M.A. SOCIOLOGY. ASIAN AMERICAN STUDIES MINOR Sociology Minor WOMEN S STUDIES MINOR COLLEGE OF SOCIAL SCIENCES

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1 PROGRAM PLANNING REPORT SAN JOSE STATE UNIVERSITY DEPT. OF SOCIOLOGY AND INTERDISCIPLINARY SOCIAL SCIENCES B.A. SOCIOLOGY B.A. Sociology, Concentration in Community Change B.A. Sociology, Concentration in Social Interaction B.A. Social Sciences B.A. SOCIAL SCIENCES, PREPARATION FOR TEACHING (MULTIPLE SUBJECT/SINGLE SUBJECT) M.A. SOCIOLOGY ASIAN AMERICAN STUDIES MINOR Sociology Minor WOMEN S STUDIES MINOR COLLEGE OF SOCIAL SCIENCES Department Chair: Wendy Ng, DMH 241B, (408) Faculty Program Plan Leaders: Maria Alaniz, Peter Chua, Carlos Garcia, Wendy Ng External Reviewer: TBD Date of Report: Spring 2014 Date Due to PPC: Fall 2013 Current Chair of Program Planning Committee: Jinny Rhee, Jinny.Rhee@sjsu.edu UGS Administrative Support for Program Planning: Nicole Loeser, Nicole.Loeser@sjsu.edu Submissions: Reports are to be submitted electronically via . Please the program plan, request for external reviewer (if applicable), and external reviewer s report to programplanning@sjsu.edu. In addition, please cc the above on all communications with the dean, external reviewer, Program Planning Committee, and UGS on matters pertaining to your program plan.

2 TABLE OF CONTENTS 1. PROGRAM DESCRIPTIONS 3 a. Program Mission and Goals b. Curricular Content of Degrees, Minors, and Certificates c. Service Courses 2. SUMMARY OF PROGRESS, CHANGES, AND PROPOSED ACTIONS 5 a. Progress on action plan of previous program review b. Significant changes to the program and context 3. ASSESSMENT OF STUDENT LEARNING 6 a. Program Learning Objectives (PLO) b. Map of PLOs to University Learning Goals (ULG) c. Matrix of PLOs to Courses d. Assessment Data e. Assessment Results and Interpretation f. Placement of Graduates 4. PROGRAM METRICS AND REQUIRED DATA 12 a. Enrollment, Retention, and Graduation rates b. Headcount in Sections c. FTES, Induced Load Matrix d. FTEF, SFR, Percentage T/TT Faculty 5. PROGRAM RESOURCES 16 a. Faculty b. Support Staff c. Facilities d. Budget and Instructional Allocation 6. OTHER STRENGTHS, WEAKNESSES, OPPORTUNITIES AND CHALLENGES DEPARTMENT ACTION PLAN APPENDICES CONTENT 21 a. Required Data Elements b. Charts of Selected Data Elements c. Map to PLOs to ULGs & Matrix of PLOs to Courses d. Assessment of Student Learning Reports e. Faculty Vita f. Five- Year Plan for Faculty Recruitment, g. Approval Letter From the Commission on Teaching Credentialing h. General Education Course Coordinator Reports

3 1. PROGRAM DESCRIPTION The Sociology and Interdisciplinary Social Sciences (SISS) Department consists of the following major degree programs. Degree Program BA Sociology BA Sociology Concentration in Community Change BA Sociology Concentration in Social Interaction MA Sociology BA Social Sciences BA Social Sciences Preparation for Teaching (Multiple Subject) BA Social Sciences Preparation for Teaching (Single Subject) Minor, Sociology Minor, Social Sciences Minor, Asian American Studies Minor, Women s Studies Year Implemented Unknown Unknown circa 1970 circa 1972 Department Location: DMH 241 Department URL: 1a. Program Mission and Goals Department Mission Statement: The Department of Sociology and Interdisciplinary Social Sciences educates students about social processes that create, maintain, and transform social institutions, social inequalities, and social identities. The department develops student knowledge and skills through both an interdisciplinary and sociological approach. Faculty members work with students to develop analytical and research skills that speak to the needs of a changing world. The Asian American Studies Program offers an interdisciplinary curriculum that examines the multicultural diversity of American society. The courses provide an in- depth understanding of the Asian American experience and emphasize the importance of the inclusion of Asian American perspectives in Social Science theories and methodologies. The Social Science Teacher Preparation Program s mission is to prepare teachers to work in elementary and secondary public schools. Our department is committed to providing a solid foundation in the field of interdisciplinary social science. Our classes focus on educational issues relevant to the growing diversity that exists in California public schools. The Women, Gender, and Sexuality Studies Program is committed to interdisciplinary scholarship and teaching based on global feminist frameworks. WGSS curriculum investigates how our lives are shaped by gender and gender identity, race, class, sexuality, and nation. The program emphasizes the importance of understanding gender as integral to social and political structures of power. The goal of the WGSS program includes integrating the academic and experiential, thereby contributing to social change and justice. (Developed Spring 2014). The mission statement of the Sociology Degree Program is incorporated in the overall Department Mission Statement.

4 1b. Curricular Content of Degrees, Minors, Certificates, and Credentials MAJOR DEGREE PROGRAMS BA Sociology: The Sociology degree program provides a 27 unit core coursework that encompasses lower division introductory courses, statistics, upper division theory and research methods, and a senior capstone course. Students select 15 units of upper division topical electives; two concentrations provide programmatic and curricular concentrations in two major areas of study in sociology: Community Change (formerly Social Change) and Social Interaction (formerly Family). Sociology degrees prepare students for a wide variety of careers in social services and public sector work, program support, management, education, sales and marketing, research, criminal justice and human rights. The degree provides students with critical inquiry, research, writing, and analyses of societal issues. The results of sociological inquiry and research help to inform social policy, programs, and laws. MA Sociology: The MA program consists of 30 units of coursework in theory, research methods, and topical electives in sociology. Students may choose from three different plans of study: a thesis, a special study, or a creative project. All students in the program must also past comprehensive exams in both theory and research methods. The program emphasizes the study and analysis of social problems and is designed to educate students about the effects of social institutions and social processes on the individual and society. Students who graduate from the program leave prepared to teach sociology, to work in a diverse array of applied settings, and/or to continue their academic studies. BA Social Science, Preparation for Teaching (Single Subject): The Single Subject Matter Preparation is a 45 unit major. The major is designed for students interested in teaching history, political science (government), economics, or social science in high school or middle school. The major is approved as subject matter preparation for a single subject credential by the California Commission on Teacher Credentialing (CCTC). Coursework includes World History, U.S. History and Government, Political Science, Geography and Economics courses in the upper and lower division. Three Social Science courses emphasize social science of education theory, diversity, practice in using technology in the classroom, modeling of varied teaching experiences, fieldwork in public schools, and formative and summative assessment. Collectively, these courses compliment the social science core by providing students with the opportunity to read and discuss issues relating to creating and maintaining an effective environment for student learning. BA Social Science, Preparation for Teaching (Multiple Subject): The major is designed for students interested in teaching in elementary or middle school. The course work satisfies San Jose State University s requirements for a BA in Social Science and requires at least 30 units in upper division Social Science courses and units as support requirements for Diversified Major Language and Literature (Multiple Subjects.) In order to verify subject matter competence for Multiple Subject Teaching Credential (K- 8) individuals must pass all portions of the appropriate Commission- approved subject matter examination (CSET for Multiple Subjects). BA Social Science: The department is deciding whether to continue with the current BA Social Science (non- teacher preparation) and its current emphases. The overall program is being evaluated for curricular coherence and feasibility since the major has very few students. MINOR DEGREE PROGRAMS Asian American Studies Program: The Asian American Studies Program has a 15 unit minor program consisting of nine units of required courses and six units of electives. Sociology: The minor is 18 units consisting of 1-3 unit required course and 15 units of electives.

5 Social Sciences: The minor is 15 units and is being phased out by Fall Women, Gender, and Sexuality Studies Program (formerly Women s Studies Program): The WGSS program has a 15 unit minor with nine units of required classes and six units of electives. 1c. Service Courses (General Education) The department has 15 courses in General Education (Areas B4, D1, D2, D3, F1-2- 3, E, SJSU Studies Area S, V, and Z). See Appendix GE for listing of courses. 1d. Service Courses The department s courses serve Behavioral Sciences major (SOCI 1, SOCI 101, SOCI 104 and other upper division electives) and Teacher Preparation majors across the university (AAS 33A/33B, SOCS 137, SOCS 138, SOCS 139). 2. SUMMARY OF PROGRESS, CHANGES, AND PROPOSED ACTIONS 2a. Progress on action plan of previous program review BA and MA Sociology: During the previous review (2007) recommended 1) Collaboration between the Justice Studies Department and the Criminology Concentration; 2) Reviewing undergraduate advising and workload issues; 3) Developing a sustainable assessment plan; 4) Improving work facilities. Programs of the Social Sciences Department: The previous review (2008) recommended 1) Development of major programs in Women s Studies and Asian American Studies; 2) Hiring to support those programs. Section 2b discusses the progress on those items in the department/program s action plans. 2b. Significant changes to the program and context, if any 1. BA and MA Sociology Criminology Concentration: Fall 2011, the Criminology Concentration in Sociology (undergraduate and graduate programs) was terminated. The four faculty who taught Criminology in Sociology voted to move to the JS department. As a result, all of the Criminology related curriculum (six undergraduate classes, three graduate courses) was transferred to JS and the Sociology concentration in Criminology was terminated. 2. Merger of Sociology and the Interdisciplinary Social Sciences Program (2013): The ISS program and Sociology departments considered working together for administrative efficiencies and to explore curricular overlap and synchronicity. The faculty met throughout a 2- year period and decided to work together as an administrative department. 3. Sociology GE Curriculum: Given the workload for GE assessment, the Sociology program voted to remove Soci 116 (Global Society) from the lower division GE curriculum (Area D3). We continue to have Soci 80 (Social Problems) in the identical GE area, so this was a duplication of GE in the major. We still require the course as a core for the major and the course remains a gateway course for transfer students. 4. Propose to eliminate Social Science Major Emphases and BA Social Science (non- teacher preparation): The Interdisciplinary Social Science emphases were eliminated based on the merger with the Sociology Department. The four concentrations were redundant with the concentrations in Sociology; moreover the Sociology Department concentrations are much more robust and internally

6 consistent than the eliminated Social Science concentrations. By merging our departments we worked to bring more depth to each area; for example the former Women s Studies Concentration was merged with Women, Gender and Sexuality Studies (WGSS); the new concentration has more course offerings and coherency. Students will receive more breadth and depth in the new course of study. New Items Not Addressed in Previous Action Plans: 1. Sociology of Education Minor (Approved Fall 2013): California s K- 12 public school population has undergone a major demographic change in the last decade. Educational policy leaders are concerned with educational equity, graduation rates, integration and segregation. Preparation for the changing landscape of K- 12 education includes analyzing, assessing and developing sound policy recommendations to improve schools with diverse populations. The Sociology of Education minor provides students with the latest research and reports on the status of education on a local, state and national level. 2. Curricular Coherence in the Women, Gender, and Sexuality Studies (WGSS) Program: Name change and development of a 15- unit Concentration within the Sociology major (proposed); integration of Sociology and Women s Studies classes into the WGSS minor. Approved Spring Curriculum Proposal for a Sociology Concentration in Race and Ethnic Studies: Developed major concentration proposal for Sociology major with a 15 unit concentration in four Ethnic Studies Programs: Asian American Studies, African American Studies, Mexican American Studies, Native American Studies (Anthropology). Approved Spring Decision to Merge: Over a two year period ( , ), the Sociology Department and the Interdisciplinary Social Sciences Department discussed the possibility and outcome of a bringing together both departments under one administrative unit. 5. Sequenced Curriculum in Sociology: Instituted a core sequence of Theory, Writing Workshop, and Methods courses to be taken prior to Senior Capstone course; developed a new Senior Capstone course to focus on career and skill building in the Sociology major; developed Research Methods capstones in Qualitative and Quantitative Research. This helped in progress to degree completion and comprehensive and summative assessments of student learning in the Senior Capstone course. 3. ASSESSMENT OF STUDENT LEARNING The department has undergone tremendous restructuring with the current merger of two formerly separate departments and programs. Results reported in this section must take into account the changes from when the Criminology program and faculty left the Sociology department (2011) and when the Interdisciplinary Social Sciences Department (and respective programs: Asian American Studies, Women s Studies and Teacher Preparation) merged with Sociology (2013). Each shift resulted in a re- evaluation of program learning objectives and major assessment processes. Similarly, the former Interdisciplinary Social Sciences Department also had instability with the retirement of their chair and the appointment of an interim chair, the lack of full- time faculty to attend to on- going GE and major assessment. In view of these changes, the results reported herein reflect some of the gaps in the assessment process. The departments are now working to make stronger and consistent assessment in the programs, and developing indicators of student success in all of the programs.

7 3a. Program Learning Objectives (PLO) The university and college administration permitted extraordinary mechanisms for the departure of the criminology faculty and the merger of the Department of Sociology and Department of Interdisciplinary Social Sciences. The transitions at the departmental level reorganizations sidelined and diverted concentration from existing program plans and program- level assessment lessons. Prior to the departure the criminology faculty, the BA sociology PLOs remained unchanged since the 2006 self- study and program plan. During the Spring 2012 department retreat the Sociology faculty decided to limit curricular changes to the sociology program until resolution to programmatic uncertainties generated by the possibility of a merger with the sociology and the interdisciplinary social sciences departments. In particular, there was question as to whether the merger of the departments would also merge existing degree programs, degree PLOs, and course offerings. After the merger the two departments (Fall 2013), the faculty decided during department meetings and retreats to not make major curricular changes to any of the major degree programs and the Sociology program re- affirmed the March 2012 BA sociology PLOs. BA Program in Sociology (adopted Spring 2012): Students who completed BA Sociology degree at SJSU will be able: PLO #1: To think sociologically about the relationship between social structure, interaction, identities, and inequalities PLO #2: To identify and explain major sociological theories and apply them to everyday life PLO #3: To demonstrate proficiency in qualitative and quantitative research design, data collection, and data analysis PLO #4: To demonstrate proficiency in oral and written communication skills appropriate to the sociology discipline PLO #5: To practice sociology as educated and civically engaged persons Using the WASC rubric for Program Learning Outcomes, the Sociology Program is at the Developed- Emerging level. The department s revision of PLOs for the major revised in 2012 focused on the core principles of knowledge in the discipline and eliminated awkward language. Criterion Status Notes Comprehensive List Developed Well- organized set of reasonable outcomes that focus on the key knowledge, skills, and values students learning the program. Outcomes are appropriate to the undergraduate level; national disciplinary standards have been considered. Assessable Outcomes Emerging Outcomes describe how students can demonstrate learning. Alignment Developed Curriculum is designed to provide opportunities for students to learn; scaffolding of classes; curriculum map and course sequence emphasizes building of skills and knowledge. Assessment Planning Emerging The program relies on short- term planning, selecting outcome(s) to develop each year. The Student Experience Developed Students have a grasp of purpose and outcomes of the outcome; they are available on course syllabi and website. MA Program in Sociology: Students who completed MA Sociology degree at SJSU will be able: PLO #1: To evaluate theoretical contributions through historical and contemporary issues such as race/ethnic relations, social political and economic inequalities, work and corrections PLO #2: To interpret and evaluate critically published research, and conduct research by formulating theory- driven research questions PLO #3: To communicate sociological knowledge using oral, written, and other technologically driven mediums

8 PLO #4: To participate in meaningful and thoughtful dialogues and conversations as educated people PLO #5: To participate in a democratic society as critically engaged citizens Prior college and university decisions generated programmatic uncertainty. The sociology faculty decided to make no major changes to the MA sociology PLOs and to the MA curriculum until reasonable programmatic stability. At present, the MA sociology program is at emerging status in relations to the WASC criterion for assessing the quality of academic PLOs: Criterion Status Notes Comprehensive List Developed Faculty members plan to make major changes to PLOs. Assessable Outcomes Emerging With potentially new PLOs, faculty members would develop more explicit criteria rubrics at each PLO Alignment Developed At present, the curriculum is aligned to ensure better opportunities for increasing sophistication in learning. Assessment Planning Emerging Faculty members still need to implement in a more routine manner its multi- year assessment plan for the MA program. The Student Experience Emerging BA Program in Social Science Teacher Preparation (SSTP) PLOs are mentioned in graduate student handout. Yet many graduate students have insufficient grasp of PLOs. The BA Social Science Teacher Preparation Program (SSTP) does not have program learning objectives spelled out in the same manner as other programs. The major design, courses and outcomes are consistent with the content of the California Academic Content Standards of K- 12 students and Curriculum Frameworks for California Public Schools; meets the requirement for the CCTC approved CSET waiver. The major will provide students with the opportunity to learn and apply significant ideas, structures, methods, theories and core concepts in the specified disciplines that underlie the K- 12 curriculum. The major will prepare prospective teachers to analyze complex discipline- based issues; synthesize information from multiple sources and perspectives; communicate skillfully in oral and written forms and use appropriate technologies. The essential understanding, knowledge and appreciation of diverse perspectives and contributions by and about diverse groups is included in the required courses. The SSTP major provides prospective teachers with planned, structured field experiences in classrooms: the field experiences are linked to coursework and give breadth of experience with diverse populations. Degree Programs in the former Interdisciplinary Social Sciences Department (adopted April 2008): Students who completed degree programs in the former Interdisciplinary Social Sciences at SJSU will be able: PLO #1 To demonstrate knowledge and understanding of theoretical concepts, research methodologies and their application to current issues. PLO #2 To demonstrate knowledge of interdisciplinary Social Science assumptions, questions and methodologies. PLO #3 To acquire an understanding of social change and individual agency within diverse communities, including race, class, and gender in historical and contemporary contexts. PLO #4 To critically evaluate social science theories in explaining race, class, and gender issues in national and global contexts.

9 PLO #5 To apply interdisciplinary, theoretical concepts and reflective processes to current social/political issues and problems in their communities or in diverse classrooms in local public K- 12 schools through internship/fieldwork experiences. 3b. Map of PLOs to University Learning Goals (ULG) For BA Sociology, see Table C1- A. For MA Sociology, see Table C1- B. 3c. Matrix of PLOs to Courses: See Tables in Appendix. For BA Sociology PLOs, see Table C2- A. For MA Sociology PLOs, see Table C2- B. For Social Science degree program PLOs, see Table C2- C. 3d. Assessment Data BA Sociology: Assessment results have been routinely discussed during department meetings and retreats. To assess the old and new PLOs, the department collected data every semester based on: Sample of capstone materials (for EDUC/COMM 157, 181, and 199H up to Spring 2012 and for SOCI 104B, 105B, 181B, and 199H starting Fall 2012) Survey of internship supervisors (up to Spring 2008) The previous reviewer noted the heavy burden of assessment as the department conducted both entrance and exit surveys of all students. Beginning Spring 2013, the department moved the exit survey online and rewrote the questions using the American Sociological Association s (ASA) BA and Beyond survey. Future plans are to request survey results from the ASA and calibrate our findings with comparable institutions. The department felt that administering (100%) entrance surveys each semester as burdensome and that greater value in understanding student learning could be found through a more comprehensive exit survey and portfolio of student learning (Capstone class). Methodologically, the entrance survey given in Soci 116 (Global Society) was not an accurate measure of student learning at entrance because it was difficult to tap which of the students were actually in their first semester at SJSU. Indeed, there is no one entrance point to the major and because of the high proportion of transfer students, we have eliminated that step in our assessment, instead emphasizing the scaffolding of learning of sociological concepts and knowledge throughout core classes and in providing a culminating experience (career capstone or research capstone) to measure student learning. MA Sociology: There has been limited sharing and discussion of MA program assessment results during department meetings and retreats. To assess the PLOs, the department collected the following data: 1) Sample of MA thesis and MA special studies projects; 2) Performance of MA- level comprehensive exams; 3) Survey of internship supervisors (up to Spring 2008) In addition, the department conducted a survey of graduate student perception. This survey was administrated at the start and end of the program. However, the survey did not reveal any significant results and in 2010 we disbanded the survey to look at other forms of assessment in the MA Program, namely the MA comprehensive exams, thesis, and special projects. BA Social Science Teacher Preparation:

10 CCTC Subject Matter Preparation (SMP) Social Science Teacher preparation Capstone Course; Social Science 195: Theory and Practice: To assess students qualifications of degree completion the SSTP major takes into account both SJSU graduation requirements and state approved requirements for subject matter competency. In addition to the required coursework, there are two summative assessment tools: completion of a portfolio (Social Science 195) and successful completion of the field experience (Social Science 177). Written evaluations of the field experience from the on- site teacher supervisor is required. The portfolio represents the summative accomplishment of the student. It is reviewed and evaluated by the Social Science 195 instructor, The Teacher Preparation Coordinator and the COSS CCTC SMP Advisory Committee. The reviewers determine if the student will receive an evaluation of highly qualified in terms of subject matter competency based on the contents of the portfolio. The portfolio includes the following documents: Unofficial transcripts, GE evaluation form, major form signed by the advisor, a reflective essay regarding the students philosophy of teaching, on- site teacher evaluation of field experience. If the documents do not meet the standards set by the committee, an incomplete will be assigned. The student has an opportunity to revise and re- submit the portfolio. 3e. Assessment Results and Interpretation BA Sociology: The department determined that most BA Sociology graduates attained basic proficiency and skills discussed below: Assessment of PLO #1: Capstone work is assessed to determine how graduates are able to think sociologically about the relationship between social structure, interaction, identities, and inequalities after taking core and substantive elective courses. The capstone work demonstrates most graduates attained proficiency in undergraduate- level sociological knowledge and understanding. Assessment of PLO #2: Capstone work is assessed to determine how graduates are able to identify and explain major sociological theories and apply them to everyday life. The capstone work demonstrates most graduates attained basic knowledge and understanding of sociological theories and basic ability to apply these theories. It was determined that there was a need to require students to take SOCI 101 Social Theory earlier in completing the program. Assessment of PLO #3: Capstone work is assessed to determine how graduates are able to demonstrate proficiency in qualitative and quantitative research design, data collection, and data analysis. The capstone work shows many graduates attained basic knowledge and understanding of research design and the collection and analysis of quantitative and qualitative data. It was determined that there was a need to incorporate methodological aspects to substantive elective courses and to allow students capstone experiences in qualitative and quantitative methods. Assessment of PLO #4: Capstone work is assessed to determine how graduates are able demonstrate proficiency in oral and written communication skills appropriate to the sociology discipline. The capstone work shows than many graduates still needed improvement in their writing. It was determined that there was a need to require students to take SOCI 100W Writing Workshop earlier in completing the program. Assessment of PLO #5: Capstone work is assessed to determine how graduates are able practice sociology as educated and civically engaged persons. The capstone work shows many graduates have interest in gaining a range of more experiences in the practice of sociology. More sociology courses are exploring ways to provide opportunities for civic engagement. See Table below using the WASC rubric. WASC Rubric for Assessing the Capstone Experience (BA Sociology) Criterion Status Notes Relevant Outcomes and Developed Relevant outcomes for the capstone course are identified; plans

11 Lines of Evidence Identified for collecting evidence are agreed upon and used routinely by faculty who staff the capstone course. Valid Results Emerging Faculty have reached general agreement on the types of evidence to be collected (vis- à- vis portfolio); they have discussed relevant criteria for assessing outcomes. Reliable Results Emerging Faculty reviewers are calibrated to apply assessment criteria in the same way. Each semester faculty discuss how they evaluate student work in the Capstone or Advanced Research courses. Results are Used Developed Results for outcomes in the capstone courses are collected, discussed by faculty and used to improve the program. The Student Experience Developed Students have a grasp of purpose and outcomes of the capstone and understand how the course fits with the major. Information is readily available in advising guides and with faculty advisers. MA Sociology: The department determined that most MA graduates attained disciplinary proficiency and professional skills discussed below: Assessment of PLO #1: MA theses and special projects are assessed to determine how graduates are able to evaluate theoretical contributions through historical and contemporary issues. The capstone work and comprehensive exams demonstrate graduates attained core mastery in graduate- level sociological knowledge and understanding. Assessment of PLO #2: Comprehensive exams, the MA theses and special projects are assessed to determine how graduates are able to interpret and evaluate critically published research, and conduct research by formulating theory- driven research questions. These show many graduates attained MA- level competency in quantitative inquiry. In Fall 2012, the graduate methods course sequence added more attention to qualitative inquiry. Assessment of PLO #3: Capstone work is assessed to determine how graduates are able to communicate sociological knowledge using oral, written, and other technologically driven mediums. The capstone work shows than graduates still needed improvement in their writing and completing their MA special studies and MA thesis. Assessment of PLO #4: Student communication during seminars and other venues is assessed to determine how they are able to participate in meaningful and thoughtful dialogues and conversations as educated people. It is determined that more explicit criteria are needed to assess properly how MA students while in the program apply and communicate their MA- level ideas as educated people. Assessment of PLO #5: Theses and special projects are used to determine how graduates are able to participate in a democratic society as critically engaged citizens. It is determined that more explicit criteria are needed to assess properly how MA students while in the program apply their MA- level skills and knowledge to participate actively on social issues. 3f. Placement of Graduates BA Sociology: The sociology program maintains informal networks to former students via LinkedIn, Facebook, and personal contact with faculty. While not scientific in approach, the reports suggest that students have been successful in their post- BA career and job placements. Former majors work in the following professions: public sector employment (county social services, probation, law enforcement), medical, and graduate school. Students have been accepted to doctoral and master s degree programs at the University of Oregon, Kansas State, University of Nebraska, Florida International University, University of North Carolina- Chapel Hill, and San Francisco State University, CSU East Bay, and San Jose State University. MA Sociology: Graduates of the MA program move into a wide variety of professional fields upon graduation: non- profit organizations, for- profit business, research, education, and Ph.D. programs.

12 Similarly to undergraduate reports, we used Linked- In, Facebook and, and sociological organizations (Pacific Sociological Association and the American Sociological Association) to maintain contact with students. Some examples of recent grad student placements include: research technician and analysts at Stanford University, Mission College, the Scottsdale (Arizona) Prevention Project, the Social Security Administration, PARC, and Google. In the non- profit sector, work includes Program Associate for Peninsula Bride and Program Manager for the Phillips Foundation in Minnesota. There are a small number of students who move into Ph.D. programs in Sociology and several have completed programs at Syracuse University, University of Colorado at Boulder, University of North Carolina at Chapel Hill, and University of Iowa. Several of these with doctoral degrees have graduated and are now in tenured and tenure track appointments. Interdisciplinary Social Science Teacher Preparation: Majors have been accepted to completed teacher credential programs at the following universities: University of California- Santa Cruz, University of California- Los Angeles, Santa Clara University, Stanford University, University of San Francisco, San Jose State University, and National Hispanic University. 4. PROGRAM METRICS AND REQUIRED DATA This section discusses the SJSU Required Data Elements (RDEs) for the degree programs of the department. Appendix A consists of tables and figures of the RDEs, computed by the SJSU Office of Institutional Effectiveness and Analytics. 4a. Enrollment, retention, graduation rates, and graduates BA Program Sociology New first- time first- year enrollment in the BA Sociology programs increased from 22 in Fall 2006 to 48 in Fall 2008, decreased to seven in Fall 2012 due to enrollment management, and returned to 48 in Fall As a result, there is a steady upward trend from Fall 2006 to Fall 2013, at a rate greater then the college and university (see Figure S- 1). New transfers into the BA Sociology programs increased from 71 in Fall 2006 to 123 in Fall 123. Overall, there is an upward trend, at a rate greater then the university but lesser than the college (see Figure S- 2). Trend in the first- time first- year retention rate fluctuated between 60.4% for the Fall 2008 cohort and 81.8% for the Fall 2007 cohort. For the Fall 2012 cohort, the rate is 71.4%, lower than the college and university (see Figure S- 3). Yet for first- time first- year under- represented minority students, the retention rate is higher, compared to the college and university (see Figure S- 4). The majority of undergraduate sociology majors are new transfers. The retention rates are significantly better than the first- time first- year students. For the Fall 2012 cohort, the retention rate is 96%. Moreover, the upward trend for the new transfer retention rate for sociology majors exhibits similar pattern with the college and is relatively better than the university overall (see Figure S- 5). This upward trend is more evident for under- represented minority students (see Figure S- 6). The retention rate is 100% for under- represented minority students in the Fall 2012 cohort. The number of BA Sociology degree awarded decreased from 65 in to 35 in The number of BA Sociology Criminology Concentration degree awarded remained slightly decreased from 46 in to 35 in The number of BA Sociology Community Change Concentration degree awarded remained slightly decreased from 10 in to seven in The number of BA Sociology Social Interaction Concentration degree awarded remained slightly decreased from 17 in to 10 in

13 Overall the trend in graduation rates for sociology majors is increasing significantly relative to the university trend (see Figure S- 7). The number of BA sociology graduates went from 117 in academic year to 190 in academic year This growth rate is similar to the college. A larger and consistent proportion of BA Sociology graduates from to are Black and Hispanic, compared to the proportion for the college and university (see Figures S- 8 and S- 9). The first- time first- year six- year graduation rate increased moderately from 44% for the Fall 2001 to 50% for the Fall 2007 cohort, at rates slightly higher than the college and university (see. Figure S- 10). The graduation rates for the Fall 2003, Fall 2004, and Fall 2005 cohorts (during periods before significant budget reduction) exceeded the 51.6% university target. The trend pattern of first- time first- year six- year graduation rate for under- represented students is slightly better (see Figure S- 11). The graduation rates for the Fall 2001, Fall 2003, Fall 2004, and Fall 2007 cohorts exceeded the 47.8% university target for under- represented students. New transfer three- year graduation rate steadily improved from 49% for the Fall 2004 cohort and 67% for the Fall 2010 cohort (see Figures S- 12 and S- 13) similar to the college and at a larger rate than the university. MA Program Sociology New first- time first- year graduate student enrollment experienced a relative decline from 12 in Fall 2006 to eight in Fall The relative rate of the downward trend seems substantial relative to the college and university trend (see Figure S- 19), yet the absolute decreased has been four students. For first- time first- year under- represented minority graduate students, the retention rate fluctuates more due to small absolute numbers and is lower, compared to the college and university overall and for under- represented minorities (see Figures S- 20 and S- 21). While the number of MA graduates at the university and college level remained relatively steady from the to academic year, the number of MA Sociology degree awarded decreased from 20 in to five in (see Figure S- 22). The proportion of MA Sociology Black and Hispanic graduates in sociology from to fluctuated significantly due to small size, compared to the proportion for the college and university (see Figures S- 23 and S- 24). The first- time first- year graduate- student three- year graduation rate for sociology was generally lower than the college and university, except for the Fall 2010 cohort, which exhibited a significant increased (see Figures S- 25 and S- 26). BA Social Science Programs (ISS) Between Fall 2006 and Fall 2012 first- time first- year enrollment in the BA Social Science program remained consistent, averaging 7.3 students every Fall (see exhibit 9). Enrollment reached a high of 13 in Fall 2008 and a low of two in Fall For URMs first- time first- year enrollment averaged 2.9 with a low of one during Fall 2006 and a high of six in Fall Non- URMS the average was 3.4 with a low of 0 in Fall 2009 and highs of seven Fall 2008 and During the same period new transfers to the BA Social Science program averaged 12.7 with an enrollment high of 26 in the Fall 2007 semester and a low of eight Fall 2009 (see exhibit 9). For URMs the average was 4.1 with a low of 0 during Fall 2006 and a high of 9 during Fall Non- URMs averaged 5.7 with a low of three Fall 2006 and a high during Fall 2007 of 9. First- time first- year retention rates for the BA Social Science program averaged 76.2% (CoSS average was 80% and SJSU average was 82.8% during the same period) between Fall 2006 and Fall 2012 with a low of 40% in Fall 2006 and a high of 100% in Fall 2010 and URMs had a first year retention average of 55.5% (77.9% for CoSS and SJSU) during that period with a low of 0% during Fall 2006 and

14 a high of 100%. For non- URMS the average was 74.5% (82.2% for CoSS and 85.4% for SJSU) with a low of 0% during Fall 2009 and highs of 100% during Fall 2007, 2010, 2011, and Exhibit 8 displays degrees awarded by major for the BA Social Science program. There are two BA programs: Social Science and Social Science Teacher Preparation (Multiple Subject and Single Subject). The Department s Social Science BA averaged 7.2 degrees awarded with lows of four in 2009/2010 and 2012/2013 and highs of 9 in 2007/2008, 2010/2011, and 2011/2012. The Teacher Preparation program averaged 19 degrees awarded with a low of 16 in 2010/2011 and a high 24 in 2012/2013. Combining both degrees ISS averaged 26.2 degrees per year with a low in 2008/2009 and 2010/2011 of 25 and a high of 28 in 2012/2013. Graduation Rates: Exhibit 10 displays first- time first- year six- year graduation rates. The data show the average graduation rate during that period under review was 36.1% (compared to a 48.8% CoSS average and a SJSU average of 45.2) with a low of 0% for the Fall 2003 cohort and a high of 100% for the Fall 2001 cohort. For new undergraduate transfers the average graduation rate was 54.3 (CoSS 54.7% and SJSU 46.7% average with the Fall 2005 cohort having a low of 36.4% and the Fall 2008 cohort a high of 81.8%. 4b. Headcount in Sections BA Program Sociology Enrollment headcount per lower- division sections experienced a minor decline from 48.4 in Fall 2007 to 42.8 in Fall 2009 and a sharp increase to 56.8 in Fall 2012 (see Appendix A- 2: Data Exhibit 2). Enrollment headcount per upper- division sections experienced a minor fluctuating growth from 22.7 in Fall 2007 to 31.8 in Fall 31.8 (see Appendix A- 2: Data Exhibit 2). For the BA Sociology Program, headcount enrollment consistently increased from 188 in Fall 2007 to 285 in Fall 2012, a percent difference. For the BA Sociology Community Change Concentration, headcount enrollment remained consistent across semesters, fluctuating between 22 in Fall 2007 to 16 in Fall For the BA Sociology Social Interaction Concentration, headcount enrollment remained consistent across semesters, fluctuating between 19 in Fall 2007 to 27 in Fall For the BA Sociology Community Change Concentration, headcount enrollment remained consistent across semesters, fluctuating between 22 in Fall 2007 to 16 in Fall See Appendix A- 2: Data Exhibit 7. Moreover, the average section size for sociology has been increasing and is consistently larger than the college and university (see Figure S- 14). During Fall 2006, the average section size was 26.7 and 33.0 for Fall MA Program Sociology Enrollment headcount per graduate- level seminar sections experienced fluctuations from the Fall semester average of 10.3: the smaller enrollment was 7.5 in Fall 2010 and largest enrollment was 12.2 in Fall 2009 (see Appendix A- 2: Data Exhibit 2). The University s minimum class size enrollment of 10 students in graduate courses is challenging to meet. In order to do this, the department must admit a large enough cohort to sustain the minimum class size and have graduate courses that students from other programs will take from across the college and university. BA Social Science Program (ISS) Exhibit 2 displays average headcount enrollment per section for Fall 2007 through Fall The program had an average headcount for lower division courses of There was a decline in headcount among lower division from 129 in Fall 2008 to in Fall 2010 but rebounded to 117.1

15 in Fall Considering upper division courses the average headcount was During that period headcount rose from 62.3 in Fall 2007 to a peak of 83 in Fall 2011 before dropping to 67.7 in Fall Graduate courses averaged a headcount of 24.7 with a high or 34 in Fall 2010 and a low of 18 in Considering the Asian American Studies (AAS) program within the ISS Department s lower division headcount enrollment averaged 83.4 while upper division headcount enrollment averaged 12.9 during the period under review. Lower division enrollment declined from 85.6 in Fall 2009 to 79.5 in Fall 2011, rebounding to a period high of 86.9 in Fall Upper division enrollment declined during the period under review falling from 10.8 in Fall 2007 to 9 in Fall The Social Science (SOCS) program did not offer any lower division courses during the period under review. Upper division headcount enrollment averaged 22.2 with an increase from 20 in Fall 2007 to a peak of 30 in Fall 2009 and a decline to 21.5 in Fall Graduate headcount averaged 0.2 for the period under review with a lone headcount of one occurring during the Fall 2008 semester. The Social Science Education (SSED) program within ISS offered only upper division and Graduate level courses during the period being reviewed. Upper division headcount enrollment averaged Headcount enrollment dropped from 15 in Fall 2007 to six in Fall 2009 before rising to 19 in Fall 2011 and falling again in Fall 2012 to 9.5. Graduate headcount enrollment for SSED dropped form 26 in Fall 2007 to 18 on Fall 2008 before peaking at 34 in Fall 2010 and then declining to 18 in Fall For SSED during the period under review, headcount enrollment in Graduate courses averaged 24.5 Finally, the Women s Studies (WOMS) program in ISS offered both lower division and upper division courses during the period under review. Headcount enrollment for lower division courses averaged 34 with enrollments dropping from 43.4 in Fall 2008 to 27.7 before rebounding to 30.2 in Fall Upper division headcount enrollment in WOMS rose from 16.5 in Fall 2007 to a period high of 29.8 in Fall Headcount enrollment declined slightly to 27.7 in Fall 2012 and averaged 24.8 during the period under review. 4c. FTES, Induced Load Matrix BA Program Sociology: Total full- time equivalent student (FTES) enrollment decreased from in Fall 2006 to in Fall 2012 due mainly to the termination of the criminology concentration. The decreasing trend is significant, compared to the steady FTES for the college and the increase in FTES for the university (see Figure S- 15). The percent sociology majors enrolling in sociology courses remained relatively consistent. The percent was 30.4% in Fall 2007 and 31.3% in Fall Undeclared majors ranked second in percent in Fall 2012 (19.2%), anthropology ranked third (11.5%), psychology ranked forth (3.2%), and justice studies ranked fifth (2.6%) (see Appendix A- 2: Data Exhibit 4). MA Program Sociology: Total full- time equivalent (FTE) graduate- student enrollment decreased from 11.0 in Fall 2007 to 9.2 in Fall 2012 due mainly to the termination of the criminology concentration (see Appendix A- 2: Data Exhibit 3b). BA Interdisciplinary Social Sciences: Data show that the FTES for Fall 2007 through Fall 2012, the ISS department averaged FTES. FTES grew steadily during this time increasing from in Fall 2007 and peaking at in Fall FTES for AAS averaged 165 for the period under review growing steadily from Fall 2007 (144.1 FTES) to Fall 2012 (194.8). For SOCS FTES averaged For SOCS FTES averaged FTES peaked at 48.8 in Fall 2008 and declined to 17.2 in Fall SSED FTES averaged 11.2 dropping from 14.2 in

16 Fall 2007, peaking at 14.7 in Fall 2011, and ending the review period at 8.7 in Fall For WOMS the average FTES was 59.2 growing from 54 in Fall 2007 to 61.2 in Fall 2009 and ending the period under review at The percentage of ISS majors enrolling in ISS courses has fluctuated significantly during the period under review (see exhibit 4). Enrollment dropped from 26.9% in Fall 2007 to a low of 13.8% in 2009 before rising to 46.5 in The average during the period under review is 24.4%. Minors: Asian American and Women s Studies and the Social Sciences Program all have small numbers of minors (between five and 20 in each program fluctuating each semester). It is difficult to track the number of minors because students frequently do not declare their minor until they file for graduation or even during the semester they graduate. 4d. FTEF, SFR, Percentage T/TT Faculty Sociology Program: Total full- time equivalent faculty (FTEF) dramatically decreased from 18.1 in Fall 2006 to 12.7 in Fall 2013 due to the lack of new hires and criminology faculty moving to the justice studies department (see Figure S- 16). Student- faculty ratio (SFR) initially decreased from 26.3 in Fall 2006 to 25.1 in Fall 2010 and then increased to 29.6 in Fall The student- faculty ratio for the sociology program remained consistently higher than the college and university ratio (see Figure S- 17). Overall, the trend for the percent tenure and tenure- track instructors for the sociology program is declining, from 67% in Fall 2006 to 35% in Fall Before Fall 2012, the percent for the program was larger than the college and university. Starting Fall 2012, the percent for the program is less than the college and university (see Figure S- 18). ISS Program: The ISS department has not experienced dramatic shift in their FTEF from 2008 (10) to 2013 (11). They experienced a decline in full- time faculty in due to retirement. The data show that ISS averaged 12.8 FTEF for the period under review gradually increasing from 10.8 in Fall 2007 to a high of 15 in Fall 2012 for the period under review. For the programs in the Interdisciplinary Social Sciences Department, AAS averaged 8.9 FTEF, SOCS 1.3 FTEF, SSED.7 FTEF and WOMS 2.7 FTEF. With the exception of SOCS, which showed a gradual decline, the programs in ISS showed slight increases in FTEF. The student- faculty ratio (SFR) increased from 19.8 (Fall 2009) to 27.3 (Fall 2013). The dramatic increase in the SFR from to were the results of class cancelation policies (classes fewer than 20 students) and that the programs are capable of offering fully enrolled courses. For individual ISS programs, between the Fall 2007 and Fall 2012 semesters SFR averaged 20.1 declining from a high of 21.4 in 2007 to a low of 18.7 in SFR for the programs within SOCS ranged from a low of 17.4 for SSED to a high of 24.8 for SOCS (AAS had an SFR of 18.7 and WOMS 22.7) 5. PROGRAM RESOURCES 5a. Faculty Data reported here are based on the merger of two formerly separate departments: Sociology and Interdisciplinary Social Sciences.) See Table 5B.1 and 5B.2 for listing and vitae of full- time faculty. Full Time Faculty: 15 (13 tenured, two probationary): The merged department has faculty with broad expertise across many areas. However, the larger number of majors (500 plus) in Sociology

17 means that the FT Sociology faculty have the additional burden of major advising. The 90 Social Science Teacher Preparation majors are assigned one adviser (Dr. Maria Alaniz). Beginning in 2012, one full time Sociology faculty is now given 0.2 assigned time for undergraduate advising. Thus, the department needs to discuss and review the advising loads across all full time faculty. Part- Time Faculty: There are (12) 3- year entitled lecturers; between 10 and 13 one- year lecturers. The time base time of lecturers vary from 0.2 to 1.0. The department relies heavily on many long- term (3- year) lecturers that provide teaching for General Education and major courses. Faculty Need: While there is sufficient breadth in content areas of the multiple programs, there is still insufficient full- time faculty to cover lower division general education (Asian American Studies) and required classes in the Social Science Teacher Preparation program. Classes in the Teacher Preparation program (SOCS 137, 138, 139) are taken by teacher preparation students across the university and also fulfill upper division GE requirements. There are no full- time faculty who teach those courses. In Sociology, full time faculty are needed to teach undergraduate quantitative research methods (major core class) and statistics (GE and major core). Curriculum vitae for full time faculty are included in the Appendices. 5b. Support staff Prior to the merger, each of the departments had one full time Administrative Support Coordinator. The Sociology department had an additional half- time staff (position vacant between 12/2011 to 2013). When the departments merged beginning Fall 2013, the department s half- time position was augmented to full- time. The full- time ASC in the Interdisciplinary Social Sciences Department was not carried forward. Thus, currently ( ), the merged department has two full- time staff: One Administrative Support Coordinator II and one Administrative Support Coordinator I. The ASCII is responsible for working with the chair on all functions of scheduling, finance, and budget, recruitment activities, RTP, and faculty evaluations and; the second support staff staffs the front desk, answers phones, student inquiries, organizing, and maintains undergraduate, graduate and minor student files filing paperwork for majors and minors in the department, updates and maintains department website; maintains and orders office supplies. The merged department had one half- time (.50) less staff than the former separate departments. The current staffing arrangement is barely sufficient. The department could use augmentation of student assistant or half time staff to manage the complexity of the faculty personnel, different degree programs, minors, and assessment. 5c. Facilities The department office is located in Dudley Moorhead Hall. All faculty offices are on the 2nd floor in close proximity to the main office. Because of the merger of the two departments, consolidation of the administrative functions, the department will convert one administrative office (former chair of ISS) into the Social Science Teacher Preparation office. There are a total of 19 faculty offices. The department has seven classrooms spaces for scheduling that seat from 38 to 98 students. The department shares computer lab facilities with the Psychology and Economics Departments. The inadequacy of classroom facilities are not unique to the department. Clearly, all of the classrooms could be upgraded to smart classrooms. Some rooms still have chalk blackboards and other rooms need whiteboard replacement. Computer lab space is at a premium and the department must work with other College of Social Sciences departments to schedule the labs for instructional use.

18 5d. Budget and Instructional Allocation The department continues to face budgeting challenges in terms of resource allocation. During the past two years, we have cut classes, increased our SFR, and still maintained the target that we are expected to achieve from the college. The Sociology major has maintained the same numbers, even after the Criminology concentration was terminated, and despite operating under impaction. The Asian American Studies Program continues to have high demand for the integrated (multiple areas) GE courses and can offer many more sections that are currently scheduled. 6. OTHER STRENGTHS, WEAKNESSES, OPPORTUNITIES, AND CHALLENGES Number of High Impact Practices in curriculum o Community Service Learning: Offered in Soci 57 (Community Involvement and Personal Growth), Soci 80 (Social Problems), Soci 164 (Social Action), Soci 181B (Senior Capstone). o First Year Seminars: The Women s Studies Program offers WOMS 5Q: Women, Gender and the Media. o Writing Intensive Courses (*): Soci 100W is required of all students. o Undergraduate Research (*): In Sociology we ve had several students as McNair Scholars, Sally Casanova pre- doctoral scholars, and we offer the Honors Thesis for students who have met the GPA requirement. We have supported undergraduate students to present papers at the California Sociological Association and the Pacific Sociological Association. o Capstone Courses (*) Development of a Sociology major capstone in consistent with the American Sociological Association s best practices in undergraduate teaching. Major gifts and donations o Chandler Scholarship Endowment: Supports 2- Scholarship Awards for Sociology graduate students. o Linda Mason Tootell Endowment: Supports department chair membership in the American Sociological Association and faculty prize for publication in specified ASA journals. o Carol C. Mukhopadhay Feminist Anthropology Fund: Supports lecture series on feminist anthropology. External funding or research productivity: Susan Murray researched and wrote a report on Campus Climate ( ) for the SJSU campus Diversity Master Plan. Dr. Murray s findings have subsequently informed the recent campus Race Relations Task Force and their investigation about racial incidents on campus. Scott Myers- Lipton has funding from the County of Santa Clara to work with students in developing social action and social change projects. His grant provides a stipend for students engaging in projects that will address changing the social conditions in Santa Clara County. Amy Leisenring had grant from the UCLA Civil Rights Project to look at working students and the effect of employment on their academic achievement and college success. Shahin Gerami received a grant from the PARSA Community Foundation and the Persian and Iranian- American Studies Initiative (PIASI) to establish Persian Studies at San Jose state University. University Impaction and its effect on the Sociology major: Many students are drawn to the Sociology major because of impaction in other majors throughout the campus. Currently, we have a significant number of undeclared majors or change of majors from pre- health science, pre- nursing, and other students who were trying to get into impacted programs (various business majors, justice studies) or students who found out that engineering and computer science were not their calling. The flexibility of our major program is our greatest

19 advantage for students who need to change their major but have few options because they are already high in units. In addition, we have a number of students who have done poorly in other majors who seek a second chance as a Sociology major. Thus, in some respects, we have the potential for more at- risk students in the major. However, with the advent of an assigned time adviser, probation advising (chair contacts each student on probation), we hope to increase student success and time to graduation. Advising: We have moved toward a blended advising model for Sociology majors. For this, all full time faculty advise students and we have one assigned time faculty adviser (.20) that has 8-10 hours of physical office hours, conducts transfer orientations and meets with students throughout the week. The department chair advises students who are on probation or who are disqualified and seeking readmission to SJSU. For ISS majors, they are assigned one faculty adviser. The former ISS faculty (Asian American Studies and Women s Studies) advise for the minors in their respective programs. 7. DEPARTMENT ACTION PLAN Merged Department: The faculty from the two formerly separate departments are developing a working relationship as a department. Our next years are crucial in developing a shared culture, governance structure, and other practices for a strong, diverse department. Major Curriculum Plans: Based upon the Department Assessment retreat Fall 2012, the merged department prioritized a number of different areas of curriculum development. In particular, we asked the question about how can we develop curriculum and hire for certain positions that will support the mission of our department, college, and university, improve graduation and retention rates, and strengthen and grow the programs of the department. Undergraduate Program Education Pending the approval of the two new concentration proposals, build enrollment in the new Concentrations in Women, Gender, and Sexuality Studies and Race and Ethnic Studies. Review Sociology curriculum for disciplinary currency, bottlenecks, and student demands and needs. Review Social Science Teacher Preparation major considering changes in state standards and the Common Core. Explore the feasibility of a) An Asian American Studies major; b) An Asian American Studies concentration in Sociology focusing on Asian American communities; c) Integrating Asian American courses into the Community Change concentration. Research and evaluate the feasibility an online BA degree completion program in Social Sciences (non Teacher Preparation). This upper division program would use the current lower division course requirements with 50 upper division units online at SJSU. Courses would consist of selected coursework from the College of Social Sciences that currently have online courses. Outreach and Advising with Students: Develop advising network for students majoring in Sociology and Social Science Teacher Preparation programs. Continued Department integration and collaboration of curricula in programs. Develop Program Learning Objectives specific to the Asian American Studies Program, Women s Studies Program. Revise Social Science Teacher Preparation Program Learning Objectives in concert with changes in the common core and teacher preparation.

20 Graduate Program Education: Examine and revamp MA program according to research by the American Sociological Association on terminal and professional Master s degree programs. Review and update Graduate Program PLOs. Examine and evaluate the effectiveness of the comprehensive exam, thesis, and special project options in the MA program. Develop a comprehensive rubric for assessing student learning in the MA program. Other Curricular Development Areas Explore potential special session or certificate programs that capitalize on faculty expertise in the following areas: Applied Community Research, Women s Studies, Diversity and Multicultural Education, Asian American Studies, Community Action. Explore accreditation of the Sociology MA and BA programs as Applied Degree Program Programs through the Commission on the Accreditation of Programs in Applied and Clinical Sociology (CAPACS). Faculty Hiring Areas: Teacher Preparation: The teacher preparation program currently has only one full- time faculty member who teaches, advises, and coordinates the program. Applied research, social scientist with quantitative and/or qualitative research skills, especially with developing community connections (grad program and undergrad program). Asian American Studies: Asian American Studies hire would emphasize historical comparative approaches (US History), race & ethnicity, diaspora studies, and multiraciality. Native American Specialist: Historian or interdisciplinary scholar who can address critical issues in Native American Studies and who can teach in both race & ethnicity with an emphasis on Native Americans and/or history. Faculty expertise in online and hybrid pedagogy.