Campus Learning Objectives Program Assessment Bachelor of Science in Behavior and Social Sciences

Transcription

1 Campus Learning Objectives Program Assessment Bachelor of Science in Behavior and Social Sciences 1. Students graduating with a B.S. in Behavioral and Social Sciences should be exposed to a broad variety of disciplines within the social sciences (Anthropology, Political Science, Psychology and Sociology) and a broad variety of perspectives within a discipline in order to develop a critical appreciation of the diversity of perspectives and approaches to behavioral and social issues. Students should be able show intersections and distinctions of the three social science disciplines in their papers and presentations. Students are required to complete 15 credit hours of General Core requirements of the four disciplines, 15 credit hours of Advanced Core, and 12 credit hours of special focus courses-- research methods, statistics, diversity, and the senior capstone course. Taken together we anticipate that these courses will meet and exceed the objective of breadth of knowledge in the social sciences. Assessment: Sampling courses from the four disciplines, with targeted questions on exposure to breadth in the social sciences, should allow us to assess if we are meeting this objective. In addition, the senior capstone course, B490 Behavioral Science Seminar, requires integration from the three primary disciplines (Political Science, Psychology, or Sociology). Their course work and final project may be used as an assessment tool as well as the exit interview, conducted at the conclusion of the course. 2. Students graduating with a B.S. in Behavioral and Social Sciences should have achieved depth of knowledge in their selected concentration (Political Science, Psychology, or Sociology). An accumulation of knowledge and skills in an academic discipline is essential for a focused personal and professional development. Expected learning outcomes for the specific discipline are as follows: Political Science: Students should demonstrate: An analysis of different political behavior patterns. An analysis of different systems of justice and equity. An analysis of different authority systems. Psychology: Students should demonstrate: An ability to demonstrate depth and breadth of knowledge in psychology An ability to critically differentiate between theoretical perspectives (and/or specific criteria) to explain human behavior. An ability to describe the role of brain and nervous system in normal and abnormal behavior. An ability to describe normal processes of cognition and learning in animals and humans. 1

2 Sociology: Students should demonstrate An understanding of how social inequalities and hierarchies of difference and power are created and maintained in social and structural arrangements in societies. An ability to critically differentiate and apply dominant theoretical frames of analysis to substantive structural, cultural, and interactional issues. An understanding of the relationship between social structure and human agency and how both individual and collective action effect social change. Students are required to complete 21 credit hours (in addition to those taken in the General Core, Advance Core and special focus courses) in their concentration. Taken together we anticipate that these courses will meet and exceed the objective of depth of knowledge. Assessment: Sampling courses from the concentrations, with targeted questions on depth of knowledge in the specific concentration, should allow us to assess if we are meeting this objective. In addition, the senior capstone course, B490 Behavioral Science Seminar, allows students to demonstrate their depth of knowledge in their chosen concentration. Their course work and final project may be used as an assessment tool as well as the exit interview, conducted at the conclusion of the course. 3. Effective communication entails sharing ideas through a variety of techniques, including reading, writing, speaking, and technology. Students graduating with a B.S. in Behavioral and Social Sciences should be able to: express themselves clearly, completely, and accurately; express themselves in oral and written formats to a variety of audiences; use technology for finding, evaluating and presenting information and; use discipline specific citation and referencing styles. Students should demonstrate effective writing through a variety of written formats (e.g. research, reflective, quantitative, qualitative, etc.). Students should demonstrate effective use of technology utilizing the internet for research and communication, statistical computation software, and effective creation of use of powerpoint for communication. This objective is met in a variety of BSS courses. Most BSS courses require some manner of oral and written communication as demonstration/evaluation of content understanding and knowledge in the course. Additionally, in some BSS courses, students give oral presentations. The senior capstone course B490 Behavioral Science Seminar, allows students to demonstrate their communication skills in an oral presentation and written documentation of their final research project. Technological proficiency is demonstrated by students specifically in the two required computer courses: COLI S 330 and COLI S 360. Assessment: Sampling courses from the BSS program, with targeted questions on communication skills, should allow us to assess if we are meeting this objective. 2

3 4. Students graduating with a B.S. in Behavioral and Social Sciences should be able to: Apply quantitative (and qualitative) information and procedures to contexts outside the classroom; perform computations to solve quantitative problems, presented both numerically and verbally; Organize and apply techniques, rules and models to analyze and solve problems using data; and assess academic research. All BSS students are required to complete Psy K 300 Statistics and COLI S 330. Students demonstrate their computational and analytical proficiency in this course. In addition, sociology concentration students are required to take Qualitative Field Research, Soc S 254, which exposes students to qualitative methods such as interviewing, field observation, and document analysis. Assessment: These courses (primarily Psy K 300 and alternatively Soc S 254) can be used to assess if we are meeting the computational objective. 5. Students graduating with a B.S. in Behavioral and Social Sciences should have the ability to develop informed opinions, to comprehend, formulate, and critically evaluate ideas, and to identify problems and find solutions to those problems. Effective problem solving involves a variety of skills including research, analysis, interpretation, and creativity. In addition, these students should be able to: create, evaluate and assess logical arguments from various perspectives and clarify and evaluate the facts, concepts, evidence, and relationships that contribute to identifying questions and solving problems. This objective is met in a variety of BSS courses. Most BSS courses require that students demonstrate critical thinking and problem solving skills. Assessment: Sampling courses from the BSS program, with targeted questions on critical thinking and problem solving skills, should allow us to assess if we are meeting this objective. 6. Students graduating with a B.S. in Behavioral and Social Sciences should develop the skills to understand, accept, and relate to people of different backgrounds and beliefs. In a pluralistic world one should not be provincial or ignorant of other cultures and ideologies; one's life is experienced within the context of other races, religions, languages, nationalities, lifestyle choices, and value systems. Students should: demonstrate an awareness of the complex nature of diversity through written and verbal responses to situations involving factors such as: social statuses (race, class, gender, age, etc.); hierarchies of difference and power; civic engagement and; beliefs and practices reflecting the variability of traditions and values of other cultures and social groups. This objective is met in a variety of BSS courses. Many BSS courses expose the students to issues of diversity. In addition, BSS students are required to complete one of three courses: Pol Y 206 Politics of American Ethnic Minorities, Soc S 335 Race and Ethnic Relations, and Soc S 413 Gender and Society. 3

4 Assessment: These courses (primarily Pol Y 206 Politics of American Ethnic Minorities, Soc S 335 Race and Ethnic Relations, and Soc S 413 Gender and Society) can be used to assess if we are meeting the diversity objective. 7. Students graduating with a B.S. in Behavioral and Social Sciences should be expected to have some understanding of and experience in thinking about moral and ethical problems. A significant quality in educated persons is the ability to question and clarify personal and cultural values, and thus to be able to make discriminating moral and ethical choices. The students should be able to recognize and analyze conflicting moral and ethical situations in order to make informed choices This objective is met in a variety of BSS courses. Most BSS courses require that students demonstrate ethical and moral understanding. Assessment: Sampling courses from the BSS program, with targeted questions on ethical and moral understanding, should allow us to assess if we are meeting this objective Behavior and Social Sciences Division Assessment The Division of Behavior and Social Sciences includes the degree programs of BS in Behavioral and Social Sciences, Criminal Justice and Social Work. Program Assessment Plan for the Bachelor of Science in Behavioral Science Degree The Bachelor of Science in Behavioral Science degree program is assessed in four principle ways: 1) the BSS B-490 capstone course, 2) exit interviews, 3) graduate tracking, and 4) coursebased assessment of program learning objectives. 1. The BSS B-490 Capstone Course. Students graduating with a BSBS are required to develop a capstone project in conjunction with completion of BSS B490(Senior Seminar). These projects in the Senior Seminar capstone course are assessed by faculty instructing the course to ascertain the extent to which they included evidence of program learning objectives. Students should demonstrate: Depth of knowledge of their concentration (political science, psychology, or sociology) Breadth of knowledge across the social sciences. Specifically, the students should demonstrate the ability to show intersection and distinctions of the three social science concentration majors as well as integrate the two other disciplines into analysis of their capstone project topic. Written communication appropriate for senior level (demonstrated in the capstone project and other course assigned work), appropriate use of citation style in written work (demonstrated in the capstone project), oral 4

5 communication (demonstrated in the public presentation of capstone project, student led class discussion, and other course assigned work), and communication through technology (demonstrated in their power-point presentation and other course assigned work such as on-line discussions). Ability to evaluate and assess quantitative and/or qualitative research sources and empirical data (demonstrated in the capstone project and class led discussions). Critical thinking (demonstrated in the capstone projects, class discussions, and other assigned coursework). Awareness of issues, conditions, power relations, and social problems facing diverse populations at both the structural and/or interactional levels (demonstrated in the capstone project, class discussions and other assigned coursework). Awareness of ethical responsibility in social science research and the dissemination of that research (demonstrated by proper citation in the capstone project) and awareness of ethical salience in social, psychological and political issues. Recommendation: This course has for many years served as a key site for assessment of the BSBS program. The following recommendations are made: The continued use of the course with enhanced evaluation and assessment. Continued practice of retention of the final project papers (with the names removed) and the creation of a rubric for assessing the above stated objectives. Distribution of a survey to faculty in attendance at the student presentation for assessment of communication objectives as well as depth and breadth. Standardized reporting from faculty teaching the course on student accomplishment of the learning objectives. Creation of embedded assessment tools. 2. Exit Interviews. Focused exit-interviews are conducted by BSS faculty with the students completing the B490 course. Students are asked to reflect on and respond to questions (distributed the week before) regarding their understanding of their own achievement of certain program objectives. The students then break off into concentration areas for unit exit conversations which include assessment of the concentration (i.e. strengths and weakness of the concentration). Recommendation: Record the conversations of the combined BSBS program and have them transcribed. The transcribed notes would then be distributed to all BSBS faculty. Continue the practice of interviews. Establish a sub-committee to review the comments and make recommendations for potential changes. 5

6 3. Graduate Surveys. We periodically and informally track program graduates who have either entered the workforce or graduate school. Recommendation: Create a formal system for tracking and surveying former graduates from the BSBS program. Develop a schedule for dissemination of survey. Create a sub-committee to review the survey results and make recommendations for potential changes. 4. Course-Based Assessment of Program Learning Objectives. All faculty and adjuncts are advised and encouraged to participate in the assessment of learning in one of their courses. Faculty have principally utilized indirect measures (see appendix A). Recommendation: Direct assessment of the learning objectives is to be encouraged and facilitated by the development of tools, rubrics, and embedded mechanisms for assessment. These direct measures would added to the indirect mechanisms already in place. All three programs are to work on further defining the learning outcomes expected from a graduate in each of the degree programs. Development of tools and rubrics for assessment (drawn from the defined learning outcomes intended). The creation of embedded mechanisms to assess the learning outcomes. Create a sub-committee to review and summarize the reports from faculty and adjuncts in order to make recommendations for potential changes. 6