Unit: Communicology
Program: Communicology (MA)
Degree: Master's
Date: Mon Nov 09, 2009 - 9:48:22 pm

1) List your program's student learning outcomes (SLOs).

1 To understand the central functions of human communication: message processing, relational communication, and social influence.

2 To develop an integrated and systematic understanding of the human communication process.

3 To be able to apply communication principles in their profession of future graduate study toward the Ph.D.

2) Where are your program's SLOs published?

Department Website URL:
Student Handbook. URL, if available online: NA
Information Sheet, Flyer, or Brochure URL, if available online: NA
UHM Catalog. Page Number:
Course Syllabi. URL, if available online:

3) Upload your program's current curriculum map(s) as a PDF.

No map submitted.

4) What percentage of courses have the course SLOs explicitly stated on the course syllabus, department website, or other publicly available document? (Check one)


5) State the SLO(s) that was Assessed, Targeted, or Studied

Passing Speech 601 an 602 class: Our M.A. program requires incoming graduate students pass both Speech 601 and Speech 602 classes with the minimum grade of B and above. Core content areas from SLOs are covered in the basic classes: SP681 Relational Management; SP670 Message Processing; and SP664 Persuasion.

 Students initially develop SLO 2 and 3 via continued course work and on-going interaction with Advisor/mentor: Graduate students meet with their faculty advisor on a regular basis. In addition to receiving advising regarding coursework, thesis development, etc., many of our students engage in research collaborations with the faculty members. As concrete outcome of the collaborative efforts, many of them make regular appearances in national and international conferences as presenters and co-authors.

SLO 2 and 3 are also developed and assessed via the process of developing their Masters thesis. Thesis/Plan B proposal defense: After forming an advisory committee and develop plan of study, graduate students submit their thesis or Plan B proposal to the advisory committee. Theses typically involve a theory-based empirical test of communication theory requiring data collection, analysis, and report. Then defense meeting is set up. Thesis/Plan B defense: Each student is required to give an oral presentation of his/her completed thesis or Plan B project, and to defend his/her work by answering questions from faculty members who serve on his/her committee. Successful defense of the project is the culmination of our MA program.

6) State the Assessment Question(s) and/or Goal(s) of Assessment Activity

7) State the Type(s) of Evidence Gathered

Annual assessment by Grad Chair & graduate faculty:  Every year, the faculty reviews each student's performance at the end of the Spring semester. Each faculty then submits a summary of graduate students they interact with in whatever capacity. Graduate Chair compiles all the information provided by the faculty, reviews, and write up an assessment of each student.

8) State How the Evidence was Interpreted, Evaluated, or Analyzed

9) State How Many Pieces of Evidence Were Collected

Students complete extensive and rigorous midterm and final exams in required courses before being admitted to candidacy. Empirical research papers are produced in core content courses and, whenever feasible, submitted for review to major organizational conferences.

10) Summarize the Actual Results

In the past year, 4 of our graduate students have had their papers reviewed, selected, and presented their work at major communication conferences.

11) Briefly Describe the Distribution and Discussion of Results

12) Describe Conclusions and Discoveries

13) Use of Results/Program Modifications: State How the Program Used the Results --or-- Explain Planned Use of Results

14) Reflect on the Assessment Process

15) Other Important Information

16) FOR DISTANCE PROGRAMS ONLY: Explain how your program/department has adapted its assessment of student learning in the on-campus program to assess student learning in the distance education program.

17) FOR DISTANCE PROGRAMS ONLY: Summarize the actual student learning assessment results that compare the achievement of students in the on-campus program to students in the distance education program.