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“Outcomes assessment” entered the vocabulary of pedagogy at The University of Iowa in 2004.

The Department of Sociology decided on two key principles for assessing the curriculum for majors.

The first was that the major assessment would be of the students’ integration of the major themes of the curriculum. (This, for example as opposed to redoing the existing careful evaluation in courses taught in the department).

The second was that the outcome documents prepared and assessed should comprise a body of work the student could be proud of as a cumulative effort and be used to showcase their degree to employers and graduate schools.

The primary vehicle defined for assessment became--at that time--a senior portfolio.

Following this definition of “outcomes,” the department added to its curriculum The Sociology Capstone Course.

This course taken at the end of a student’s program:

(a) exposes students to employer and graduate school expectations for high quality work in the sociology major;

(b) provides instruction and practice in revising papers and adding new papers to make up as compelling portfolio;

and (c) culminates in the preparation of a senior portfolio, usually including a web-based version for easy access by employers and graduate schools.

In 2007-2008, The University of Iowa is being evaluated by the Higher Learning Commission of the North Central Association. Preparatory to the evaluation all programs are preparing assessment plans. An initial statement of intended learning outcomes for the sociology major was submitted by December 15, 2006. A complete assessment plan for the sociology major is due by May 4, 2007.

This web-based vehicle presents the Department of Sociology assessment plan. Because the plan has developed and is lodged inextricably within the overall organization of the undergraduate program, the components of assessment are integrated with the philosophy, priorities, and practices constitutive of the undergraduate program in this presentation.

General caveats for assessment include (from Office of the Provost memorandum of June 6, 2006) include the following, which we adhere to in our implementation.

Acceptable plans will:

1. Be consistent with the norm and disciplinary practices of the department;

2. Represent the views of the department’s faculty;

3. Clearly define intended learning outcomes of the department’s major;

4. Describe a system for collecting both direct and indirect assessment of student learning;

5. Guide periodic examinations of the effectiveness of he department’s major and plans for improvement based on those examinations;

6. Be documented and published; and

7. Be revised from time to time.

This web page organizes our undergraduate program into eight components: goals, course array, special training features, advising, our writing emphasis, our global enrichment, the capstone and final assessment, and our continuing contact with our students after graduation.

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Outline of Assessment Plans

I. Goals

Socially Conditioned Theory and Perspectives

Role of Institutions in Society

Research Skills

Application of Research

Diversity of Positions and Values

II. Courses Needs

Content

Assessment

III. Special Institutional Features