SACSCOC Fifth Year Interim Report
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Assessment : 2012 - 2013 : Educational Programs :
Speech Communication BA
Speech Communication BA
4 Goals 4 Objectives 4 Indicators 4 Criteria 4 Findings 4 Actions
| GOAL: Application Of Theory |
| Objective |
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Graduates will be able to apply rhetorical and communication theory to specific communication contexts. |
| Indicator |
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| We will measure attainment of Goal 1 through an annual evaluation of a sample of final student term papers in 3300 and 4300 level courses, such as Intercultural Communication, Small Group Communication, Nonverbal Communication, Communication Theory, and Family Communication. The components of this rubric include the following: Control of the Mechanics of Written Composition, Evidence of Understanding of the Applicable Theory or Theories, and Effective Connection of Theory or Theories to Communication Behavior. The Communication Studies faculty met as a committee of the whole to develop consensus on the rubric and its components and to develop a Likert-type rating scale to be used as a holistic measure. The resulting numeric scale is as follows: 1=fails to meet the goal, 2=minimally meets the goal, 3=satisfactorily meets the goal, 4=meets the goal in an exemplary fashion, 5=exceeds expectations in meeting the goal. A score of 1 indicates serious deficiencies in all three of the components. 2 = moderate deficiencies in no more than two of the components. 3 = no deficiencies in any of the three components. 4 = superior handling of all three components. 5 = near flawless handling of all three components. |
| Criterion |
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An average grade of 4 is the criterion for satisfying the target outcome. |
| Finding |
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| The average score for student application of theory was 3.2. |
Actions for Objective:
| Action |
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| Due to a surprising decline from previous years in the average score by faculty of student applications of theory, it is necessary to confer as a group about steps to take in each upper level class in which theory application is part of assigned papers. The average score was satisfactory but not so high as our criterion. |
| GOAL: Communication Presentations |
| Objective |
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| Graduates will be able to communicate effectively in a variety of oral communication situations |
| Indicator |
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| We will measure attainment of Goal 2 through an annual evaluation of a sample of recorded final student presentations given in such courses as Public Speaking, Speech for Business and the Professions, Speech for Teachers, and the like. The components of this rubric include the following: Evidence of Content Mastery (including Source Citation) and Evidence of Mastery of Delivery (including Visual Aids). The Communication Studies faculty met as a committee of the whole to develop this rubric and its components and to construct a Likert-type rating scale for use as a holistic measure. The resulting numeric scale is as follows: 1=fails to meet the goal, 2=minimally meets the goal, 3=satisfactorily meets the goal, 4=meets the goal in an exemplary fashion, 5=exceeds expectations in meeting the goal. A score of 1 = serious deficiencies in both components. 2 = moderate deficiency in no more than one component. 3 = no deficiency in either component. 4 = superior handling of both components. 5 = near flawless handling of both components. |
| Criterion |
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An average grade of 4 is the criterion for satisfying the target outcome. |
| Finding |
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| The average score for student presentations was 4.08. |
Actions for Objective:
| Action |
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| The department will explore ways to make online presentations available for review and evaluation by the faculty. |
| GOAL: Research Literacy |
| Objective |
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| Graduates will be able to assess and report the results of communication research. |
| Indicator |
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| We will measure Goal 3 with an annual evaluation of a sample of student papers involving reviews of research literature assigned in such courses as Introduction to Communication Theory and Communication Theory. The components of this rubric are the following: Control of the Mechanics of Written Composition and Evidence of a Comprehensive Knowledge of a Confined Research Area. The Communication Studies faculty met as a committee of the whole to develop consensus on the rubric and its components and to construct a Likert-type rating scale for use as a holistic measure. The resulting numeric scale is as follows: 1=fails to meet the goal, 2=minimally meets the goal, 3=satisfactorily meets the goal, 4=meets the goal in an exemplary fashion, 5=exceeds expectations in meeting the goal. A score of 1 indicates serious deficiencies in both components. 2 = moderate deficiency in no more than one component. 3 = no deficiency in either component. 4 = superior handling of both components. 5 = near flawless handling of both components. |
| Criterion |
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An average grade of 4 is the criterion for satisfying the target outcome. |
| Finding |
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| The average score for student research literacy was 3.64. |
Actions for Objective:
| Action |
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| The teacher who is responsible for the course which focuses on research literacy will be asked to provide a detailed account of what he expects from his students so that their work may be properly evaluated by other faculty. |
| GOAL: Computer Literacy |
| Objective |
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| Graduates will be able to utilize appropriate personal computers and related software, as well as the internet, to perform routine assignments and tasks in the field of communication studies. |
| Indicator |
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| We will measure attainment of Goal 4 through an annual evaluation of a sample of student papers submitted in COM 2331, Introduction to Communication Theory, a course required for both majors and minors. This course incorporates papers specifically assigned to engage student skills and abilities in computer use and offers training in computer technology for those students whose skills and abilities are deficient. The components of this rubric are: Evidence of Mastery of the Use of Microsoft Word and Evidence of Mastery of Online Research Skills (including electronic databases as well as the internet generally). The Communication Studies faculty met as a committee of the whole to develop consensus on the rubric and its components and to construct a Likert-type rating scale to use as a holistic measure. The resulting numeric scale is as follows: 1=fails to meet the goal; 2=minimally meets the goal; 3=satisfactorily meets the goal; 4=meets the goal in an exemplary fashion; 5=exceeds expectations in meeting the goal. 1 = serious deficiencies in both components. 2 = moderate deficiency in no more than one component. 3 = no deficiency in either component. 4 = superior handling of both components. 5 = near flawless handling of both components. |
| Criterion |
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| An average grade of 4 is the criterion for satisfying the target outcome. This average will be taken over all student papers and all reviewers (faculty committee). |
| Finding |
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| The average score for computer literacy was 3.3. |
Actions for Objective:
| Action |
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| While the average score for student computer literacy failed to meet the departmental criterion, it was satisfactory. To raise this score in the coming year, more attention will be given in COMS 2331 to online research skills, especially electronic databases used as the basis for student papers. |
| Previous Cycle's "Plan for Continuous Improvement" |
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The Department of Communication Studies is meeting its goals, although there are minor weaknesses to be addressed. During the coming year, the department will explore with the campus online education facility ways of accessing student presentations in online courses so as properly to evaluate our progress in that area.
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| Update on Previous Cycle's "Plan for Continuous Improvement" |
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Access to student presentations by other faculty members than the instructor continues to be problematic (as a software management issue), therefore efforts to include these online presentations in annual reviews will be abandoned.
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| Plan for Continuous Improvement |
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The Department of Communication Studies continues to meet its goals for the most part, although student performance was down a bit this year. The department has considered new efforts to address these lower student scores and will implement them in all relevant classes in the coming year.
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