communication

In 2018, the Communication program in the School of Communications conducted a program assessment of undergraduate senior capstone ePortfolios to evaluate the evidence of quality learning within the Communication major. The poster presents our assessment results and pre- and post- evaluation activities toward curriculum improvement.

Advancing Learning in the Communication BA through ePortfolios

In 2018, the Communication program in the School of Communications conducted a program assessment of undergraduate senior capstone …

The Communication Department’s mission is to meet the challenges and opportunities of communication in the emerging technological, multicultural, and global context of the twenty-first century. Our Master’s Program aims to build and exchange knowledge in the broad field of communication and our specific foci in organizational and intercultural communication, global communication, information and communication technologies, social media, and communication policy. This poster presents our first formal MA assessment using a new rubric. We note our seven program SLOs, linked to draft institutional Learning Outcomes (ILOs). In 2015, seven graduating students’ work was assessed (n=7). The Graduate Chair used evidence of successful course completion to assess SLO1, and the remaining SLOs were assessed shortly after the final thesis defense, based on the written document and oral defense. Committee members for each student assessed their work using the rubric. Results for each SLO are presented below. Overall, our graduates are meeting or exceeding our expectations. However, the small sample size dictates that we need to accumulate more evidence over time to document progress and accomplishments. We describe how we used our results and we outline our intended next steps.

Communication MA Curriculum Assessment

The Communication Department’s mission is to meet the challenges and opportunities of communication in the emerging technological, multicultural, …

The Communication Department’s mission is to meet the challenges and opportunities of communication in the emerging technological, multicultural, and global context of the twenty-first century. We offer one of two undergraduate programs in the School of Communications (College of Social Sciences), serving approximately 200 active Communication Department undergraduates, with an average of 80 graduates per year. Our program offers three area tracks with senior capstones. In each of these capstones, students create an e-portfolio that is used for program assessment. This poster reports the process and results of the Communication Department’s 2013 BA assessment. A panel of faculty and Advisory Board members assessed all the e-portfolios in the Communication in Communities track (n=40). A rubric with measurable items associated with our seven SLOs was employed. We present a summary report demonstrating the percentage of graduates at each level of the rubric (unacceptable, marginal, proficient, or exemplary) and report the total percentage meeting our benchmark for each SLO. We describe how the results of our annual assessment were shared with Communication faculty, and we outline the changes we have begun to implement that we anticipate will have the greatest impact on curricular improvement

Communication BA Curriculum Assessment Using e-Portfolios

The Communication Department’s mission is to meet the challenges and opportunities of communication in the emerging technological, multicultural, …

The Communication Department’s undergraduate curriculum is currently guided by seven SLOs (Student Learning Outcomes), which are demonstrable skills or abilities that students are expected to possess before the conferral of a bachelor's degree. We, with our poster presentation, propose an additional SLO in civic engagement. Civic engagement has not been a formally assessed part of the department's curriculum in the past, but a recent internal evaluation has revealed it to be an important aspect of our faculty's teaching. A department-wide curriculum change to formally include this area would, therefore, pose no undo imposition on faculty independence. The students, more importantly, would benefit from new competencies and gain an awareness of issues of public concern that are essential to sound democratic governance. The SLO framework, by design, promotes effective learning through the application of a cohesive curriculum. Put simply, each class serves to advance a common educational aim or aims. Our proposed SLO—and its accompanying curriculum map—functions no differently. The assessment of student portfolios was directed by a rubric endorsed by the Association of American Colleges and Universities, but other assessment tools may be used in its place. In addition to advocating an official position on the teaching of civic engagement, our poster project is intended to foster faculty discussion on enhancing the Communication Department's curriculum.

Encouraging Civic Engagement Among Undergraduates

The Communication Department’s undergraduate curriculum is currently guided by seven SLOs (Student Learning Outcomes), which are demonstrable skills …

This study evaluates team teaching models of a new curriculum adopted by the University of Hawai`i's journalism program in 2004. In this new media convergence curriculum, students learn all media formats — print, video and online — and do not specialize only in traditional media, such as newspaper or TV journalism. Instructors team teach so that students will learn a holistic approach to storytelling in which knowledge and skills from the different specialties are integrated. The assessment of the models focused on the first three cohorts of students, from 2004 to 2007. In the models, degrees of faculty collaboration varied depending on course level and student learning outcomes. Students in first-year basic journalism classes benefited from a lower level of faculty collaboration than those in second-year classes where advanced multimedia skills and holistic, integrated thinking were needed — i.e. an ability to "see the big picture." The study suggests that team teaching and teaching media convergence go hand-in-hand.

Assessing a New Journalism Curriculum: Evaluating Team-Teaching Models in a Media Convergence Curriculum 2004-2007

This study evaluates team teaching models of a new curriculum adopted by the University of Hawai`i’s journalism program …