The Behavioral Sciences Assessment Plan for the program fields of Political Science and Sociology is designed to support the Quality Enhancement Plan of Alabama A&M University. It has four main objectives:

1. assess academic achievement;

2. monitor and assess personal growth and development;

3. provide measurable achievement outcomes; and

4. enhance instructional effectiveness and the quality of program offerings.

The Assessment Plan should not be viewed as a static document, instead it is a dynamic process which can and will be adjusted to meet changing needs and circumstances.

Program	Learning Objectives/ Educational Outcomes	Program Requirement	Assessment Method	Outcome Measure
General programs (Majors)	1. Achieving competence	Coursework: Term Papers, essays, exams Common Portfolio	A) Multi-field final exam	Students must score at least 75% at least 50% meets/exceeds Dept. criteria
	2. Substantive knowledge: facts, concepts, theories, etc.
	3. Research, writing skills
	4. Departmental assessment		C) Graduate survey	At least 50% meet expectations

I. Initial Assessment

A. Objectives

1. Support the university’s Quality Enhancement Plan (Objective 2 and 2d) by to identifying “at risk” students in the selected major at the initial stage of the student’s entrance to the university.

2. Identify students who score less than 20% on PAME I combined with an ACT score of 18 or the SAT equivalent as “at risk”.

3. Provide baseline data to be used as an initial assessment of academic ability and as a comparison with Post-Assessment Multi-field Exam (PAME II) that students will take in senior year.

4. Establish a baseline comparison in a 3 to 5 year timeframe identifying the range of scores on PAME I.

B. Method of Assessment (Pre-Assessment Multi-field Exam, PAME I Exam)

All entering students who declare Political Science or Sociology as a major will be assessed during their freshman year.

1. A Pre-Assessment Multi-field Exam (PAME I) (50 question multiple choice exam) will be given to all declared Political Science/Sociology majors to obtain a baseline for further evaluation.

2. Students at the freshman level will be taking their general core courses at this stage in their program.

3. Students will be directed to the Behavioral Sciences Assessment Plan on the department website which includes a description of the assessment plan, program offerings, course descriptions, advisors, and course template.

C. Implementation and Assessment

1. A Pre-Assessment Multi-field Exam (PAME I) score of less than 20% and an ACT score of 18 or the SAT equivalent will serve as the indicator of students needing early academic support and intervention through the Office of Academic Retention and Support.

2. If range of scores on PAME I indicate a persistent pattern less than 20% combined with an ACT score of 18 or the SAT equivalent, the department will consult with the Office of Admissions in seeking ways to improve quality of incoming freshman.

3. If a student scores above 60% on PAME I, advisor may decide to recommend student for Honors program.

D. Expected Outcomes

1. In support of the University’s Quality Enhancement Plan (Objective 2 and 2d) we hope to identify “at risk” students in the selected major at the initial stage of the student’s entrance to the university.

2. Identified “at risk” majors so they can receive early academic support intervention.

3. Reduce the number of “at risk” majors by the time students prepare to take courses in program curriculum.

II. Mid Academic and Student Development Assessment

A. Objectives

1. Support the university’s Quality Enhancement Plan (Goal A) by establishing a mechanism for …”educating the whole student with a focus toward the successful development of competent graduates prepared to attain an excellence in professional life.”

2. Support the university’s Quality Enhancement Plan (Goal B) to “improve the campus culture to embrace diversity and the arts, foster scholarly attainment, promote mature, socially conscious behaviors among all parts of the university family.”

2. Provide an instrument by which advisor can monitor student’s successful academic progress and student development.

3. Identify students who are failing to make successful academic progress and development as a student.

4. Encourage the development of well-rounded majors who should be engaged in various facets of campus life.

B. Method of Assessing of Academic Achievement – Portfolio

1. Students will be assigned an advisor who will obtain the transcripts of new Political Science/Sociology majors.

a. If the student is progressing with a GPA of 2.0 and/or a score of a 20% on PAME I or better no action will be taken.

b. If the student has a GPA below 2.0 and/or a score of less than 20% on PAME I, the advisor will identify or flag the student as a candidate needing additional help within the department and should contact the Office of Retention and Academic Support to seek assistance for the student.

c. Flagged students will be required to have an extensive evaluation of their academic progress on a semester by semester basis.

d. Students will be advised to contact and attend scheduled meetings by the Academic Advising Coordinator for the School of Arts and Sciences.

2. The Department will require a portfolio to be maintained by the student from the time they are assigned an advisor in University College This section of the portfolio will include evidence of the student’s academic performance as they engage in scholarly pursuits during their college career.

a. The student will be responsible for systematically collecting and maintaining copies of the required material until the completion of their program and they have completed the senior exit interview for graduation.

b. It is suggested that student collect and maintain the following types of documentation and information: student’s transcript, sequence of Political Science/Sociology courses, term papers, projects, test papers if appropriate, University academic honors, membership and positions professional societies, or clubs, professional meetings attended, papers presented at professional meetings, letters of commendation, resume, graduate school contacts, job fairs attended, and other pertinent academic information.

3. Evaluation and scoring of portfolio must include at minimum the following documentation: list of Political Science/Sociology courses student has taken and successfully passed, copy of one graded research project or paper; copy of two major exams; unofficial copy of transcript.

C. Implementation and Assessment

1. The student’s advisor will request to see this section of the portfolio each February.

2. The advisor will make a critical examination of the portfolio to see if the student is providing the necessary documentation indicating successful academic progress and the correct sequencing of courses in the major program.

3. If portfolio is deemed deficient by the advisor, the student must make all corrections and present completed material to advisor by the end of spring term.

4. If students fails to present complete portfolio, advisor will inform chair of the department who will send a letter to student indicating a continued deficiency in portfolio.

5. Until portfolio is complete, student will not be allowed to register for Summer or Fall classes.

Method of Assessing of Student Development - Portfolio

1. The Department will require a portfolio to be maintained by the student from the time they are assigned an advisor. This section of the portfolio will include evidence of the student’s general non-academic information and extracurricular activities during their college career.

a. The student will be responsible for systematically collecting and maintaining copies of the required material until the completion of their program and they have completed the senior exit interview for graduation.

b. This section of the portfolio will include evidence of any extracurricular student activities that the student participates in during their college career (speeches attended, presentations, campus clubs, organizations, museums, concerts, employment and so on). The following data will also be assembled for comparative purposes: course number; student age; gender; years in program; status completed; number of general education credit hours completed; and grade point average.

c. Required extracurricular activity is mandatory membership and as well as active participation in one of the political science/sociology student clubs. Students may choose to join one or more of the following clubs: Pi Sigma Alpha (National Political Science Honor Society), Pre-Law Society, AAMU Democrats, the International Studies Association, Sociology and Criminal Justice Club and Alpha Kappa Delta (National Sociology Honor Society).

C. Implementation and Assessment

1. The student’s advisor will request to see this section of the portfolio each February.

2. The advisor will make a critical examination of the portfolio to see if the student is providing the necessary documentation indicating successful student development.

3. If portfolio is deemed deficient by the advisor, the student must make all corrections and present completed material to advisor by the end of spring term.

4. If students fails to present complete portfolio, advisor will inform chair of the department who will send a letter to student indicating a continued deficiency in portfolio.

5. Until portfolio is complete, student will not be allowed to register for Summer or Fall classes.

D. Expected Outcomes

1. Student’s shall present a body of work which reflects the competent understanding and mastery of the disciple.

2. Student shall present a body of work which reflects to the development of a well-rounded and engaged member of the university family.

3. In support of the university’s Quality Enhancement Plan (Goal B) with emphasis on the mentoring/coach relationship, the advisor and student to have developed an engaged dialogue and mentoring relationship.

III. Final Assessment

A. Objectives

1. Provide an instrument to assess the successful understanding and mastery of the Political Science/Sociology curriculum.

2. Provide and instrument to measure academic development of students and the mastery of the discipline as compared to their freshman year.

3. Provide an instrument to measure to teaching effectiveness and course offerings in the Political Science/Sociology curriculum.

B. Method of Assessment (Post Assessment Multi-field Exam, PAME II)

1. A final assessment will be conducted to review the portfolio as well as collect general information from the student on the Political Science/Sociology program at time of department’s senior exit interview.

2. An advisor will examine and assess the portfolio at the senior exit interview.

3. The Department will require a Post Assessment Multi-field Exam (PAME II) to be taken by students when they complete their senior exit interview.

4. The PAME II will have questions from the following required areas: (Political Science) Introduction to Political Science, American Government, State and Local Government, Comparative Government, Blacks in Politics, International Relations, and Western Political Thought; (Sociology) Introduction to Sociology, Social Problems, Statistics, Research Methods, and Social Theory. A study guide will be available.

5. Political Science/Sociology majors must complete the Contact Data Sheet as part of the senior exit interview and log on to the program’s alumni website site at: http://groups.yahoo.com/group/AAMU_PoliticalScience_Alumni/ or http://groups.yahoo.com/group/aamusoc

C. Implementation and Assessment /Graduation Requirements

1. The advisor will grade the Post Assessment Multi-field Exam (PAME II) at time of student’s senior exit interview.

2. The standard of evaluation of the Student’s Development Portfolio and the Academic portfolio will be the Rubric listed below.

3. Any student not scoring at least 75% on PAME II and 50% on the portfolio will have two chances to retake the exam and two weeks to submit all documentation for the portfolio.

4. The student must achieve a passing grade of 75% on the PAME II and 50% on the portfolio or the student will not be allowed to graduate.

Scoring Rubric for Assessment of Student Academic Portfolio

Criteria	Exceeds Expectations	Meets Expectations	Partially Meets Expectations	Does Not Meet Expectations
1. Provides a sense of context, and demonstrates a solid grasp of the discipline
2. Uses evidence, cases, textual evidence to support arguments
3. Uses political/social science concepts
4. Demonstrates awareness of alternative theories, explanations, interpretations, for evidence
5. Demonstrates knowledge of criticisms of categories, languages, theories, used
6. Presents ideas/material in logical, organized sequences
7. Writes clearly and correctly

1. Provides a sense of context, and demonstrates a solid grasp of the discipline

Meeting Expectations: Demonstrates knowledge of both the conceptual/theoretical and the empirical/historical context of the field.

Exceeding Expectations: Demonstrates knowledge of both conceptual/theoretical and empirical/historical context of the topic, as well as the implications of the topic for theory, research, policy.

Partially Meeting Expectations: Some awareness of the empirical /historical context, but little or no conceptual/theoretical context presented.

Does Not Meet Expectations: neither empirical/historical or conceptual/theoretical context presented in the paper.

2. Uses evidence, cases, textual evidence to support arguments

Meeting Expectations: Relevant relationships established between claims and evidence. Major points substantiated with evidence.

Exceeding Expectations: Student presents relevant relationships established between claims and evidence and major points are substantiated with evidence. Students suggest alternative sources of evidence, or evidence/data needed to make alternative arguments.

Partially Meeting Expectations: Some relevant relationships are established between claims and evidence. Major points only partially substantiated with evidence.

Does Not Meet Expectations: No connection between arguments and evidence, or no evidence provided to substantiate major points.

3. Uses Political Science/Sociology concepts

Meeting Expectations: Student uses a major concept in the paper (concept can be either a macro, micro or intermediate level concept used in the explanation of political/social phenomena).

Exceeding Expectations: Student systematically uses and analyzes more than one major concept in depth.

Partially Meeting Expectations: Student shows some awareness of one concept, and makes marginal use of it in the paper.

Does Not Meet Expectations: No knowledge of concepts, and little use of any.

4. Demonstrates awareness of alternative theories, explanations, interpretations, for evidence

Meeting Expectations: Students presents two alternative theories, explanations, interpretations, that can be used to explain the evidence presented in the paper.

Exceeding Expectations: Student presents more than two alternative theories, explanations, interpretations, that can be used to explain the evidence presented in the paper.

Partially Meeting Expectations: Student presents one alternative theory, explanation, interpretation, that can be used to explain the evidence presented in the paper.

Does Not Meet Expectations: No awareness of alternative theories, explanations, interpretations.

5. Demonstrates knowledge of criticisms of categories, languages, theories used

Meeting Expectations: Student presents one limitation or criticism of theories and interpretations used in the paper

Exceeding Expectations: Student presents more than one limitation or criticism of theories and interpretations used in the paper.

Partially Meeting Expectations: Student presents a minimal, fragmented, or implicit discussion of the limitations or criticisms of theories and interpretations used in the paper.

Does Not Meet Expectations: No presentation of limitations or criticisms.

6. Presents ideas/materials in logical, organized sequences

Meeting Expectations: Use of Subsections. A clear introduction and conclusion. Ordered paragraphs. Logical transitions between subsections. Absence of non-sequiturs.

Not meeting Expectations: Disorganized, no clear development of argument or presentation of data or information.

7. Writes clearly and correctly

Meeting Expectations: Student uses standard rules of grammar and composition [Rules as enumerated in Chicago Manual of Style, for example]. Minimal errors in sentence construction, grammar, spelling etc.

Exceeding Expectations: Sophisticated and flexible writing style, using multiple sentence construction formats, absence of errors.

Partially Meeting Expectations: Student writes clearly, but presence of errors in sentence construction, grammar, spelling etc.

Does Not Meet Expectations: Multiple and significant errors in grammar, sentence construction and spelling.

D. Expected Outcomes

1. Competent, qualified graduates prepared to go on to graduate or professional school.

2. Competent, qualified graduates prepared “for excellence in professional life.”

3. A successful pass rate of 95% on PAME II.

4. A successful pass rate of 95% on the academic and student development portfolio.

IV. Graduate Survey

Implementation

1. The survey will be conducted on the population of Political Science/Sociology graduates every five years after graduation from Alabama A&M University. The departmental alumni website will be used to conduct the survey.

2. Questions in the graduate survey fall into the following categories: those relating to the programs in Political Science/Sociology, those relating to graduate or professional school, and those relating to job and career placement activities.

3. The results of the survey will be used to evaluate teaching effectiveness and course offerings.