Description, Mission and Values

Description, Mission and Values:

Unit Governance, Leadership, and Faculty:

Courses and programs offered:

Assessment and Effectiveness:

• 
  Will be able to demonstrate knowledge of the skills required to make informed personal and social decisions about the issues that we will face locally as well as globally.
  
• 
  Will be able to demonstrate knowledge of basic fundamental laws, concepts, and theories in the physical sciences and be able to apply them to everyday life.
  
• 
  Will understand the process of science — how scientific knowledge is generated and validated — so that they can make independent, empirical inquiries about the natural world.
  
• 
  Will be able to demonstrate knowledge of the process of science by being able to interpret data in the form of tables, graphs, and charts and then communicate those findings in oral and or written form.
  

1. 
   Students will practice and demonstrate science principles via laboratory experiments, field experience, and undergraduate research projects.
   
2. 
   Students will be able to understand and communicate effectively the relationships and linkages of major thematic concepts in physics, chemistry, and earth/space sciences with biology and mathematics.
   

1. 
   Students will take an Independent Research course in their senior year to evaluate their skills in understanding, analyzing, and utilizing the related concepts and tools of science,
   

2. 
   Students’ test scores in exams and laboratories will be monitored and analyzed to assess
   

3. 
   Students will be invited and encouraged to pursue undergraduate research projects and to collaborate with faculty members in research and publication, and numbers and quality of
   

1. 
   Students will learn the fundamental scientific concepts and the scientific process.
   
2. 
   Students will be taught by qualified and skilled professors and instructors who will demonstrate and model concepts and principles in theory and in practical application. Assessment:
   

1. 
   Students will be evaluated during their SCED courses for foundational knowledge and ability to communicate it through examinations and writing assignments.
   
2. 
   Students will be observed and evaluated during student teaching regarding their ability to articulate the scientific process and fundamental scientific concepts to students.
   
3. 
   Students, supervisors, and teaching colleagues will regularly evaluate effective teaching performance through student opinion-of-instruction surveys, supervisor in-class
   

4. 
   Faculty will attend faculty development activities to hone pedagogical skills, and they will regularly attend conferences and colleagues’ meetings to enhance subject knowledge and presentation methods.
   

1. 
   Program curriculum will meet students’ needs in preparing them to be effective secondary
   

2. 
   Graduates of the DSC Physical Science Composite Teaching program will be sought by employers and recognized for the quality of their education.
   

1. 
   Students will pass all courses in their major with a grade of C or higher and will pass all final exams in each course with scores that exceed the 50^th percentile.
   
2. 
   Placement of graduates will be monitored annually. Surveys of graduates and employers
   

3. 
   Program curriculum will be regularly reviewed by faculty and deans for appropriate
   

1. 
   In written work, examinations, and class discussions, students will demonstrate awareness of the relationships of science and scientific research to real-world application, and the role
   

2. 
   In written work, examinations, and laboratory research activities, students will demonstrate knowledge and competence in acceptable scientific methods and scientific ethics.
   

1. 
   Departmental rubrics for evaluation of student papers and examinations (to be developed) will include standards for scientific-sociological literacy.
   
2. 
   Rubrics will identify standards for evaluation of laboratory research and ethical issues in the sciences.
   

Major Changes and Significant Trends:

offered has almost doubled in the last five years. The physics and geology offerings have increased due to the extremely high student enrollment over the last five years. The number of students in each physical science course has been increased and more sections of each course has increased.

Department Resources, Strengths, and Limiting Factors:

Geology/geography has three full time faculty members, two with Ph.D.s and one with a Masters degree, and three adjuncts, all with masters degrees.

The physical presence of chemistry laboratories in a building require the following:

• 
  Ventilation to prevent exposure to volatile organic chemicals and reagents or products.
  
• 
  A storeroom with ventilation and explosion protection. This must be located close to the laboratory classroom in order to prevent transportation of the chemicals across inhabited spaces. This also will require a person to attend the stockroom and track chemical inventory, the hazardous communication plan for the building and manage the hazardous waste accumulation area.
  
• 
  The hazardous nature of the chemicals means that the building occupants must be trained in the building’s
  

• 
  Technically, there may be a need to ship chemicals and waste across campus – this will require a person that is a certified chemical shipper and if chemicals leave campus, someone capable of interpreting and following DOT rules and regulations will be required.
  

The existing facility (SCI 201, 202, 204) is deficient because:

• 
  The organic chemistry labs in SCI 201 have a big problem with environmental control of the make-up air; which means that inhabitants cook in hot weather and freeze in the winter. This makes it problematic to use the hoods since the act of minimizing inhalation danger causes risk of heat exhaustion. This is especially important in order to teach organic chemistry in the summer.
  
• 
  The chemical storeroom is deficient in general ventilation
  
• 
  SCI 201 is not a good utilization of space. This lab was not designed for organic chemistry so thre is a huge amount of underutilized space in the center with most organic laboratory activity occurring in the hoods along the walls.
  
• 
  The limited number of hoods (8) caps the maximum enrollment for the lab section at 16 students. This requires the college to pay for more lab sections to be taught and this also limits the enrollment for the associated lecture class.
  
• 
  Renovation of the existing facility (SCI 201) is likely impossible since there are currently large motors and other multi- ton pieces of equipment directly above the ceiling.
  

In Geology/Geography and Physics there is adequate classroom space and technical equipment for the next few years. After that the department will have to replace projectors, white boards, and some physics equipment and demonstrations. A new building is being built to accommodate the projected student enrollment growth.

Plans for the Future:

The Automotive Department is an academic constituent of the School of Science and Technology and serves the associates of applied sciences education area for students at Dixie State College. An Associate of Applied Science in Automotive Technology degree program and a Certificate program offered through the Department represent areas of applied education as part of the community college mission of Dixie State College.

The Automotive Department is housed under the Dean of Science and Technology and the Dean acts as the Department Head. The department has two full time faculty members and on average four automotive technician adjuncts. The adjuncts are certified automotive technicians in at least two different areas and help supervise students in the practicum portion (auto shop laboratory) of the different courses being taught during the each semester. The adjuncts also sometimes teach the introductory automotive class. Many of our students have taken the introductory automotive class through concurrent enrollment at the area high schools. The faculty is assigned to at least one or more College committees. The faculty are all NATEF certified.

The Automotive Department offers a Certificate of Proficiency and Associates of Applied Science (AAS) degree in Automotive Technology. The program has met the requirements and received ASE Certification in all eight (8) automotive specialty areas through May 2013 from the National Automotive Technicians Education Foundation, Inc. (NATEF). Courses are taught in all 8 areas of NATEF certification and these areas are: Engine Repair; Automatic Transmissions and Transaxles; Manual Drivetrain and Axles; Steering and Suspension; Brake Systems; Electrical/Electrical Systems; Heating, Ventilation, and Air-Conditioning; and Engine Performance. The Certificate of Proficiency is issued to students who complete six of these areas (24 credits). The AAS degree requires the

student to complete all eight areas plus general knowledge courses and is considered a Master Technician equivalent with the degree.
Assessment and Effectiveness:

The program is designed to provide the student seeking entry-level employment in the automotive repair and service industry with the knowledge and skills to be successful. The knowledge and skill set obtained through the program includes basic automotive theory, basic vehicle repair, and the skills necessary to correctly analyze and perform maintenance procedures.

• 
  Demonstrate safe work practices to protect vehicles, self and the environment (hazardous waste material handling).
  
• 
  Communicate clearly, concisely, and effectively in writing and speech along with listening to, and understanding information and ideas as presented verbally to team members and others.
  
• 
  Conduct yourself on the job with a high degree of professionalism and demeanor.
  
• 
  Demonstrate the use of service literature and manuals, standards, terminology, and tools effectively and efficiently.
  
• 
  Demonstrate an ability to do systematic diagnostic and repair strategy to maintain modern automobiles and light trucks.
  
• 
  Maintain and perform light repairs to automotive electrical systems, automatic and/or manual transmissions, steering and suspension, brake systems, heating and air conditioning systems, and internal combustion engine repair/or engine performance to NATEF standards.
  
• 
  Perform minor vehicle services.
  

Each of the above learning outcomes will be assessed by a pre- and post-test procedure in the classroom using sample test questions where applicable from ASE certification sample examination questions. NATEF has developed a list of tasks that a student must complete in each of the 8 areas of certification in the shop area. The student has a workbook for each shop subject area with a list of tasks specified by NATEF which must be signed off by the instructor as being completed. The student is encouraged to take the ASE certification examinations for the 8 areas upon completion of the program. However, the results are unavailable to the College and thus the use of pre and post testing. An Automotive Technology Advisory Committee meets at least twice per year to review the programs and make suggestions for improvement of facilities, instructional materials, performance of graduates, and discussion of any new goals. This advisory committee is required by NATEF.

Enrollment in the Automotive Program increased significantly when the economy had a downturn in 2008. As a result of the increase, the way the shop was conducted was changed to accommodate the students. The class and the automotive shop portion of the class were separated. This required the hiring of certified ASE shop adjuncts to help guide students through the shop exercises required in the program and by NATEF. It also meant that more space was needed. In 2010, the auto body program moved out of the shop area and this allowed for expansion.

The automobile has many more years in its future. Significant changes in our program are going to be in the alternative fuels and motors used in the vehicles. The department is presently looking at offering alternative fuel engagements for our students along with diesel in automobiles and light trucks. Compressed natural gas and fuel mixtures from recycled fuels are presently being considered within our program. Equipment is being purchased that will allow for us to start teaching in these areas within the coming year. Electrical motors and alternative combustion motor technology is pushing the automobile industry and training in these areas is becoming necessary for the modern technician.

The Computer and Information Technology department at Dixie State College of Utah helps students to achieve their academic, career, and life goals, including those pertaining to using computer systems to solve computation, infrastructure, and visual design problems. The department helps students prepare for success in their future professional and academic endeavors. The CIT department offers bachelor degrees in Computer and Information Technology and Computer Science, and a vocational certificate in Visual Technologies.

The department supports a culture of learning through coursework and extra-curricular activities. Students are encouraged to learn the necessary skills for their future through course assignments and projects. Students are often required to learn new technology as the field continues to evolve. The department supports a culture of values through interaction between the faculty, staff and students. These interactions are based in respect and integrity. There is an ongoing effort to diversify the faculty and student body in the department. The department supports a culture of community through continuous involvement between the faculty, students, local workforce and employers. The growth of the technology sector in the economy is a major indicator of department success.

Governance: The CIT department is in the School of Science and Technology, under the administration of Dean Dr. Victor Hasfurther. The department chair participates in the campus Curriculum Committee; and all faculty members serve on institutional committees, including Campus Web, Student Conduct, Undergraduate Research, Information Technology, Faculty Professional Development, and so on.

The CIT department offers courses in Computer Science, Information Technology and Visual Technologies. The courses range from introductory through senior capstone courses. The department offers two bachelor degrees, one in Computer and Information Technology, and one in Computer Science, and a certificate in Visual Technologies. The CIT degree has three possible emphasis areas, Computer Science, Information Technology, and Visual Technologies, in addition to the degree without emphasis. The Computer Science courses focus on

computer programming and the theory of computation. The Information Technology courses focus on the management of computer systems and networks. The Visual Technologies courses focus on Digital Design, Web Design, Multimedia, and Web Application Development.
Assessment and Effectiveness:

The effectiveness of the degrees is assessed by the fraction of graduates desiring to enter the workforce or graduate programs who successfully find employment or acceptance to graduate school. Feedback from graduates, local employers, and in-state graduate programs is used to continually improve the effectiveness of the program in preparing graduates for their futures in technology.

In the last five years, the department has grown from five to eight full time faculty positions, hired a dedicated half time lecturer advisor and gained a half time position for system administration. These additional positions have allowed the number of students served by the department to increase dramatically, while continuing in quality.

The department has eight full time faculty positions. The major areas of Computer Science are covered well with the diverse qualifications of the faculty. However, additional faculty breadth and depth are necessary in the Visual Technology and Information Technology areas. The number and variety of courses that are offered in these areas are limited by the number of faculty members.

the maintenance of the systems. The classroom facilities are very good, but with increased enrollments, the need for an additional classroom will soon arrive.

The department’s future plans are centered on two concerns; the ability to deal with the increased student demand of popular emphasis areas, and the ability to continually update the curriculum and degree requirements to properly prepare graduates for their future, in the ever changing world of technology.

Tel: 435-652-7887

Tel: 435-652-7832

DEPARTMENT DESCRIPTION

The Udvar-Hazy School of Business (UHSB) was founded in 1996, at which time it offered associate degrees and certificates in Business. The UHSB has been offering bachelor degrees since 2000, with the first graduate in 2001.

UHSB GOALS (Department goals reflect the core themes of the college)

1. 
   Provide students with core business knowledge and skills that enable attainment of advanced business degrees and success in a rapidly changing, competitive business environment. (Core Theme One – A Culture of Learning)
   

2. 
   Develop students’ awareness of and analytical and decision-making skills regarding business ethical issues. (Core Theme Two – A Culture of Values)
   

3. 
   Establish partnerships with the community and alumni to provide an education that responds to local and industry needs and affords valuable, applied learning opportunities and community engagement. (Core Theme Three – A Culture of Community)
   

4. 
   Employ highly qualified faculty members who foster open, innovative, analytical, and student-focused learning environments. Support academically and professionally active faculty who model continuous improvement in their practice and service. (Core Theme One – A Culture of Learning)
   

UNIT GOVERNANCE, LEADERSHIP, FACULTY AND STAFF

Until 2008, the Udvar-Hazy-School of Business (UHSB) was part of the Division of Business, Science, and Health. As of July 2008, the UHSB became a division separate from Science and Health, with its own Dean, and has established its own mission, goals, and strategic plan. The Dean reports to the Academic Vice-President, who reports to the President of Dixie State College. The major coordinating and decision-making council on campus is the President’s Executive Council. The Dean of the business school is on the President’s Executive Council, at which he represents the Business, Computer Information Systems and Communication Departments, the Dixie Business Alliance and the ROTC.

The Dean and the Business Department Chair work jointly to oversee business school faculty and programs. Faculty members are actively involved in business school governance and decision-making, through regularly scheduled department meetings. The UHSB has recently established or reestablished several support systems to assure responsiveness to the community and encourage continuous improvement efforts. Four department subcommittees, with all full-time faculty

members participating on at least one subcommittee, are: Strategic Planning, Assurance of Learning, Institute for Business Integrity and Faculty Development.

Advisory Councils

-The Udvar-Hazy School of Business Advisory Council, consisting of local and national business and community leaders.

-The Accounting Program Advisory Council, consisting of local employers of accountants, including accounting firms, non- profit, large and small corporation representation.

-A Student Advisory Council, consisting of students designated by the Business Student Association. The business student senator also participates in monthly department.

Faculty

Business Administration Faculty Composition for Fall 2011 (By headcount- faculty members are included only once, reflecting their highest degree earned)

Accounting Faculty Composition for Fall 2011

The Udvar-Hazy School of Business has one full-time, 12-month secretary, who reports to the Chair, and one full-time, 12- month administrative assistant, who reports to the Dean. Two discipline-specific advisors are assigned to the department to advise, track and mentor students.

Staff Positions and FTE

ORGANIZATION OF THE UDVAR-HAZY SCHOOL OF BUSINESS

The faculty of the UHSB appreciates the importance of having clear, measurable objectives that define the learning expectations they have for their students. For several years they have been refining their program and course learning objectives. The learning objectives have emerged from the department’s mission and goals, which reflect the college’s core themes. The faculty of the Udvar-Hazy School of Business understands that assurance of learning is a continuous improvement approach to education that requires on-going assessment and development.

Student Learning Outcomes.

1. 
   Students will demonstrate a working level knowledge of the core functional areas of business:
   
   1. 
      Students will demonstrate a working level knowledge of core business functions in accounting, economics, finance, information systems, international business, legal and social environment, marketing, and management.
      
   2. 
      Students will analyze a complex business situation, identify relevant functional business issues and suggest viable courses of action
      

2. 
   Students will analyze a complex business situation and develop sound alternatives for action, utilizing qualitative and quantitative analysis
   

3. 
   Students will possess the interpersonal and communication skills necessary to succeed in business.
   
   1. 
      Students will deliver professional quality oral presentations
      
   2. 
      Students will prepare professional quality written presentations
      
   3. 
      Students will understand and demonstrate the essential qualities of successful teamwork
      

4. 
   Students will analyze a complex business situation and identify relevant ethical issues and suggest viable courses of action
   

5. 
   Accounting graduates will have an understanding of business processes and a working level knowledge of the accounting services that provide reliable and relevant information to business decision-makers.
   
   1. 
      Students will analyze accounting situations, identify relevant accounting issues and recommend viable courses of action.
      
   2. 
      Students will demonstrate professional level proficiency at tax preparation.
      

In the past, in the UHSB, learning has been assessed primarily by individual instructors’ course assessments and indirect means, such as surveying employers and students. Though this type of assessment is of use in developing programs and identifying their strengths and weaknesses, DSC has come to appreciate the importance of direct measures of student learning. The business faculty, therefore, in 2010, established five direct learning outcomes for graduating students as noted above under the learning outcomes.

PROGRAM ASSESSMENT

The UHSB has been participating in program and department assessments through external reviewers. The two most significant external evaluations were carried out by the Northwest Commission on Colleges and Universities (2002) (NWCCU Accreditation Report link) and the International Association to Advance Collegiate Schools of Business (2010) (AACSB Review link). From these two evaluations’ recommendations, changes have been and continue to be made.

Formative Program Assessment

identified as part of the assessment of the department learning outcomes. Course supervisors then develop syllabi that link directly to the identified program outcomes. Beyond knowledge building, the professors work on developing nine main skills areas: teamwork; oral and written presentations; analysis of ethical issues and case studies; statistical, qualitative and quantitative analysis; and community service. (Formative Program Assessment link).

Summative Program Assessment

2011-2012 was the first year for establishing baselines and testing the new assessment strategies.

Summary of 2011-2012 Assessment Data

Assessment of Faculty

UHSB faculty members are assessed regularly by both peers and administrators to provide feedback and suggestions for improvement, as college policy defines (see faculty e-portfolios). Students also provide faculty assessment for all courses at least once per year (see faculty e-portfolios). Faculty development funds are available upon request by either a faculty member or supervisor and upon determination of a faculty committee.

STRATEGIC PLANS for the UDVAR-HAZY SCHOOL OF BUSINESS

In preparing for revision of the strategic plan for the Udvar-Hazy School of Business (UHSB), it was confirmed that the school’s greatest strength is a talented and dedicated faculty. The UHSB faculty possesses both academic-qualifications (i.e., almost all have earned doctorates in the areas in which they teach), as well as “real world” business experience. The strategy seeks to take advantage of this by providing not only a sound theory-based knowledge of business, but also on teaching valuable tacit-knowledge skills based on experiential learning.

Weaknesses

Opportunities

Threats

2007 STRATEGIC PLAN & REVISIONS

• 
  DSC’s Udvar-Hazy School of Business (UHSB) offers baccalaureate degrees in Business Administration with select emphases and in Accounting.
  
• 
  UHSB will partner with the best provider(s) of graduate business programs to make graduate degrees in business available on the DSC campus.
  
• 
  UHSB provides a forum for the continual improvement of moral integrity and responsible leadership in business.
  
• 
  UHSB business degrees and recruiting efforts are directed towards students primarily from Southwestern Utah and Southeastern Nevada.
  
• 
  UHSB’s courses are offered primarily on campus with limited online courses, utilizing innovative techniques and
  

The UHSB provides an interactive, experience-based business education that prepares students to own or manage business enterprises.

• 
  UHSB differentiates itself through small class sizes, a low student to faculty ratio, and faculty who possess real- world business experience
  
• 
  UHSB provides a diverse schedule of classes and flexible learning opportunities to accommodate the work and living schedules of its students
  
• 
  DSC offers a fast-track degree program option
  
• 
  UHSB maintains tuition rates at or below comparable colleges and universities in Utah
  
• 
  UHSB stresses integrity throughout its curriculum
  

• 
  The UHSB has established a tradition of small class sizes
  
• 
  High level of interaction between faculty and students.
  
• 
  The UHSB utilizes partnerships with local businesses and other stakeholders to facilitate, evaluate, and monitor experiential learning opportunities for students
  
• 
  The use of real-world cases/problems, simulations, and cross-disciplinary learning to provide students with opportunities to develop core business skills
  
• 
  Competency-based evaluation methods assess student performance and ensure a minimum level of ability in all UHSB business graduates
  
• 
  Faculty collaborates within and without DSC in developing contribution for professional contributions in pedagogy, service and research.
  

• 
  Mid-term (1-3 years)
  
  • 
    Complete self-study for AACSB or ACBSP accreditation and receive accreditation
    
  • 
    Partner with a premier Utah university to provide an onsite master’s degree in business, utilizing UHSB faculty
    

• 
  Increase partnerships with local businesses and student internships
  
• 
  Improve competency-based teaching, learning methods and opportunities
  
• 
  Establish UHSB faculty expertise in competency-based teaching through presentations and publications
  
• 
  Improve and enrich faculty by providing the time and means for professional improvement and intellectual contributions
  
• 
  Reward faculty who are student-focused and show high levels of integrity, ethics, and service Address teaching loads and faculty pay
  
• 
  Hire new faculty who support and enhance UHSB’s vision and missions
  
• 
  Long-term (3+ years)
  
  • 
    UHSB graduates become highly recruited as employees and succeed in the workplace. The UHSB’s reputation
    

• 
  Teaching, learning, and professional contributions continue to improve
  
• 
  Faculty is rewarded commensurate with organizational success
  

Note: Business Majors ‘Other’ refers to those who identify the following as their major: Business, Business Management,

Program at a Glance
	2007-2008	2008-2009	2009-2010	2010-2011	2011-2012
Faculty FTE (FT) BADM	3.5	3.5	3.5	4.5	5.5
Faculty FTE (FT) ACCT	3.25	3.25	1.88	3.25	4.5
Faculty FTE (PT) BADM	1.2	1.7	1.2	1.2	1.45
Faculty FTE (PT) ACCT	0	0	.74	0	.38
Adjunct FTE	8.40	12.63	15.26	17.30	15.37
Total Faculty FTE	16.35	21.08	22.58	27.25	27.20
FT&PT/Adjunct Ratio	.95	.67	.48	.52	.77
All Business Student Credit Hours	10,155	12,208	13,441	13,775	N/A
All Business Student FTE	677.00	813.87	896.07	918.07	N/A
Majors Headcount (duplicated)	3,396	4,108	4,556	4,682	N/A
Majors Headcount (unduplicated)	1,391	1,579	1,813	1,817	N/A
ACCT Major Headcount (distinct)	26	92	144	177	N/A
BSADM Major Headcount – All (distinct)	407	504	606	686	N/A
General	407	504	554	620	N/A
ACCT			13	6	N/A
FIN			27	44	N/A
VT			12	16	N/A
MIS
Business Majors ‘Other’ Headcount	430	261	219	274	N/A
Degrees Awarded
Cert. of MKTG	1			3	0
ASB	41	59	62	65	39
AAS – M&O				3	4
AAS - MKTG					1
BSADM - All	50	68	71	72	72
BSADM - General	43	54	57	44	48
BSADM – ACCT	4	2	2	2	1
BSADM - FIN		5	10	18	17
BSADM - VT	3	7	2	8	6
BSADM - MIS
BS ACCT	8	8	28	29	31
Department Total Expense Budget	$1,904,417	$1,968,689	$1,857,989	$2,820,656	$3,137,740
Accounting Budget (subtotal of above)	$348,108	$670,509	$509,105	$490,113	$484,891

Marketing, Human Resource Management, Operations Management, Management, Economics or Finance.

Department Chair: Brent Yergensen, PhD.

During the last five years the Department of Communication has experienced accelerated growth and development mirroring the same growth that is effecting the entire College. The challenges of change and growth must incorporate the academic needs of a growing and diverse number of Communication majors. We in the Department of Communication welcome this challenge as an invigorating opportunity to examine our instructional processes in light of a renewed vision.

DEPARTMENT GOVERNANCE, LEADERSHIP, AND FACULTY:

In May 2011, departmental leadership changed. Dr. Brent Yergensen replaced Dr. Randal Chase as Department Chair. Under the direction of the dean, the department created two new administrative positions in order to accommodate the dramatic increase in the size of the department. Dr. Andrea McCracken now serves as the Human Communication Program Director.

Professor Rhiannon Bent now serves as the Mass Communication Program Director. Program Directors oversee, in summary, the hiring and evaluation of adjunct instructors, alterations in curriculum in coordination with the Department Chair, and course scheduling.
School Year: Spring 2011-2012

Faculty Credentials	Tenured and Tenure-track	Contract	Adjunct
Doctoral or other Terminal Degrees	6	1	2
Masters Degrees	2	4	.16
Bachelor Degrees	0	0	3
Other	0

COURSES AND PROGRAMS OFFERED

Mission Statement: The mission of the Department of Communication at Dixie State College of Utah is to prepare its students for success. Guided by theory and honed through application, students are educated and trained to produce appropriate and effective messages and critically interpret human and mass communication messages. They receive training in ethics, leadership, critical thinking, and effective interaction skills. Further, they become competent in the design, production, and delivery of visual, oral, and written communication.

• 
  Mass Communication
  
• 
  Human Communication
  
• 
  Digital Film Production
  
• 
  Organization and Leadership
  

ASSESSMENT EFFECTIVENESS:

In the spring of 2011, the Department of Communication initiated a process to develop and implement an assessment framework at the departmental level. That semester we had changes in leadership and we were able to review existing learning objectives for most courses by implementing a Revised Bloom’s Taxonomy (Andeson, 2001) (Andrew, 2007). The plan for designing and delivering learning outcomes is informed by the work of Spady, Huba, and Freed (2000). They recommended starting first with the broad outcomes expected of all students in the institution, and then working backward to design academic program outcomes in harmony with institutional outcomes. Similarly, we designed our assessment plan “backward to deliver forward” in the classroom. With a view that sees “Assessment as the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development" (Paloma, 1999), we aligned departmental learning outcomes (DLOs) with the college’s mission and core themes. In addition, we reviewed the Department of Communication’s vision, mission, and academic goals for students who graduate from the program.

1. 
   Identify Departmental Learning Outcomes (DLOs)
   
2. 
   Determine means of program assessment and criteria for success
   
3. 
   Identify/review learning goals and objectives at emphasis Level (MC, HC, OL, DF)
   
4. 
   Align courses and capstones with DLOs
   
5. 
   Identify & review means of assessment and criteria for success
   
6. 
   Prepare steps for spring semester
   

• 
  Select research methodology appropriate to the study,
  
• 
  Gather relevant data,
  
• 
  Conduct a thorough representation of literature review,
  
• 
  Execute thorough analysis of data,
  
• 
  Be aware of limitations of study,
  
• 
  Provide recommendation for future research,
  
• 
  Demonstrate clear writing: clean prose, free of grammatical errors, clear organization.
  

• 
  Spend 120 hours with an organization in which the student is not employed.
  
• 
  Work with an assigned un-related professional who serves as a mentor and oversees performance within the organization.
  

Develop a Plan for Improvement of Organizational Communication in coordination with the professional and academic adviser.

• 
  Pass an assessment of performance by professional adviser/mentor.
  
• 
  Complete an essay reflecting on the experience that addresses performance in accomplishing the learning objectives
  

• 
  Select a topic and design the pre-production process.
  
• 
  Integrate research with the pre-production elements.
  
• 
  Demonstrate professional knowledge of the field through the quality of the work produced (film, publication, websites, documentary or video productions).
  

Currently (Spring 2012), we are in the process of determining the criteria and measurements to gather evidence of student learning outcomes, and to establish benchmarks and data baselines in collaboration with the Office of Institutional Research (IRO). The last three rows of data on the “Program at a Glance” chart contain new data on our student’ outcomes in two areas: overall average GPA for graduating students in all emphases for a total of four consecutive academic years and results from job placement surveys. We are also mining data to answer questions regarding course repetitions and average number of years taken to complete our program. As we advance in the assessment journey we will continue to refine these questions until we identify a set of useful questions and answers that give us a realistic picture of the program’s success to deliver intended learning outcomes and improve student learning.

MAJOR CHANGES AND SIGNIFICANT TENDS:

Most of the changes in the department are a result of the accelerated growth in enrollment. Along with this growth the Communication Department has identified necessary adjustments in response to ongoing trends and the learning needs of students.

1. 
   Senior seminar structure. Over the past four years students were required to complete a research project in Communication 4980 Senior Seminar. Rather than being required to do a research project, students are now encouraged to consider two other capstone options: a professional internship or a media production. Widening the scope of senior seminar options allows students to design projects that address their individual academic interests and professional goals.
   
2. 
   Simplification of senior seminar project. In the future we plan to make the senior seminar a class with assigned classroom instructors rather than treating the course, as it is now, an independent study by with each student works with a different faculty member.
   
3. 
   Simplification of advisement. We are no longer using a 12-track advisement program that filtered students to certain classes. We now advise according to the catalog graduation requirements, thus encouraging students to explore communication topics in various emphases.
   

Another major change is how we conduct our assessment of student learning. Before fall semester, 2011, the department conducted pre and post tests in the majority of communication classes using what was known as “course assessment.” This procedure, conducted on the first week and last week of classes, each semester and in most courses, was time consuming, costly to the department, and inadequate for the needs of a rapidly growing program. The results were mixed as documented in the 2008 Final Communication Program Review Report (Pages 161-206), and the process did not provide sufficient evidence of what students learned at the completion of the program. Further, it did not give us sufficient cues to use in program improvement. As a result of serious reflection by the faculty, the Communication Department initiated a comprehensive and ongoing assessment of learning outcomes as described above.

DEPARTMENT RESOURCES, STRENGTHS, AND LIMITING FACTORS

1. 
   We have continual growth in the number of declared majors.
   
2. 
   Faculty evaluations report high success in both quantitative and qualitative data from students.
   
3. 
   To address our limited number of faculty members with terminal degrees, two faculty members (seeking PhDs) and two staff members in the CMI (seeking MFAs) are working on obtaining terminal degrees.
   
4. 
   We are hiring two new full-time faculty members with PhDs (one in human communication and one in mass communication) to teach in 2012.
   
5. 
   We continue to have success in placing students into quality graduate and law schools at institutions such as Emerson College, University of Utah, University of Oregon, and North Carolina State University, among others.
   
6. 
   Faculty and students are attending and presenting research at regional and national conferences.
   

Our Limiting Factors are as follows:

1. 
   Organizational challenges in structuring broadcasting curriculum. Over the past two years we have coordinated our departmental business and curriculum with two different television stations (KCSG and CEC), both of which have had high turnover rates. This has had a stressful effect on the personnel for our broadcasting faculty members, as well for the practical experience for our students. As a result, we have also faced challenges in the balancing and use of finances, structure and protocol of practicum courses, and gauging curriculum needs in broadcast production and journalism.
   

2. 
   Senior seminar marginalization of student projects. Our current setup places each senior seminar student working through an independent study system with a chosen faculty member, thus permitting these senior projects to be marginalized in the students’ execution and prioritization of the senior project in their final semester. Most concerning is that students do these large, demanding projects while still taking a full load of regular upper division courses in their final semester. The entire process enables students to become lost in the demands and needs for conducting independent projects. We plan to formalize this process with a more functional structure in order to support students in completing these projects. We are working to address this situation with change 2 (The Senior Seminar) listed above.
   
3. 
   Excessive faculty load with the current structure of senior seminar. Faculty members carry a full course schedule, with some of them choosing overload. On top of that, faculty members are expected to advise up to 10 senior seminar projects in any given semester. With coursework taking precedence for faculty workload, we worry about marginalizing faculty’s capacity to advise these projects on our independent-study type basis. This independent study format was created when the department had fewer than 100 majors. We are now approaching 500 majors and have never sought to adjust procedures for taking care of faculty load as well as student care on this matter. By consulting department chairs at established and successful communication programs at major universities (namely University of Nebraska-Lincoln, University of Utah, and University of Wisconsin-Madison), we have obtained recommendations to make the senior seminar a formal, scheduled class with one instructor, with the purpose of removing such extra demands placed upon faculty members on top of their contracted, full teaching load. We are seeking to remedy this challenge with change 2, listed above.
   

4. 
   Faculty preps per semester. We are expected to keep preps per semester for faculty members at three. We regularly break this, often asking several faculty members to teach four or five different preps. This is a result of student demand and need for core courses as well as needing more faculty members to teach upper-division courses.
   

5. 
   The need for more full-time faculty members. While we are hiring two new full-time faculty members in 2012, we are still in need of more faculty as our number of majors continues to increase by at least 100 every year.
   

PLANS FOR THE FUTURE

Phone: (435) 652-7838

Description, Mission and Values

• 
  Culture of Learning: (Business Dept. Goal 1) Insure that students are current in rapidly changing technology and they develop the skills needed help them be competitive in their school and business environment
  
• 
  Culture of Values: Business Dept. Goal 2) Encourage students to maintain integrity throughout their course work
  
• 
  Culture of Learning and of Community: Business Dept. Goal 3) Offer CIS/COMP classes on individual software to help students, alumni and community members learn specific Application software
  
• 
  Culture of Learning: (Business Dept. Goal 4) Quality faculty support in the Smith Computer Center Lab to help students with CIS, COMP and other courses
  

Unit Governance, Leadership and Personnel

Note: Adjuncts are Computer Information Specialists. On Contract 2012:

• 
  Melinda Banks, Bachelor of Arts, German and Journalism
  
• 
  Steven Batt, Master in Instructional Technology, Computer Emphasis (MED)
  
• 
  Joyce Conover, Associate Degree with emphasis in Office Management
  
• 
  Jeffrey Hudson, Bachelor of Social Science
  
• 
  Kathryn Hulet, Master of Elementary Education
  
• 
  Jeanne Johnson, Bachelor of Science in Business Administration
  
• 
  Regina Merrell, Vocational Technical Degree in Computer Programming
  
• 
  Ember Mitchell, Bachelor of Science with emphasis in Computer Information Systems and Business Education
  
• 
  Marita Wright, Bachelor of Science in Business Education
  

Courses and Programs Offered

All but CIS 2010 are self-paced blended courses which provide flexibility for students to set their own daily schedules. The department offers faculty help to students in a computer lab on Monday through Thursday from 8 am to 8 pm, Friday from 8 am to 5 pm and on Saturday from 9 am to 1 pm. There are also non-credit testing out offered to students who have basic computer proficiency knowledge.

Assessment and Effectiveness

Major Changes and Significant Trends

Department Resources, Strengths, and Limiting Factors

our funding. Charging students a use fee has been discussed, but not implemented. Maintenance of QuickBooks Pro and Keyboarding licensing is also costly. A student fee has been added for the keyboarding courses to help defray costs.

Plans for the Future

NA = Not available