• 19 of 58 (32.7%) alumni returned the survey
• The quantitative and qualitative portions were both very positive
• In regards to the skills and content that was listed, the majority of students perceived that the coverage was right. Skills were especially noted as have adequate coverage including—data manipulation, verbal, writing, and library. Diversity coverage was also listed as a strength of the curriculum
• Items that at least 20% believed there should be more coverage included: coverage of world culture, the role of the sociologist citizen, and statistical analysis
• Strengths clustered around teaching and a dedicated faculty
• Although research opportunities was seen as a strength, three alumni noted the need for even more research opportunities

As a result of this assessment, he research methods courses will be reviewed this fall by the Curriculum Committee.

Students reported the extent of emphasis on sociological skills in sociology classes was "just right".

A majority of sociology alumni report that more emphasis could be focused on

(1) motivation to be an active community citizen,
(2) ability to interview/question, and
(3) computer word processing skills.

Emphasis in sociology classes was insufficient on

(1) cooperation skills,
(2) insights into organization/bureaucracies,
(3) problem solving skills,
(4) verbal skills,
(5) use of scientific method,
(6) questionnaire construction, and
(7) statistical analysis.

These reported deficits are being taken into consideration by our curriculum committee as we are setting standards for the teaching of skills for our graduates who intend to go into the job market with an undergraduate degree. Emphasis could be increased on the above sociological skills, particularly where the skill is included on lists of "often used" and "most beneficial skills" for alumni.

Half or more of alumni report that each of the following sociological skills are being used "often" in their graduate programs or in their jobs:

(1) sense of public issue concern,
(2) motivation to be active in community,
(3) cooperation skills,
(4) summarizing skills,
(5) problem solving skills, and
(6) word processing skills.

For nearly all of the remaining skills, a large majority (75% or more) of alumni responded with either "often" or "sometimes."

Former students consider the following listed skills most beneficial to them:

(1) ethnic/religious tolerance,
(2) understanding of world cultures,
(3) facts distinguished from values,
(4) cooperation skills,
(5) critical thinking,
(6) problem solving skills,
(7) written skills.

Because only four skills out of the total of 20 did not receive a single vote, we believe we have identified skills of benefit for our graduates.

For the most part, students reported the extent of emphasis on sociological skills in sociology classes was "just right". Based on alumni answers, 80% or more of alumni students say faculty emphasis was "just right" for:

1. "sense of concern for public issues,"
2. "tolerance for differences between ethnic/religious beliefs,"
3. "ability to understand world cultures,"
4. "ability to distinguish facts from value judgments,"
5. "understanding of the American institutions,"
6. "ability to be a critical thinker,"
7. "ability to summarize information,"
8. "written skills."

Half or more (but less than 80%) report that class emphasis was "just right" for:

1. cooperation skills,
2. insights into organizations/bureaucracies,
3. data interpretation skills,
4. problem solving skills,
5. verbal skills,
6. use of scientific method,
7. library research skills,
8. questionnaire construction,
9. statistical analysis.

Sixty-five or seventy-five percent of alumni report too little classroom emphasis on:

1. motivation to be an active community citizen,
2. ability to interview/question,
3. computer word-processing skills.

About 40% noted too little emphasis in sociology classes on:

1. cooperation skills
2. insights into organizations/bureaucracies
3. problem-solving skills,
4. verbal skills,
5. use of scientific method,
6. questionnaire construction,
7. statistical analysis.

These reported deficits will be taken into consideration by our present, curriculum committee when setting standards for essential skill formation in sequence. Perhaps - emphasis should be increased on the above sociological skills, particularly if the skill also appears in the "often-used" list and the "most beneficial skills to alumni" as well.

Half or more of alumni report the following sociological skills are being used "often" in their graduate programs or their work:

1. sense of public issue concern,
2. motivation to be active in community,
3. cooperation skills,
4. summarizing skills,
5. problem solving skills,
6. word processing skills.

For most other skills, a large majority (75 % or more) of alums answer either "often" or "sometimes."

Our report suggests that former students consider the following skills most beneficial to them:

1. ethnic/religious tolerance,
2. understand world cultures,
3. facts distinguished from values,
4. cooperation skills,
5. critical thinking,
6. problem solving skills,
7. written skills.

Because only four skills out of the total of 20 did not receive a single vote, we feel convinced that we have tapped a set of skills that are of benefit for our graduates.

Our Curriculum Committee continues to meet giving consideration to possible changes as suggested by prior students who have majored in Sociology. We are beginning to gather information about the balance of lower level to upper level offerings by Sociology Departments in UNK's Comparison Institutions. We will be carefully examining our Alumni Survey results from Spring 1996 and combining results with those from two other 5-Year Review surveys to see if patterns appear. This would give us evidence that building skills should be incremental, and clear standards set at each level during our majors' progress through the major. Consideration is being given to renumbering some courses and setting specific standards to be met at each level.