Integrating Program Assessment and a Career Focus into a Research Methods Course

Abstract

Sociology research methods students in 2013 and 2016 implemented a series of “real world” data gathering activities that enhanced their learning while assisting the department with ongoing program assessment and program review. In addition to the explicit collection of program assessment data on both students’ development of sociological concepts and skills while undergraduates and alumni’s use of such knowledge after graduation, an effort was made throughout the semesters to highlight key research methods knowledge using examples that focused on job searching and careers appropriate for baccalaureate-trained sociologists. Students reported that these real-world activities both increased their interest in and their learning about research methods. These explicit and implicit experiences with an employment focus also led them to increase their own thinking about their eventual careers and preparing job search materials, such as résumés, that include skills developed in their undergraduate sociology courses.

Making It Count: Using Real-World Projects for Course Assignments

“…Strangfeld (2013:200), in her article on student-led research projects in undergraduate statistics classes, argued that students “become sociologists by doing sociology, not just reading about it. They also become researchers by doing research, not just learning the formulas behind it.” Senter (2017) found that not only do real-world data-gathering assignments positively influence student learning and interest in research methodology, but they can also have a positive impact on students’ thinking about employment and careers.…”

Testing for Discrimination: Teaching Audit Studies in Quantitative Methods Courses

“…First, most students recognize that quantitative proficiency enhances their ability to understand the world (Wilder 2009). In addition, students are likely to see quantitative prowess as a route to interesting and productive employment (Senter 2017). And finally, the course is unlikely to be redundant.…”

“…Lindner’s (2012) students learn regression through an analysis of their own quiz and exam scores, while Paxton (2006) connects to students’ career interests by using salary data on various careers sociology majors might choose. And many published exercises ask students to collect original data (Lovekamp, Soboroff, and Gillespie 2017; Senter 2017; Strangfeld 2013; Whitley and Dietz 2018). Finally, several published quantitative assignments combine real-world data, topics of interest to students, and original data collection by having students perform content analyses of personal ads, high school yearbook pictures, or other media (Marx 1995; Rushing and Winfield 1999).…”

Sociology Departments and Program Review: Chair Perspectives on Process and Outcomes

“…Students majoring in sociology can benefit by assisting faculty in some of the data collection and summary tasks that are integral to program review and assessment as long as student privacy is not compromised. In this way, at least faculty know that students have directly gained from the experience and that their data analysis and reporting skills have improved; such skills are valuable across courses and in the labor market (Senter 2017).…”