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High impact co-curricular programs in communication

High impact co-curricular programs in communication. Identifying opportunities, overcoming challenges, and planning for the future. Opportunities. Improve student learning. Foster primary focus on learning rather than competitive success.

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High impact co-curricular programs in communication

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  1. High impact co-curricular programs in communication Identifying opportunities, overcoming challenges, and planning for the future.

  2. Opportunities • Improve student learning. • Foster primary focus on learning rather than competitive success. • Demonstrate the value of co-curricular activities to outside audiences.

  3. Challenges • Establishing SLOs for students from varying majors. • Measuring SLOs for students who begin with different levels of knowledge and experience. • Finding time for advisors to conduct assessment.

  4. Student Media (Journalism)Student Learning Outcomes • 1. Knowledge: Explain and apply the principles and laws of free speech within the various journalistic contexts. • 2. Skills: Interview sources, evaluate source credibility, and present the resulting news stories in a clear and concise fashion using a variety of words, images and sound. • 3. Collaboration: Collaborate with respect for others and make ethical choices in the production, management, funding and promotion of media messages. • 4. Values: Recognize insensitivity, disrespect and injustice and develop practices to respect and include minority voices and perspectives.

  5. Television and radio stationStudent Learning Outcomes • Produce, direct, shoot and edit original media on location and in the studio. • Evaluate media for creativity, continuity, technical qualities, ethical sensitivity, and emotional and social impact.

  6. Student MediaAssessment Methods • Assessment of articles/editorials/videos • Emotional intelligence (Feldman, et. al.) • Alumni/professional evaluation (rubrics used and tallied) • Student reflection papers (if course credit granted) • Alumni Surveys (see results in appendices)

  7. ForensicsStudent Learning Outcomes • First and second year forensics competitors are able to: • Identify the components of persuasive arguments. • Summarize research findings into a coherent argument. • Demonstrate the ability to advance and defend persuasive arguments. • Third and fourth year forensics competitors are able to: • Design interdisciplinary research agendas. • Present persuasive arguments in written and oral form. • Prioritize arguments within a persuasive strategy. • Critique persuasive arguments and offer well formulated alternatives.

  8. ForensicsAssessment Methods • Exit interviews • Pre-test/post-test • Skills Assessment • Ballots • Benchmarking

  9. Planning for the future • Making better use of existing data • Closing the loop • Publicizing our success

  10. Appendix 1:Article rubric

  11. Appendix 1: Alumni Survey results • Email to 750 graduates with a Communication degree during the past ten years. 100 received back. • Eighty-five respondents said they were involved in 172 activities, so many students worked on more than one student media product or television program.

  12. Alumni Results • 38.4 percent indicated involvement with printed or online periodicals (the Graphic, online Graphic, Currents or the yearbook). • 19.2 percent worked on an entertainment television or radio program. • 15.3 percent worked on NewsWaves, twice-weekly 30 minute broadcast news program. • 3.4 percent worked with the Public Relations Student Society of America (PRSSA), and • 4.7 percent served with the Ad Club.

  13. Alumni satisfaction • Satisfaction Levels: 72.8 percent indicate satisfaction or strong satisfaction with their experience. • Career experience: 90.4 percent say their co-curricular experience prepared them “reasonably well” or “extremelywell.”

  14. References • Matthew Feldmann, Jeffery P. Aper and Sam T. Meredith. “Co-curricular Assessment Scale Development.” Journal of General Education, 60(1), 2011, pages 16-42. • George Kuh, High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter. Washington D.C.: Association of American colleges and Universities, 2008. • Marilee J. Bresciani. Outcomes-Based Academic and Co-curricular Program Review. Sterling, VA: Stylus Publishing, 2006. • Jayne E. Brownell and Lynn E. Swaner, “Five High-Impact Practices.” Washington, D.C.: Association of American Colleges and Universities, 2009.

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