Program: Communication (MA)
Date: Mon Oct 05, 2009 - 1:28:19 pm
1) List your program's student learning outcomes (SLOs).
The current SLOs for the Master's Degree Program in Communication within the School of Communications are to build and exchange knowledge in areas relevant to 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 and planning. This knowledge is defined in our program as including both sociocultural and sociotechnical perspectives. These SLOs are supported by our curriculum, research activity, and networking with faculty, fellow students and outside resources. Our SLOs are published in varying wordings in our Program informational brochures, our Program website, our Student Handbook, and--most extensively--described and discussed in our new student orientation presented in August prior to each new academic year. Note that these SLOs will be somewhat modified as a result of an internal review of our program by our graduate faculty conducted in spring, 2008. That review led to changes in our program (in spring 2009) that have been approved by the College of Social Science and the Graduate Division and will be implemented for fall, 2010.
2) Where are your program's SLOs published?
Student Handbook. URL, if available online: http://www.communications.hawaii.edu/com/pdf/Student_Handbook.pdf
Information Sheet, Flyer, or Brochure URL, if available online: NA
UHM Catalog. Page Number:
Course Syllabi. URL, if available online:
Other: new student orientation at the beginning of each academic year
3) Upload your program's current curriculum map(s) as a PDF.
- File (03/16/2020)
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
The SLOs that were Assessed, Targeted, or Studied were to build and exchange knowledge in areas relevant to 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 and planning. This knowledge is defined in our program as including both sociocultural and sociotechnical perspectives.
6) State the Assessment Question(s) and/or Goal(s) of Assessment Activity
We always attempt to assess the degree to which all the SLOs described are being met in a valid and efficient manner consistent within the existing Program structure within the context for maximizing information relevant to necessary or desirable program modification. This is most typically done--and was again this year--through the examination of student MA theses and practica in terms of SLOs and subsequent discussion by the graduate faculty of their perceptions of the degree to which the SLOs are being met. Additionally, every few years we have a more general program review and discussion and--if found necessary or desirable--program modifications are made to better support the SLOs. Such a general discussion was held by the faculty during a two-day retreat in spring, 2008 and the modifications agreed upon during that retreat have been approved by the College of Social Science and the Graduate Division (in spring 2009) and will be implemented for fall, 2010. For that reason, no additional review was held during this interim time period of June 2008 to September 2009.
7) State the Type(s) of Evidence Gathered
Assessments were based primarily on student MA theses and practica, secondarily on faculty input with respect to student performance in courses, and on comparative descriptive data (e.g., graduate rates, retention rates, etc.) provided by the Graduate Division.
8) State How the Evidence was Interpreted, Evaluated, or Analyzed
The above evidence was continually monitored by the Graduate Chair and discussed with faculty members of student thesis committees and more broadly with the Graduate Faculty.
9) State How Many Pieces of Evidence Were Collected
Evidence from the population (not sample) of student theses for each year--including the 12 that graduated the June 2008 to September 2009 assessment year--is considered. Since Program modifications based on our extensive internal faculty review during spring 2008 are to be implemented for fall 2010, additional evidence was not evaluated during the last June 2008 to September 2009 "lame duck" period.
10) Summarize the Actual Results
Since Program modifications based on our extensive internal faculty review of our Graduate Program during spring 2008 are to be implemented for fall 2010, additional evidence was not evaluated during the last June 2008 to September 2009 "lame duck" period.
11) Briefly Describe the Distribution and Discussion of Results
Since Program modifications based on our extensive internal faculty review of our Graduate Program during spring 2008 were forwarded to the College of Social Science and the Graduate Division (in spring 2009) and were approved for implementation for fall 2010, additional information was not distributed for this year to those or other agents. Much time will be spent this next academic year developing and disseminating new materials (brochures, student handbook, website) consistent with the Program modifications.
12) Describe Conclusions and Discoveries
Since Program modifications based on our extensive internal faculty review of our Graduate Program during spring 2008 were forwarded to the College of Social Science and the Graduate Division (in spring 2009) and were approved for implementation for fall 2010, no new significant conclusions nor discoveries were made--or expected--just for this last year.
13) Use of Results/Program Modifications: State How the Program Used the Results --or-- Explain Planned Use of Results
Program modifications based on our extensive internal faculty review of our Graduate Program during spring 2008 were forwarded to the College of Social Science and the Graduate Division (in spring 2009) and were approved for implementation for fall 2010. These modifications are presented below. No addition modifications were proposed based on assessment of SLOs this last year.
March 18, 2009
To: Paul Chandler, Arts and Sciences PCC Chair; Ken Tokuno, Associate Dean, Graduate Division
From: Gary Fontaine, Graduate Chair, School of Communications
Re: Proposed Modifications to the School of Communications' MA Program in Communication
Attached is (a) an Overview of Proposed Modifications to the School of Communications' MA Program in Communication and (b) 12 UHM-2 Forms with the justification for each proposed course modification. I would be most happy to answer any questions either of you or the committees might have.
Proposed Modifications to the School of Communications'
MA Program in Communication
Contact person: Gary Fontaine, Graduate Chair
Over the last year all regular faculty in the School of Communication have participated in a review of our undergraduate and MA programs in Communication. That process was initiated in response to the challenges to remain closely aligned with the rapid changes in the field of communication, to be more closely accommodated to the scholarly and applied interests of our present faculty, and to address difficulties in offering the current curriculum brought about by a decrease in FTE over the last decade. With respect to the latter, for instance, our MA Program was designed in its current form in the early 1990's for a regular graduate faculty of about 12 FTE. Over the last 12 years that faculty has reduced from 10 (1997) to the current 8 (2009), partially supported by 2 from the School's Journalism program and an array of cooperating and affiliate graduate faculty.
In response to these challenges, the School is proposing modifications to our undergraduate and MA programs. With respect to our MA Program, the modifications and deletions of specific courses are detailed in the attached UHM-2 Forms along with the justification for each proposed action. In addition to those course actions, we propose the following structural change:
Reducing the number of credits required for the degree from "36" to "33." This change is designed to allow us to offer a more realistic schedule with current FTE and better allow full-time students to continue to be able graduate within about two years.
The draft of the modified MA Program description is as follows:
MA Program in Communication
The School offers a graduate program leading to the M.A. degree in Communication. The program areas of specialization reflect the expertise of our Graduate Faculty in organizational and intercultural communication, global communication, information and communication technologies, social media, and communication policy and planning. Both individual faculty members and the program as a whole work within sociocultural and sociotechnical perspectives.
Each student must complete a minimum of 33 credits with at least a 3.0 grade point average. These credits are to be distributed by taking:
· Both Foundation Courses, 611 & 612 (6 credits).
· At least two courses (6 credits) selected from the Core Courses.
· One Seminar, 691 (3 credits) [or 680 from the School’s Graduate Certificate Program in Telecommunication and Information Resource Management (TIRM)].
· One Capstone Activity (6 credits, 1 - 6 credits per semester) selected from 700 (Plan A--Thesis) or 695 (Plan B--Practicum).
· The remaining 12 credits are selected from: Other Core Courses; and/or Advanced Courses and Seminars and/or 400-level augmented Undergraduate Courses or Graduate Courses Outside the Program (both the latter require approval of student's Committee Chair; maximum 6 credits) and/or TIRM courses 681, 682, 683, 684.
Each student is expected to take at least one 3-credit course each semester. All substitutions, exceptions, and/or courses external to the Program must be approved by the Thesis or Practicum Committee Chair and the Graduate Chair and noted in the student’s official records. If students are not enrolled for courses during a semester they must apply to the Graduate Division for an official leave of absence. In pursuit of their academic goals students often earn more than the minimum 33 credits. Typically students complete the program in 18 to 24 months.
Courses with revised title and/or description
COM 612 Communication Inquiry (3)
An introduction to inquiry and the array of quantitative and qualitative research methods commonly used in communication.
COM 623 Strategic Organizational Communication (3)
Theories, concepts, and applications of strategic communication and public relations to achieve organizational goals. Pre: 611 (or concurrent) or consent.
COM 633 Information & Communication Technologies (3) Banner [Inform & Com Technologies
Information and communication technologies, structures, processes, and networks as an area of research and study in the social sciences. Pre: 611 (or concurrent) or consent.
COM 634 Social Media (3)
Systematic study from a social science perspective of current and emerging social media. Attention to user needs and impact. Pre: 612 (or concurrent) or consent.
COM 644 Global Communication & Journalism (3)
Analysis of the emerging global media landscape as digital technologies enable the sharing of news, information and commentary across geographical and cultural borders. Focuses on causes, characteristics and consequences. Pre: 612 (or concurrent).
COM 646 Intervention in Multicultural Organizations (3) [Banner: Intervention in Organizations]
This course describes the array of communication-related intervention programs designed to enhance effectiveness in multicultural organizations at home and abroad. Pre: 623 or 643 or consent.
COM 660 ICT Policy and Planning (3)
Processes and methods of planning appropriate to the Information and communication sectors, including future economic, social, political, technical and environmental perspectives. Pre: 611 (or concurrent) or consent.
COM 700 Thesis Research (V)
Repeatable. Pre: 611 and 612, or consent.
14) Reflect on the Assessment Process
Timely, valid and efficient program assessment in terms of SLOs is a continuingly important part of any educational endeavor. We have and will continue to engage in that activity to the degree our resources support.
15) Other Important Information