Program: Communicology (BA)
Degree: Bachelor's
Date: Mon Sep 15, 2014 - 3:49:49 pm
1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)
1. To demonstrate understanding of key concepts and theories in communication.
(1a. General education, 1b. Specialized study in an academic field, 3a. Continuous learning and personal growth)
2. To demonstrate understanding of key concepts and theories of message processing
(1a. General education, 1b. Specialized study in an academic field, 3a. Continuous learning and personal growth)
3. To demonstrate understanding of key concepts and theories of social influence
(1a. General education, 1b. Specialized study in an academic field, 3a. Continuous learning and personal growth)
4. To demonstrate understanding of key concepts and theories of relational communication
(1a. General education, 1b. Specialized study in an academic field, 3a. Continuous learning and personal growth)
5. To demonstrate understanding of key concepts and theories of relational communication
(1a. General education, 1b. Specialized study in an academic field, 3a. Continuous learning and personal growth)
6. To demonstrate the ability to apply the understanding of key concepts and theories in communication in a variety of contexts, including: To demonstrate the ability to apply the understanding of key concepts and theories of message processing
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 3a. Continuous learning and personal growth)
7. To demonstrate the ability to apply the understanding of key concepts and theories in communication in a variety of contexts, including: To demonstrate the ability to apply the understanding of key concepts and theories of social influence
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 3a. Continuous learning and personal growth)
8. To demonstrate the ability to apply the understanding of key concepts and theories in communication in a variety of contexts, including: To demonstrate the ability to apply the understanding of key concepts and theories of relational communication
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 3a. Continuous learning and personal growth)
9. To demonstrate the ability to apply the understanding of key concepts and theories in communication in a variety of contexts, including: To demonstrate the ability to apply the understanding of the relationship between culture and communication
(1a. General education, 1b. Specialized study in an academic field, 1c. Understand Hawaiian culture and history, 2a. Think critically and creatively, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture)
10. To demonstrate understanding of basic communication research concepts and processes, including: The ethics involved in conducting human subjects research
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture, 3d. Civic participation)
11. To demonstrate understanding of basic communication research concepts and processes, including: Basic library and Internet research
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth)
12. To demonstrate understanding of basic communication research concepts and processes, including: Basic research design, data collection, and analysis
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth)
13. To demonstrate understanding of basic communication research concepts and processes, including: Structure of basic research reports
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth)
14. To demonstrate the ability to analyze demographic and situational factors and the ability to apply that information to achieve communicative goals
(1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth, 3d. Civic participation)
2) Your program's SLOs are published as follows. Please update as needed.
Department Website URL: http://manoa.hawaii.edu/communicology/
Student Handbook. URL, if available online: Information Sheet, Flyer, or Brochure URL, if available online: UHM Catalog. Page Number: Course Syllabi. URL, if available online: http://manoa.hawaii.edu/communicology/course-descriptions-and-syllabi/ Other: Other: 3) Select one option:
- File (03/16/2020)
4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.
0% 1-50% 51-80%
81-99% 100%5) Did your program engage in any program assessment activities between June 1, 2013 and September 30, 2014? (e.g., establishing/revising outcomes, aligning the curriculum to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys or tests, etc.)
Yes No (skip to question 14)6) For the period between June 1, 2013 and September 30, 2014: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.
We have continued to develop a revised assessment plan that will replace the program we have used for the past decade and a half.
The revised plan calls for 1) standardization of course content for all of the required courses tied to specific learning outcomes for each course; 2) item generation for each required course that will allow assessment of learning outcomes independent of any course testing; and 3) procedure for collecting entry level data from all majors on SLOs to be compared to exit assessment of SLOs. Step #3 will allow for establishing a delta for each student on each of the SLOs thus providing a more valid assessment of what they learned as a major in Communicology.
Status: SLOs have been articulated for most of the required courses. Next step is to generate pool of assessment items from which entry/exit assessments can be constructed.
7) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #6.
While revising our assessment program we continue to collect data using our present assessment plan. We assess Communicology majors' acquisition of fundamental content in human communication as presented in our required classes: COMG301, Theories in Speech Communication; COMG251, Public Speaking; COMG302, Introduction to Inquiry; COMG364, Persuasion; COMG371 Message Processing; and COMG381, Interpersonal Communication. Specifically, a multiple choice instrument is used to assess students' knowledge of the content areas covered by our core courses. At the end of each semester, all graduating majors are required to complete the assessment instrument online, and the results are compared to data from a control group (students who have taken no, or very few, Communicology classes).
In addition, two faculty members have been experimenting with pre-post measures in the individual courses. Drs. Hubbard and Aune have collected -- for multiple semesters -- entry level data for students coming into their COMG371 and COMG470 classes. These data are compared to midtern and final exam scores to indicate a) correlations between pre-post data; b) deltas between pre-post data; and 3) magnitude of effect size between pre-post data.
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
The most recent data set included 3 recent (2013-2014) graduating seniors. Graduating seniors are contacted directly via email during their final semester at UHM. They are directed toward the URL that holds the assessment instrument and asked to complete the assessment during their final semester.
9) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
Course instructor(s) Faculty committee Ad hoc faculty group Department chairperson Persons or organization outside the university Faculty advisor Advisors (in student support services) Students (graduate or undergraduate) Dean/Director Other: 10) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
Used a rubric or scoring guide Scored exams/tests/quizzes Used professional judgment (no rubric or scoring guide used) Compiled survey results Used qualitative methods on interview, focus group, open-ended response data External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam) Other: