department of communication school of liberal arts b.a. in communication cip code 090199 program...
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Department of CommunicationSchool of Liberal Arts
B.A. in CommunicationCIP Code 090199
Program Code 140
1Program Quality Improvement Report 2010-2011
Student Learning Outcomes
We have 14 Program Objectives
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1. Public speaking
2. Writing skills
3. Research competency
4. Critical thinking
5. Content knowledge
6. Newswriting
7. Photography
8. Media graphics
9. Radio production
10. TV News production
11. Video production
12. Broadcast writing
13. Computer literacy
14. Satisfaction w/ major
Students will be able to demonstrate the following:
Program Quality Improvement Report 2010-2011
Holistic Alignment of Outcomes
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“... provides quality educational opportunities [and] … combines innovative classroom teaching with experiential learning;
prepares students for professional success … ”
[UNIVERSITY] Cameron University …
“… fosters a student-centered academic environment, in keeping with the mission of the University, and is dedicated to guiding students to
the highest possible standard of achievement.”
[SCHOOL] The School of Liberal Arts…
Alignment with University, School, and Departmental mission statements, and Plan 2013:
Program Quality Improvement Report 2010-2011
Holistic Alignment of Outcomes
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Alignment with University, School, and Departmental mission statements, and Plan 2013:
[DEPARTMENT] The Communication Department strives…“To offer learning opportunities that develop student intellectual
capacities … preparing students for graduate school or a number of communication-related professions.”
[Strategic Plan 2013 – GOAL #1.1] “Maintain and enhance Cameron’s commitment to providing programs
of the highest quality in instruction, research, and service … ”
Program Quality Improvement Report 2010-2011
Measures of Learning Outcomes
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Direct measures of student learning objectives:
Portfolio review [Standardized assessment rubrics]Performance reviewLocally developed test [knowledge]
Indirect measures of student learning objectives:
Graduating senior attitudinal survey
Program Quality Improvement Report 2010-2011
IDEA Student Reactions are included in facultyreappointment
Faculty Perceptions of Student Learning
Measure of Learning Outcomes
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Program methodologies that addresses academic shortfalls prior to graduation:
[Institutionalized] None.
[Non-institutionalized] Informal workshops
One-on-one study sessionsGroup study sessionsEmphasis on proper academic advisement
Program Quality Improvement Report 2010-2011
Program goals and objectives
Each OBJECTIVE is tracked using data from a number of COMPETENCIES.
Ranging from 1 to 8 COMPETENCIES
COMPETENCIES are rated using a 9-pt. scaleDivided into three RANGES:*
Unsatisfactory Satisfactory Excellent 1 2 3 4 5 6 7 8 9
* Borrowed from NCA – National Communication Association
Program Quality Improvement Report 2010-2011 7
Program goals and objectives
Program Quality Improvement Report 2010-2011
These areas were scored on the following four-point scale of 0-3:0-unacceptable, 1-marginally acceptable, 2-acceptable, 3-excellent.The scale was adapted from Kohl & Wilson (1986).
P.O. # 11 Demonstrate* effective video production
*Bloom’s Taxonomy
Knowledge* areas measured:
Lighting, audio, camera work, graphics, editing, content and length.
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Program actions since last assessment presentation
1. WRITING - Our department chose the following strategies to improve scholarly writing:
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Make clear the ground rules early-on as to departmental expectations [Idea development, Documentation, Grammar, etc.]
Emphasize the depth and maturity of reasoning expected at the collegiate level.
Provide extended feedback in these areas.
Encourage students to utilize other campus writing resources [Center for Writers, library, etc.]
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-
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2008-2009 - 6.3 2009-2010 - 6.7 2010-2011 - 6.9
Program Quality Improvement Report 2010-2011
Program actions since last assessment presentation
2. RESEARCH - We implemented the following strategies to improve research skills:
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-
-
-
2008-2009 – 5.8 2009-2010 – 5.5 2009-2010 – 4.9
Consider adding the Communication Research Course to the Core.*
Consider making the Communication Research Course a pre-requisite for some research based courses.
Broaden the usage of EBSCO Communication and Mass Media
Utilize newly formed committee to review the PR and Speech degree structures.
* New course offered Spring 2010; Curriculum proposals in progress.
Program Quality Improvement Report 2010-2011
Program actions since last assessment presentation
3. Video Production
11Program Quality Improvement Report 2010-2011
Since changes have been implemented, we will be looking forward to the assessment results in the next year as this is when the students who have benefited from the changes will be participating in the assessment process.
So we will analyze and make changes on those results.
Program objective and measurement
PROGRAM GOAL:
PROGRAM OBJECTIVE 1
CURRICULUM AREA OR TARGET AUDIENCE
MEASUREMENT OF PROGRAM OBJECTIVE
Measurements
Methods used to determine validity of measurement instruments
Methods used to determine reliability of measurements
Schedule for measurements
[#2] Demonstrate effective [scholarly] writing skills
Upper-division Communication Department courses.
DIRECT:Portfolio review[Research paper]
INDIRECT:
Standardized national assessment rubric [adapted from NCA]
Multiple raters
Consistent use over 15 years
Inter-rater reliability
Annually [Fall]
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PO #2 - Demonstrate effective [scholarly] writing skills [PR/Org Comm emphasis]
Program Quality Improvement Report 2010-2011
Display of assessment data[N = 10 students]
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COMPETENCIES Statement of Purpose
Sentence structure
Organization
Development of Ideas
Grammar
Documentation
Connectives
AVE.
AVE. 7.7
6.6
7.4
6.9
6.3
6.7
7.0
6.9
PO #2 - Demonstrate effective writing skills [Public relations/Organizational communication emphasis]
2008-2009 - 6.3 2009-2010 - 6.7 2010-2011 - 6.9Program Quality Improvement Report 2010-2011
Program objective and measurement
PROGRAM GOAL:
PROGRAM OBJECTIVE 1
CURRICULUM AREA OR TARGET AUDIENCE
MEASUREMENT OF PROGRAM OBJECTIVE
Measurements
Methods used to determine validity of measurement instruments
Methods used to determine reliability of measurements
Schedule for measurements
[#3] Demonstrate effective research competency
Upper-division Communication Department courses.
DIRECT:Portfolio review[Research paper]
INDIRECT:
Standardized national assessment rubric [adapted]
Multiple raters
Consistent use over 15 years
Inter-rater reliability
Annually [Fall]
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PO #3 - Demonstrate effective research competency [Speech Comm emphasis]
Program Quality Improvement Report 2010-2011
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PO #3 - Demonstrate effective research competency [Speech Communication emphasis]
2008-2009 – 5.8 2009-2010 – 5.5
Display of assessment data[N = 5 students]
COMPETENCIES Research problem
Definition
Review of literature
Data
Analysis
Conclusions
Implications
AVE.
AVE.5.1
4.8
5.0
5.6
4.7
4.6
4.6
4.92010-2011 – 4.9
Program Quality Improvement Report 2010-2011
Program objective and measurement
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PO #11 - Demonstrate effective video production
Program Quality Improvement Report 2010-2011
PROGRAM OUTCOME
CURRICULUM AREA OR TARGET AUDIENCE
MEASUREMENTS OF STUDENT LEARNING OR SERVICE OUTCOME
Measurements
Methods used to determine validity of measurement instruments
Methods used to determine reliability of measurements
Schedule for measurements
Demonstrate* effective video production competency
RTV 2313 Basic Television
Production
RTV 3323 Field Production and
Editing
Direct MeasuresPortfolioLocally Developed and Validated Examinations
Indirect MeasuresIDEA Student Reactions are included in facultyreappointmentExit InterviewsFaculty Perceptions of Student Learning
Gay (1992) stipulates that validity is “the degree to which a test measures what it is supposed to measure.” In determining validity Gay recommends determining instrument validity for subject matter and for the person being assessed.
Inter-rater reliability
Annually every Fall Semester
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PO #11 - Demonstrate effective video production
Display of assessment data[N = 6 students]
Program Quality Improvement Report 2010-2011
0-unacceptable, 1-marginally acceptable, 2-acceptable, 3-excellent.
Lighting Audio Camera Graphics Editing Script Content Length
Student Average 2.8 1.8 2.9 2.7 3.0 2.9 2.8 2.0
Program Quality Improvement Report 2010-201118
RTV: Video Production PSA - Length
0
0.5
1
1.5
2
2.5
3
96-97 97-98 98-00 00-01 01-02 02-03 03-04 04-05 05-06 06-07 07-08 08-09 09-10 10-11
Academic Year
Rati
ng
Length
Linear (Length)
Display of assessment data[N = 6 students]
P.O. # 11 Demonstrate* effective video productionKnowledge Area - Length
Action plan
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Offer the Communication Research course every year and require as a departmental core course
Encourage students to utilize other campus writing resources [Center for Writers, library, etc.]
Communicate strict departmental guidelines [Idea development, Documentation, Grammar, etc.]; Provide extended feedback in these areas
Ongoing
PO #2 - Demonstrate effective writing skills [Public Relations/Organizational Communication Emphasis]
Program Quality Improvement Report 2010-2011
Spring 2011
Spring 2011
Action plan
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Faculty will examine rubric and examine inner-rater reliability
Emphasize the depth and maturity of scholarly writing expected at the collegiate level [in upper division courses].
Spring 2011
Ongoing
PO #2 - Demonstrate effective writing skills [Public Relations/Organizational Communication Emphasis]
Program Quality Improvement Report 2010-2011
COST 1/8 Full-time faculty load to offer the research methods course once per academic year.
Provide models of exceptional research projects/papers from previous semesters.
Spring 2011
Action plan
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Offer the Communication Research course every year and require as a departmental core course
Have a faculty workshop to improve student research writing Have faculty examine research rubric and inner-rater reliability
Increase the usage of EBSCO Communication and Mass Media Make the Communication Research course a pre-requisite for research based communication courses.
Ongoing
Spring 2011
Ongoing
PO #3 - Demonstrate effective research competency [Speech Communication Emphasis]
Program Quality Improvement Report 2010-2011
Action plan
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Communicate strict departmental guidelines [Data gathering and reporting, analysis, implications/critical judgment, etc.]; Provide extended feedback in these areas.
Spring 2011
COST 1/8 Full-time faculty load to offer the research methods course once per academic year.
PO #3 - Demonstrate effective research competency [Speech Communication Emphasis]
Program Quality Improvement Report 2010-2011
Provide models of exceptional research projects/papers from previous semesters.
Spring 2011
Action plan
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Based on our data, we recommend the following:
PO #11 - Demonstrate effective video production
Program Quality Improvement Report 2010-2011
Ongoing
Ongoing
Ongoing
COST 1/8 Full-time faculty load
Offer remediation to graduating students who did not perform.
Develop a capstone course that will provide the atmosphere for providing seriousReemphasize importance of producing a quality project and provide extended feedback in knowledge areas.
Ancillary Action
- Provide a room for the Speech Center that is available all day
- Assign the current Fundamentals of Speech instructor position to direct the Speech Center, mentor new adjuncts, and coordinate the General Education Assessment data for the department
- Propose a new full-time Public Relations position to support future course offerings on campus and online
- Propose a new full-time faculty member to teach Mass Communication classes and serve as Production Manager for the new television studio
Program Quality Improvement Report 2010-201124
Published information on graduates
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Academic Year 09-10 Entered Graduate School Working In Discipline Other
Summer 2009
Fall 2009
Spring 2010
Total
Program Quality Improvement Report 2010-2011
Academic Year Entered Graduate School Working In Discipline Other
Summer 2010
Fall 2009 2 3 3
Spring 2010 3 6 3
Total 5 9 6