Department of Criminal Justice & Sociology School of Liberal Arts

Department of Criminal Justice & SociologySchool of Liberal Arts B.S. in Sociology CIP Code: 451101 Program Code: 180 Program Quality Improvement Report 2009-2010

Sociology Learning Outcomes Students will demonstrate competency in the field of Sociology in general. Students will demonstrate competency in the core areas of Sociology (general theory, research methods, and statistics). Students will demonstrate competency in critical thinking. Students will demonstrate competency in applying sociological theories to a variety of sociological phenomena. Students will demonstrate competency in conducting social research, including conceptualization, analysis, and interpretation. Students will demonstrate competency in writing effectively. Students will demonstrate computer literacy. The Sociology Program is not accredited by an outside organization. Program Quality Improvement Report 2009-2010

Sociology Learning Outcomes, cont. How all of the Sociology Learning Outcomes Incorporate Bloom’s Revised Taxonomy Students are expected to remember (Level I) a wide range of sociological concepts, including theories and methodological/statistical techniques (Learning Outcomes 1-2). Students are also expected to be able to understand, apply, and analyze (Levels 2-4) these sociological theories, methodologies, and statistical techniques in the proper contexts (Learning Outcomes 1, 2, and 4). Students are also expected to evaluate (Level 5) these concepts, theories, methodologies, and statistical procedures by applying critical thinking skills (Learning Outcomes 1-3, 4). Students are also expected to create (Level 6) a research paper that requires them to state hypotheses, test them using the appropriate statistical procedure, and interpret their findings (Learning Outcome 5-6). Source for Bloom’s Revised Taxonomy: Forehand, Mary. 2005. “Bloom’s Taxonomy: Original and Revised,” in M. Orey (Ed.), Emerging Perspectives on Learning, Teaching, and Technology. Retrieved on August 27, 2008, from http://projects.coe.uga.edu/epltt. Program Quality Improvement Report 2009-2010

Alignment of Outcomes Alignment of Sociology Program Objectives with Cameron University’s Mission Statement CAMERON UNIVERISITY MISSION STATEMENT Cameron University provides a diverse and dynamic student body access to quality educational opportunities; fosters a student-centered academic environment that combines innovative classroom teaching with experiential learning; prepares students for professional success, responsible citizenship, life-long learning, and meaningful contributions to a rapidly changing world; and is a driving force in the cultural life and economic development of the region. Program Quality Improvement Report 2009-2010

Alignment of Outcomes Alignment of Sociology Program Objectives with the School of Liberal Art’s Mission Statement SCHOOL OF LIBERAL ARTS MISSION STATEMENT The mission of the School of Liberal Arts is to offer quality associate and baccalaureate programs in the fine arts, humanities, and social sciences. The School also plays an important role in general education. In our programs and course offerings, the School of Liberal Arts fosters a student-centered academic environment, in keeping with the mission of the University, and is dedicated to guiding students to the highest possible standard of achievement. The School of Liberal Arts also actively seeks to make the University a driving force in the cultural life and economic development of the region by encouraging faculty scholarship, developing partnerships with the community, and producing concerts, recitals, theatre productions, art exhibitions, lectures, symposia, workshops, camps, and public forums which enrich the intellectual and cultural lives of all of our constituents. Program Quality Improvement Report 2009-2010

Alignment of Outcomes Alignment of Sociology Program Objectives with the Department of Criminal Justice and Sociology’s Mission Statement DEPARTMENT OF CRIMINAL JUSTICE AND SOCIOLOGY MISSION STATEMENT The Department of Criminal Justice and Sociology at Cameron University offers programs leading to a Bachelor of Science degree with a major in Criminal Justice, a Bachelor of Science degree with a major in Sociology, and an Associate Degree in Applied Science in Criminal Justice. Our academic programs empower students to explore their interests, express their ideas, and experience the pride of uncovering new knowledge. The Criminal Justice programs allow students to learn about the etiology of crime and societal reaction to the causes of crime. The role of law enforcement agencies, courts, correctional agencies, and private agencies that assist in the prevention and control of crime and delinquency are within the purview of the Criminal Justice programs. The Sociology degree provides critical knowledge to students on social institutions, social change, and consequences of human behavior. Students learn to apply research skills and theoretical knowledge to the challenging issues of our times. Graduates of our programs find employment with criminal justice agencies, social services, government agencies, teaching, or proceed to graduate school. Program Quality Improvement Report 2009-2010

Alignment of Outcomes • Alignment of Sociology Program Objectives with Cameron University, • School of Liberal Arts, and the Department of Criminal Justice and Sociology • Mission Statements • The Sociology Program, in the spirit of the mission statements of the university, school, and department, serves a variety of students in Southwest Oklahoma. The Program provides a diverse student population with: • An intellectual challenge through its curriculum and diverse faculty expertise. This curriculum emphasizes the complexity of the social world, along with the integration of theoretical frameworks, methodological techniques, and critical thinking skills required to conduct meaningful social research in order to better understand social life and human behavior. • Various student-centered learning opportunities, such as learning how to apply sociological theory to understanding social forces and writing research papers with elements of statistical analysis. • The core required courses in the Sociology Program are aligned with national trends in the discipline, providing students with the necessary background to succeed in the private or public sector, or in pursuit of graduate education in sociology. Program Quality Improvement Report 2009-2010

Alignment of Outcomes Alignment of Sociology Program Objectives with Cameron University’s Strategic Plan 2013 The Sociology Program has learning outcomes that are in sync with Cameron University’s Plan 2013 focusing on choices for the second century of the institution’s existence. Here are some of the ways that the program contributes to the goals identified in Plan 2013: University of Choice:The program is staffed by terminal degreed high quality faculty ensuring course delivery in multiple formats. Faculty participate in the yearly program assessment processes and in maintaining existing accreditations. College Experience of Choice: The Sociology Club promotes a sense of community among students and faculty through projects geared towards helping local community groups. The Sociology International Honor Society Alpha Kappa Delta engages students in academic activities. Also, faculty participate in the general advisement of all Sociology majors. Program Quality Improvement Report 2009-2010

Measures of Learning Outcomes • Direct Measures • Components of The Educational Testing Service MFT in Sociology are used for Learning Outcomes 1-3. • Students are expected to score at or above the national average on the relevant parts of the MFT in Sociology for these Learning Outcomes to be met. • We use the MFT Total Score to measure Learning Outcome #1. • We use the MFT Subscore 1 (Core Sociology) to measure Learning Outcome #2. • We use the MFT Subscore 2 (Critical Thinking) to measure Learning Outcome #3. • Paper subscores from Sociology courses are used to assess Learning Outcomes 4-6. • Aggregate student averages are expected to be 70% or above for these Learning Outcomes to be met. • We use theoretical application subscores from papers written in Sociology courses to measure Learning Outcome #4. • We use the total score from the research paper required in SOCI 2223 – Methods in Social Research to measure Learning Outcome #5. • We use writing quality subscores from papers written in Sociology courses to measure Learning Outcome #6. • Passing grade (D or better) in CIS 1013 – Intro to Computer Information Systems is used to assess Learning Outcome #7. Program Quality Improvement Report 2009-2010

Measures of Learning Outcomes Indirect Measures The Sociology Program currently does not incorporate any indirect measures for assessing learning outcomes. Our main focus has been to improve the reliability and validity of the direct measures. Results from previously used student surveys suggested the Sociology Program was meeting the needs of students, yet MFT scores were below the national average. Program Quality Improvement Report 2009-2010

Measures of Learning Outcomes • Strategies Addressing Shortfalls in Student Learning • The Sociology Program requires that Sociology majors earn a C or better in all five courses required for the B.S. in Sociology. Any student who fails to earn at least a C in any one of these courses must repeat the course until this requirement is met. • The Sociology faculty use the Early Alert system in AggieAccess to alert students about poor grades. • The Sociology faculty have mentioned in previous assessment reports our consideration of using SOCI 4793 – Senior Seminar as a required capstone course for two purposes: • The course would serve as a method to address some of the shortfalls by summarizing sociological theories, methods, and major concepts for students in their senior year. • Students would take the MFT in Sociology online in this course and their MFT score would count as part of their overall course grade. This would incentivize better performance on the exam. As it stands now, no extrinsic incentives exist for students to perform to the best of their ability on the MFT. Program Quality Improvement Report 2009-2010

Report on Previous Priority Outcomes The three outcomes listed below were unmet in the 2007-2008 Academic Year and were consequently included as our three priority outcomes for the 2008-2009 Academic Year PQIR. PO #1: Students will demonstrate competency in the field of Sociology in general. PO #2: Students will demonstrate competency in the core areas of Sociology (general theory, research methods, and statistics). PO #3: Students will demonstrate competency in critical thinking. Each outcome will be discussed in the next several slides, including historical trends and actions taken to resolve outcome shortfall. Program Quality Improvement Report 2009-2010

Report on Previous Priority Outcomes Program Outcome 1: Students will demonstrate competency in the field of Sociology in general. Multi-year data between Fall 2004 and Spring 2009 indicate an initial drop in scores in relation to the national average followed by a more recent increase in scores. This outcome is considered to be our most important Program Outcome, so even though the five-year trend was positive over the past two years, we still included it as a priority outcome simply because the objective was unmet. Specific actions taken to address this outcome: The sociology faculty continuously evaluate the adequacy of course materials and seek to diversify course offerings in order to address variegated MFT assessment areas. In addition to regularly offering core courses and independent studies, the Sociology faculty offer at least 12 non-overlapping elective courses over two academic years to increase overall student competency in the field. This is on average 15 credit hours more than the required 21 elective hours in a given two year period. The faculty members encourage all majors to explore more elective courses in Sociology. The Sociology faculty also submitted and received approval to add a course on Social Psychology. This area is incorporated into the Sociology MFT, so students who take SOCI 3223 – Social Psychology should improve on their overall performance on the MFT. Program Quality Improvement Report 2009-2010 13

Report on Previous Priority Outcomes Program Outcome 1: Students will demonstrate competency in the field of Sociology in general. Update: The Sociology faculty concluded in the fall of 2009 to continue our strategy of high standards for student learning and ensuring that course grades are closely aligned with student learning and performance throughout the 2009-2010 academic year. This decision was based on the closing gap between CU student scores and national scores for the two previous years. Program Quality Improvement Report 2009-2010 14

Report on Previous Priority Outcomes Program Outcome 2: Students will demonstrate competency in the core areas of Sociology (general theory, research methods, and statistics) Multi-year data between Fall 2004 and Spring 2009 indicate an initial drop in scores in relation to the national average followed by a more recent increase in scores. Specific actions taken to address this outcome: In response to MFT scores on Statistics and Research Methods, the faculty member teaching these courses has included an innovative teaching strategy that involves students writing their own statistics problems. Students first practice problems written by the professor and then write their own to demonstrate a more complete understanding of hypothesis testing and the appropriateness of particular statistical procedures and research methods based on level of measurement. This task is aligned with Bloom’s revised taxonomy that emphasizes deeper understanding among students. In response to MFT scores on Sociological Theory, the faculty member teaching the course sees that inclusive and balanced treatment of discrete topics requires equal distribution of instructional effort. Accordingly, the range of subject coverage has recently been broadened at the expense of an in-depth treatment of select topics. The time constraint in covering a list of theories in one semester is mitigated by utilizing a series of study questions, summary handouts, and short monographs prepared by the professor and distributed to students in an effort to expand coverage. The professor also holds out-of-class discussion sessions every week. Students who attend these sessions find them very helpful, and the overall class performance on exams has improved. Program Quality Improvement Report 2009-2010 15

Report on Previous Priority Outcomes Program Outcome 2: Students will demonstrate competency in the core areas of Sociology (general theory, research methods, and statistics). Update: The Sociology faculty continued these practices throughout the 2009-2010 academic year, given that gap in CU scores and national scores was closing. Furthermore, the statistics course includes a Blackboard supplement that contains numerous practice problems with answers provided, along with practice exams to help students better learn the material and prepare for examinations. Program Quality Improvement Report 2009-2010 16

Report on Previous Priority Outcomes Program Outcome 3: Students will demonstrate competency in critical thinking. Multi-year data between Fall 2004 and Spring 2009 indicate an initial drop in scores in relation to the national average followed by a more recent increase in scores. Note that the CU score was slightly above the national average for this outcome. Specific actions taken to address this outcome: The Sociology faculty stress the construction of sound and valid argumentation in writing assignments. In all upper-division courses, students are required to provide rationales for the positions they assume or the claims they advance. Overall, the faculty members stress critical thinking strategies that are integrating (showing how concepts/statements interrelate to support the issue under discussion), comparative (contrasting thematic points in and across texts or authors), applying (interpreting a structured event in society from a theoretical perspective or showing how such a perspective might explain it), and inquisitive (deriving questions, answers, implications, inferences, and assumptions from given information). Furthermore, students in SOCI 1113 (online), SOCI 2013, and SOCI 2223 solve hypothesis testing problems that emphasize the critical evaluation of statistical results to derive the proper conclusions. Program Quality Improvement Report 2009-2010 17

Report on Previous Priority Outcomes Program Outcome 3: Students will demonstrate competency in critical thinking. Update: The Sociology faculty decided to essentially keep doing what we had been doing over the past year or so, given that the CU score for this outcome was .4% higher than the national average in 2008-2009, when it was 17.1% below the national average just two years prior. Program Quality Improvement Report 2009-2010 18

Priority Outcomes Reported This YearStudent-Learning Outcomes and MeasurementsProgram Outcome #1 Program Quality Improvement Report 2009-2010 19

Priority Outcomes Reported This YearDisplay of Assessment DataProgram Outcome #1 Program Quality Improvement Report 2009-2010

Priority Outcomes Reported This YearAnalysis of Assessment DataProgram Outcome #1 PO #1: Students will demonstrate competency in the field of Sociology in general. The Sociology Faculty have made requests in the past for comparative MFT data on peer institutions, but have never received such data. Program Quality Improvement Report 2009-2010 21

Priority Outcomes Reported This YearAction PlanProgram Outcome #1 • The Sociology faculty have restructured the prerequisites for many Sociology courses this academic year. While SOCI 1113 (Introductory Sociology) remains a prerequisite for virtually all of our courses, we now require students to also have , at minimum, junior standing to take 4000-level Sociology courses. This should be beneficial in a couple of ways: • These 2000- and 3000-level courses, including statistics, research methods, and theory, will provide a more sound foundation for student success if they are taken prior to taking 4000-level courses. • This will require students to take more 2000- and 3000-level Sociology courses earlier in their academic career. They are more likely to succeed in these than in 4000-level courses, thereby positively influencing student retention. • These course prerequisite changes are consistent with the guidelines published in “Liberal Learning and the Sociology Major Updated: Meeting the Challenge of Teaching Sociology in the Twenty-First Century,” published by the American Sociological Association in 2004. • The Sociology faculty have also restricted the number of repeats for the Internship in Sociology and Independent Study courses. Previously, students could repeat both of these courses for a total of six credit hours each. With that arrangement, Sociology students could possibly take 12 credit hours on non-substantive Sociology coursework out of 21 credit hours of Sociology electives required for the major. Now, Sociology students will only be able to take up to three credit hours for each course, thereby requiring them to take more substantive Sociology courses that will hopefully increase student learning in the discipline. • Status of these recommended course changes: the Curriculum Committee approved these changes on October 18, 2010. Program Quality Improvement Report 2009-2010

Priority Outcomes Reported This YearAction PlanProgram Outcome #1, cont. • The Sociology faculty have finally decided to create a capstone course instead of modifying the existing Senior Seminar course (SOCI 4793). This will be a 3-credit hour course that is intended to integrate important sociological concepts, theories, methods, and critical thinking skills. Program assessment will be a component of this course in which student performance on the MFT will factor into their course grade, thereby providing an incentive for students to take the exam more seriously. • The inclusion of the capstone course into the curriculum is consistent with the recommendations of the ASA Task Force on the Undergraduate Major in their report entitled “Liberal Learning and the Sociology Major Updated: Meeting the challenge of Teaching Sociology in the Twenty-First Century.” • Correlations of course grades and scores on the MFT consistently show a relationship between the two. As student GPA drops, so do scores on the MFT. This suggests that the faculty might try harder to better motivate students to do better in all of their courses. However, the faculty recognize their limitation in this matter, yet feel that it is important to expand our efforts further. • The Sociology faculty will continue to utilize various assignments and teaching strategies recommended in previous PQIR reports. Program Quality Improvement Report 2009-2010

Priority Outcomes Reported This YearAnalysis of Assessment DataProgram Outcome #2 PO #2: Students will demonstrate competency in the core areas of Sociology (theory, methods, and statistics). The Sociology Faculty have made requests in the past for comparative MFT data on peer institutions, but are yet to receive this data. Program Quality Improvement Report 2009-2010 26

Priority Outcomes Reported This YearAction PlanProgram Outcome #2 • The Sociology faculty have restructured the prerequisites for many Sociology courses this academic year. While SOCI 1113 (Introductory Sociology) remains a prerequisite for virtually all of our courses, we now require students to also have , at minimum, junior standing to take 4000-level Sociology courses. This should be beneficial in a couple of ways: • These 2000- and 3000-level courses, including statistics, research methods, and theory, will provide a more sound foundation for student success if they are taken prior to taking 4000-level courses. • This will require students to take more 2000- and 3000-level Sociology courses earlier in their academic career. They are more likely to succeed in these than in 4000-level courses, thereby positively influencing student retention. • The Sociology faculty have finally decided to create a capstone course instead of modifying the existing Senior Seminar course (SOCI 4793). This will be a 3-credit hour course that is intended to integrate important sociological concepts, theories, methods, and critical thinking skills. Program assessment will be a component of this course in which student performance on the MFT will factor into their course grade, thereby providing an incentive for students to take the exam more seriously. • Correlations of course grades and scores on the MFT consistently show a relationship between the two. As student GPA drops, so do scores on the MFT. This suggests that the faculty might try harder to better motivate students to do better in all of their courses. However, the faculty recognize their limitation in this matter, yet feel that it is important to expand our efforts further. • The Sociology faculty will continue to utilize various assignments and teaching strategies recommended in previous PQIR reports. Program Quality Improvement Report 2009-2010

Priority Outcomes Reported This YearAnalysis of Assessment DataProgram Outcome #3 PO #3: Students will demonstrate competency in critical thinking. The Sociology Faculty have made requests in the past for comparative MFT data on peer institutions, but have never received such data. Program Quality Improvement Report 2009-2010 30

Priority Outcomes Reported This YearAction PlanProgram Outcome #3 • The Sociology faculty have restructured the prerequisites for many Sociology courses this academic year. While SOCI 1113 (Introductory Sociology) remains a prerequisite for virtually all of our courses, we now require students to also have , at minimum, junior standing to take 4000-level Sociology courses. This should be beneficial in a couple of ways: • These 2000- and 3000-level courses, including statistics, research methods, and theory, will provide a more sound foundation for student success if they are taken prior to taking 4000-level courses. • This will require students to take more 2000- and 3000-level Sociology courses earlier in their academic career. They are more likely to succeed in these than in 4000-level courses, thereby positively influencing student retention. • The Sociology faculty have finally decided to create a capstone course instead of modifying the existing Senior Seminar course (SOCI 4793). This will be a 3-credit hour course that is intended to integrate important sociological concepts, theories, methods, and critical thinking skills. Program assessment will be a component of this course in which student performance on the MFT will factor into their course grade, thereby providing an incentive for students to take the exam more seriously. • Correlations of course grades and scores on the MFT consistently show a relationship between the two. As student GPA drops, so do scores on the MFT. This suggests that the faculty might try harder to better motivate students to do better in all of their courses. However, the faculty recognize their limitation in this matter, yet feel that it is important to expand our efforts further. • The Sociology faculty will continue to utilize various assignments and teaching strategies recommended in previous PQIR reports. Program Quality Improvement Report 2009-2010

Results of Validity AnalysisPearson’s correlations among MFT scores used for assessment and student overall and core GPA (2005-2010) N=78; All correlations are statistically significant at p<.01 Program Quality Improvement Report 2009-2010

Ancillary Actions • Request for peer institution data still stands • A majority of courses including all required courses will be optionally available through Blackboard by 2013. It means that the program with 3 faculty will be able to provide courses through on-ground (night/day) and online delivery methods. • Sociology program at Cameron University will host the 2011 Oklahoma Sociological Association Annual Meeting and Conference Program Quality Improvement Report 2009-2010

Published Information on Graduates Program Quality Improvement Report 2009-2010

Department of Criminal Justice & Sociology School of Liberal Arts