Program: Communicology (BA)
Degree: Bachelor's
Date: Tue Nov 10, 2015 - 2:59:10 pm
1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)
1. To demonstrate understanding of key concepts and theories in communication.
(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
(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
(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
(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
(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
(1b. Specialized study in an academic field, 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
(1b. Specialized study in an academic field, 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
(1b. Specialized study in an academic field, 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
(1b. Specialized study in an academic field, 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
(1b. Specialized study in an academic field, 2b. Conduct research, 3a. Continuous learning and personal growth, 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, 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, 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: Developing undergraduate major brochure that outlines SLOs, knowledge bases, and skill sets that a COMG major should develop through the course of their studies in our department. Designed to help students take active role in their educations and enable themselves to present better in employment situations. Other: 3) Please review, add, replace, or delete the existing curriculum map.
- 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 learning assessment activities between June 1, 2014 and September 30, 2015?
Yes No (skip to question 16)6) What best describes the program-level learning assessment activities that took place for the period June 1, 2014 to September 30, 2015? (Check all that apply.)
Create/modify/discuss program learning assessment procedures (e.g., SLOs, curriculum map, mechanism to collect student work, rubric, survey) Collect/evaluate student work/performance to determine SLO achievement Collect/analyze student self-reports of SLO achievement via surveys, interviews, or focus groups Use assessment results to make programmatic decisions (e.g., change course content or pedagogy, design new course, hiring) Investigate curriculum coherence. This includes investigating how well courses address the SLOs, course sequencing and adequacy, the effect of pre-requisites on learning achievement. Investigate other pressing issue related to student learning achievement for the program (explain in question 7) Other: 7) Briefly explain the assessment activities that took place in the last 18 months.
Graduating seniors complete 50 item exit exam consisting of multiple choice questions derived from required courses.
8) What types of evidence did the program use as part of the assessment activities checked in question 6? (Check all that apply.)
Direct evidence of student learning (student work products)
Artistic exhibition/performance Assignment/exam/paper completed as part of regular coursework and used for program-level assessment Capstone work product (e.g., written project or non-thesis paper) Exam created by an external organization (e.g., professional association for licensure) Exit exam created by the program IRB approval of research Oral performance (oral defense, oral presentation, conference presentation) Portfolio of student work Publication or grant proposal Qualifying exam or comprehensive exam for program-level assessment in addition to individual student evaluation (graduate level only) Supervisor or employer evaluation of student performance outside the classroom (internship, clinical, practicum) Thesis or dissertation used for program-level assessment in addition to individual student evaluation Other 1: Other 2: Indirect evidence of student learning
Alumni survey that contains self-reports of SLO achievement Employer meetings/discussions/survey/interview of student SLO achievement Interviews or focus groups that contain self-reports of SLO achievement Student reflective writing assignment (essay, journal entry, self-assessment) on their SLO achievement. Student surveys that contain self-reports of SLO achievement Other 1: Other 2: Program evidence related to learning and assessment
(more applicable when the program focused on the use of results or assessment procedure/tools in this reporting period instead of data collection)
Assessment-related such as assessment plan, SLOs, curriculum map, etc. Program or course materials (syllabi, assignments, requirements, etc.) Other 1: Other 2: 9) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.
10) 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: 11) 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: 12) Summarize the results of the assessment activities checked in question 6. For example, report the percent of students who achieved each SLO.
Data from graduating students are added to primary data set (consisting of prior students who have completed exit exam). Analyses compare responses for each major requirement class to data obtained from students outside the department who also completed the exit exam at an earlier time.
Results show statistically significant differences between majors data set and nonmajors data set.
13) What best describes how the program used the results? (Check all that apply.)
Assessment procedure changes (SLOs, curriculum map, rubrics, evidence collected, sampling, communications with faculty, etc.) Course changes (course content, pedagogy, courses offered, new course, pre-requisites, requirements) Personnel or resource allocation changes Program policy changes (e.g., admissions requirements, student probation policies, common course evaluation form) Students' out-of-course experience changes (advising, co-curricular experiences, program website, program handbook, brown-bag lunches, workshops) Celebration of student success! Results indicated no action needed because students met expectations Use is pending (typical reasons: insufficient number of students in population, evidence not evaluated or interpreted yet, faculty discussions continue) Other: