Sociology Departments and Program Review

Chair Perspectives on Process and Outcomes

Datos Bibliográficos

ID11623733
AutoresMary S Senter (0000-0001-8035-6805, Central Michigan University, Mount Pleasant, MI, USA, autor de correspondencia), Teresa Ciabattari (Pacific Lutheran University, Tacoma, WA, USA), Nicole V Amaya (American Sociological Association, Washington, DC, USA)
Año2020
Volumen49
Número1
Páginas1-16
Fecha de publicación2020-12-08
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaTeaching Sociology (JOURNAL)
Identificadores de la revistaISSN: 0092-055X • E-ISSN: 1939-862X
EditorialSAGE Publishing (PUBLISHER • US)
DOI10.1177/0092055x20970268
OpenAlexW3111603135
IdiomaEN
Citas recibidas3
Referencias citadas11

Sociology faculty are accountable to multiple stakeholders to demonstrate that our academic programs are effective and that students are learning. Despite the ubiquity of mandated program review practices, which often include the assessment of student learning, research is lacking on the extent to which these efforts lead to improvements in departmental outcomes and student experiences. Similarly, little research exists on how department leaders experience and evaluate the utility of these efforts. This article uses data from a national survey of sociology departments to document how program review and assessment are enacted in sociology departments and to explore chairs’ perspectives on program review processes and its outcomes. The article concludes with a series of recommendations for improving these processes so that faculty time is used well and the experiences of sociology students are enhanced

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