Departmental Learning Goals and Objectives:
Students will demonstrate the extent to which they have
satisfied the mission of the Communications program by
assembling portfolios that provide evidence for the attainment
of each of the following goals and their corresponding
objectives. Courses and experiences that provide primary
opportunities to fulfill each goal are identified below.
Qualitatively superior evidence is preferred over sheer quantity
of activity in any of the categories. A panel of communications
faculty will evaluate the evidence for each goal and rate how
well the criteria for each goal have been satisfied (4 =
Excellent; 3 = Good; 2 = Average; 1 = Acceptable; 0 = Not
acceptable). The average score across the four goals will count
20% toward the course grade in Senior Seminar.
Goal 1: Competency in Communications Processes
Primary Course and Experiences: COMM 108, 206, 240, 274,
305
| Objectives:
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The student should be
able to demonstrate an understanding of:
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a. |
The context of and
evaluating interpersonal variables that affect
communication, such as gender or cultural differences;
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b. |
The context of and by
evaluating group dynamics and variables affecting
communication, such as the influence of a corporate
culture or group affiliation (e.g., committees, gangs,
clubs);
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c. |
Public communication
processes, concepts, and strategies, such as those
manifested in political rallies, political rhetoric such
as family values, patriotic language, and patriotic and
other color symbolism;
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d. |
Mediated messages--such as
the role of editors, reporters, graphic designers, and a
particular medium itself (books, papers, television,
film)-- and their impact on various publics.
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Criterion: Ability to demonstrate an understanding types
and differences in communications processes.
Examples of Evidence: Outline of speech; copy of research
paper; essays from exams; press kit.
Goal 2: Competency in Theoretical and Critical Perspectives
Primary Course and Experiences: COMM 309, 434, 435, 490
| Objectives:
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The student should be
able to:
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a. |
Demonstrate an
understanding of what constitutes general theories,
thematic theories, and context theories, such as
modeling theory, cultivation theory or socialization
theory;
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b. |
Assess the utility of
communication theories applied to, for example,
political campaigns, health campaigns, or advertising
campaigns;
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c. |
Apply theories in the
interpretation of communication (such as interpersonal,
group, public, and mediated) as to how personal
variables affect communication;
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d. |
Identify the impact of
diverse perspectives in communication interactions (such
as interpersonal, group, public, and mediated). |
Criterion: Demonstrate an understanding of
communication theories and critical perspectives as well as
their application in analysis of communication.
Examples of Evidence: Copy of research paper or proposal,
critical analysis paper, application paper, and essays from
exams.
Goal 3: Competency in the Creation and Practical Application of
Communications Techniques
Primary Course and Experiences: COMM 307, 414, 434, 496,
PRSSA
| Objectives:
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The student should be able
to: |
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a. |
Demonstrate competence and
skills in journalism, public relations, or computer
imaging;
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b. |
Demonstrate practical
experience in a wide variety of communication settings
such as television commercials, and political campaign
headquarters;
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c. |
Utilize their communication
skills and knowledge in a professional setting;
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d. |
Delegate, organize, and
prioritize job responsibilities and work experiences in
a professional capacity, for example, as a television
assignment editor, a news section editor, a public
affairs officer, or a graphic designer. |
Criterion: Evidence that demonstrate competency in
the creation and practical application of communications
techniques.
Examples of Evidence: Video production, published
newspaper article, analysis of corporate communication,
internship evaluation, feedback from supervisors of applied
experiences, papers and/or exam answers.
Goal 4: Competency in the Ethical Practices and Knowledge of the
Laws Governing Communications
Primary Course and Experiences: COMM 315, 317, 407
| Objectives:
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The student should be able
to:
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a. |
Demonstrate an
understanding of ethical practices in communications and
in the major principles of mass media laws, for example,
in issues relating the invasion of privacy;
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b. |
Interpret how legal
frameworks and ethical situations have shaped the way
media operatives function, for example, the areas of
sunshine laws, the Freedom of Information Act, and media
ownership;
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c. |
Analyze media case laws and
ethical problem cases;
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d. |
Demonstrate an
understanding of the limits of the First Amendment. |
Criterion: Evidence that the student understands and has
formulated an operative set of ethical standards in the conduct
of public communication and in professional interactions with
others.
Examples of Evidence: Analysis of media case law; research
report illustrating ethical considerations; papers and/or exams.
Portfolio Requirement for Communications Majors
California State University, Bakersfield
Effective with Senior Seminars taught in Winter
1999, each student will prepare a portfolio that displays what
has been gained from the major in communications. The portfolio
is a collection of materials that addresses each of four goals
that the program faculty expects students to achieve, and it
also includes a personal statement and a brief analysis of each
course taken for the major in communications. The portfolio will
be submitted to the student’s Senior Seminar instructor by the
end of the third week of that class, and it will be graded by a
committee of communications faculty. It will represent 20% of
the Senior Seminar grade.
To create the portfolio, each student should maintain evidence
from all communications courses and from other experiences that
provide support for the student’s accomplishments as a
communications major. Questions about the portfolio may be
directed to the student’s advisor or to any communications
faculty member.
Contents of the Portfolio (Presented in Senior Seminar)
Title Page (Name,
SSN or CSUB ID, Date of submission)
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Table of Contents
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Personal Statement
A 5-10 page self-analysis of accomplishments as a
communications major, to include the following sections:
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A. |
Summary. Summarize
how you satisfied (or did not satisfy) the program’s
list of goals and objectives. Specify what evidence is
provided for each goal and objective and what the
evidence shows about the satisfaction of each goal and
objective. In addition, we encourage you to show how the
major helped you achieve other objectives that are
important to you, but that are not listed in the
program. Provide the actual evidence in the Appended
evidence section below. If you did not achieve a
specific goal or objective, make a good-faith effort to
discuss why that goal or objective was not achieved and
the extent to which this gap may affect your attainment
of post-baccalaureate goals.
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B. |
Critique of the
Communications Major. State what you found to be of
greatest value in the communications major and make
suggestions for changes in the curriculum. You may wish
to refer to the Course Analysis (see below) to support
your conclusions.
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C. |
Future Goals and Plans.
Describe your future goals and plans and how the
communications major relates to those plans.
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Appended
Evidence
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A. |
Resume. Include a
list of communications courses taken and other relevant
courses, extracurricular activities, work and volunteer
experiences, etc.
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B. |
Course Analyses.
Provide a one-page analysis of what you learned from
each communications course you took, especially learning
related to the department’s goals and objectives. We
recommend that you write this analysis immediately after
each course is completed.
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C. |
Evidence for the
Satisfaction of Goals and Objectives. Present
evidence for the satisfaction of each goal and objective
in the department’s list organized by category. Evidence
may include term papers, newspaper articles, press
releases, media kit, reports, assignments, tests,
videos, graphic designs, copies of your home page or
other technological projects, self-report statements
about your learning, and letters from faculty, peers,
internship/employers, or community supervisors. If you
identified other goals in your summary, include evidence
for these goals here. |
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