comments indicated a desire to have more public relations courses, the value of co-curricular activities and a general appreciation for their required coursework. This year, at the instructor’s (Dr. Hope) discretion, the surveys were distributed via and students were asked to return them to the departmental secretary either in person or via e-mail to preserve anonymity. This method of administration proved problematic and resulted in a poor response rate. At the preparation of this report, only 8 of the 18 students in the course had turned in a completed survey. A summary of the surveys would be included in this report, but continued efforts are underway to get more of the surveys completed. e. Analysis of Data and possible Action: The chart below is a summary of the assessment data, analysis and possible program action as a result of assessment. Assessment Results Analysis of Data Program Action 8-10 minute Of the 18 students in Curriculum is preparing No change needed at this performance the class, 14 achieved students with sound time. Presentation a minimum of at least instruction in oral a lower level communication skills. on the Deficiencies were “Advanced” standard oral primarily related to communication delivery and preparation rubric. Only four components (practice, were required to rehearsal, etc.) repeat after addressing deficiencies. They all passed on the redo. 14 students 1. Students are 1. Move to completely Portfolio successfully demonstrating electronic portfolios in the completed the development of key future. Explore online portfolio and outcomes. portfolio management accompanying systems (cost involved). presentation. 4 of the 2. The compilation of 2. Splitting the Senior students were the portfolio seems Seminar course into two incompletes as they problematic in that courses: a 2 cr. senior will not complete all physical copies of work course and a 1 cr. the required are difficult to store sophomore course to coursework until the consistently. introduce portfolio end of Fall 2014. creation and it’s 3. Students are not importance earlier in the seeing the necessity of curriculum will help to address this.
comments indicated a desire to have more public relations courses, the value of co-curricular activities and a general appreciation for their required coursework. This year, at the instructor’s (Dr. Hope) discretion, the surveys were distributed via and students were asked to return them to the departmental secretary either in person or via e-mail to preserve anonymity. This method of administration proved problematic and resulted in a poor response rate. At the preparation of this report, only 8 of the 18 students in the course had turned in a completed survey. A summary of the surveys would be included in this report, but continued efforts are underway to get more of the surveys completed. e. Analysis of Data and possible Action: The chart below is a summary of the assessment data, analysis and possible program action as a result of assessment. Assessment Results Analysis of Data Program Action 8-10 minute performance Presentation Of the 18 students in the class, 14 achieved a minimum of at least a lower level “Advanced” on the standard oral communication rubric. Only four were required to repeat after addressing deficiencies. They all passed on the redo. Curriculum is preparing students with sound instruction in oral communication skills. Deficiencies were primarily related to delivery and preparation components (practice, rehearsal, etc.) No change needed at this time. Portfolio 14 students successfully completed the portfolio and accompanying presentation. 4 of the students were incompletes as they will not complete all the required coursework until the end of Fall 2014. 1. Students are demonstrating development of key outcomes. 2. The compilation of the portfolio seems problematic in that physical copies of work are difficult to store consistently. 3. Students are not seeing the necessity of 1. Move to completely electronic portfolios in the future. Explore online portfolio management systems (cost involved). 2. Splitting the Senior Seminar course into two courses: a 2 cr. senior course and a 1 cr. sophomore course to introduce portfolio creation and it’s importance earlier in the curriculum will help to address this.
AHACommunicationsOutcomeFinalReport.docx