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Investigating Comprehensive Assessment Plans In Undergraduate Communication Studies Programs Andrea Celeste Weber Outcome assessments of academic programs have beco me increasingly critical in recent years. A continuous process formed to “monitor and improve student learning,” true assessment serves to focus institutions of higher education on student learning (Allen, 2004, p. 5). It is vital to understand and explore current assessment practi ces in departments of communication studies to ensure and enhance the quality and future of edu cation in the field. This study represents an initial attempt at establishing a baseline of asses ment practices utilized within departments of communication studies. The results exhibit the exte nt to which assessment is being used for continuous improvement of communication studies und ergraduate programs across various institution types. Assessment processes, methods, u tilization and communication of assessment results and differences in practice between Carnegi e Classifications were explored, with encouraging results. Respondents from communication s udies departments were fairly progressive with regard to their views and uses of assessment. However, assessment efforts still need to be expanded. Further research on best pract ices of assessment in communication studies departments across all institution types could reve al strategies for enhancing the assessment culture throughout the field. Communication Assessment iii TABLE OF CONTENTS ABSTRACT  ii TABLE OF CONTENTS iii CHAPTER 1: INTRODUCTION  1 Problem Statement  1 Purpose 5 Research Questions  5 CHAPTER 2: REVIEW OF THE LITERATURE  8 History of Assessment  8 Comprehensive Program Assessment 9 Creating Meaningful Learning Outcomes  10 Creating Opportunities to Achieve Outcomes  16 Assessing Student Learning  17 Incorporating Assessment Results  21 Institutional and Faculty Support for Assessment ... ....  21 Discipline Specific Assessment Research Studies....  24 Communication Studies Assessment Literature  26 Key Terms and Concepts  29 CHAPTER 3: METHOD  30 Population   30 Survey Design and Procedures for Data Collection ...   32 Demographics  37 Limitations   42 CHAPTER 4: RESULTS  44 Research Question One  44 Research Question Two  56 Research Question Three   59 Research Question Four 65 Research Question Five  68 Research Question Six  71 CHAPTER 5: CONCLUSION AND IMPLICATIONS  75 Assessment Process  75 Student Learning Outcomes 76 Assessment Methods 77 Use of Assessment Results  78 Communication of Assessment Results 79 Faculty Rewards and Resources  79 Carnegie Classification  80 Recommendations for Practice  81 Recommendations for Future Research  85 REFERENCES  88 APPENDIX 94 Appendix A: Pilot Study Cover Letter 95 Appendix B: Pilot Study Interview Questions  96 Communication Assessment iv Appendix C: Cover Letter to Survey Participants ....  97 Appendix D: Survey Instrument  98 Communication Assessment 1 CHAPTER 1: INTRODUCTION Problem Statement Outcome assessments of academic programs have beco me increasingly critical in recent years. A continuous process formed to “monitor and improve student learning,” true assessment serves to focus institutions of higher education on educational outcomes (Allen, 2004, p. 5). Assessment is operationalized by Huba and Freed (20 00) as a four-step process that includes establishing learning goals, presenting opportuniti es to achieve these goals, assessing student learning, and implementing assessment findings into the curriculum to improve student learning. More specifically, the first step encompasses the c reation of intended learner outcomes in a clear, measurable form. It is then necessary to provide op portunities to ensure students accomplish the intended learning outcomes. For assessment to occur , these outcomes should then be continuously collected, examined, measured, and int erpreted to determine whether the intended learning outcomes are being met. Finally the result s must be utilized to advance and develop student learning. All four steps must be present fo r a comprehensive assessment to transpire (Huba & Freed, 2000; Suskie, 2004). This chapter will discuss research on current asses sm nt practices, demonstrating the need for quality progr am-level assessments and developing a context for the study. Regional accrediting organizations, mandated by th e federal government, require all institutions to provide direct evidence that they a re chieving their mission. Institutions of higher education, therefore, must provide direct evidence that students are achieving the learning goals established by the institutions (Suskie, 2004). Acc ording to Peterson and Einarson (2001), college and university administrators have attempte d to fulfill this mandate by instituting policies that require department and college-level assessmen t . However, at research and doctoral level Communication Assessment 2 institutions especially, there have been few attemp s to examine assessment plans and processes for quality assurance (Peterson & Einarson, 2001). Little in the way of professional development has been provided to administrators, faculty, and s tu ent affairs personnel. Peterson and Einarson (2001) stated that departments are not awa re of the proper procedures for assessment, nor do they understand the purposes and benefits of inc rporating assessment into the program curriculum. Furthermore, almost no connection to st udent assessment practices and faculty evaluation and reward policies has been established (P terson & Einarson, 2001). Departments, therefore, see little value in implementing compreh ensive assessment plans outside of institutional or accreditation mandates (Peterson & Einarson, 2001). According to Mintzburg (1979), institutional admini strators at research instit

Investigating comprehensive assessment plans in undergraduate communication studies programs