I. IDENTIFIED MEASURABLE EDUCATIONAL GOALS
Area Mission Statement and Goals
Unlike other departments at Indiana University South Bend, Communication
Arts is considered an Area of the Ernestine M. Raclin School of the Arts.
As such, the Area Coordinator is the equivalent position to Department
Chair, reporting to the Dean of the School, Dr. Thomas Miller.
Mission Statement
The mission of Communication Arts is to prepare students to be effective,
culturally literate, ethical communicators. To this end, our programs
emphasize the mastery of theoretical and applied communication and critical
thinking skills pursued within a framework of both traditional liberal
arts and communication studies.
Goals
The following are the goals for students majoring in both Speech and
Mass Communication. By the end of a student's final year, Communication
Arts majors will be able to:
1. Recall the history of Communication as a social scientific discipline.
2. Explain the basic assumptions and techniques of research methodology
in the study of Communication.
3. Define the components involved in a standard Communication model.
4. List a variety of different functions Communication serves in society.
5. Demonstrate application of training, skills and knowledge of Communication
processes and functions to the student's career and intellectual interests.
6. Understand and appreciate the importance of Communication in both
personal and professional realms of the student's life.
7. Demonstrate the principles of Communication in a speaking environment.
In addition, Speech Communication students will be able to:
1. Apply communication skills appropriate to the interpersonal, organizational
and public advocacy realm of communication.
2. Identify and demonstrate awareness of major theoretical and rhetorical
concepts associated with human communication.
In addition, Mass Communication students will be able to:
1. Demonstrate the ability to produce written or visual communication
pieces which reflect concepts learned in journalism, public relations
or electronic media.
2. Apply both theoretical and practical skills toward the critical evaluation
of mass-mediated culture.
These goals are designed to allow Communication Arts majors the ability
to have a mutual foundation in basic principles, as well as a specialization
in either Speech or Mass Communication. This ensures both a theoretical
and practical knowledge of communication, as well as area-specific experience
in their chosen track.
School Mission Statement and Goals
The Ernestine M. Raclin School of the Arts manifests the fundamental
role of the fine, performing, and communication arts in our diverse and
global community. We commit ourselves to educate our students artistically
and intellectually in order to facilitate personal and professional development.
We value excellence in visual, spoken, written, kinetic, electronic, and
musical expression. We seek to graduate creative individuals who think
critically, communicate effectively, and act responsibly in society.
The following statements (goals) inform our mission:
1. Students are the focus of our endeavors.
2. We are a diverse body of faculty and staff who motivate, lead, and
instruct students at the highest possible level and whose active professional
lives model the standards we expect of our students.
3. We serve students with diverse educational and professional goals.
4. We pursue significant intellectual achievement and excellence through
performance.
5. We create partnerships with our community that provide artistic development
and reach audiences that we might not otherwise serve.
Campus Mission Statement and Goals
Indiana University South Bend provides a learning and working environment
that attracts and retains students, faculty, and staff; fully develops
and challenges individual talents throughout the community; encourages
free and spirited collaboration; and maintains a commitment to quality,
integrity, and academic freedom.
top of page
II. METHODOLOGY FOR MEASURING THE ATTAINMENT OF EDUCATIONAL GOALS
Techniques
Pre-Arts Codes
Upon entering the Ernestine M. Raclin School of the Arts, students are
assigned a specific code: Pre-Mass or Pre-Speech major. This code identifies
them as designated majors within Communication Arts until such time that
they pass their upper divisional process, making them either full majors
either in Mass or Speech Communication.
Upper Divisional Process
A Pre-Mass or Pre-Speech student may apply for an Upper Divisional review
when the following criteria have been met:
1. Completing a minimum of 56 credit hours.
2. All Pre-Speech and Pre-Mass students must pass S121 Public Speaking
and W131 Principles of Composition with a C - or above.
3. Students wishing to be Speech Communication majors must pass C200
Introduction to Mass Communication and S205 Introduction to Speech Communication
with a C - or above.
4. In addition, Pre-Speech students must pass one of the following courses
(depending on their chosen track):
a. Public Advocacy track majors must complete S324 Persuasion
b. Organizational track majors must complete S223 Business and Professional
Communication
c. Interpersonal track majors must complete S322 Advanced Interpersonal
Communication or S380 Nonverbal Communication
5. Students wishing to be Mass Communication majors must pass C200 Introduction
to Mass Communication and J200 Reporting, Writing and Editing with a
C - or above.
6. In addition, Pre-Mass students must pass one of the following courses
(depending on their chosen tracks):
a. Public Relations track majors must complete J219 (formerly 319)
Introduction to Public Relations
b. Electronic Media track majors must complete T336 Digital Video
Production
c. Journalism track majors must complete J341 Newspaper Reporting
After the initial criteria have been met, students will present a portfolio
of work to the faculty for review. In preparing this portfolio, the student
will work with his/her academic advisor to determine the appropriate contents.
Because each track within the degree programs is unique, any additional
requirements must be track-specific and will be determined in consultation
with the student's advisor.
Encounter Questionnaires
Information regarding student interests, success, and overall program
quality will be assessed at three points in a student's academic career:
Pre-Encounter Questionnaire
In Freshman Orientation, Transfer Orientation, or in a student's first
academic advising session, they will be surveyed for the following information:
1. Their reason(s) for majoring in communication.
2. Expectations of the discipline / faculty.
3. How they heard about the major.
4. Future career goals the degree will provide them the opportunity
to pursue.
5. What area students came from (if transferring).
Encounter Questionnaire
Mid-way through a student's academic career, they will be surveyed by
their academic advisor for the following information:
1. Strengths of the program (to date).
2. Areas of difficulty they have encountered.
3. Whether the program is meeting their initial expectations, and if
not, what can be done to improve it.
Post-Encounter Questionnaire
Once a student has graduated from the program, they will be surveyed
for the following information:
1. Overall general experience in Communication Arts
2. Strengths of the program.
3. Areas for improvement.
4. Field they will be pursuing upon graduation.
5. Future goals.
Capstone Course
Speech Communication majors are required to take S400 Senior Seminar
in Speech Communication prior to graduation. The capstone course synthesizes
material discussed throughout the student's upper level years. In addition,
the capstone course is designed as a way to practically apply theory to
practical experiences. As such, S400 has the following goals:
1. Review and expand a student's knowledge of different theoretical
approaches to human communication.
2. Apply a variety of communication-related, theoretical approaches
to a student's personal and professional life.
3. Develop, research and produce high quality research assignments.
4. Help prepare students for either a graduate education or a professional
career in a communication-related discipline.
Course Surveys
All courses in the Ernestine M. Raclin School of the Arts require faculty
members to administer instructor / course evaluation forms to their classes
at the end of the semester. These forms include both qualitative and quantitative
data. Qualitative data comes in the form of constructive comments about
the class or instructor. Quantitative data comes in the form of 47 questions
which provide student demographics (e.g., year, g.p.a., expected grade,
preparation time, and attendance record), course content, readings / text,
instructor qualities (teaching style, preparation, organization, etc.),
examinations / assignments, and overall course experience.
Alumni Survey
Every two years, Communication Arts will conduct a survey of new program
alumni to note their professional engagements, how their degree has helped
or hindered in manifesting their career, and suggestions for developing
the program further in order to better serve the student population. Questions
will elicit both quantitative data (e.g., demographics, closed-ended questions)
and qualitative data (open-ended questions). Future dates: Spring 2006,
Spring 2008, and Spring 2010.
In addition, every five years, an overall alumni survey will be distributed
which provides alumni to update their information and provide new demographic
data or comments to Communication Arts. Faculty will be able to track
and maintain more accurate records of alumni for a variety of purposes.
Future dates: Spring 2006, Spring 2011, Spring 2017.
top of page
III. PROCESS FOR USING ASSESSMENT INFORMATION TO IMPROVE PROGRAMS
Faculty Collection, Collation, and Analysis
Currently, assessment activities are being performed by both individually
and as a faculty. Assessment techniques and strategies for classes are
constructed by the individual faculty members, while decisions regarding
program changes/additions, creation of program assessment strategies (e.g.,
upper divisional process, portfolio review, etc.) are voted on, and implemented
(with a majority vote), in faculty meetings. Minutes from these meetings
are kept electronically on the Arts drive (H). Reports, reviews and other
materials are filed with the Area Coordinator, kept with the Communication
Arts liaison to the IU South Bend Senate Assessment Committee, and are provided
upon request from a faculty member.
Area (Departmental) Resource Allocations
Although there is no budgetary line item available for Communication
Arts assessment, a permanent assessment topic has been added to faculty
meetings. This on-going discussion will cover various topics, including
assessment reports, problems / concerns, and future activities which will
impact the Area and faculty.
Reporting of Changes in Curriculum, Scheduling, Advising, Etc. Resulting
from Assessment
All changes that occur because of assessment are discussed during monthly
faculty meetings or via e-mail. Changes can include (but not limited to):
- Discussion of program strengths and weaknesses from course evaluations
- Developing new courses based on student need (request)
- Changes to the curriculum for either the BA in Mass or BA in Speech
Communication
- Changes to the tracks in either the BA in Mass or BA in Speech Communication
- Scheduling courses (rotation, frequency, and offerings) at various times
/ days
- Long-term scheduling (4 - 6 years out)
- Academic advising procedures and policies
- General academic policies regarding Communication Arts majors
Revision / Updating of Assessment Plan
Any changes, updates, or additions to the Communication Arts Assessment
Plan are done with full faculty involvement and must have the majority
vote of the faculty in order for it to be implemented. Once the faculty
have agreed upon said changes, any revisions and updates are done by the
liaison to the IU South Bend Senate Assessment Committee. As such, the liaison
compiles the changes / additions, provides them to the faculty for discussion,
integrates additional edits or changes which might occur from the discussion,
and distributes them to the respective faculty members in Communication
Arts, the Dean of the Ernestine M. Raclin School of the Arts, and the
Senate Assessment Committee.
top of page
IV. PARTICIPATION OF ALL CONSTITUENCIES
Faculty
All full- and part-time Communication Arts contracted faculty members
have the ability to provide suggestions or comments on assessment strategies,
have input on assessment procedures, or do assessment.
In terms of voting, all full-time, contracted faculty members are eligible
to vote on changes, additions, or deletions to assessment strategies,
tools, or the overall plan. If an element of either the Annual Report,
Third Year Report, or the Assessment Plan pertains to associate faculty,
then they will be added to the voting procedures.
Students
Communication Arts' Club. Established in 2000, the Club offers
students the chance to interact with faculty, host public discussions
and forums, and have a direct liaison to the faculty via a faculty representative.
Academic Advising. In Communication Arts, the faculty act as academic
advisors to declared majors in the program. Working one-on-one with a
student allows faculty to guide students through their program and overcome
any obstacles.
Hiring of New Faculty. When interviewing for new faculty members
during the academic year, candidates are required to give a 30 minute
presentation in a class. As such, the faculty member will elicit comments
regarding the candidate's teaching style, content and other areas and
provide it to the hiring committee as student feedback.
Informal Student Commentary. On many occasions, students will
provide faculty members with comments and suggestions regarding either
curriculum changes, course suggestions, academic issues, or other items
pertaining to the overall assessment strategies of Communication Arts.
Alumni, Employers and Community
To keep up to date with our alumni, a survey will be administered within
the first year that the student graduates. Subsequent alumni surveys will
be done every five years.
top of page
V. RECORD KEEPING ACTIVITIES
Area (Departmental) Procedures
All assessment-related documents, materials, and communiqués are
forwarded to, and through, the Communication Arts liaison to the IU South Bend
Senate Assessment Committee.
In addition, the liaison compiles, writes and files the Annual Reports;
compiles, coordinates, writes, and submits the Third Year Reports; and
presents any assessment-related material or reports to the assessment
committee.
Area (Departmental) Liaison
Currently, Alec R. Hosterman is the Area liaison to the Indiana University
South Bend Senate Assessment Committee. The liaison position can change
to a different person if another faculty member accepts the duties, the
Area Coordinator and Dean of the Ernestine M. Raclin School of the Arts
agree to the change, and all full-time faculty agree on the change.
Website
At this time, a Communication Arts area web site is under construction,
therefore no assessment materials are available to the general public,
students, or other faculty via the Internet. However, electronic and hard
copy documentation are available through the Area liaison.
Report Submission
The Communication Arts liaison submits all Annual Reports to the Senate
Assessment Committee by the required deadlines. Copies are filed with
the Area Coordinator of Communication Arts and in the central assessment
area within the liaison's office.
Top of page
|
