steps. We have picked the senior thesis
project as our focus area, particularly because our primary means of assessment
has been the senior capstone experience, the senior thesis, and the senior
comprehensive exam.
II. MEETING
This focus assessment of the
senior thesis and senior experience as led us to consider changes to the way
the senior thesis project and our methods of assessing it. In addition, in
part, this focus has caused us to propose some significant restructuring of the
major’s categories of courses, the addition of a portfolio requirement, and a
more incremental structuring of 100 to 400 level courses.
The major is in the middle of
some significant restructuring (see documents A and B). This restructuring will
be significance for our Means of Assessment of Outcomes.
An increase in an incremental
structuring of the major from 100 level courses to the 400 level senior thesis will mean that assessment begins at the introductory
level. Changes in curriculum are considered in light of our strategies to better
assess our majors; that is, the major is currently discussing and developing
more complete means of assessment. We are currently expanding this focus to
include all levels, beginning with the introductory courses. For example, for
the 100 level, we are assessing writing skills, library research skills,
problem-solving skills, and comprehension of foundational concepts. To give
just one example, Anthropology 161: Introduction to Anthropology has added a
library workshop component that is directly tied to two library research
writing projects that involve providing solutions to major problems for
specific cultures. This addition allows the faculty member to more easily
assess library, research, and writing skills while also assessing grasp of
foundational concepts.
We are also seriously
considering requiring a portfolio, starting with our 100 level courses,
as part of the major’s requirements. The portfolio would contain the full range
of materials from research papers, quizzes, exams, field notes, and so forth).
In addition, we are considering more encouragement and supervision of 190
internships that complement the goals of the major.
We are currently working on a
better assessment strategy for our 200 level courses. It should be noted
that at the 200 level we are attempting to offer basic coverage (in the future,
we would like to do better with a fuller range of courses) of the major
subfields within sociology and anthropology (sociology = social psychology,
criminology, social institutions, urban sociology, public sociology, sociology
and the media) (anthropology = cultural anthropology, archaeology, museum
studies, linguistic anthropology, physical anthropology, and applied
anthropology). We are also talking of ways to better incorporate (and then assess)
internship experiences (with their service learning and experiential learning
components) that tie into these subfield areas.
Our revision of the major’s
categories 1-4 (for sociology and anthropology) as distinct subfields or areas
of concentration should allow us a better way to assess SPECIFIC areas of
concentration – archaeology, social inequalities, social deviance, and so
forth. We are working to ensure that students are thoroughly exposed to method
and theory in all of our 200 level courses. We argue that this will allow us
adhere to the mission statement of the college AND prepare students for career
pathways within the disciplines of anthropology and sociology and beyond. (We
are currently revising our curriculum to possibly include a 200 level sociology
methods and theory course to complement the 200 level anthropology course on
research methods in order that all students will be REQUIRED to take one or
more of these courses BEFORE the student can enroll in most 300 level seminars
for the major).
This is a strategy to build on
knowledge and skills already learned in 100 level courses and also prepare our
students for the more rigorous demands of our 300 level seminars. We also feel
that this will be a better means of providing students with the ability to
assess THEMSELVES in terms of interest and aptitude for the disciplines of
sociology or anthropology.
We are discussing how to best
use the portfolio as a means of assessing individual performance at this
critical stage and of tracking incremental progress (particularly in regard to
assessing performance in those 200 level courses taught by faculty outside of
the major). Along with discussion of a portfolio, we are considering ways in
which students enrolled in 200 level courses – via poster sessions, panel
discussions, and so forth – can get an early sense of their interest and
aptitude for the major. It would also allow faculty another tool for assessment
that takes into consideration the individual student.
We are currently working to
provide better assessment of outcomes at the 300 level. We are strongly
committed to seminars that strongly encourage discussion and high level
engagement with theory and method. The plan is two-fold: allow faculty to teach
their particular areas of interest (particularly of research interest) and
encourage faculty to make connections to the primary goals and mission of the
major. Of importance to student outcomes, original research will be required
and judged by a standardized rubric within the major. Our more incremental
approach means that all 300 level courses will have 100 and 200 level
prerequisites. For example, sociology 394 students will have a 200 level course
as a prerequisite. Our goal is to have a full range of theory and method at the
300 level that BUILDS on what the student has learned at the 200 level. To give
one example, the Sociology 394 Research Methods (Prof. Renfrow) course syllabus
is a good example of our efforts to build assessment into the very structure of
the course AND do a better job of reaching our goals for incremental increases
in student proficiency.
As already stated, our
assessment work this Fall Semester of 2009 has been rather top-down:
consideration of new global economic realities, the college’s mission
statement, last year’s Assessment Committee’s response, and the presence new
faculty expertise, and, finally, consideration of the senior experience as a
means of implementing assessment all the way through the major. This Fall
Semester of 2009, we continued our assessment of student performances in the
senior thesis and continued to use a rubric designed in the fall of 2007. We
have discussed and are moving toward some modification of this rubric in order
to more fully assess the senior thesis experience and senior level abilities in
regard to quality of research methodology, analysis, literature review,
findings, and conclusions. Also, partly in response to the assessment
committee’s suggestions, we have created a new requirement for the seniors; all
seniors must now create computer-generated poster of their thesis project and
give a public presentation based on the content of the poster. This new
requirement will be completed this spring semester and will be an additional
means of assessment of each student by all faculty of the major.
A significant challenge for
Sociology 401 is the increasing diversity of senior thesis projects; for
example, next fall we anticipate topics in archaeology, psychological
anthropology, criminology, sociology of education, and so forth. This diversity
may move us to more fully incorporate faculty from outside the major to serve
as second readers. We also are thinking of ways in which students can be better
prepared (and more fully ASSESSED) in the 300 level courses. We are discussing
the possibility of it a requirement that a senior thesis project MUST originate
in a 300 level major course. In that way, a senior thesis project will go
through a process of assessment for feasibility and quality before the senior
seminar.
As we consider the importance
of the senior thesis the major is seriously considering making internships a
required part of the major. This suggestion clearly articulates with the
mission of the college and the mission of the major. We want to more fully
incorporate service learning and experiential learning, longstanding aspects of
our major, into our major. Of course, we are also thinking of better ways to
assess that experience, particularly as found in the senior thesis.
III. THE GROUP’S PLAN FOR
WHAT IT WILL FOCUS ON IN THE UPCOMNG YEAR = WORK FOR NEXT SEMESTER
The major will undertake its
initial assessment of the senior’s posters and their presentations. This will
require the designing of a new rubric.
The major will continue its
effort to revise the comprehensive exam so that it is a better, more accurate
measure of students’ proficiency meeting the goals of the major and the
college. It should be noted that less than satisfactory results from the
comprehensive exam, as well as the senior thesis, have motivated the faculty to
revise the comprehensive exam, revise the senior thesis seminar, AND implement
the suggested incremental development of the major from 100 to 400 level
courses. That is, feedback from the Assessment Committee AND from senior
performance is pushing us to make these changes.
IV. AN UPDATED ASSESSMENT
PLAN
The major will continue its
development, as suggested by Prof. Renfrow, of developing a rubric that
measures CUMULATIVE COMPETENCIES from year one to year for the sociology and
anthropology concentrations for the major.
The major’s individual faculty members will also continue to revise each course to better fit the major’s mission and better assess the student’s learning experience.