The four goals are:

1/ competency in communications processes
2/ competency in theoretical and critical perspectives
3/ competency in the creation and practical application of communications
4/ competency in the ethical practices and knowledge of the laws governing communications 

Contents of the Portfolio (Presented in Senior Seminar) 

•Title Page (Your name and date of submission)
•Table of Contents
•Personal Statement
A 5-10 page self-analysis of your accomplishments as a communications major, to include the following sections:
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.
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.
C.        Future Goals and Plans.  Describe your future goals and plans and how the communications major relates to those plans.
 
•Appended Evidence
A.        Resume.  Include a list of communications courses taken and other relevant courses, extracurricular activities, work and volunteer experiences, etc.
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.
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.

Mission Statement for the B.A. in Communications

The primary purpose of the Communications Program is to prepare students to be sophisticated in their knowledge of organization in and use of the media, as they prepare for careers as communications professionals. The curriculum stresses knowledge of communications processes, an expected proficiency in writing and practice, and awareness of professional responsibilities, knowledge of ethical practices, and acquaintance with the laws that govern the use of the mass media. Further, the curriculum addresses the relationships between media and the societies they seek to serve viewed from regional, national, and international perspectives.

Goals and Objectives of the B.A. in Communications

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 Courses and Experiences: Comm 108, 206, 240, 274, 305, etc.
Objectives: The student should be able to demonstrate an understanding of
a. the context of and evaluating interpersonal variables that affect communication, such as gender or cultural differences;
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);
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;
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.
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 Courses and Experiences: Comm 309, 360, 370, 376, 434, 435, 490, etc.
Objectives: The student should be able to
a. demonstrate an understanding of what constitutes general theories, thematic theories, and context theories, such as modeling theory, cultivation theory or socialization theory;
b. assess the utility of communication theories applied to, for example, political campaigns, health campaigns, or advertising campaigns;
c. apply theories in the interpretation of communication (such as interpersonal, group, public, and mediated) as to how personal variables affect communication;
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 Courses and Experiences: 307, 312, 388, 390, 391, 414, 434, 496, PRSSA, etc.
Objectives: The student should be able to
a. demonstrate competence and skills in journalism, public relations, or computer imaging;
b. demonstrate practical experience in a wide variety of communication settings such as television commercials, and political campaign headquarters;
c. utilize their communication skills and knowledge in a professional setting;
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 Courses and Experiences: Comm 315, 317, 407, etc.
Objectives: The student should be able to
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;
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;
c. analyze media case laws and ethical problem cases;
d. demonstrating 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