Theodore C. Wagenaar

The Capstone Course.

Most colleges and universities have examined and revised their liberal arts education curricula in recent years. These analyses have included both the entire curriculum and the major. One aspect of the major that has received particular attention is the capstone course, a culminating experience in which students are expected to integrate, extend, critique, and apply the knowledge gained in the major. This article and those which follow examine some possibilities for the capstone course in sociology. I begin by reviewing the efforts of the Association of American Colleges, the prime mover in the curriculum review movement. Then I address what constitutes a capstone course. Finally, I examine some decisions involved in developing such a course.

Is There a Core in Sociology? Results from a Survey:

I report on a study of 301 sociologists to determine which concepts, topics, and skills they deem most important to cover in the introductory course and in the sociology curriculum. Respondents indicated high agreement that the list of skills, topics, and concepts adequately represented the range of possible items. I use both the raw ratings and the results of asking respondents to select their “top five” items. Results show strong agreement on core concepts, topics, and skills, with both overlaps and differences between results for the introductory course and the sociology curriculum. Issues of difference and inequality are important for both the introductory course and the curriculum. Core concepts are seen as more critical for the introductory course, and theory and methods are seen as more critical for the curriculum. Values and commitments as well as applied sociology rank lowest for both the introductory course and the sociology curriculum. Implications for the sociology curriculum as well as for introductory textbooks are discussed.

Outcomes Assessment in Sociology: Prevalence and Impact.

I review the literature on learning outcomes assessment and suggest relevant contextual factors responsible for the heightened interest in outcomes assessment. I then report on a study of several hundred sociologists regarding usage and impact of various outcomes assessment strategies. The data are broken down by school type-public and private-as well as by school size. Alumni and senior surveys and capstone products are used most often, while commercial exams, external review of student work, and oral exams are used least often. Few differences exist for school type and size. Impact on the curriculum and teaching is modest at best, with faculty members at private and smaller schools reporting greater impact. The implications of outcomes assessment for power redistribution are examined.