Program Level
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Program’s Student Learning Outcomes
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Assessment Measures (Tools)
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Standards/Benchmark
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Results/Analysis
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Action Taken to improve the program
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Students will create and disseminate oral and written communication.
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Assessment Point 1: JMC 602: Research project or thesis proposal
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Capstone
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The results of the capstone measures tended to trend much higher than in previous years with averages on a 1-5 scale, with 5 being the best, ranging between 3.83 and 4.25 and an overall average of 4.14 . A chart of the averages produced a fairly straight line. The weakest criteria at this assessment point were linking theory and research (3.5) and lacking a comprehensive grasp of research methods (3.83). The strongest performances were in selecting topics of use to the industry, selecting the appropriate method of analysis and in recommending useful action based on results, with each of the criteria earning a 4.25.
One student produced uncharacteristically high scores which may have skewed the results to high averages and accounted for the results being higher than in the past. It should also be noted that even a census of the graduate students does not produce a reliable sample in a single year.
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Over time a problem that consistently presents is a lack of understanding of how to apply mass communications research methods, demonstrated largely through the frequent reliance on survey methods. It is unclear that the results are stemming from a lack of understanding of methods, or from a hesitance to attempt what is perceived as more difficult or "higher level" methodology. The curriculum requires only one methods course and that may not be enough to build confidence in the students. The 30-hour limitation has created difficulty in adding an advanced methods course, so the
faculty will have to explore ways to infuse methods into other classes.
The results have demonstrated that the school continues to isolate the same problems in critical thinking, analysis and thoroughness of thought in compositions. Yet the scores seem to be trending higher. We must ask if the upward trend is an accurate reflection of improved student performance or of "assessment inflation." Written reflections continue to express concern with these issues, but the numbers indicate satisfactory work.
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Assessment Point 2: Comprehensive Examination.
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Advanced
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Performance appears to have improved consistently between assessment point 1 and point 2. Although the overall average on all ratings was 4.04, a bit less than at assessment point one, the fluctuations among the scores on criteria were much less. The weakest criteria at assessment point two were related to evaluating sources and evaluating one’s own work. Student’s strengths were in writing correctly, synthesizing material and applying the tools and technologies of the trade.
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Students will apply the tools and technologies of the profession.
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Assessment Point 1: JMC 602: Research project or thesis proposal
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Capstone
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Most master’s students tend to score very well in the areas of tools and technologies of the trade. Many of them come to the master’s program with undergraduate and/or professional experience in this area. Their scores in assessments tend to average in the 4-4.5 range on a 5-point scale.
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Many students come to the JMC master's program with undergraduate experience and with professional experience related to the tools and technologies of the trade. They tend to be accomplished with the tools, but they don't always consider how they might be applied more effectively to report scholarly findings. Though technically well executed, the tools don't always help tell the story effectively. More training in the use of infographics for the conveyance of research findings and presentation software to relate results would be helpful
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Assessment Point 2: Comprehensive Examination
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Advanced
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At the second assessment point, using the tools and technologies of the trade continues to produce high performance values.
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