Sociology Departments and Program Review

Chair Perspectives on Process and Outcomes

Dados Bibliográficos

ID11623733
AutoresMary S Senter (0000-0001-8035-6805, Central Michigan University, Mount Pleasant, MI, USA, autor correspondente), Teresa Ciabattari (Pacific Lutheran University, Tacoma, WA, USA), Nicole V Amaya (American Sociological Association, Washington, DC, USA)
Ano2020
Volume49
Fascículo1
Páginas1-16
Data de publicação2020-12-08
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoTeaching Sociology (JOURNAL)
Identificadores do periódicoISSN: 0092-055X • E-ISSN: 1939-862X
EditoraSAGE Publishing (PUBLISHER • US)
DOI10.1177/0092055x20970268
OpenAlexW3111603135
IdiomaEN
Citações recebidas3
Referências 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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