communication: matrix of pro!!ram outcomes and coors ... · make effective faculty and lecturers...

Communication: Matrix of Pro!!ram Outcomes and Coors~ Online (;ourst

Degree or Program Name: Communicatior. Knowledf!" Outcome I: Describe the major paradigms, theories, concepts and subfields within the discipime. Outcome 2: Discuss non-western and alternative communication perspectives. Performance Outcome 3: Make effective public or professional presentations. Outcome 4: Demonstrate interpersonal communication competence. Outcome 5: Participate in group discussions and facilitate dialogue. Outcome 6: Display sensitivity to the perspectives of others. Capstone Paper or Project Outcome 7: Design, implement, and/or evaluate a research project, a communication intervention, or a campaign.

I = Introduced, D = Developed & Practiced with Feedback, M = Demonstrated at the Mastery Online Course Face to Face Course Online and Face to Face

Courses Outcome Outcome Outcome Outcome4 Outcome Outcome Outcome for 1 2 3 5 6 7 Majors Required

200 D D D D D 251 M I I 270 D I I

(Chose One):

241 D D I I D I 260 I D I 344 D D M D D 359 D D I I D N/A(J}

Capstone (Choose One): 400 D D D D D D D 441 D D D D D D M 444 D I D 451 I D I D I M D 456 M M D D D M M 460 D D M 494 M 499

M Electives (18 Credits): 100 D D D I D D 231 D I D D 240 I D D D D D 285 D I D D D I D 287 D D D D M D D 340 I D M I M D 350 D D I I I D

351 D D D D D M 352 D I I I 354 I D D D D D 358 D 0 0 I D M 360 0 I 365 I I D 368 D D D D D M 370 D I D D D D D 375 D I D D D I 385 M D M D M D M 420 I I D D D 440 D D I D D D 442 I t D I M 450 I I I D D M D 455 I D D D D D 457 M M D D D M D 461 M D D I D M N/A (I) 475 D D D D D D D

I = Introduced, D = Developed & Practiced with Feedback, M = Demonstrated at the Mastery

,.--Assessment Plan for Communication BA

Degrlfe or Program Name: Communication BA

P rog1am With what kinds of performances will In what course(s) Who is responsible for Status I What change/improvement has Outc~mes students demonstrate that they are meeting will the the assessment and Progress I followed?

or have met this objective? assessment review? Results of occur? assessment

J. Des.cribe the The 3-5 page theory application papers will Com 270: Becker/Jing Fall2011 To be determined m ltiorparadigms, be randomly sampled to indentify properly Introduction to tlleori e-s, concepts cited and accurately described theories that Communication a nd su]>fields have been meaningfully applied to analyze Theory (one w ithin the a communication event or situation from online and face d isciplrne students ' lives. to face section) 2 . Discuss non- Student required questions related to Com 358: Becker/Mirua Spring Instructor is developing a western and international/intercultural communication International 2011 grading rubric for evaluation alternative and their subsequent posts as they Communication of the frequency of student communication facilitate, monitor and engage in a interactions and the quality of perspectives discussion. questions and responses. A

minimum number of quality responses will be required. These will be monitored using the "Statistics" tool on Forums in Laulima.

3. Make effective Faculty and lecturers teaching Com 251 Com 251: Goldman/Morel/Miura Fall2012 To be determined public or have been meeting (along with faculty Public Speaking professional from the Business College as this a (all sections) presentations required course for their majors to create a

plan that can be use across sections. 4. Demonstrate Assignments will be reviewed to identify Com 200: Gordon/Becker/Miike/ Spring This course meets program interpersonal key terms that demonstrate interpersonal Interpersonal Goldman 2012 goals. communication communication competence such as Communication competen-ce empathy, deep listening, immediacy, (all sections)

cultural sensitivity and/or indicators of dialogue. Sections will be compared and discussed by all faculty members teaching Com 200.

5 . Faci litate A random sample of group meeting Com 344: Miura/Yin Spring Professor will provide <dialogue and minutes, of student personal and peer Sustainability, 2011 students a rubric that assesses

I ~roup discussions assessments will be content analyzed to Communication, effective group performance

I identify indicators of dialogue or effective and Culture and samples of assessment group communication skills . tools for individual and team

performance. Each team is required to create a group contract. These will be used to guide students in developing a confidential assessment of themselves and their other team members.

6. Displar A random sample of the assignments will Com 359: Ying/Miura Spring To be determined se nsitiviq. to the be reviewed via content analysis to identify Intercultural 2012 perspecti~es of key terms that demonstrate interpersonal Communication ot hers communication competence such as (all sections)

empathy, deep listening, immediacy, cultural sensitivity and/or indicators of dialogue. Sections will be compared.

7. Before Instructor will provide random sample of Com 400: All Communication Fall2012 Samples will be evaluated for graduation, proposals, final projects, or reflection Communication Faculty teaching consistency and des ign papers. Faculty will assess for length, Capstone. All Capstone Courses. commonalities. A rubric will implement~ quality, impact, and integration of 400 level be developed. Portfolio of and/or evaluate a knowledge and skills across courses. courses that student samples (identifiers) research project, have been will be created to monitor and a commun ication approved as change over time. intervention, or a Communication campaign. Capstone

Courses

-r-:c

ASSESSMENT NARRATIVE

PROGRAM ASSESSMENT RESULTS 2007-2012

COM 200: Fundamentals of Interpersonal Communication

Communication 200 is required course that is designed to meet one of our core

learning objectives, to develop or increase interpersonal communication competence.

In three samplings of COM 200 in the Fall 2011 , Fall 2009, and Fall 2007,

students completed a ten-item instructor-designed course evaluation inventory (this in

addition to the university's standard and more generalized course evaluation

instrument). These items were targeted to measure the degree to which students

perceived that the course had been successful in helping them achieve relevant

program learning objectives. The inventories were distributed by student volunteers

during the final week of the semester, without the instructor present in the classroom,

and completed by students anonymously. Humanities Division clerical staff tabulated

the data.

Across these three separate sections of the COM 200 course across a three year

period, an average of 94% of the respondents either "Strongly Agree" or "Agree" that

the Interpersonal Communication course had succeeded in all ten measurement areas

(see accompanying bar graphs for COM 200). The percentage of student evaluators

who said they "Strongly Disagree" or who "Disagree" averaged less than 1% across

these three different years. For all sections the "Strongly Agree" responses exceeded

the "Agree" responses , twice by a ratio of approximately 2:1 .

Let us consider some specific outcome areas from this inventory. For instance,

there are three core skill sets at the core of a "constructive communication climate" as

conceptualized by Dr. Carl Rogers and other noteworthy interpersonal communication

theorists: "unconditional positive regard ," "empathic communication ," and "sincerity."

Across the 2011 , 2009, and 2007 sections of our sampled instructor's COM 200

sections, an average of 97% of student respondents "Strongly Agreed" or "Agreed" that

the Interpersonal Communication course had indeed helped them make progress in the

separately measured areas of "unconditional positive regard" (colloquially referred to as

"warmth") , "empathy" (competence in understanding the perspective of another person) ,

and "sincerity" (i.e. , "trustworthiness," "honesty, " "genuineness").

Success in all other course target areas is also apparent. For example, an

average of 93% of student respondents across all three years indicated that the course

had helped them become more "self-aware" and "self-reflective." Over 97% of the

students in 2011 , 2009, and 2007 saw the COM 200 course as enabling them to view

other human beings more as "persons" and less as "objects," another key course

objective. An average of 92% of the respondents across three years believed that the

course made them more appreciative of cultural, ethnic, and geographical "diversity,"

another course target area. And 98% "Strongly Agreed" or "Agreed" that the course had

helped them deepen their "respect" for their fellow human beings to a greater degree,

another course objective. These course outcomes are all consistent with a qualitative

conception of what it means to communicate from an "interpersonal" stance. It is again

noted that across these three separate sections of the course (2011, 2009, 2007), and

across all ten assessment areas, an average of less than 1% of the respondents

"Strongly Disagreed" or "Disagreed' that the course had been of positive value to them.

These data are uniformly positive, and suggest that the course is, in students' eyes,

2

making a difference in their lives. For other data gained through usage of this COM 200

course inventory, see the accompanying COM 200 bar graph summaries.

Semantic Associations. Another method of gaining some sense of how the

COM 200 course is meeting our learning objective is to examine how students enrolled

in it have experienced the course. Periodically, we have asked students write down the

top three words of their choosing that capture the essence of the sampled instructor's

COM 200 course.

For the most recent sampled section from Fall 2011, the semantics most

frequently chosen to represent the COM 200 course were "warmth," "genuineness,"

"empathy, " "attunement," "I-Thou vs. l-It," "friendly," and "breathing and centering." Each

of these words had multiple mentions. On the total list of more than forty semantic

associations, none of these appeared to have negative (unpleasant) semantic

connotations.

For the sampled section of Interpersonal Communication (COM 200) from Fall

2009, here verbatim are the semantics chosen by the seventeen student respondents

(individual student's words separated from one another's by a semicolon): "exciting,

unpredictable, revitalizing ; open, sensitive, enlightening; opening, freeing , realistic;

awesome, awesome, awesome; close-knit, together, family; personal , communication,

self-awareness; self-awareness, personal connections, deep empathy; fun, positive,

deepening of personality; optimistic, openly expressive, trustworthy; intimate, real ,

awakening; amazing, life-changing, wonderful ; patience, time-management, break ice;

enlightening, self-discovery, happy; family, aloha, respect; change, loyalty, friendship;

warmth, empathy, kindness; captivating, emotional, experienced."

3

Here are the responses from section #3 of COM 200 in 2007: "calmness,

compassion, understanding; inspiring, creative, empathic; growth, success, trust;

motivating, sincere, emotional; deep, self-reflective, fun; interesting, different,

uncomfortable; exciting, helpful, intense; closeness, disclosure, awareness; passionate,

happy, insightful; mind, body, soul; warmth, empathy, genuineness; exploration, kind,

awesome; fun, challenging, interesting; honesty, warmth , friendliness; openness,

compassion, truth; bonding, warmth, genuineness; honest, caring, involved;

togetherness, understanding, openness; friends, freedom, connecting."

Reading across the three samplings of semantic associations, it would appear

that the required Interpersonal Communication (COM 200) course is indeed meeting our

program learning goal to develop interpersonal communication competence.

In our most recent assessment of Com 200, all faculty members that teach the

course (except for one who was on sabbatical) participated. A random sample of

assignments from each section of the course was reviewed to identify examples of

student work that demonstrated interpersonal communication competence and its

related skills were being developed. Our assessment also involved a series of meetings

among faculty that were teaching the course where we discussed and shared in detail

assignments that demonstrate our students are practicing empathy, deep listening,

immediacy, cultural sensitivity and/or other indicators of dialogue.

Assessment of Online Courses

Due to the growth of our online program, we felt it was important to assess a

selection of our online courses, Com 358 (International Communication) and Com 344

4

(Sustainability, Communication , and Culture) . We wanted explore if the online students

were actually learning what we wanted them to learn .

We assessed Com 358 in the Spring 2011 semester and Com 344 the following

fall semester. In Com 358, students were required to compose a question related to the

course content and then facilitate, monitor and engage in a subsequent discussion in

Forums. These questions and the students' answers were then used to assess student

learning and interaction in the online environment. By assessing the students'

responses to this assignment, the faculty members determined that participation and

quality of responses could have been better. Consequently, the instructor developed a

rubric that she can use to evaluate and communicate the expected frequency of student

interactions and the quality of their questions and responses .

Com 344 was assessed by reviewing random sets of group meeting minutes,

students' self and peer assessments (posted on Forum and Assignments in Laulima) to

look for terms that indicated that they were participating in or moving toward dialogue

and engaging in effective group communication processes. The faculty members

observed that while most groups and many students were demonstrating that these

learning outcomes were being achieved, the number might be increased if we provided

content and tools designed to help students better understand and engage successfully

in groups. These materials might be particularly helpful for non-majors or

communication majors that haven't had a course in or exposure to small group

communication theory and practices. In an additional effort to improve the performance

of students engaging group work, the professor modified the course to provide more

assignments that introduce group process, and a rubric that describes effective group

5

performance. Teams will be required to create a group contract that delineates

expectations before the groups develop their final project proposals and each team

member will be required to submit a quantitative and qualitative assessment the

performance of each member of the team and themselves (based on the criteria

established in the group contract) . Instructors will continue using the assessment

methods developed to see if these changes are helping to improve student-learning

outcomes.

Institutional Assessment Data Supporting Program Learning Outcomes

Based upon a recent alumni survey of UHH graduates conducted by the UHH

Institutional Research Office, we offer the following data and considerations as we

proceed into the future with our student assessment efforts.

Self-Confidence. Although the development of "self-confidence" was considered

an important college outcome by 78% of UHH alumni in our UHH Institutional Research

Office survey, only 28% believed that UHH helped them "a great deal" to become more

"self-confident." This is a major gap of 50 percentage points between the "ought" and

the "is."

We believe that we are more than doing our share in contributing to student

development in this vital outcome area. For example, in one sample of our senior

communication majors, five times more students were "high" in self-confidence as

compared to those who were "low" in self-confidence (across two separate prominent

measures of communicator self-confidence).

6

In the Interpersonal Communication (COM 200) course, by the conclusion of the

semester around 90% of students (via an anonymously-completed course survey

instrument) "Strongly Agree" or "Agree" that that course has successfully increased their

ability to communicate their experiences, feelings, beliefs and values to other people,

which bears on self-confidence enhancement. And more than 90% of students in that

course claim that it has increased their tendency to be friendly and warm to other

people, which again bears on the matter of self-confidence development (see

Appendices) . We also suspect that our classes in Public Speaking, Interpersonal

Communication, Small Group Communication, and Human Dialogue are especially

likely to affect student self-confidence. In fact, in most all of our Communication courses

our emphasis on active classroom participation (group projects and presentations, oral

reports, ongoing class discussions and dialogues, etc.) would seem relevant to student

self-confidence development. We will certainly attempt to more directly and

energetically document this important outcome in our next review period .

Leadership. While developing "leadership abilities" was considered important by

71% of sampled UHH alumni, only 19% believed that UHH did "a great deal" to help

them develop their "leadership abilities." Again, this is a huge gap of more than 50

percentage points.

We believe that the majority of our classes, as well as our specialized course in

Leadership and Communication , help to meet the student need for leadership

development. Whether face-to-face or in the online setting, our communication students

are held accountable for communicating with and partnering with other students in the

pursuit of task accomplishment, relational collaboration, and learning. In our program

7

we aim to foster initiative, voicing, teamwork, vision, empowerment, motivation,

inspiration, and leadership.

In our Leadership & Communication course (COM 441 ), for example, two-thirds

of our students rate themselves as "High" in "Relationship Focus" by the end of the

course, and the remaining third assess themselves as "Moderately High" on an

anonymously completed instrument. No students viewed themselves as "Low," or even

"Moderately Low," in their attentiveness to the "Relational" dimension of leadership,

which entails the enactment of effective interpersonal relations skills. All students also

rated themselves as either "High" or "Moderately High" in "Task Focus." These two

dimensions, the task and the relational dimensions, are absolutely central to effective

leadership. Also, and using another standardized measure, at the conclusion of the

Leadership course nearly 40% of our students score "High" in three, four, or five, of the

five total core leadership domains as identified by leadership researchers . And overall,

across four years an average of 92.5% of the our Leadership students indicate that they

have become empowered to become even better leaders in the future as a result of

completing the Leadership course (see Appendices) .

In short, leadership development is part of what we do as a Department of

Communication, and we believe that we are doing our share on campus in addressing

this crucial self-identified student need. We seek to expand our documentation of this

outcome in future semesters.

Communication Competence. While 81% of UHH alumni believed that

effectiveness in "oral communication" is an important educational goal at the college

level, only 27% believed that UHH had helped them "a great deal" in reaching that goal.

8

Again, we witness a significant spread of greater than 50 percentage points between

student need and the UHH perceived response to that felt need.

We are convinced that our department is playing an ongoing role in addressing

this need, that we are actively placing students within that upper 27%. Our courses in

Listening, Public Speaking, Nonverbal Communication, Family Communication,

Organizational Communication, Communication and Conflict, Media Writing, Oral

Interpretation, Persuasion, and General Semantics are likely making their impact here,

as are other courses within our curriculum.

In the Interpersonal Communication (COM 200) course, for example, it is

consistently found that 90% and above of students on end-of-course surveys

(anonymously completed) indicate that the course has helped them increase their

"interpersonal communication competence." This is true across major components of

interpersonal communication effectiveness including "Warmth ," "Empathic Listening,"

"Self-Disclosure," "Appreciation of Cultural Diversity," and relating to people from a

personal "I-Thou" position rather than an impersonal "l-It" stance (see Appendices) .

Group Communication. "Working cooperatively in groups" was important to

76% of UHH alumni when they were UHH students, yet only 31% (less than half)

believed that UHH helped them "a great deal" in this area.

We believe that our courses place heavy focus in the "small group" area, and

speculate that many of our students are likely within the 31% who have been helped "a

great deal" on the UHH campus (though this is conjecture , since IRO alumni data did

not identify respondents by specific college major) . For the most part, our

communication students do not sit in rows facing forward while listening exclusively to

9

didactic monologues delivered from professor to student. Our classes tend to be highly

interactive, and dividing into small workgroups is commonplace. We achieve outcomes

that lecture-format classes cannot. Our communication formats and pedagogical styles

are conducive to meeting student needs in the area of group collaboration and group

skill development. We believe that this is a program strength that is in need of future

documentation.

Multicultural Collaboration. Learning to get along with people from different

cultures and races was important to 58% of our UHH alumni, yet only 29% (half) saw

UHH as doing "a great deal" to bring this about. This is a relatively surprising finding .

We believe that we are strong in this area. In our program we teach the following

classes related to culture: Human Communication in a Diverse Society; Intercultural

Communication; Communication in the Multicultural Workplace; Communication and

Culture of Asian Americans; Japanese Culture and Communication; Human Dialogue;

Race and Gender in Media; Health, Culture and Diversity; Media and Culture; and,

Sustainability, Communication and Culture. In our courses we are actively highlighting

the necessity for today's world citizens to be able to connect with people of diverse

cultures in harmonious relation.

In repeated surveys (anonymously completed) conducted at the conclusion of the

course in Interpersonal Communication (COM 200), an average of 91.6% of student

respondents indicate that "This course has helped deepen my appreciation of diverse

people from locales, cultures, ethnicities, and groups other than my own" (see

Appendices).

10

We believe we are doing a great deal to address the self-identified need that

students have for learning to appreciate and get along with people from different cultu ral

groups. We are confident that our contributions can be substantiated with further

assessment efforts targeted to this area as we proceed ahead .

In conclusion , the Department of Communication at UH-Hilo has a unique and

important role to fill within our university. Our overarching departmental focus on culture

and communication is directly related to the university's mission to highlight the

importance of cultural collaboration in today's diverse world. In addition, we will continue

to make vital contributions in addressing perceived student needs that are directly vital

to today's university graduate, including group collaboration skills , self-confidence

building, overall communication competence, and leadership development. As we

advance, we will more adequately formalize our assessment efforts in these important

outcome domains.

11

COM_Crse_Evals Overall

COMMUNICATION C E I f R ourse va ua 1on esponse M eans 0 lib A d . Y vera )y ca em1c ear an dC L ourse eve WhyEnr Repeat( Knwlge TimeSp Syllabu~ Feedba ReadLn

SUBJE Crse lev AcYr Response 1 2 3 4 5 6 7 COM LOWER 01\ 0607 281 2.98 2.99 1.68 3.41 3.74 3.59 3.47 COM LOWER 01\ 0708 689 2.73 2.99 1.68 3.14 3.63 3.62 3.35 COM LOWER 01\ 0809 621 2.74 2.98 1.52 3.27 3.81 3.67 3.52 COM LOWER 01\ 0910 687 2.92 2.93 1.65 3.01 3.78 3.63 3.58 COM LOWER 01\ 1011 706 2.75 2.99 1.75 3.02 3.74 3.65 3.50 COM UPPER OIVI 0607 202 3.29 3.00 1.65 3.25 3.64 3.49 3.56 COM UPPER OIVI 0708 368 3.08 3.00 1.70 2.83 3.71 3.61 3.65 COM UPPER OIVI 0809 365 2.81 3.00 1.93 2.71 3.72 3.54 3.65 COM UPPER OIVI 0910 356 3.20 3.00 1.74 2.82 3.72 3.57 3.67 COM UPPER OIVI 1011 358 2.96 2.98 1.76 2.77 3.62 3.57 3.63 Humanities Division Comparison

WhyEnr Repeat( Knwlge TimeSp1 Syllabu Feedba ReadLn OIVISIO~ Crse lev AcYr Response 1 2 3 4 5 6 7 HUM LOWER 01\ 0607 1 260 2.62 2.96 1.77 3.18 3.68 3.58 3.42 HUM LOWER 01\ 0708 2 753 2.57 2.98 1.72 2.97 3.62 3.62 3.36 HUM LOWER 01\ 0809 2 984 2.54 2.91 1.66 2.97 3.70 3.72 3.51 HUM LOWER 01\ 0910 2 707 2.78 2.93 1.68 2.84 3.73 3.67 3.54 HUM LOWER 01\ 1011 2 504 2.62 2.98 1.74 2.80 3.69 3.63 3.46 HUM UPPER OIVI 0607 666 2.99 2.99 1.72 2.99 3.68 3.56 3.55 HUM UPPER OIVI 0708 1 220 3.14 2.98 1.72 2.80 3.50 3.50 3.47 HUM UPPER OIVI 0809 1 041 2.83 2.98 1.90 2.66 3.76 3.67 3.56 HUM UPPER OIVI 0910 1 044 3.13 2.96 1.69 2.62 3.67 3.60 3.56 HUM UPPER OIVI 1011 1 028 2.88 2.98 1.66 2.57 3.68 3.68 3.66

Page 1

COM_Crse_Evals Overall

lnstrAv lnstrHel StuCom lnstrWe lnstrEx~ GrdngFc lnstrFac CrseDifi MssdCI~ OwnGra lnstrGrc CrseEva 8 9 10 11 12 13 14 15 16 17 18 19 3.62 3.77 3.73 3.73 3.72 3.70 3.67 1.97 3.72 3.49 3.80 3.69 3.46 3.63 3.71 3.64 3.72 3.59 3.57 1.82 3.85 3.49 3.73 3.67 3.63 3.66 3.72 3.77 3.75 3.70 3.73 2.00 3.84 3.66 3.82 3.79 3.57 3.65 3.76 3.77 3.68 3.66 3.71 1.95 3.87 3.54 3.73 3.73 3.57 3.64 3.66 3.67 3.56 3.59 3.58 1.96 3.87 3.55 3.72 3.64 3.55 3.69 3.69 3.60 3.60 3.65 3.61 2.19 3.81 3.54 3.69 3.67 3.52 3.54 3.57 3.52 3.54 3.70 3.70 2.31 3.87 3.49 3.56 3.55 3.59 3.73 3.78 3.74 3.72 3.71 3.71 2.03 3.89 3.70 3.78 3.75 3.66 3.71 3.77 3.70 3.57 3.55 3.53 2.44 3.89 3.43 3.69 3.49 3.62 3.67 3.68 3.61 3.58 3.59 3.58 2.31 3.84 3.54 3.69 3.68

lnstrAv lnstrHel StuCom lnstrWe lnstrEx~ GrdngF lnstrFac CrseDifi MssdCI~ OwnGra lnstrGrc CrseEva 8 9 10 11 12 13 14 15 16 17 18 19 3.57 3.63 3.60 3.65 3.57 3.60 3.56 2.21 3.78 3.39 3.62 3.54 3.52 3.66 3.68 3.66 3.60 3.58 3.56 2.13 3.85 3.40 3.63 3.51 3.62 3.69 3.71 3.75 3.70 3.71 3.66 2.14 3.82 3.51 3.79 3.69 3.63 3.69 3.70 3.71 3.65 3.65 3.67 2.28 3.82 3.39 3.71 3.63 3.51 3.59 3.59 3.62 3.56 3.55 3.61 2.19 3.86 3.52 3.69 3.63 3.62 3.64 3.64 3.67 3.62 3.61 3.63 2.38 3.83 3.49 3.71 3.67 3.45 3.44 3.48 3.45 3.43 3.48 3.44 2.36 3.88 3.49 3.53 3.52 3.62 3.69 3.70 3.71 3.54 3.55 3.55 2.41 3.87 3.28 3.66 3.47 3.67 3.62 3.64 3.61 3.52 3.51 3.51 2.50 3.89 3.40 3.58 3.48 3.69 3.65 3.63 3.67 3.54 3.62 3.61 2.48 3.87 3.47 3.64 3.57

Page 2

Course Evaiuation Response Mean Comparison of Departmental Courses Offered in Multiple MOdalities (Distance- E(rand Not!5istanc£EC:lfWithin-the SameAciideniicYear-=-wllerepaper and/()r-oiiiine-evals exist -----------. --r-·----.------------------------------ ----·-- ------ - -- ~ --- - -- ----· -- ·- -- - ~----- ----

1 2 3 4 5 6 7 SUBJ # AcYr DL #CRN REGS EVALS WhyEI Repea Knw1g TimeS Syllab Feedb Readl COM 200 0910 No 8 173 136 2.73 2.98 1.62 3.41 3.63 3.49 3.57 COM 200 0910 Yes 4 83 39 2.46 3.00 1.64 2.79 3.56 3.05 3.64 COM 200 1011 No 6 129 104 3.01 2.99 1.69 3.45 3.68 3.41 3.54 COM 200 1011 Yes 2 50 21 2.48 3.00 1.76 2.95 3.48 3.29 3.48 COM 241 0910 No 2 48 35 3.11 2.97 1.79 3.49 3.77 3.71 3.66 COM 241 0910 Yes 1 12 3 3.00 2.33 1.67 1.67 4.00 4 .00 4.00 COM 270 0910 No 1 69 50 3.88 2.98 1.47 3.29 3.86 3.76 3.32 COM 270 0910 Yes 1 45 5 3.40 3.00 1.60 2.40 3.00 3.00 3.60 COM 270 1011 No 1 63 56 3.38 2.93 1.59 3.25 3.84 3.71 3.38 COM 270 1011 Yes 1 59 14 2.86 2.86 1.29 2.64 3.50 3.21 3.29 COM 359 0809 No 2 51 43 3.37 3 .00 1.58 3.1 4 3.60 3.40 3.44 COM 359 0809 Yes 1 29 1 1.00 3.00 3.00 1.00 4.00 4.00 4.00 COM 359 1011 No 2 52 42 3.10 3.00 1.62 3.17 3.67 3.50 3.36 COM 359 1011 Yes 1 27 5 2.80 3.00 1.60 2.60 3.80 3.80 3.60 COM 370 0809 No 1 35 27 3.33 2.96 1.73 3.37 3.44 3.04 3.52 COM 370 0809 Yes 1 30 3 3.00 3.00 2.00 3.33 3.67 3.33 3.67 COM 375 0809 No 1 36 27 3.26 3.00 2.04 3.46 3.37 3.33 3.35 COM 375 0809 Yes 1 24 1 1.00 3.00 2.00 1.00 4.00 4.00 4.00 COM 375 0910 No 1 39 36 3.34 3.00 1.76 3.23 3.78 3.64 3.72 COM 375 0910 Yes 1 13 8 2.75 3.00 1.75 2.38 3.75 3.63 3.88 COM 441 1011 No 1 20 18 3.61 3.00 1.83 3.17 3.89 3.89 3.78 COM 441 1011 Yes 2 42 4 3.25 3.00 1.75 2.00 3.75 2.75 3.50 COM 460 0809 No 1 29 18 3.89 3.00 2.00 3.22 3.83 3.72 3.50 COM 460 0809 Yes 1 30 2 3.50 3.00 2.50 3.50 3.50 3 .00 3.00 COM 461 0910 No 1 27 22 3.68 3.00 1.95 3.38 3.59 3 .41 3.45 COM 461 0910 Yes 1 24 12 3.50 3.00 1.92 3.00 3.67 3.25 3.58 COM 494 0809 No 1 26 13 3.38 3.00 1.75 3.55 3.69 3.62 3.62 COM 494 0809 Yes 1 13 1 3.00 3.00 2.00 3.00 4.00 3.00 4.00 COM 494 0910 No 1 28 20 3.70 3.00 1.50 3.25 3.70 3.75 3.65 COM 494 0910 Yes 1 22 14 2.93 3 .00 1.71 1.93 3.57 2.93 3.64

I

8 9 lnstrA lnstrH 3.47 3.71 3.05 3.05 3.53 3.72 3.15 3.20 3.77 3.74 3.67 3.67 3.62 3.64 3.60 3.20 3.60 3.78 3.36 3.29 3.44 3.67 4.00 4.00 3.40 3.57 3.60 3.60 3.44 3.44 4.00 3.67 3.48 3.70 4.00 4.00 3.72 3.92 3.75 3.75 3.94 4.00 3.00 2.75 3.78 3.72 3.50 3.00 3.50 3.68 3.33 3.50 3.62 3.62 3.00 4.00 3 .70 3.85 3.50 3.43

l

10 , 12 13 14 15 16 17 18 19 StuCo lnstr'll lnstrf: Grdng lnstrf CrseD MssdC OwnG lnstrG CrseEval 3.71 3.58 3.68 3.56 3.65 1.91 3.87 3.44 3.69 3.64 3.60 3.60 3.15 3.41 3.15 1.92 4.00 3.51 3.15 3.36 3.80 3.63 3.62 3.62 3.69 1.94 3.85 3.51 3.77 3.68 3.15 3.15 3.05 3.19 2.95 2.00 4.00 3.55 3.65 3.63 3.86 3.77 3.82 3.77 3.77 1.97 3.88 3.60 3.88 3.71 3.67 4.00 4.00 4.00 4.00 1.67 4.00 3.67 4.00 4.00 3.62 3.78 3.72 3.56 3.73 2.37 3.61 3.26 3.70 3 .74

3.20 3.00 3.00 3.20 2.60 2.60 2.80 3.79 3.83 3.80 3.74 3.72 2.16 3.60 3.35 3.85 3.76 3.14 3.43 3.14 3.36 2.79 2.79 4.00 2.79 3.07 2.93 3 .67 3.67 3.62 3.51 3.53 2.35 3.76 3.47 3.74 3.64 4.00 4.00 4.00 4.00 4.00 2.00 4.00 4.00 4.00 4.00 3.57 3.60 3.57 3.48 3.64 2.64 3.88 3.36 3.71 3.50 3 .60 3.60 3.40 3.80 3.40 2.40 4.00 3.40 3.75 3.50 3.59 3.44 3.41 3.29 3.41 1.96 3.84 3.85 3 .59 3.59

3.33 3.67 3.33 2.33 3.33 3.33 3.33 3.70 3.37 3.59 3.54 3.52 1.65 3.96 3.81 3.54 3.50 4.00 4.00 4.00 4.00 4.00 1.00 4.00 4.00 4 .00 4.00 ' 3.89 3.72 3 .78 3.86 3.75 1.97 3.94 3.92 3.92 3.92 3.63 3.63 3.38 3.38 3 .25 2.25 4.00 3.38 3.63 3.13 4.00 3.94 4.00 3.89 4.00 2.28 3.75 3.67 4.00 4.00 2.75 3.00 3.00 2.75 3.50 2.75 4.00 3.75 2.75 3.50 : 3.72 3.76 3.83 3.83 3.72 2.53 3.83 3.33 3.83 3.61

2.50 3.00 2.50 2.00 4.00 3.50 3.50 3.73 3.55 3.59 3.64 3.64 2.09 3.90 3.59 3.59 3.59

3.42 3.67 3.58 2.08 3.67 3.67 3.75 3.85 3.85 3.69 3.75 3.83 2.00 4.00 3.77 3.92 3.92 4.00 4.00 4.00 4.00 4.00 2.00 4.00 4.00 4.00 4.00 3.85 3.80 3.70 3.79 3.79 2.11 3.89 3.80 3 .95 3.85

3.21 3.21 3.57 2.57 3.43 3.21 3.36 I

Enrollments in Upper Division Communication Courses: Online vs. All Fall 2007-Fall 2011

Online Total %in Online Upper Div Upper Oiv Courses Enrollment Enrollment

2007-08 94 613 15.3%

2008-09 213 709 30.0%

2009-10 321 649 49.5%

2010-11 330 744 44.4%

Fall2011 118 299 39.5%

Note: Non-majors are taking OL UD courses in increasing numbers, totalling 126 in 2009-10. More recent figureson non-majors are not yet available.

- ------------- - --·-

CommunicationUpper-Division Courses: Online vs. All Summer 07-Fallll

Upper-Division All Upper- %Online Online Courses Division Courses Courses

Summer07 0 3 0.0%

Fall 07 2 11 18.2%

Spring 08 2 11 18.2%

Summer08 0 2 0.0%

Fall 08 2 11 18.2%

Spring 09 3 12 25.0%

Summer09 3 3 100.0%

Fall 09 6 12 50.0%

Spring 10 4 10 40.0%

Summer 10 4 4 100.0%

FalllO 7 14 50.0%

Spring 11 5 13 38.5%

Summer 11 4 4 100.0%

Fallll 5 11 45.5%

Communication Online Course Enrollments AY 2007-2008 thru AY 2010-2011

AcYr R~ istrations SUBJECT COURSE Nl MBI£W08 0809 0910 1011 COM 200 84 50 COM 240 20 COM 241 14 COM 270 45 59 COM 287 10 18 52 39 COM 344 39 COM 352 30 36 23 COM 354 25 COM 358 24 26 26 COM 359 29 27 COM 360 29 31 COM 370 30 39 36 COM 375 24 14 COM 394 6 COM 420 29 COM 440 21 23 COM 441 36 42 COM 444 52 28 COM 460 30 29 COM 461 24 COM 494 25 13 22 COM 494T 15 COM 494Z 24 27

)

Two-Year (Four Semester, Two Summers) Online Course Schedule

Year 1, Fall

200 Fundamentals oflnterpersonal Communication 344 Sustainability, Communication, and Culture 354 Communication in Innovation 360 Impact of Mass Media 441 Leadership and Communication 444 Public Relations

Year 1, Spring

200 Fundamentals of Interpersonal Communication 270 Introduction to Theories of Human Communication 344 Sustainability, Communication, and Culture 350 Introduction to Human Communication Research 358 International Communication 440 Organizational Communication 460 Mass Media Analysis

Year 1, Summer

200 Fundamentals of Interpersonal Communication 241 Health, Culture, and Diversity 344 Sustainability, Communication, and Culture 359 Intercultural Communication 375 Nonverbal Communication 420 Family Communication

Becker Becker Ying Miura Becker Miura

Becker Miura Becker Becker Ying Becker Miura

Becker Morel Becker Miura Miura Marlow

)

Year 2, Fall

200 Fundamentals of Interpersonal Communication 344 Sustainability, Communication, and Culture 360 Impact of Mass Media 441 Leadership and Communication 444 Public Relations 451 Communication and Ethnography 461 Race and Gender in Media

Year 2, Spring

200 Fundamentals of Interpersonal Communication 270 Introduction to Theories of Human Communication 344 Sustainability, Communication, and Culture 350 Introduction to Human Communication Research 3 70 Persuasion 440 Organizational Communication 494 Asian Cinema

Year 2, Summer

200 Fundamentals of Interpersonal Communication 241 Health, Culture, and Diversity 344 Sustainability, Communication, and Culture 359 Intercultural Communication 375 Nonverbal Communication 420 Family Communication

)

Becker Becker Miura Becker Miura Becker Yin

Becker Miura Becker Becker Miura Becker Yin

Becker Morel Becker Miura Miura Marlow

) ) )

Course Evaluation Response Mean Comparison of Departmental Courses Offered in Multiple Modalities Distance Ed and Not Distance Ed) Within the Same Academic Year--where paper and/or online evals exist

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 SUBJ # AcYr DL #CRN REGS EVALS WhyE Repea Knwlg TimeS Syllab Feedb Readl lnstrA lnstrH StuCo lnstrV, lnstrE Grdng lnstrf CrseD MssdC OwnG lnstrG CrseEval COM zoo 0910 No 8 173 136 2.73 2.98 1.62 3.41 3.63 3.49 3.57 3.47 3.71 3.71 3.58 3.68 3.56 3.65 1.91 3.87 3.44 3.69 3.64 COM zoo 0910 Yes 4 83 39 2.46 3.00 1.64 2.79 3.56 3.05 3.64 3.05 3.05 3.60 3.60 3.15 3.41 3.15 1.92 4.00 3.51 3.15 3.36 COM zoo 1011 No 6 129 104 3.01 2.99 1.69 3.45 3.68 3.41 3.54 3.53 3.72 3.80 3.63 3.62 3.62 3.69 1.94 3.85 3.51 3.77 3 .68 COM zoo 1011 Yes 2 so 21 2.48 3.00 1.76 2.95 3.48 3.29 3.48 3.15 3.20 3.15 3.15 3.05 3.19 2.95 2.00 4.00 3.55 3.65 3.63 COM 241 0910 No 2 48 35 3.11 2.97 1.79 3.49 3.77 3.71 3.66 3.77 3.74 3.86 3.77 3.82 3.77 3.77 1.97 3.88 3.60 3.88 3.71 COM 241 0910 Yes 1 12 3 3.00 2.33 1.67 1.67 4.00 4.00 4.00 3.67 3.67 3.67 4.00 4.00 4.00 4.00 1.67 4.00 3.67 4.00 4 .00 COM 270 0910 No 1 69 so 3.88 2.98 1.47 3.29 3.86 3.76 3.32 3.62 3.64 3.62 3.78 3.72 3.56 3.73 2.37 3.61 3.26 3.70 3.74 COM 270 0910 Yes 1 45 5 3.40 3.00 1.60 2.40 3.00 3.00 3.60 3.60 3.20 3.20 3.00 3.00 3.20 2.60 2.60 2.80 COM 270 1011 No 1 63 56 3.38 2.93 1.59 3.25 3.84 3.71 3.38 3.60 3.78 3.79 3.83 3.80 3.74 3.72 2.16 3.60 3.35 3.85 3.76 COM 270 1011 Yes 1 59 14 2.86 2.86 1.29 2.64 3.50 3.21 3.29 3.36 3.29 3.14 3.43 3.14 3.36 2.79 2.79 4.00 2.79 3.07 2.93 COM 359 0809 No 2 51 43 3.37 3.00 1.58 3.14 3.60 3.40 3.44 3.44 3.67 3.67 3.67 3.62 3.51 3.53 2.35 3.76 3.47 3.74 3.64 COM 359 0809 Yes 1 29 1 1.00 3.00 3.00 1.00 4.00 4 .00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 2.00 4.00 4.00 4.00 4.00 COM 359 1011 No 2 52 42 3.10 3.00 1.62 3.17 3.67 3.50 3.36 3.40 3.57 3.57 3.60 3.57 3.48 3.64 2.64 3.88 3.36 3.71 3.50 COM 359 1011 Yes 1 27 5 2.80 3.00 1.60 2.60 3.80 3.80 3.60 3.60 3.60 3.60 3.60 3.40 3.80 3.40 2.40 4.00 3.40 3.75 3.50 COM 370 0809 No 1 35 27 3.33 2.96 1.73 3.37 3.44 3.04 3.52 3.44 3.44 3.59 3.44 3.41 3.29 3.41 1.96 3.84 3.85 3.59 3.59 COM 370 0809 Yes 1 30 3 3.00 3.00 2.00 3.33 3.67 3.33 3.67 4.00 3.67 3.33 3.67 3.33 2.33 3.33 3.33 3.33 COM 375 0809 No 1 36 27 3.26 3.00 2.04 3.46 3.37 3.33 3.35 3.48 3.70 3.70 3.37 3.59 3.54 3.52 1.65 3.96 3.81 3.54 3.50 COM 375 0809 Yes 1 24 1 1.00 3.00 2.00 1.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 1.00 4.00 4 .00 4.00 4.00 COM 375 0910 No 1 39 36 3.34 3.00 1.76 3.23 3.78 3.64 3.72 3.72 3.92 3.89 3.72 3.78 3.86 3.75 1.97 3.94 3.92 3.92 3.92 COM 375 0910 Yes 1 13 8 2.75 3.00 1.75 2.38 3.75 3.63 3.88 3.75 3.75 3.63 3.63 3.38 3.38 3.25 2.25 4.00 3.38 3.63 3.13 COM 441 1011 No 1 20 18 3.61 3.00 1.83 3.17 3.89 3.89 3.78 3.94 4.00 4.00 3.94 4.00 3.89 4.00 2.28 3.75 3.67 4.00 4.00 COM 441 1011 Yes 2 42 4 3.25 3.00 1.75 2.00 3.75 2.75 3.50 3.00 2.75 2.75 3.00 3.00 2.75 3.50 2.75 4.00 3.75 2.75 3.50 COM 460 0809 No 1 29 18 3.89 3.00 2.00 3.22 3.83 3.72 3.50 3.78 3.72 3.72 3.76 3.83 3.83 3.72 2.53 3.83 3.33 3.83 3.61 COM 460 0809 Yes 1 30 2 3.50 3.00 2.50 3.50 3.50 3.00 3.00 3.50 3.00 2.50 3.00 2.50 2.00 4.00 3.50 3.50 COM 461 0910 No 1 27 22 3.68 3.00 1.95 3.38 3.59 3.41 3.45 3.50 3.68 3.73 3.55 3.59 3.64 3.64 2.09 3.90 3.59 3.59 3.59 COM 461 0910 Yes 1 24 12 3.50 3.00 1.92 3.00 3.67 3.25 3.58 3.33 3.50 3.42 3.67 3.58 2.08 3.67 3.67 3.75 COM 494 0809 No 1 26 13 3.38 3.00 1.75 3.55 3.69 3.62 3.62 3.62 3.62 3.85 3.85 3.69 3.75 3.83 2.00 4.00 3.77 3.92 3.92 COM 494 0809 Yes 1 13 1 3.00 3.00 2.00 3.00 4.00 3.00 4.00 3.00 4.00 4.00 4.00 4.00 4.00 4.00 2.00 4.00 4.00 4.00 4.00 COM 494 0910 No 1 28 20 3.70 3.00 1.50 3.25 3.70 3.75 3.65 3.70 3.85 3.85 3.80 3.70 3.79 3.79 2.11 3.89 3.80 3.95 3.85 COM 494 0910 Yes 1 22 14 2.93 3.00 1.71 1.93 3.57 2.93 3.64 3.50 3.43 3.21 3.21 3.57 2.57 3.43 3.21 3.36

I

) ) ' )'

Course Evaluation Response Mean Comparison of Departmental Courses Offered in Multiple Modalities (Distance Ed and Not Distance Ed) Within the Same Academic Year--where paper and/or online evals exist

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 SUBJ # AcYr DL #CRN REGS EVALS WhyE Repea Knwlg TimeS Syllab Feedb Readl lnstrA lnstrH Stu Co lnstrvl lnstrE Grdnq lnstrF CrseD MssdC OwnG lnstrG CrseEval COM 200 0910 No 8 173 136 2.73 2.98 1.62 3.41 3.63 3.49 3.57 3.47 3.71 3.71 3.58 3.68 3.56 3.65 1.91 3.87 3.44 3.69 3.64 COM zoo 0910 Yes 4 83 39 Z.46 3.00 1.64 Z.79 3.56 3.05 3.64 3.05 3.05 3.60 3.60 3.15 3.41 3.15 1.9Z 4.00 3.51 3.15 3.36 COM zoo 1011 No 6 129 104 3.01 Z.99 1.69 3.45 3.68 3.41 3.54 3.53 3.7Z 3.80 3.63 3.6Z 3.6Z 3.69 1.94 3.85 3.51 3.77 3.68 COM zoo 1011 Yes z so Zl . Z.48 3.00 1.76 2.95 3.48 3.29 3.48 3.15 3.ZO 3.15 3.15 3.05 3.19 Z.95 z.oo 4.00 3.55 3.65 3.63 COM Z41 0910 No z 48 35 3.11 2.97 1.79 3.49 3.77 3.71 3.66 3.77 3.74 3.86 3.77 3.82 3.77 3.77 1.97 3.88 3.60 3.88 3.71 COM 241 0910 Yes 1 12 3 3.00 2.33 1.67 1.67 4.00 4.00 4.00 3.67 3.67 3.67 4.00 4.00 4.00 4.00 1.67 4.00 3.67 4.00 4.00 COM 270 0910 No 1 69 so 3.88 2.98 1.47 3.29 3.86 3.76 3.32 3.62 3.64 3.62 3.78 3.72 3.56 3.73 2.37 3.61 3.26 3.70 3.74 COM 270 0910 Yes 1 45 5 3.40 3.00 1.60 2.40 3.00 3.00 3.60 3.60 3.20 3.20 3.00 3.00 3.20 2.60 2.60 2.80 COM 270 1011 No 1 63 56 3.38 2.93 1.59 3.25 3.84 3.71 3.38 3.60 3.78 3.79 3.83 3.80 3.74 3.72 2.16 3.60 3.35 3.85 3.76 COM 270 1011 Yes 1 59 14 2.86 2.86 1.29 2.64 3.50 3.21 3.29 3.36 3.29 3.14 3.43 3.14 3.36 2.79 2.79 4.00 2.79 3.07 2.93 COM 359 0809 No z 51 43 3.37 3.00 1.58 3.14 3.60 3.40 3.44 3.44 3.67 3.67 3.67 3.62 3.51 3.53 2.35 3.76 3.47 3.74 3.64 COM 359 0809 Yes 1 29 1 1.00 3.00 3.00 1.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 2.00 4.00 4.00 4.00 4.00 COM 359 101 1 No z 52 42 3.10 3.00 1.62 3.17 3.67 3.50 3.36 3.40 3.57 3.57 3.60 3.57 3.48 3.64 2.64 3.88 3.36 3.71 3.50 COM 359 1011 Yes 1 27 5 2.80 3.00 1.60 2.60 3.80 3.80 3.60 3.60 3.60 3.60 3.60 3.40 3.80 3.40 2.40 4.00 3.40 3.75 3.50 COM 370 0809 No 1 35 27 3.33 2.96 1.73 3.37 3.44 3.04 3.52 3.44 3.44 3.59 3.44 3.41 3.29 3.41 1.96 3.84 3.85 3.59 3 .59 COM 370 0809 Yes 1 30 3 3.00 3.00 2.00 3.33 3.67 3.33 3.67 4.00 3.67 3.33 3.67 3.33 2.33 3.33 3.33 3.33 COM 375 0809 No 1 36 27 3.26 3.00 2.04 3.46 3.37 3.33 3.35 3.48 3.70 3.70 3.37 3.59 3.54 3.52 1.65 3.96 3.81 3.54 3.50 COM 375 0809 Yes 1 24 1 1.00 3.00 2.00 1.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 4.00 1.00 4.00 4.00 4.00 4.00 COM 375 0910 No 1 39 36 3.34 3.00 1.76 3.23 3.78 3.64 3.72 3.72 3.92 3.89 3.72 3.78 3.86 3.75 1.97 3.94 3.92 3.92 3.92 COM 375 0910 Yes 1 13 8 2.75 3.00 1.75 2.38 3.75 3.63 3.88 3.75 3.75 3.63 3.63 3.38 3.38 3.25 2.25 4.00 3.38 3.63 3.13 COM 441 1011 No 1 20 18 3.61 3.00 1.83 3.17 3.89 3.89 3.78 3.94 4.00 4.00 3.94 4.00 3.89 4.00 2.28 3.75 3.67 4.00 4 .00 COM 441 1011 Yes 2 42 4 3.25 3.00 1.75 2.00 3.75 2.75 3.50 3.00 2.75 2.75 3.00 3.00 2.75 3.50 2.75 4.00 3.75 2.75 3.50 COM 460 0809 No 1 29 18 3.89 3.00 2.00 3.22 3.83 3.72 3.50 3.78 3.72 3.72 3.76 3.83 3.83 3.72 2.53 3.83 3.33 3.83 3.61 COM 460 0809 Yes 1 30 2 3.50 3.00 2.50 3.50 3.50 3.00 3.00 3.50 3.00 2.50 3.00 2.50 2.00 4.00 3.50 3.50 COM 461 0910 No 1 27 22 3.68 3.00 1.95 3.38 3.59 3.41 3.45 3.50 3.68 3.73 3.55 3.59 3.64 3.64 2.09 3.90 3.59 3.59 3.59 COM 461 0910 Yes 1 24 12 3.50 3.00 1.92 3.00 3.67 3.25 3.58 3.33 3.50 3.42 3.67 3.58 2.08 3.67 3.67 3.75 COM 494 0809 No 1 Z6 13 3.38 3.00 1.75 3.55 3.69 3.62 3.62 3.62 3.62 3.85 3.85 3.69 3.75 3.83 2.00 4.00 3.77 3.92 3.92 COM 494 0809 Yes 1 13 1 3.00 3.00 2.00 3.00 4.00 3.00 4.00 3.00 4.00 4.00 4.00 4.00 4.00 4.00 2.00 4.00 4.00 4.00 4.00 COM 494 0910 No 1 28 20 3.70 3.00 1.50 3.25 3.70 3.75 3.65 3.70 3.85 3.85 3.80 3.70 3.79 3.79 2.11 3.89 3.80 3.95 3.85 COM 494 0910 Yes 1 22 14 2.93 3.00 1.71 1.93 3.57 Z.93 3.64 3.50 3.43 3.21 3.21 3.57 2.57 3.43 3.21 3.36

OCT-19-2011 13:53 From:8089747736 UHH HUMANITIES DIV

UH Hilo Student Feedback Form

CAN 1. I took this course:

0 As a major requirement 2. I took this course:

0 For the first time @ @ @

0 CD 0

@ @

0 (i) 0 As an elective within the major 0 As a general education requirement 0 As an elecHve outside ITrf major

0 To make up a previous low grade 0 To make up for a withdrawal

® ® ® ® ® @ ® ® @ <D @

® ® 0 0

3. At the beginning of the course, my knowledge or ability in the subject was: 0 Strong o Moderate

® ® ® ® ® 0 Weak

® ® ® ® ® 4. The amount of time I spent weekly on this course outside of class was:

(J) 0 CD 0 0 ® ® ® ® ® ® ® ® ® ®

5. The course covered the material

o 0·2 hrs o 2-4 hrs 0 4-8 hrs

0 >8 hrs

the instructor stated it would in the syllabus. 6. The instructor gave me feedback on exams &

assignments in a timely fashion. 7 The reading materials assigned for the course

facilitated my learning. 8. The instructor was available during office hours or

by appointment when requested. 9. When students asked the instructor questions,

the instructor responded in a helpful way. 10. Students seem to feel comfortable interacting with and

asking questions of the instructor.

11 . The instructor was consistently well-prepared for class.

12. The instructor was able to explain concepts clearly.

13. Grading of exams. papers. and other assessment procedures used to determine the grade has been fair.

14. The instructor facilitated my learning of the subject.

15. The course was; 0 Very Difficult 0 Difficult 0 Moderate 0 Easy 0 Very easy

17. What grade do you expect to receive in this course? 18. Overall, how would you evaluate this instructor? 19. Overall, how would you evaluate this course?

Strongly agree Agree Disagree

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

16. I missed class:

A 0 0 0

0 Less than 10% of the time 0 10-25% of the time 0 26-50% of the lime 0 More than 50% of the time

B c 0 0 0 0 0 0

Strongly disagree

0

0

0

0

0

0

0

0

0

0

0 0 0 0

JICt"t-iaaJ JKil n~c N ln"iMt(.'l'ld Rr.:~

F 0 0 0

_ -~-~"'·ncnt ~007, 2009, 2011 Unweighted Benchmark Means __ . ........ \rKJ and Senior (SR) Response Means

Benchmark Score Key AC=Level of Academic Challenge ACL=Active & Collaborative Learning SFI=Student Faculty Interaction EEE=Enriching Educational Experiences SCE=Supportive Campus Environment

* a crosswalk to specific question items aggregated into benchmark scores can be seen on worksheet tab #2 ir

S . 2007 UH H"l C )f)nng 10 am pus B h rk M enc rna eans classran #Students AC ACL SFI EEE SCE FR 222 46.42 40.12 30.80 28.55 59.10 SR 247 54.79 50.97 42.82 41.01 57.61 Spring 2007 UH Hilo COM Majors Benchmark Means

Major class ran #Students AC ACL SFI EEE SCE COM FR 4 49.79 48.51 27.04 46.41 61.11

COM SR 7 62.52 65.31 42.86 39.51 73.41

S . 2009 UH H"l C )pnng 10 am pus B h rk M enc ma eans classran #Students AC ACL SFI EEE SCE FR 248 49.48 40.46 31.30 25.40 62.50

SR 332 57.24 52.47 47.01 40.24 60.35 s )pnng 2009 UH HI COM M 10 B h rk M aJors enc rna eans

Major class ran #Students AC ACL SFI EEE SCE COM FR 6 64.61 59.13 48.89 29.52 68.33

COM SR 23 57.78 52.88 43.50 43.19 59.93

S . 2011 UH H"l C spnng 10 amp us 8 h rkM enc rna eans classran #Students AC ACL SFI EEE SCE FR 125 51.94 42.91 34.72 27.51 62.25

SR 239 58.00 51.98 44.83 39.94 61.74

s )pnng 2011 UH HI COM M 10 3j0r5 8 h rkM enc rna eans Major classran #Students AC ACL SFI EEE SCE

COM FR 6 47.56 43.65 36.48 29.76 71.11

COM SR 7 51 .75 55.33 51.56 44.60 65.56

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Total Fall Total Prior Fall AcYr Majors Majors

Degrees Excluding Returning Ma) r Total Fall Among Fall Total Department Acyr Degree Following Fall Prior FR Prior SO Prior JR Prior SR Co~ Fall of: Majors FR so JR SR Major Count AcYr Degrees Earners to Same Major Return Return Return Return AQ: Fall 2008 31 9 9 9 4 0 4 31 22 7 6 8 1 AC~ Fall 2009 60 12 12 21 1 5 3 5 57 44 9 10 15 10 Aq Fall 2010 74 10 13 22 29 11 12 63 43 5 8 17 13 Aq Fall 2011 83 8 20 19 36 0 0 83 0 0 0 0 0 ADJ Fall 2003 44 16 8 8 12 7 8 37 20 8 3 7 2 AD~ Fall 2004 so 14 7 9 20 11 12 39 30 9 4 8 9 Am Fall 2005 so 5 9 1 2 24 7 8 43 31 3 7 9 12 Am Fall 2006 63 2 15 22 24 11 12 52 34 1 7 18 8 AD~ Fall 2007 66 5 11 23 27 16 17 so 30 2 5 16 7 AD~. Fall 2008 57 3 10 18 26 18 21 39 31 2 7 15 7 ADJ Fall 2009 67 5 10 25 27 14 15 53 38 3 6 18 11 ADJ Fall 2010 77 4 13 24 36 14 15 63 47 4 8 18 17 ADJ Fall 2011 100 9 13 42 36 0 0 100 0 0 0 0 0 AG4 Fall 2003 158 43 25 40 so 24 24 134 84 21 13 34 16 AG4 Fall 2004 139 35 25 26 53 24 27 11 5 80 20 18 20 22 AG4 Fall 2005 146 25 33 36 52 20 23 126 93 15 24 27 27 AG4 Fall 2006 164 25 29 43 67 33 35 131 83 11 16 32 24 AG4 Fall 2007 141 27 14 37 63 24 24 117 84 21 8 27 28 AG4 Fall 2008 141 32 24 33 52 25 27 116 77 17 16 24 20 AG4 Fall 2009 148 36 28 33 51 18 19 130 90 18 20 28 24 AG4 Fall 2010 170 30 43 40 57 29 30 141 108 20 36 31 21 AG4 Fall 2011 180 26 37 55 62 0 0 180 0 0 0 0 0

ANTH Fall 2003 56 20 1 9 26 14 14 42 22 6 0 6 10 ANTH Fall 2004 58 12 9 1 2 25 14 16 44 27 7 3 10 7 ANTH Fall 2005 68 12 8 21 27 1 2 14 56 36 6 4 1 5 11 ANTH Fall 2006 72 13 11 18 30 19 20 53 27 3 3 11 10 ANTH Fall 2007 56 5 9 20 22 16 18 40 27 1 6 13 7

• ANTH Fall 2008 48 2 6 16 24 16 17 32 23 2 4 7 10 ANTH Fall 2009 58 7 6 18 27 14 18 44 26 3 4 13 6 ANTH Fall 2010 56 7 6 18 25 14 16 42 28 3 4 14 7 ANTH Fall 2011 56 5 14 12 25 0 0 56 0 0 0 0 0 ART Fall 2003 59 24 10 10 15 3 3 56 33 10 8 9 6 ART Fall 2004 74 26 13 16 19 10 10 64 41 1 2 9 15 5 ART Fall 2005 75 18 13 21 23 12 12 63 33 8 9 10 6 ART Fall 2006 77 28 11 19 19 4 6 73 41 9 9 1 5 8 ART Fall 2007 69 14 1 2 20 23 1 3 13 56 34 9 5 14 6 ART Fall 2008 61 13 10 17 21 1 2 14 49 31 8 5 1 3 5 ART Fall 2009 56 12 9 18 17 4 6 52 29 7 5 10 7 ART Fall 2010 65 12 12 19 22 8 9 57 40 9 9 12 10


Degrees Excluding Returning Major Total Fall Among Fall Total Department Acyr Degree Following Fall Prior FR Prior SO Prior JR Prior SR Code Fall of: Majors FR so JR SR Major Count AcYr Degrees Earners to Same Major Return Return Return Return ART Fall 20l1 ... 75 18 12 20 25 0 0 75 0 0 ___ L_ 0 0 0


Degrees Excluding Returning Major Total Fall Among Fall Total Department Acyr Degree Following Fall Prior FR Prior SO Prior JR Prior SR Code Fall of: Majors FR so JR SR Major Count AcYr Dearees Earners to Same Major Return Return Return Return ASTR Fall 2003 57 25 3 11 18 4 4 53 34 14 2 8 10 ASTR Fall 2004 60 21 6 1 3 20 5 6 55 40 12 4 11 13 ASTR Fall 2005 63 13 10 13 27 14 14 49 35 8 9 8 10 ASTR Fall 2006 54 9 12 13 20 7 8 47 26 5 6 8 7 ASTR Fall 2007 44 6 11 9 18 8 10 36 21 3 6 6 6 ASTR Fall 2008 45 12 7 9 17 7 7 38 22 3 6 8 5 ASTR Fall 2009 44 10 5 14 15 5 6 39 26 5 4 11 6 ASTR Fall 2010 44 10 7 11 16 7 8 37 22 7 3 8 4 ASTR Fall 2011 48 11 17 8 12 0 0 48 0 0 0 0 0 BIOL Fall 2003 189 70 36 31 52 29 34 160 88 29 23 23 13 BIOL Fall 2004 189 71 27 49 42 18 20 171 94 33 14 34 13 BIOL Fall 2005 199 56 40 47 56 21 25 178 112 22 30 32 28 BIOL Fall 2006 198 44 40 47 67 24 28 174 102 1 5 19 37 31 BIOL Fall 2007 222 54 40 48 80 36 37 186 91 21 18 19 33 BIOL Fall 2008 228 64 43 51 70 25 28 203 114 30 25 36 23 BIOL Fall 2009 248 65 55 53 75 17 20 231 126 32 27 35 32 BIOL Fall 2010 270 76 56 60 78 30 32 240 142 50 32 32 28 BIOL Fall 2011 264 61 61 59 83 0 0 264 0 0 0 0 0

CHEM Fall 2003 16 10 2 3 1 0 2 16 7 3 0 3 1 CHEM Fall 2004 19 5 3 4 7 3 3 16 7 0 2 1 4 CHEM Fall 2005 44 17 6 12 9 4 4 40 22 9 2 8 3 CHEM Fall 2006 60 21 11 15 13 4 5 56 19 10 5 3 1 CHEM Fall 2007 45 11 18 9 7 0 1 45 17 2 9 3 3 CHEM Fall 2008 55 23 9 11 1 2 2 3 53 30 12 6 7 5 CHEM Fall 2009 73 24 18 14 17 4 4 69 42 18 10 8 6 CHEM Fall 2010 74 7 28 16 23 8 8 66 34 3 13 11 7 CHEM Fall 2011 77 22 15 17 23 0 0 77 0 0 0 0 0 COM Fall 2003 145 32 30 43 40 36 40 109 77 17 21 27 12 COM Fall 2004 154 35 23 50 46 37 40 117 74 17 1 5 32 10 COM Fall 2005 149 21 28 50 50 40 42 109 71 11 19 32 9 COM Fall 2006 1 51 22 27 53 49 36 37 11 5 62 3 13 36 10 COM Fall 2007 136 17 23 44 52 43 44 93 67 12 17 26 12 COM Fall 2008 165 20 32 56 57 40 47 125 94 7 28 41 18 COM Fall 2009 162 13 32 50 67 44 46 118 84 4 24 39 17 COM Fall 2010 147 13 20 49 65 43 50 104 70 3 16 35 16 COM Fall 2011 132 16 10 47 59 0 0 132 0 0 0 0 0


Degrees Excluding Returning Major Total Fall Among Fall Total Department Acyr Degree Following Fall Prior FR Prior SO PriorJR Prior SR Code Fall of: Maiors FR so JR SR Maior Count AcYr Dearees Earners to Same Maior Return Return Return Return CSCI Fall 2003 124 50 22 15 37 16 16 108 57 24 13 9 11 CSCI Fall 2004 92 35 15 18 24 9 1 2 83 53 19 10 13 11 CSCI Fall 2005 82 18 22 18 24 1 1 12 71 42 9 1 5 13 5 CSCI Fall 2006 73 19 17 22 1 5 5 6 68 45 10 13 16 6 CSCI Fall 2007 91 29 19 26 17 1 1 90 54 12 13 17 12 CSCI Fall 2008 100 29 22 22 27 13 13 87 45 12 12 12 9 CSCI Fall 2009 82 1 5 22 23 22 5 6 77 49 8 15 13 13 CSCI Fall 2010 1 OS 23 23 32 27 1 1 11 94 59 15 13 20 11 CSCI Fall 2011 89 12 29 19 29 0 0 89 0 0 0 0 0

ECON Fall 2003 20 9 1 3 7 6 8 14 5 2 1 1 1 ECON Fall 2004 26 6 2 6 12 7 13 19 1 3 3 2 4 4 ECON Fall 2005 35 6 4 11 14 6 8 29 18 4 3 5 6 ECON Fall 2006 31 7 4 5 15 7 11 24 14 0 4 5 5 ECON Fall 2007 28 4 3 8 13 7 8 21 13 1 2 4 6 ECON Fall 2008 31 8 3 7 13 8 10 23 1 3 2 3 5 3 ECON Fall 2009 27 3 6 7 1 1 6 8 21 17 1 5 5 6 ECON Fall 2010 40 5 4 15 16 1 1 13 29 13 0 3 9 1 ECON Fall 2011 32 6 1 8 17 0 0 32 0 0 0 0 0

ENG Fall 2003 93 28 12 12 41 30 31 63 39 15 8 10 6 ENG Fall 2004 90 35 14 17 24 15 17 75 37 9 8 13 7 ENG Fall 2005 77 23 9 17 28 13 13 64 34 6 5 1 2 11 ENG Fall 2006 78 23 10 20 25 11 12 67 30 3 4 14 9 ENG Fall 2007 75 14 12 22 27 15 16 60 23 0 6 13 4 ENG Fall 2008 57 12 9 19 17 5 8 52 26 4 4 1 1 7 ENG Fall 2009 57 11 9 16 21 14 14 43 23 2 4 13 4 ENG Fall 2010 66 20 10 16 20 10 10 56 26 3 7 10 6 ENG Fall 2011 64 16 8 22 18 0 0 64 0 0 0 0 0

ENSC Fall 2007 13 0 4 4 5 3 3 10 10 0 4 4 2 ENSC Fall 2008 33 4 4 16 9 3 3 30 20 3 3 9 5 ENSC Fall 2009 41 3 11 13 14 5 5 36 22 3 6 7 6 ENSC Fall 2010 51 7 11 15 18 5 6 46 27 5 8 7 7 ENSC Fall 2011 58 12 1 1 18 17 0 0 58 0 0 0 0 0

ENVS Fall 2006 2 0 1 0 1 0 0 2 1 0 0 0 1 ENVS Fall 2007 8 0 2 4 2 1 1 7 3 0 0 3 0 ENVS Fall 2008 23 8 4 5 6 2 2 21 9 2 2 3 2 ENVS Fall 2009 30 5 4 1 2 9 3 5 27 7 0 1 4 2 ENVS Fall 2010 30 5 5 1 1 9 5 6 25 9 2 1 6 0

L_ENVS Fall 2011 30 8 6 6 10 0 0 30 0 0 0 0 0


Degrees Excluding Returning Major Total Fall Among Fall Total Department Acyr Degree Following Fall Prior FR Prior SO Prior JR Prior SR Code Fall of: Maiors FR so JR SR Maior Count AcYr Deorees Earners to Same Maior Return Return Return Return GBUS Fall 2003 345 130 73 57 85 46 48 299 165 58 43 38 26 GBUS Fall 2004 331 127 57 77 70 41 43 290 175 58 36 58 23 GBUS Fall 2005 333 84 73 91 85 so 51 283 175 39 41 68 27 GBUS Fall 2006 326 93 53 83 97 57 63 269 159 44 32 52 31 GBUS Fall 2007 307 78 70 78 81 41 43 266 163 44 36 59 24 GBUS Fall 2008 317 92 72 74 79 45 so 272 159 44 so 47 18 GBUS Fall 2009 277 66 70 82 59 30 33 247 145 26 42 57 20 GBUS Fall 2010 256 60 42 78 76 39 39 217 127 25 29 52 21 GBUS Fall 2011 250 53 47 78 72 0 0 250 0 0 0 0 0 GEN Fall 2003 328 236 77 12 3 0 0 328 103 85 13 4 1 GEN Fall 2004 381 282 74 18 7 0 0 381 139 116 20 1 2 GEN Fall 2005 391 234 108 35 14 0 0 391 129 97 22 8 2 GEN Fall 2006 423 276 98 36 13 0 0 423 129 100 19 8 2 GEN Fall 2007 436 280 11 0 34 12 0 0 436 133 102 23 5 3 GEN Fall 2008 361 202 117 28 14 0 0 361 103 76 14 7 6 GEN Fall 2009 332 197 91 26 18 0 0 , 332 96 87 8 1 0 GEN Fall 2010 252 147 89 13 3 0 0 252 64 43 20 1 0 GEN Fall 2011 233 140 64 23 6 0 0 233 0 0 0 0 0

GEOG Fall 2003 46 1 2 3 12 19 14 14 32 19 5 2 8 4 GEOG Fall 2004 46 13 3 14 16 7 8 39 30 6 2 14 8 GEOG Fall 2005 47 3 6 11 27 20 20 27 18 0 5 10 3 GEOG Fall 2006 41 7 2 15 17 13 13 28 15 1 1 9 4 GEOG Fall 2007 32 2 5 12 13 10 12 22 17 1 4 7 5 GEOG Fall 2008 39 3 5 16 15 7 8 32 23 3 4 13 3 GEOG Fall 2009 40 1 8 20 11 10 11 30 20 0 4 14 2 GEOG Fall 2010 37 2 2 11 22 13 13 24 15 1 1 6 7 GEOG Fall 2011 27 4 0 4 19 0 0 27 0 0 0 0 0 GEOL Fall 2003 31 9 2 9 11 5 5 26 17 4 1 8 4 GEOL Fall 2004 30 9 1 4 16 6 7 24 14 5 0 3 6 GEOL Fall 2005 32 6 3 11 12 7 9 25 13 2 2 5 4 GEOL Fall 2006 25 4 3 3 1 5 4 8 21 15 1 1 3 10 GEOL Fall 2007 27 3 4 3 17 9 9 18 14 2 3 3 6 GEOL Fall 2008 26 3 5 6 12 5 6 21 16 3 5 3 5 GEOL Fall 2009 31 1 6 15 9 4 6 27 18 1 4 10 3 GEOL Fall 2010 31 1 4 9 17 7 8 24 16 0 2 7 7 GEOL Fall 2011 35 5 2 1 2 16 0 0 35 0 0 0 0 0


Degrees Excluding Returning Major Total Fall Among Fall Total Department Acyr Degree Following Fall Prior FR Prior SO Prior JR Prior SR Code Fall of: Maiors FR so JR SR Major Count AcYr Deorees Earners to Same Maior Return Return Return Return HIST Fall 2003 49 10 7 13 19 9 9 40 26 2 6 10 8 HIST Fall 2004 47 14 4 11 18 10 10 37 19 5 1 6 7 HIST Fall 2005 39 9 6 11 1 3 5 5 34 20 3 2 9 6 HIST Fall 2006 39 5 5 14 1 5 8 9 31 18 3 3 8 4 HIST Fall 2007 43 8 7 16 12 7 7 36 21 4 4 10 3 HIST Fall 2008 46 8 7 15 16 6 6 40 34 7 7 12 8 HIST Fall 2009 63 6 11 25 21 8 8 55 40 3 9 21 7 HIST Fall 2010 67 10 3 27 27 18 19 49 36 7 2 18 9 HIST Fall 2011 58 4 11 10 33 0 0 58 0 0 0 0 0 I

HPE Fall 2003 42 14 6 13 9 3 3 39 22 3 4 12 3 HPE Fall 2004 57 18 7 11 21 5 5 52 35 12 5 7 11 HPE Fall 2005 76 12 17 26 21 12 12 64 37 5 8 21 3 HPE Fall 2006 75 11 12 22 30 9 1 2 66 47 3 12 17 1 5 HPE Fall 2007 103 15 18 29 41 3 5 100 21 2 4 10 5 HPE Fall 2008 21 0 1 8 1 2 1 1 20 4 0 1 3 0 HPE Fall 2009 4 0 0 1 3 0 0 4 0 0 0 0 0

HWST Fall 2003 94 39 13 1 2 30 10 11 84 48 19 3 10 16 HWST Fall 2004 78 17 14 16 31 10 11 68 43 11 7 11 14 HWST Fall 2005 73 18 9 16 30 13 1 5 60 39 12 5 11 11 HWST Fall 2006 76 25 12 14 25 9 9 67 42 17 9 8 8 HWST Fall 2007 83 21 20 19 23 10 11 73 54 16 17 12 9 HWST Fall 2008 114 35 28 30 21 5 6 109 65 16 20 20 9 HWST Fall 2009 112 18 26 30 38 14 14 98 61 9 18 21 13 HWST Fall 2010 96 21 9 35 31 12 14 84 51 14 6 23 8 HWST Fall2011 92 23 19 20 30 0 0 92 0 0 0 0 0 INTT Fall 2010 1 1 0 0 0 0 0 1 0 0 0 0 0 JPST Fall 2003 24 6 2 9 7 4 5 20 14 3 2 5 4 JPST Fall 2004 25 8 1 8 8 5 5 20 11 6 0 3 2 JPST Fall 2005 28 9 5 6 8 4 5 24 18 6 4 4 4 JPST Fall 2006 42 9 13 8 12 2 2 40 22 3 9 5 5 JPST Fall 2007 42 8 10 14 10 7 9 35 21 4 5 7 5 JPST Fall 2008 35 7 9 8 11 5 5 30 23 7 4 8 4 JPST Fall 2009 38 8 8 12 10 6 6 32 23 3 6 11 3 JPST Fall 2010 45 8 12 16 9 3 3 42 30 6 8 11 5 JPST Fall 2011 52 9 8 13 22 0 0 52 0 0 0 0 0 KES Fall 2008 90 21 20 26 23 8 14 82 54 9 17 17 11 KES Fall 2009 135 29 20 47 39 21 22 114 77 16 9 36 16 KES Fall 2010 160 25 32 41 62 25 27 135 91 13 24 31 23 KES Fall 2011 192 48 39 48 57 0 0 192 0 0 0 0 0


Degrees Excluding Returning Major Total Fall Among Fall Total Department Acyr Degree Following Fall Prior FR Prior SO PriorJR Prior SR Code Fall of: Maiors FR so JR SR Maior Count AcYr Decrees Earners to Same Maior Return Return Return Return LING Fall 2003 21 5 1 5 10 4 4 17 1 3 3 1 4 5 LING Fall 2004 25 6 2 4 13 8 9 17 10 2 1 4 3 LING Fall 2005 28 8 2 10 8 4 4 24 14 2 2 9 1 LING Fall 2006 29 1 4 11 13 9 12 20 16 1 3 8 4 LING Fall 2007 39 7 6 7 19 14 16 25 15 1 6 4 4 LING Fall 2008 38 6 6 1 2 14 9 11 29 21 2 4 9 6 LING Fall 2009 38 2 8 9 19 9 13 29 23 0 7 7 9 LING Fall 2010 37 6 6 8 17 10 11 27 18 4 6 7 1 LING Fall 2011 35 2 10 12 11 0 0 35 0 0 0 0 0 LSTU Fall 2003 38 1 8 11 18 7 9 31 14 1 5 4 4 LSTU Fall 2004 30 7 2 9 12 9 9 21 14 3 1 5 5 LSTU Fall 2005 29 5 4 8 1 2 10 10 19 12 2 3 4 3 LSTU Fall 2006 20 4 2 7 7 6 7 14 7 0 1 5 1 LSTU Fall 2007 9 1 0 1 7 4 4 5 3 0 0 0 3 LSTU Fall 2008 9 0 1 2 6 6 6 3 2 0 0 2 0 LSTU Fall 2009 6 1 0 2 3 3 3 3 1 0 0 0 1 LSTU Fall 2010 5 0 1 0 4 3 5 2 1 0 0 0 1 LSTU Fall 2011 5 0 0 0 5 0 0 5 0 0 0 0 0 MARE Fall 2003 222 97 37 36 52 26 29 196 116 49 24 24 19 MARE Fall 2004 211 80 44 43 44 22 24 189 104 36 22 29 17 MARE Fall 2005 202 47 48 57 50 27 28 175 117 31 35 37 14 MARE Fall 2006 218 61 51 53 53 31 35 187 106 24 31 34 17 MARE Fall 2007 1 81 46 48 34 53 17 20 164 106 19 28 26 33 MARE Fall 2008 188 50 34 41 63 31 33 157 108 29 19 34 26 MARE Fall 2009 179 35 42 43 59 31 31 148 96 17 27 28 24 MARE Fall 2010 170 34 32 52 52 29 29 141 90 14 21 37 18 MARE Fall2011 200 68 31 44 57 0 0 200 0 0 0 0 0 MATH Fall 2003 39 15 7 9 8 4 8 35 22 8 5 7 2 MATH Fall 2004 32 8 8 7 9 4 5 28 18 5 3 5 5 MATH Fall 2005 42 8 6 1 2 16 11 18 31 19 4 5 7 3 MATH Fall 2006 36 7 8 9 12 7 8 29 19 2 7 8 2 MATH Fall 2007 36 2 9 1 2 13 8 11 28 19 1 7 9 2 MATH Fall 2008 31 8 1 10 12 5 7 26 12 4 0 6 2 MATH Fall 2009 35 8 6 8 13 6 8 29 20 5 3 6 6 MATH Fall 2010 39 2 11 12 14 4 8 35 25 0 8 8 9 MATH Fall 2011 39 5 1 14 19 0 0 39 0 0 0 0 0 MUS I Fall 2003 I 1 LQ I o I o I 1 I 1 I 1 I 0 I 0 I 0 I 0 I 0 I 0


Degrees Excluding Returning Major Total Fall Among Fall Total Department Acyr Degree Following Fall Prior FR Prior SO Prior JR Prior SR Code Fall of: Maiors FR so JR SR Maior Count AcYr DeQrees Earners to Same Maior Return Return Return Return NSCI Fall 2003 24 6 0 5 13 4 5 20 11 1 0 2 8 NSCI Fall 2004 25 4 1 8 12 7 8 18 11 2 1 4 4 NSCI Fall 2005 26 3 0 10 13 5 6 21 1 5 2 0 8 5 NSCI Fall 2006 27 4 3 5 1 5 10 11 17 7 0 2 3 2 NSCI Fall 2007 17 2 2 3 10 4 4 13 8 0 2 2 4 NSCI Fall 2008 16 0 2 4 10 7 8 9 5 0 1 2 2 NSCI Fall 2009 14 0 0 5 9 3 3 11 6 0 0 3 3 NSCI Fall 2010 20 3 1 3 13 6 7 14 11 2 0 3 6 NSCI Fall2011 20 2 3 3 12 0 0 20 0 0 0 0 0 NURS Fall 2003 48 0 0 7 41 26 26 22 20 0 0 6 14 NURS Fall 2004 40 1 0 8 31 19 19 21 18 1 0 5 12 NURS Fall 2005 47 2 0 8 37 19 19 28 24 2 0 7 1 5 NURS Fall 2006 48 1 1 11 35 23 23 25 25 0 1 11 13 NURS Fall 2007 59 0 0 12 47 25 25 34 31 0 0 12 19 NURS Fall 2008 72 0 2 18 52 33 33 39 34 0 2 18 14 NURS Fall 2009 75 0 1 16 58 40 41 35 34 0 1 13 20 NURS Fall 2010 72 0 0 13 59 40 40 32 31 0 0 13 18 NURS Fall 2011 73 0 0 15 58 0 0 73 0 0 0 0 0 PART Fall 2003 33 11 4 8 10 4 5 29 15 4 3 6 2 PART Fall 2004 41 14 7 13 7 3 3 38 22 5 4 10 3 PART Fall 2005 47 14 7 8 18 4 5 43 24 7 4 5 8 PART Fall 2006 41 9 9 4 19 8 10 33 20 3 7 4 6 PART Fall 2007 47 13 11 10 13 2 3 45 31 8 7 6 10 PART Fall 2008 58 11 14 11 22 9 11 49 36 8 11 7 10 PART Fall 2009 55 11 10 18 16 10 10 45 28 6 6 14 2 PART Fall 2010 52 13 10 16 13 6 6 46 25 5 6 11 3 PART Fall 2011 53 9 13 1 3 18 0 0 53 0 0 0 0 0 PHIL Fall 2003 27 8 1 8 10 6 7 21 14 6 1 5 2 PHIL Fall 2004 36 9 7 8 12 6 9 30 16 4 5 4 3 PHIL Fall 2005 23 1 1 10 11 3 6 20 1 2 0 0 6 6 PHIL Fall 2006 21 1 2 4 14 9 10 12 10 0 2 2 6 PHIL Fall 2007 19 2 1 9 7 3 6 16 11 1 1 6 3 PHIL Fall 2008 23 2 1 9 11 5 5 18 1 3 0 0 8 5 PHIL Fall 2009 29 1 6 6 16 10 12 19 1 2 1 3 5 3 PHIL Fall 2010 23 0 2 9 12 7 8 16 9 0 2 6 1 PHIL Fall 2011 19 2 2 6 9 0 0 19 0 0 0 0 0

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Degrees Excluding Returning Major Total Fall Among Fall Total Department Acyr Degree Following Fall Prior FR Prior SO Prior JR Prior SR Code Fall of: Maiors FR so JR SR Maior Count AcYr DeQrees Earners to Same Maior Return Return Return Return PHYS Fall Z003 15 7 z 3 3 1 1 14 9 3 z z z PHYS Fall Z004 18 8 1 6 3 z 3 16 10 6 1 z 1 PHYS Fall ZOOS 16 4 4 4 4 0 1 16 8 z 3 z 1 PHYS Fall Z006 18 6 4 5 3 1 1 17 7 1 1 z 3 PHYS Fall Z007 16 3 z 3 8 4 5 1Z 6 0 z z z PHYS Fall Z008 1Z 4 z z 4 z 4 10 3 0 0 z 1 PHYS Fall Z009 9 3 0 z 4 1 3 8 5 1 0 1 3 PHYS Fall Z01 0 11 z z 1 6 3 8 8 4 0 z 1 1 PHYS Fall Z011 14 3 4 3 4 0 0 14 0 0 0 0 0 POLS Fall Z003 84 34 10 zo zo 1Z 14 72 4Z 19 6 13 4 POLS Fall Z004 80 Z4 18 18 zo 14 16 66 4Z 14 14 11 3 POLS Fall ZOOS 99 16 zo 38 zs 13 zo 86 51 5 14 Z6 6 POLS Fall Z006 96 16 14 30 36 Z3 Z7 73 46 7 9 19 11 POLS Fall Z007 84 9 17 Z4 34 Z7 34 57 38 4 1 2 16 6 POLS Fall Z008 68 6 10 30 zz 19 zo 49 33 3 8 19 3 POLS Fall Z009 77 13 8 31 zs 20 21 57 30 4 3 zo 3 POLS Fall Z01 0 78 13 9 Z9 27 16 18 6Z 40 8 5 zo 7 POLS Fall 2011 77 8 9 zs 35 0 0 77 0 0 0 0 0 PRED Fall Z003 19 z 0 0 17 0 0 19 z 0 0 0 2 PRED Fall Z004 4 0 0 0 4 0 0 4 0 0 0 0 0 PRED Fall 2005 4 0 0 0 4 0 0 4 0 0 0 0 0 PREN Fall 2003 11 6 5 0 0 0 0 11 4 1 3 0 0 PREN Fall 2004 13 5 7 1 0 0 0 13 5 z 3 0 0 PREN Fall ZOOS zo lZ 7 1 0 0 0 zo 6 5 1 0 0 PREN Fall Z006 zz 14 6 z 0 0 0 22 9 6 3 0 0 PREN Fall Z007 35 Z3 8 z 2 0 0 35 18 11 4 1 z PREN Fall Z008 Z9 13 9 4 3 0 0 Z9 13 7 4 1 1 PREN Fall 2009 44 zs 11 6 z 0 0 44 1 5 1Z 3 0 0 PREN Fall Z01 0 Z4 6 1Z 3 3 0 0 Z4 4 1 3 0 0 PREN Fall Z011 13 7 4 0 2 0 0 13 0 0 0 0 0 PRNU Fall 2003 100 61 18 1Z 9 0 0 100 47 34 4 7 2 PRNU Fall Z004 1Z3 56 38 17 1Z 0 0 1Z3 48 zs 17 3 3 PRNU Fall ZOOS 1Z4 41 46 27 10 0 0 1Z4 63 Z4 Z3 13 3 PRNU Fall Z006 146 48 40 33 25 0 0 146 63 Z7 17 13 6 PRNU Fall Z007 167 57 50 34 Z6 0 0 167 76 36 20 1 3 7 PRNU Fall 2008 187 59 66 Z9 33 0 0 187 95 37 40 11 7 PRNU Fall 2009 ZZ3 61 65 56 41 0 0 223 107 39 37 Z3 8 PRNU Fall Z01 0 Z33 51 73 71 38 0 0 233 109 30 42 26 11 PRNU Fall Z011 zzz 60 57 61 44 0 0 222 0 0 0 0 0


Degrees Excluding Returning Major Total Fall Among Fall Total Department Acyr Degree Following Fall Prior FR Prior SO Prior JR Prior SR Code Fall of: Maiers FR so JR SR Maier Count AcYr Decrees Earners to Same Maier Return Return Return Return PSY Fall 2003 310 77 34 83 116 69 74 241 156 41 22 59 34 PSY Fall 2004 282 67 39 61 11 5 79 84 203 135 37 22 49 27 PSY Fall 2005 290 so 45 98 97 66 72 224 157 30 29 73 25 PSY Fall 2006 284 40 so 97 97 70 75 214 148 14 36 68 30 PSY Fall 2007 286 29 47 92 118 71 79 215 148 14 34 66 34 PSY Fall 2008 272 38 31 90 113 75 87 197 132 19 21 65 27 PSY Fall 2009 267 39 43 81 104 49 59 218 148 18 28 63 39 PSY Fall 2010 282 29 41 94 118 68 71 214 136 14 25 67 30 PSY Fall 2011 279 35 33 85 126 0 0 279 0 0 0 0 0 PTC Fall 2011 1 0 0 0 1 0 0 1 0 0 0 0 0 soc Fall 2003 84 20 6 19 39 23 23 61 42 14 4 14 10 soc Fall 2004 83 18 9 19 37 24 27 59 37 8 3 15 11 soc Fall 2005 92 10 14 25 43 25 26 67 34 3 8 1 3 10 soc Fall 2006 72 8 1 2 24 28 15 20 57 33 2 8 19 4 soc Fall 2007 82 7 15 29 31 21 22 61 39 3 10 20 6 soc Fall 2008 81 5 12 28 36 20 25 61 37 1 9 22 5 soc Fall 2009 81 7 16 26 32 22 22 59 43 6 12 19 6 soc Fall 2010 91 5 16 36 34 19 19 72 57 3 1 5 25 14 soc Fall 2011 108 5 12 40 51 0 0 108 0 0 0 0 0

Department Major Fall to Fall Total AcYr Total AcYr

Persistence Degrees as Degrees as% Excluding Dept. %of Total of Total Fall

Grads Fall Majors Seniors 71.0% 12.9% 100.0% 77.2% 8.3% 33.3% 68.3% 16.2% 41.4%

0.0% 0.0% 0.0% 54.1% 18.2% 66.7% 76.9% 24.0% 60.0% 72.1% 16.0% 33.3% 65.4% 19.0% 50.0% 60.0% 25.8% 63.0% 79.5% 36.8% 80.8% 71.7% 22.4% 55.6% 74.6% 19.5% 41.7%

0.0% 0.0% 0.0% 62.7% 15.2% 48.0% 69.6% 19.4% 50.9% 73.8% 15.8% 44.2% 63.4% 21.3% 52.2% 71.8% 17.0% 38.1% 66.4% 19.1% 51.9% 69.2% 12.8% 37.3% 76.6% 17.6% 52.6%

0.0% 0.0% 0.0% 52.4% 25.0% 53.8% 61.4% 27.6% 64.0% 64.3% 20.6% 51.9% 50.9% 27.8% 66.7% 67.5% 32.1% 81.8% 71.9% 35.4% 70.8% 59.1% 31.0% 66.7% 66.7% 28.6% 64.0%

0.0% 0.0% 0.0% 58.9% 5.1% 20.0% 64.1% 13.5% 52.6% 52.4% 16.0% 52.2% 56.2% 7.8% 31 .6% 60.7% 18.8% 56.5% 63.3% 23.0% 66.7% 55.8% 10.7% 35.3% 70.2% 13.8% 40.9%



Grads Fall Majors Seniors 0.0% 0.0% 0.0%



Grads Fall Maiors Seniors 64.2% 7.0% 22.2%1 72.7% 10.0% 30.0% 71.4% 22.2% 51.9% 55.3% 14.8% 40.0% 58.3% 22.7% 55.6% 57.9% 15.6% 41.2% 66.7% 13.6% 40.0% 59.5% 18.2% 50.0%

0.0% 0.0% 0.0% 55.0% 18.0% 65.4% 55.0% 10.6% 47.6% 62.9% 12.6% 44.6% 58.6% 14.1% 41 .8% 48.9% 16.7% 46.3% 56.2% 12.3% 40.0% 54.5% 8.1% 26.7% 59.2% 11.9% 41.0%

0.0% 0.0% 0.0% 43.8% 12.5% 200.0% 43.8% 15.8% 42.9% 55.0% 9.1% 44.4% 33.9% 8.3% 38.5% 37.8% 2.2% 14.3% 56.6% 5.5% 25.0% 60.9% 5.5% 23.5% 51.5% 10.8% 34.8%

0.0% 0.0% 0.0% 70.6% 27.6% 100.0% 63.2% 26.0% 87.0% 65.1% 28.2% 84.0% 53.9% 24.5% 75.5% 72.0% 32.4% 84.6% 75.2% 28.5% 82.5% 71.2% 28.4% 68.7% 67.3% 34.0% 76.9%

0.0% 0.0% 0.0%


Persistence Degrees as Degrees as% 1

Excluding Dept. %of Total of Total Fall Grads Fall Majors Seniors

52.8% 12.9% 43.2% 63.9% 13.0% 50.0% 59.2% 14.6% 50.0% 66.2% 8.2% 40.0% 60.0% 1.1% 5.9% 51.7% 13.0% 48.1% 63.6% 7.3% 27.3% 62.8% 10.5% 40.7%

0.0% 0.0% 0.0% 35.7% 40.0% 114.3% 68.4% 50.0% 108.3% 62.1% 22.9% 57.1% 58.3% 35.5% 73.3% 61.9% 28.6% 61.5% 56.5% 32.3% 76.9% 81.0% 29.6% 72.7% 44.8% 32.5% 81.3%

0.0% 0.0% 0.0% 61.9% 33.3% 75.6% 49.3% 18.9% 70.8% 53.1% 16.9% 46.4% 44.8% 15.4% 48.0% 38.3% 21.3% 59.3% 50.0% 14.0% 47.1% 53.5% 24.6% 66.7% 46.4% 15.2% 50.0%

0.0% 0.0% 0.0% 100.0% 23.1% 60.0%

66.7% 9.1% 33.3% 61.1% 12.2% 35.7% 58.7% 11.8% 33.3%

0.0% 0.0% 0.0% 50.0% 0 .0% 0.0% 42.9% 12.5% 50.0% 42.9% 8.7% 33.3% 25.9% 16.7% 55.6% 36.0% 20.0% 66.7%

0.0% 0.0% 0.0%



Grads Fall Maiers Seniors 55.2% 13.9% 56.5% 60.3% 13.0% 61.4% 61.8% 15.3% 60.0% 59.1% 19.3% 64.9% 61.3% 14.0% 53.1% 58.5% 15.8% 63.3% 58.7% 11.9% 55.9% 58.5% 15.2% 51.3%

0.0% 0.0% 0.0% 31.4% 0.0% 0.0% 36.5% 0.0% 0.0% 33.0% 0.0% 0.0% 30.5% 0.0% 0.0% 30.5% 0.0% 0.0% 28.5% 0.0% 0.0% 28.9% 0.0% 0.0% 25.4% 0.0% 0.0%

0.0% 0.0% 0.0% 59.4% 30.4% 73.7% 76.9% 17.4% 50.0% 66.7% 42.6% 74.1% 53.6% 31.7% 76.5% 77.3% 37.5% 92.3% 71.9% 20.5% 53.3% 66.7% 27.5% 100.0% 62.5% 35.1% 59.1%

0.0% 0.0% 0.0% 65.4% 16.1% 45.5% 58.3% 23.3% 43.8% 52.0% 28.1% 75.0% 71.4% 32.0% 53.3% 77.8% 33.3% 52 .9% 76.2% 23.1% 50.0% 66.7% 19.4% 66.7% 66.7% 25.8% 47.1%

0.0% 0.0% 0.0%



'

Grads Fall Majors Seniors 65.0% 18.4% 47.4% 51.4% 21 .3% 55.6% 58.8% 12.8% 38.5% 58.1% 23.1% 60.0% 58.3% 16.3% 58.3% 85.0% 13.0% 37.5% 72.7% 12.7% 38.1% 73.5% 28.4% 70.4%

0.0% 0.0% 0.0% 56.4% 7.1% 33.3% 67.3% 8.8% 23.8% 57.8% 15.8% 57.1% 71.2% 16.0% 40.0% 21.0% 4.9% 12.2% 20.0% 4.8% 8.3%

0.0% 0.0% 0.0% 57.1% 11.7% 36.7% 63.2% 14.1% 35.5% 65.0% 20.5% 50.0% 62.7% 11.8% 36.0% 74.0% 13.3% 47.8% 59.6% 5.3% 28.6% 62 .2% 12.5% 36.8% 60.7% 14.6% 45.2%

0.0% 0.0% 0.0% 0.0% 0.0% #DIV/0!

70.0% 20.8% 71.4% 55.0% 20.0% 62.5% 75.0% 17.9% 62.5% 55.0% 4.8% 16.7% 60.0% 21.4% 90.0% 76.7% 14.3% 45.5% 71.9% 15.8% 60.0% 71.4% 6.7% 33 .3%

0.0% 0.0% 0.0% 65.9% 15.6% 60.9% 67.5% 16.3% 56.4% 67.4% 16.9% 43.5%

0.0% 0.0% 0 .0%


Persistence Degrees as Degrees as % 1

Excluding Dept. %of Total of Total Fall '

Grads Fall Maiors Seniors 76.5% 19.0% 40.0% 58.8% 36.0% 69.2% 58.3% 14.3% 50.0% 80.0% 41.4% 92.3% 60.0% 41.0% 84.2% 72.4% 28.9% 78.6% 79.3% 34.2% 68.4% 66.7% 29.7% 64.7%

0.0% 0.0% 0.0% 45.2% 23.7% 50.0% 66.7% 30.0% 75.0% 63.2% 34.5% 83.3% 50.0% 35.0% 100.0% 60.0% 44.4% 57.1% 66.7% 66.7% 100.0% 33.3% 50.0% 100.0% 50.0% 100.0% 125.0%

0.0% 0.0% 0.0% 59.2% 13.1% 55.8% 55.0% 11.4% 54.5% 66.9% 13.9% 56.0% 56.7% 16.1% 66.0% 64.6% 11.0% 37.7% 68.8% 17.6% 52.4% 64.9% 17.3% 52.5% 63.8% 17.1% 55.8%

0.0% 0.0% 0.0% 62.9% 20.5% 100.0% 64.3% 15.6% 55.6% 61.3% 42.9% 112.5% 65.5% 22.2% 66.7% 67.9% 30.6% 84.6% 46.2% 22.6% 58.3% 69.0% 22.9% 61.5% 71.4% 20.5% 57.1%

0 .0% 0.0% 0.0% #DIV/0! 100.0% 100.0%



Grads Fall Maiors Seniors 55.0% 20.8% 38.5% 61.1% 32.0% 66.7% 71.4% 23.1% 46.2% 41 .2% 40.7% 73.3% 61 .5% 23.5% 40.0% 55.6% 50.0% 80.0% 54.5% 21.4% 33.3% 78.6% 35.0% 53.8%

0.0% 0.0% 0.0% 90.9% 54.2% 63.4%1 85.7% 47.5% 61.3% 85.7% 40.4% 51.4%

100.0% 47.9% 65 .7% 91 .2% 42.4% 53.2% 87.2% 45.8% 63.5% 97.1% 54.7% 70.7% 96.9% 55.6% 67.8%

0.0% 0.0% 0.0% 51.7% 15.2% 50.0% 57.9% 7.3% 42.9% 55.8% 10.6% 27.8% 60.6% 24.4% 52.6% 68.9% 6.4% 23.1% 73.5% 19.0% 50.0% 62.2% 18.2% 62 .5% 54.3% 11.5% 46.2%

0.0% 0.0% 0.0% 66.7% 25.9% 70.0% 53.3% 25.0% 75.0% 60.0% 26.1% 54.5% 83.3% 47.6% 71.4% 68.8% 31.6% 85.7% 72.2% 21 .7% 45.5% 63.2% 41.4% 75.0% 56.3% 34.8% 66.7%

0.0% 0.0% 0.0%

Department Major Fail to Fall Total AcYr Total AcYr


Grads Fall Maiers Seniors 64.3% 6.7% 33.3% 62.5% 16.7% 100.0% 50.0% 6.3% 25.0% 41.2% 5.6% 33.3% 50.0% 31.3% 62.5% 30.0% 33.3% 100.0% 62.5% 33.3% 75.0% 50.0% 72.7% 133 .3%

0.0% 0.0% 0.0% 58.3% 16.7% 70.0% 63.6% 20.0% 80.0% 59.3% 20.2% 80.0% 63.0% 28.1% 75.0% 66.7% 40.5% 100.0% 67.3% 29.4% 90.9% 52.6% 27.3% 84.0% 64.5% 23.1% 66.7%

0.0% 0.0% 0.0% 10.5% 0.0% 0.0%

0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

36.4% 0.0% #DIV/0! 38.5% 0 .0% #DIV/0! 30.0% 0.0% #DIV/0! 40.9% 0.0% #DIV/0! 51.4% 0.0% 0.0% 44.8% 0.0% 0.0% 34.1% 0.0% 0.0% 16.7% 0.0% 0.0%

0.0% 0.0% 0 .0% 47.0% 0.0% 0.0% 39.0% 0.0% 0 .0% 50.8% 0.0% 0.0% 43.2% 0.0% 0.0% 45.5% 0.0% 0.0% 50.8% 0.0% 0.0% 48.0% 0.0% 0.0% 46.8% 0.0% 0.0%

0.0% 0.0% 0.0%



Grads Fall Maiers Seniors 64.7% 23.9% 63.8% 66.5% 29.8% 73.0% 70.1% 24.8% 74.2% 69.2% 26.4% 77.3% 68.8% 27.6% 66.9% 67.0% 32.0% 77.0% 67.9% 22.1% 56.7% 63.6% 25.2% 60.2%

0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

68.9% 27.4% 59.0% 62.7% 32.5% 73.0% 50.7% 28.3% 60.5% 57.9% 27.8% 71.4% 63.9% 26.8% 71.0% 60.7% 30.9% 69.4% 72.9% 27.2% 68.8% 79.2% 20.9% 55.9%

0.0% 0.0% 0.0%

COM 200 - FALL 2011

1. This course has helped me increase my tendency to be warm, friendly, & kind to other people:

12

10

8

6

4

2

0 0% 0

Strongly Agree Neutral Agree

- ------

0 0%

Disagree

0 0%

Strongly Disagree

• Responses

• Percentage

2. This course has helped me increase my ability to listen empathetically to other people as they self

disclose their beliefs, values, feelings and experiences:

12

10

8

6

4

2

0 Strongly

Agree

Agree

-------- ----

Neutral

0 0% 0 0%

Disagree Strongly Disagree

• Responses

• Percentage

COM 200 - FALL 2011

3. This course has helped me increase my ability to honestly self-disclose to other people my beliefs, values, feelings and experiences when appropriate:

10

9

8

7

6

5

4

3

2

1

0

r-------------------------- ---

Strongly Agree Neutral Agree

T

0 0% 0 0%


Responses

• Percentage

4. This course has helped me go beyond tightly holding-on to my first impressions of other people:

10 9

9

8

7

6

5

4

3

2

1

Strongly Agree

Agree

0 0%

Neutral Disagree

0 0%

Strongly Disagree

• Responses

• Percentage

COM 200 - FALL 2011

5. This course has helped me to see other human beings more as "persons" rather than as "objects" :

14

12

10

8

6

4

2

0

Strongly Agree

------------------

--------0 0% 0 0% ---,

Agree Neutral Disagree

0 0%

Strongly Disagree

• Responses

• Percentage

6. This course has helped deepen my respect for, and appreciation of, my fellow human beings:

12 1-H 10

8

6

4

2

0 Strongly Agree

Agree

-- --------

0 0% 0 0%

Neutral Disagree

0 0%

Strongly Disagree

• Responses

• Percentage

COM 200- FALL 2011

7. This course has helped deepen my appreciation of diverse people from locales, cultures, ethnicities and

groups other than my own:

14

~2 12

10

8

6

4

2

0

Strongly Agree

Agree Neutral

0 0% 0 0%


8. This course has helped me become more self-reflective, more self-aware:

12 f1

10

8

6

4

2

0 Strongly Agree

3


0 0%

Strongly Disagree

• Responses

• Percentage

• Responses

• Percentage

-,

COM 200 - FALL 2011

9. This course has helped make me a more positive-thinking, optimistic human being:

8 ---

7

6

5

4

3

2

1

0

Strongly Agree

r-------------- -----

0 0%


0 0%

Strongly Disagree

• Responses

• Percentage

10. This course has helped me realize the powers of interpersonal communication to build bonds:

12 ,

10

8

6

4

2

Strongly Agree

Agree

0 0%

Neutral

0 0%

Disagree

0 0%

Strongly Disagree

• Responses

• Percentage

COM 200 - FALL 2009

1. This course has helped me increase my tendency to be warm, friendly, & kind to other people:

9 T 8 8

7

6

5

4

3

2

1

St roogly t-.gree

0 0%


0 0%

Strongly Disagree

• Responses

• Percentage

2. This course has .-.f) t.d 1 ~- L· ,.,.., ., . ~- ' nl' <,!Jt!itv tn listen empat het ically to other people as they self

disclose their belieL , values, eelings and experience:..

9 --

8

7

5

4

3

2

1

0 Strongly

Agree

Agree

--- ------

----~--~-~ -- ---

0 0% 0 0%

Neutral Disagree

0 0% -----,

Strongly Disagree

• Responses

• Percentage

COM 200 - FALL 2009

3. This course has helped me increase my ability to honestly self-disclose to other people my beliefs, values, feelings and experiences when appropriate:

9

L --

8

7

6

5

4

3

2

1

0 Strongly

Agree

8 ---------------------------

1--------------------------- ---

Agree

--- - -------- --0 0% 0 0%

Neutral Disagree

0 0%

Strongly Disagree

• Responses

• Percentage

4. This course has helped me go beyond tightly holding-on to my first impressions of other people:

7

6 6

5

4

3

2

1

0 Strongly Agree

6

0 0%


0 0%

Strongly Disagree

Responses

• Percentage

COM 200 - FALL 2009

5. This course has helped me to see other human beings more as "persons" rather than as "objects":

10 9

9

8

7

6 - ----5

• Responses 4

• Percentage 3 -- -

2 1

1 0 0% 0 0%

0 Strongly Agree Neutral Disagree Strongly Agree Disagree

6. This course has helped deepen my respect for, and appreciation of, my fellow human beings:

10

9

7

6

5

4

3

2

1

0 Strongly

Agree

Agree Neutral

0 0% 0 0%


• Responses

• Percentage

COM 200 - FALL 2009

7. This course has helped deepen my appreciation of diverse people from locales, cultures, ethnicities and groups other than my own:

9 1 8 8 r-------------~--~-

7

6

5

4

3

2

1 3% 0 0%

0 Strongly Agree Neutral Disagree Agree

8. This course has helped me become more self-reflective, more self-aware:

12 1f

10

8

6

4

2

0 0% 0 0% 0

Strongly Agree Neutral Disagree

Agree

0 0%

Strongly Disagree

0 0%

Strongly Disagree

• Responses

• Percentage

Responses

• Percentage

Communication Confidence Outcomes ofCOM 25J(section 5) Fall2011

McCroskey ' s Personal Report of Public Speaking Anxiety (PRPSA)

Pre-test Score Post-test Score Difference (August 2011) (December 2011) (Points)

92 69 -23 79 87 +8 83 34 -49 99 130 +31 142 102 -40 104 76 -28 66 81 +15 94 75 -19 147 116 -31 98 90 -8 109 85 -24 113 123 +10

From this data, it is suggested that many students decreased in public speaking anxiety by the end of the semester. Out of 12 students, 8 students decreased in anxiety by an average of 28 points, while 4 students increased in anxiety by an average of 16 points.

There may be a number of reasons for the reported increase of anxiety by some respondents. First, students were instructed to calculate their scores based on a specific formula. It is possible that the students did not compute the numbers correctly; therefore, the increase could be due to mathematical error. Another reason for the increase of anxiety could be that students realized their next public speaking experience will not be with the same audience they have grown accustomed to. The next assessment will attempt to identify other reasons for reported increases.

communication: matrix of pro!!ram outcomes and coors ... · make effective faculty and lecturers...

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