To develop student understanding and utilization of rhetorical and communication theory in all major communication contexts, including the development of critical thinking skills. These contexts include interpersonal and family relationships, small group professional and business situations, and public/media messages.
Objective
Applying Rhetorical and Communication Theory
Graduates will be able to apply rhetorical and communication theory to specific communication contexts.
Indicator
Student Application Of Theory
We will measure attainment of Goal 1 through an annual evaluation of a sample of final student term papers in 300 and 400 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. As part of this process, the faculty constructed 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. A score of 2 indicates moderate deficiencies in no more than two of the components. A score of 3 indicates no deficiencies in any of the three components. A score of 4 indicates superior handling of all three components. A score of 5 indicates near flawless handling of all three components.
Criterion
Grade for Term Papers
An average grade of 3 is the criterion for satisfying the target outcome. This average will be taken over all term papers and all reviewers (faculty committee).
Finding
Application of Theory
The average score for student papers was 4.07. Scores ranged from 2 (1 score) to 5 (4 scores). The modal score was 4 (8 scores).
Action
Application Of Theory
Raise the expected average grade for student papers to 4.00. Communication Studies students show greater ability to apply rhetorical/communication theory than to understand, assess, and report the results of communication research. The faculty wishes to maintain this level of application ability and believes that the increased level of expectation will facilitate that aspiration. In addition, 300 and 400 level courses will include more theoretical readings.
Goal
Communication Presentations
To train students to make a variety of effective communication presentations in different professional, educational, and social contexts. These presentations include public speeches, group discussion, and argumentation and debate.
Objective
Communication Presentations
Graduates will be able to communicate effectively in a variety of oral communication situations.
Indicator
Student Presentations
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 consensus on the rubric and its components. As part of this process, the faculty constructed 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 both components. 2 indicates moderate deficiency in no more than one component. 3 indicates no deficiency in either component. 4 indicates superior handling of both components. 5 indicates near flawless handling of both components.
Criterion
Grade for Presentations
An average grade of 3 is the criterion for satisfying the target outcome. This average will be taken over all presentations and all reviewers (faculty committee).
Finding
Communication Presentations
The average score for student speeches was 3.77. The scores ranged from 2 (1 speech) to 5 (3 speeches). The modal grade was 4.
Action
Communication Presentations
Raise the expected average grade to 4. With the majority (15 of 22) of scores being 4 or 5, it is clear that the expectation of a score of 3 is set too low. The higher expectation should encourage teachers to raise the standards of presentation in each of their classes. In addition, we will present more opportunities for students to use oral presentation skills outside of the classroom, including undergraduate research conferences and debate team.
Goal
Research Literacy
To develop student competencies in locating, understanding, assessing, and reporting communication research findings. This includes training in the use of both print and electronic media sources and focuses attention on published scholarly research.
Objective
Research Literacy
Graduates will be able to understand, assess, and report the results of communication research.
Indicator
Student Research Literacy
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. As part of this process, the faculty constructed 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 both components. 2 indicates moderate deficiency in no more than one component. 3 indicates no deficiency in either criterion. 4 indicates superior handling of both components. 5 indicates near flawless handling of both components.
Criterion
Grade for Literature Reviews
An average grade of 3 is the criterion for satisfying the target outcome. This average will be taken over all presentations and all reviewers (faculty committee).
Finding
Research Literacy
The average grade for student reviews of literature was 3.36. The modal score was 4, and the range was very narrow: 2-4. The faculty believes that there should be some student papers receiving a 5 and none receiving a 2.
Action
Research Literacy
Raise the expected average grade to 4. The department teaches several courses which give students, especially Communication Studies majors and minors, many opportunities to understand, assess, and report the results of communication research and believes that it is not being so successful as it wishes to be in this training. The raised expectation reflects the department's commitment to additional effort in this realm of teaching. In addition, the department will be instituting strategies to improve student writing, including having students work with tutors at the Writing Center and providing more incremental writing assignments.