Graduate Program Review
2010-2011
College of
Mass Communications
Jerry Hudson, Dean
Coy Callison, Associate Dean for Graduate Studies
December 2010
CHAPTER 1—PROGRAM OVERVIEW
Program Overview – A one to two-page summary of department’s vision
and goals.
The College of Mass Communications offers both the M.A. and Ph.D. The master’s degree
is designed to prepare students to enter the communications industry or to continue studies
toward the Ph.D. degree. The Ph.D. degree is designed to prepare students for careers in
communications research and academia. All graduate study in the College of Mass
Communications focuses on the integration of different media, communications
technologies, theories and disciplines. Depending upon courses selected, graduate students
are prepared for professional careers in industry or advanced study.
A Master of Arts degree prepares a student either for further academic study in mass
communications, or it provides additional professional experience and skills for those who
wish to advance their careers in mass communications. Typically, the thesis option is
selected by those who are preparing for advanced academic study, and the non-thesis
option is chosen by those seeking professional development. However, both options will
prepare students for both further study and for professional advancement. Students enrolled
in the M.A. in Mass Communications at Texas Tech may focus their studies in Advertising,
Electronic Media, Journalism or Public Relations. However, the program is designed to
provide students with broad coverage of all areas of mass communications.
The following are the specific goals of the College of Mass Communication M.A. program:
•
•
Introduce students to the research, literature, models, theories and practices in all
fields of mass communications.
Equip students with the foundational tools to conceptualize, conduct and report
original research contributing to the creation of knowledge in mass
communications.
A Doctor of Philosophy degree prepares a student to become a steward of the discipline.
He or she is responsible for the creation and transfer of knowledge. The Ph.D. qualifies
people to conduct independent research and thereby to contribute to the creation of new
knowledge in the field. It is also usually a qualification for a university professorial
position and research positions in mass media.
The Ph.D. in Mass Communications at Texas Tech focuses on the integration of different
approaches to the study of mass communications and of all media of mass
communications. While coursework may concentrate in the areas of advertising, electronic
media, journalism or public relations, each student is required to acquire at least some
background across the areas of mass communications and some familiarity with all media
of Mass Communications.
The following are the specific goals of the College of Mass Communications Ph.D.
program:
•
•
•
Provide students with broad, advanced knowledge of the research, literature,
models, theories, and practices in all fields of mass communications.
Afford students the ability to independently conceptualize, conduct and report
original research contributing to the creation of knowledge in mass
communications.
Prepare students to transmit knowledge about mass communications through
teaching students and media practitioners.
The overriding objectives that direct administration of both programs are:
•
•
•
•
To create an effective learning environment that encourages discovery, integration,
and application of scholarship and research.
To research and document the results of learning and behaviors that advance
professional development and scholarship and to advance the mass communications
discipline.
To provide a nucleus of research professionals who can assist industry and
governmental organizations with solving problems and developing economic
opportunities within the mass communications industry.
To provide trained and educated mass communications faculty to meet the growing
student enrollment and educational needs of higher education in Texas and the
United States.
CHAPTER 2: Graduate Curricula and Degree Programs
A. 1. Scope of programs within the department
MA Program
The College of Mass Communications MA students pursue professional media careers or
continue their studies in doctoral programs upon graduation. The COMC MA program has
two tracks:
The thesis track is 31 hours and requires 25 hours of coursework and a minimum of 6 hours
of thesis credit. The 25 hours of coursework must include a 10-hour core described below.
Required core courses (4 courses for 10 hours)
•
•
•
•
Seminar in Graduate Study (1 hour)
Mass Communications Theory (3 hours)
Research Methods (3 hours)
Data Analysis (3 hours)
The non-thesis track requires 37 hours of coursework. The 37 hours of coursework must
include the 10-hour core described below.
Required core courses (4 courses for 10 hours)
• Seminar in Graduate Study (1 hour)
• Mass Communications Theory (3 hours)
• Research Methods (3 hours)
• One course from the following: (3 hours)
¾ Data Analysis
¾ Administration of Communications Media
¾ Media Law
¾ Integrated Campaigns
¾ Media Economics
One option within the non-thesis track is the Sports Media program. It requires 37 hours of
coursework that must include a 10-hour core composed of the same classes outlined in the
non-thesis track above. Additionally, students must take courses selected from:
Additional Required Courses (15 hours)
¾
¾
¾
¾
Seminar in Sport and Media
Internship
Marketing and Promotion in Sport
Professional Project (6 hours)
Two courses from the following: (6 hours)
¾
¾
¾
¾
¾
Special Topics in Public Relations
Public Relations Cases and Problems
Advertising and the Consumer
Contemporary Issues in Advertising
Seminar in Public Opinion and Propaganda
Two courses from the following: (6 hours)
¾
¾
¾
¾
Sport Leadership (Exercise and Sports Sciences Department)
Financial Management in Sports (ESS Department)
Legal and Ethical Aspects of Sport (ESS Department)
Sport Facility Planning and Management (ESS Department)
Students in both tracks must take comprehensive exams after having passed Mass
Communications Research Methods and Mass Communications Theory.
Ph.D. Program
The College of Mass Communications Ph.D. students pursue academic careers or careers in
mass communications research upon graduation. The COMC Ph.D. program has a single
track.
The COMC doctoral degree requires a minimum of 75 hours of coursework beyond the
bachelor’s degree or a minimum of 48 hours of coursework beyond the master’s degree. In
addition, all students must complete at least 12 dissertation hours.
For students who begin their Ph.D. immediately after the bachelor’s degree, the program
requires a minimum of 87 hours - 75 hours of coursework and 12 hours of dissertation
work. The coursework must include 6 to 15 hours in a minor area outside of mass
communications, 21 hours of core work, and 39 hours of mass communications electives.
Students are also expected to complete individual research projects with a member of the
graduate faculty. These research projects are included in the number of elective hours
required for their respective degree program.
For those students who already have a master’s degree, the program requires a minimum of 60
hours --- 48 hours of courses and 12 dissertation hours. The 48 hours of coursework must
include 6 to 15 hours in a minor area outside of mass communications, 21 hours of core work,
and 12 to 24 hours of mass communications electives.
Mass Communications Required Courses
¾ Research Methods
¾ Mass Communications Theory
¾ Data Analysis
¾ Advanced Theory
¾ Selected Research Methods
Mass Communications Required Integration Course (must select one)
¾ Integrated Communications Campaigns
¾ Contemporary Issues in Comm. Technology
Outside Stats Requirement
¾ Outside Statistics Course
Mass Communication Electives
¾ Elective Course 1
¾ Elective Course 2
¾ Elective Course 3
¾ Elective Course 4
Cognate Area Courses
¾ Cognate Course 1
¾ Cognate Course 2
Cognate/Mass Communication Electives
¾ Other Course 1
¾ Other Course 2
¾ Other Course 3
All doctoral students are required to complete 6 to15 hours of coursework in a minor or
cognate area. These areas of study may include management, marketing, information systems,
technical communication or any other area of concentration designed in consultation with the
student, the department involved and the Associate Dean for Graduate Studies.
After completing 12 hours of required coursework (including Seminar in Mass
Communications Theory, Research Methods, Data Analysis and Applied Statistics) all doctoral
students must request permission to take the research competency exam. The exam is intended
to assess the student’s need for additional instruction. Based on the results of this exam the
student may be required to take additional coursework in research methods, theory or data
analysis.
All doctoral students must pass a qualifying examination (sometimes called a
comprehensive examination) after completing all coursework. The examination will cover
Mass Communications research, theory and the student’s minor area. If a student fails any
portion of the exam he or she must retake that portion. A second examination may not be
taken less than four months or more than 12 months after the initial failure. Students who
fail the doctoral comprehensive examination twice will not be continued in the doctoral
program.
After passing the qualifying examination, a student is admitted to candidacy and will, with
the advice and consent of the college’s Associate Dean for Graduate Studies, select a
dissertation committee. The dissertation committee will guide the student through the
dissertation proposal and the dissertation itself.
The dissertation is original research reported in a document that demonstrates a mastery of
research techniques, thorough understanding of theory in the subject matter and a high
degree of skill in organizing and presenting research material and data.
A2. Expected learning outcomes and outcomes assessment.
Include typical degree plan/program of study.
M.A. Program
Strategic Outcome 1
Increase Enrollment and Promote Student Success: We will grow and diversify our student
population in order to improve higher education participation and supply a well-equipped,
educated workforce for the State of Texas.
Assessment Methods
• Total enrollment in the degree program
• Enrollment of new students in the degree program
• Mean GRE scores for entering graduate students
• Master's Graduation Rate
• Doctoral Graduate Rate
• Doctoral Time to Degree Completion
• Total degrees awarded (annual Fall, Spring and Summer)
• Feedback from graduates after employment
• Feedback from employers of graduates
• Feedback from students prior to graduation
Strategic Outcome 2
Strengthen Academic Quality and Reputation: We will attract and retain the best faculty in
the world in order to enhance our teaching excellence and grow our number of nationally
recognized programs.
Assessment Methods
• To be set by university (not yet provided)
Outcome: Identification and Use of Statistics
Each student will identify and use appropriate statistics for data analysis.
Assessment Methods
•
•
•
•
MCOM 5374 reinforces techniques for selection of appropriate statistical analysis
and instructs students in the calculation, reporting and application of those statistics.
The principal means of assessing students meeting the learning objectives in the
M.A. program is the comprehensive examination. Each M.A. student is required to
complete a comprehensive examination at the end of his or her program. By policy,
this examination includes two types of questions. One type of question addresses
the student's ability to identify and use appropriate statistics/research methods and
the other type of question addresses the student's familiarity with mass
communications theory and its application.
Students writing a thesis will demonstrate their proficiency in statistics in their
thesis proposal and in their thesis.
Students submit research papers to academic and professional conferences.
Outcome: Identification and Application of Theory
Each student will be able to describe and apply some mass communications theory to
research.
• MCOM 5366, Mass Communications Theories, is required for all MA students, and
it provides instruction in basic mass communications theories and practice in the
application of theories to research.
• The principal means of assessing students meeting the learning objectives in the
M.A. program is the comprehensive examination. Each M.A. student is required to
complete a comprehensive examination at the end of his or her program. By policy
this examination includes two types of questions. One type of question addresses
the student's ability to identify and use appropriate statistics/research methods and
the other type of question addresses the student's familiarity with mass
communications theory and its application.
• Students writing a thesis will demonstrate their knowledge of mass communications
theories in their thesis proposal and in their thesis.
• Students submit research papers to academic and professional conferences.
Outcome: Identification and Use of Research Methods
Each student should be able to select appropriate research methodology as well as explain
benefits and weaknesses of various methodologies.
Assessment Methods
• The principal means of assessing students meeting the learning objectives in the
M.A. program is the comprehensive examination. Each M.A. student is required to
complete a comprehensive examination at the end of his or her program. By policy
this examination includes two questions. One type of question addresses the
student's ability to identify and use appropriate statistics/research methods and the
other type of question addresses the student's familiarity with mass communications
theory and its application.
• MCOM 5364, Mass Communications Research Methods, is required for all MA
students, and it provides instruction in basic mass communications research
methodologies.
•
•
Students writing a thesis will demonstrate their knowledge of mass communications
research in their thesis proposal and in their thesis.
Students submit research papers to academic and professional conferences.
Ph.D. Program
Strategic Outcome 1
Increase Enrollment and Promote Student Success: We will grow and diversify our student
population in order to improve higher education participation and supply a well-equipped,
educated workforce for the State of Texas.
Assessment Methods
• Total enrollment in the degree program
• Enrollment of new students in the degree program
• Mean GRE scores for entering graduate students
• Master's Graduation Rate
• Doctoral Graduate Rate
• Doctoral Time to Degree Completion
• Total degrees awarded (annual Fall, Spring and Summer)
• Feedback from graduates after employment
• Feedback from employers of graduates
• Feedback from students prior to graduation
Strategic Outcome 2
Strengthen Academic Quality and Reputation: We will attract and retain the best faculty in
the world in order to enhance our teaching excellence and grow our number of nationally
recognized programs.
Assessment Methods
• To be set by university (not yet provided)
Outcome: Contribute to body of knowledge
Each student will be able to contribute to the scholarly knowledge of mass communications
by mastering research methodology, theoretical foundations, and data analysis.
Assessment Methods
• Students must pass a course focused on general mass communications research
methods.
• Students must earn a B or better in MCOM 5366, Mass Communications Theories.
• Students must pass a course focused on general mass communications data analysis.
• Students must pass research competency examination (tools exam)
• Students must pass competency examination (qualifying exam)
•
•
•
•
Students must successfully complete a dissertation that demonstrates the student
understands the application of methodology, theory and data analysis.
Students will successfully secure employment following graduation.
Students submit research papers to academic and professional conferences.
Students submit research manuscripts to academic and professional journals.
Outcome: Relationships between forms of mass communications
Students will describe the relationships between various media of mass communications.
Assessment Methods
• Either Integrated Campaigns or Contemporary Issues in Mass Communications
Technology is required for all Ph.D. students. It provides instruction in the
historical development and social applications of communications technology.
• Ph.D. students are also required to submit a degree plan and dissertation topic that
emphasizes their understanding of the relationships between different media of
mass communications.
• Students submit research papers to academic and professional conferences.
A typical Degree Plan for MA students would include the following coursework:
• MCOM 5160 Proseminar (1 hour)
• MCOM 5366 Mass Communications Theory
• MCOM 5364 Research Methods
• MCOM 5374 Data Analysis
• PR 6315 Political Communication
• EMC 6315 Digital Media
• MCOM 6315 Integrated Campaigns
• JOUR 6315 Race and Media
• ADV 6315 Psychophysiology Research
• Thesis (6 hours)
A typical Degree Plan for Ph.D. students would include the following coursework:
• MCOM 5366 Mass Communications Theory
• MCOM 5364 Research Methods
• MCOM 5374 Data Analysis
• MCOM 6366 Advanced Theory
• MCOM 6364 Advanced Research—Survey
• MCOM 6310 Contemporary Issues in Communications Technology
• PR 6315 Health Communications
• EMC 6315 Social Media
• MCOM 6315 Integrated Campaigns
• JOUR 6315 Women and Media
• ADV 6315 Psychophysiology Research
• MCOM 6364 Advanced Research—Experimental Design
• ISQS 5345 Statistical Concepts
•
•
•
•
PSY Seminar in Perception
PSY 5354 Seminar in Cognition
PSY 5360 Structural Equation Modeling
Dissertation (12 hours)
B.
Number and types of degrees awarded
Degrees Awarded - Academic Year
(Mass Communications)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
18
16
14
12
10
8
6
4
2
0
Bachelor
Masters
Doctorates
04/05
05/06
06/07
07/08
08/09
0
13
0
11
0
11
0
17
0
8
0
0
0
3
1
09/10
NOTE: This graph is incorrect. The College of Mass Communications has one of the
largest undergraduate programs in the US. Actual enrollment numbers for College of Mass
Communications BA students:
Fiscal Year
04/05
05/06
06/07
07/08
08/09
09/10
BA Grads
234
271
315
285
289
380
MA Grads
13
11
11
17
8
8
PhD Grads
---3
1
5
NOTE: The college’s initial doctoral class was accepted in fall 2005.
Graduate Program Degrees Awarded
Source: Institutional Research and Information Mgmt
Name of Program
Mass Communications
2004-2005
13
20052006
11
2006-2007
2007-2008
2008-2009
2009-2010
11
20
9
13
•
Peer institutions listed in this table have administered graduate programs, especially
doctoral programs, much longer than the College of Mass Communications at
Texas Tech University. In 2007-08, the Annual Survey of Journalism & Mass
Communication published the results of its survey in the autumn 2009 issue of
Journalism & Mass Communication Educator. The publication listed 226 doctoral
degrees awarded by the 36 doctoral degree granting institutions in mass
communications. These data represent an average of about six graduates per
doctoral degree granting institution. This suggests that the College of Mass
Communications at Texas Tech University has achieved an average among its peer
institutions within a five year period. Michigan State University granted the largest
number of doctoral degrees (21), and was followed by Pennsylvania State
University with 14, the University of Southern California with 12, and Ohio State
University with 11. Some of the largest master’s programs do not offer doctoral
degrees or they emphasize a master’s with an applied focus. For example,
Columbia University graduate 323 master’s students and only three doctoral
students. Northwestern awarded 242 master’s and no doctoral degrees. pp. 239 –
251.
•
Based on the length of time the College of Mass Communications has offered a
doctoral degree, the college has achieved a very impressive level of success for its
doctoral program. Some of the decrease enrollment in the master’s program could
be related to the decrease in funds available for stipends to master’s students. The
college decided to allocate some of the funds usually earmarked for master’s
students to fund additional appointments in the doctoral program. By increasing the
amount of funds for doctoral students, the college experienced an increase in the
number of doctoral students and a decrease the number of master’s students. One
reason for reallocating these funds was in response to the significant increase in
applications to the doctoral program.
C. Undergraduate and graduate semester credit hours
AY SCH compared to Budget
(Mass Communications)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
25,000
$800,000
$700,000
20,000
$600,000
$500,000
15,000
$400,000
10,000
$300,000
$200,000
5,000
$100,000
0
Undergraduate
Graduate
Operating Cost
04/05
05/06
06/07
07/08
08/09
19,852
20,381
20,279
8,512
6,308
668
778
833
499
532
$381,697
$563,455
$644,330
$760,469
09/10
$0
NOTE: Data listed in the table above are incorrect and the graph does not adequately
represent the college’s cost to educate its students. The college has multiple majors. This
chart reflects hours in the general MCOM core courses—not courses in all the departments
or the table reflects SCH for only the fall semester.
The data for 07-08 and 08/09 are far from accurate.
• For 07/08, the college generated 19,732 undergraduate SCH and 719 graduate SCH.
• For 08/09, the college generated 21,307 undergraduate SCH and 970 graduate SCH.
• We were unable to include the data in the table for 09/10.
• Based on these SCH and Operating Cost data, the college cost per SCH was $37.18
for 07/08 . For 06/07, the cost per SCH was $30.52.
The college had several tenure-track faculty vacancies during the 06-07 and 07-08
academic year. Therefore, the college has to schedule required courses in both the
undergraduate and graduate programs before offering elective courses.
At the same time, the college was just initiating an expansion of its research facilities to
accommodate its new faculty research interests.
D. Number of majors in the department for the fall semesters
Enrollment by Level - Fall Data (Mass Communications)
Source: Institut ional Research and Information Mgmt
Chart p repared by The Graduate School
900
800
700
600
500
400
300
200
100
0
04/05
05/06
06/07
07/08
08/09
09/10
465
392
245
175
528
849
Masters
29
27
29
29
15
21
Doctoral
0
9
11
16
21
24
Bachelor's
NOTE: The number of undergraduate majors listed in this table is incorrect. This table
should reflect the following undergraduate majors in all four of our disciplines. The college
is assuming that the data reflect only students designated as pre-majors with a prefix of
MCOM rather than our entire list of majors in Advertising, Electronic Media, Journalism
and Public Relations.
Fall 2009 = 1,496
Fall 2008 = 1,550
Fall 2007 = 1,593
Fall 2006 = 1,660
Fall 2005 = 1,538
Fall 2004 = 1,441
Graduate Program Enrollment
Source: Institutional Research and Information Mgmt
Name of Program
Mass Communications
2004-2005
29
2005-2006
36
2006-2007
40
2007-2008
45
2008-2009
36
2009-2010
45
NOTE: There are 66 graduate students enrolled in fall 2010. This table reflects a strong
commitment to graduate education. In 2008-09, the college hired seven new faculty
members and had its smallest MA class. During this academic year, much of the budget
allocated to master’s students was reassigned to fund doctoral students. However, the table
does reflect a steady growth in graduate majors.
Comparison of Enrollment Fall Data
Florida State University
04/05
05/06
06/07
07/08
08/09
09/10
Bachelor
Master
Doctoral
1429
1374
1228
1224
1095
1095
116
133
140
178
165
192
34
39
37
36
31
30
Bachelor
Master
Doctoral
1498
1584
1447
1613
1715
1614
59
60
51
54
60
59
42
47
48
49
41
40
Bachelor
Master
Doctoral
1562
1553
1534
1496
1522
1561
48
59
58
69
66
77
22
22
21
25
23
29
Bachelor
Master
Doctoral
465
392
245
175
528
849
29
27
29
29
15
21
0
9
11
16
21
24
University of Tennessee
University of Oregon
Texas Tech
NOTE: The number of undergraduate majors listed in this table is incorrect.
This table should reflect the following undergraduate majors in all four of our
department/disciplines.
Fall 2009 = 1,496
Fall 2008 = 1,550
Fall 2007 = 1,593
Fall 2006 = 1,660
Fall 2005 = 1,538
Fall 2004 = 1,441
This table also reflects the college’s decision to reallocate some of its stipend funds from
master’s students to doctoral students in FY 08-09. However, the master’s enrollment has
begun to recover with some additional funds from the Graduate School. The college will
continue to aggressively recruit master’s students. One possible attraction to the master’s
program will include a program that will move students through the master’s program in
one year. The one year program has not been approved by the college’s graduate faculty,
but has received positive support.
E. Course enrollments over the past six years (enrollment trends
by course)
•
Figures are totals – classes may be offered more than once a year
Course Enrollments by Academic Year
Source: Institutional Research and Information Mgmt
Table Prepared by The Graduate School
DEPT
Subject COURSE 2004‐05 2005‐06 2006‐07
2008‐09 2007‐08
(Fall 08 only)
2009‐10
Total
MCOM
ADV
5326
13
0
10
0
0
23
MCOM
ADV
6315
14
8
8
20
0
50
MCOM
ADV
7000
2
5
0
3
0
10
MCOM
EM&C
6315
14
7
15
35
0
71
MCOM
EM&C
7000
7
2
12
5
0
26
MCOM
JOUR
5315
0
0
0
0
0
0
MCOM
JOUR
6315
9
3
17
0
0
29
MCOM
JOUR
7000
1
3
2
1
0
7
MCOM
MCOM
5160
9
18
16
12
6
61
MCOM
MCOM
5344
20
0
0
0
8
28
MCOM
MCOM
5349
0
8
0
0
0
8
MCOM
MCOM
5364
16
25
16
26
14
97
MCOM
MCOM
5366
12
20
22
19
13
86
MCOM
MCOM
5370
2
1
4
3
2
12
MCOM
MCOM
5374
14
23
23
21
6
87
MCOM
MCOM
6000
19
17
19
22
2
79
MCOM
MCOM
6010
0
12
11
11
8
42
MCOM
MCOM
6050
6
2
3
4
2
17
MCOM
MCOM
6310
0
16
13
8
0
37
MCOM
MCOM
6315
0
11
15
6
9
41
MCOM
MCOM
6330
7
14
18
8
7
54
MCOM
MCOM
6364
0
7
9
14
0
30
MCOM
MCOM
7000
13
15
23
23
5
79
MCOM
MCOM
8000
0
0
4
13
4
21
MCOM
P R
5343
10
0
7
0
0
17
MCOM
P R
6315
6
6
0
10
0
22
MCOM
P R
7000
11
8
9
5
0
33
MCOM
PHOT
6315
5
7
0
0
0
12
MCOM
PHOT
7000
1
211
5
243
0
276
4
273
0
86
10
Totals
0 1089
F. Courses cross listed (syllabus included behind)
The College of Mass Communications has no cross-listed courses.
CHAPTER 3: FACULTY
A. Number, rank, and demographics of the graduate faculty
Teaching Resources (Mass Communications)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
30
25
20
15
10
5
0
04/05
05/06
06/07
07/08
08/09
09/10
Series1
18
19
22
25
20
25
Series2
12
15
13
13
16
20
Series3
0
6
10
12
11
7
Series4
6
9
0
0
0
1
Note: There is no key listed for “Series 1, 2, etc. The college cannot comment on or justify
the data in this table. What do the individual graphs indicate?
Tenured and Tenure-Track by Rank - Fall Data
(Mass Communications)
Source: Institutional Research and Information Mgmt
Ch art prepared by The Graduate School
14
12
10
8
6
4
2
0
Horn Prof essor
Professor
Associate Professor
Assistant Prof essor
04/05
0
3
7
8
05/06
0
3
8
8
06/07
0
5
7
10
07/08
0
5
7
13
08/09
0
3
9
8
09/10
0
3
10
7
Note: The College of Mass Communications employed two Regents Professors during the
time of this study. The two Regents Professors are in Hispanic and International
Communication and in Convergent Media.
Comparison of Full-time Faculty
Florida State University
Tenure/Tenure Track
Non-tenure track
TA's
University of Tennessee
Tenure/Tenure Track
Non-tenure track
TA's
University of Oregon
Tenure/Tenure Track
Non-tenure track
TA's
Texas Tech
Tenure/Tenure Track
Non-tenure track
GPTI's
TA's
04/05
05/06
06/07
07/08
08/09
09/10
18
20
18
18
19
7
8
8
9
8
18
7
15.25
16.18
20.07
17.31
17.85
N/A
31
53
51
51
48
54
N/A
N/A
N/A
N/A
N/A
N/A
15
19
24
26
27
24
12
8
10
10
11
11
5
5
6
8
5
6
14
15
15
14
14
14
18
19
22
25
20
25
12
15
13
13
16
20
0
6
10
12
11
7
6
9
0
0
0
1
NOTE: Data listed in this table for the College of Mass Communication at Texas Tech
University are incorrect.
•
In 07/08, the college employed 9 non-tenure track faculty and 17 GPTIs.
•
In 08/09, the college employed 24 tenure/tenure track faculty, 8 non-tenure track
faculty and 12 GPTIs.
•
In 09/10, the college employed 29 tenured/tenure-track faculty, 5 non-tenure track
faculty and 15 GPTIs. The college does not employ any TAs. However, the college does
employ GA master’s students to assist with labs and large classes. However, none of the
GAs teaches classes.
B. List of faculty members
List all faculty who were employed by your department during the six years of this review
Member of
Grad
Faculty?
HIRE DATE
END DATE
Y or N
FACULTY NAME
JOB TITLE
Callison, Coy Reddick, Randall Bichard, Shannon Bradley, Samuel Chambers, Todd Dean, Bill Harp, Dennis Johnson, Tom Jugenheimer, Donald Oskam, Judy Meeds, Robert Parkinson, Michael Reeves, Jimmie Saathoff, Roger Stoker, Kevin Watts, Elizabeth Wernsman, Marijane Wilkenson, Kenton Boyer, Lori Cummins, Glenn Farnall, Olan Fontenot, Maria Gallagher, Amanda Gangadharbatla, Harsha Grimm, Josh Kubik, Sara Miller, Gary Moretti, Anthony Ortiz, Alex Patwardhand,Padmini Peaslee, Robert Pinch, Megan Schultz, Brad Professor Professor Assoc. Prof Assoc. Prof Assoc. Prof Assoc. Prof Assoc. Prof Assoc. Prof Assoc. Prof Assoc. Prof Assoc. Prof Assoc. Prof Assoc. Prof Assoc. Prof Assoc. Prof Assoc. Prof Assoc. Prof Assoc. Prof Asst Prof Asst Prof Asst Prof Asst Prof Asst Prof 1/16/2001 1/16/2003 9/1/2001 7/16/2006 1/16/1999 9/1/1957 9/1/1973 9/1/2006 9/1/2005 9/1/1995 9/1/2008 9/1/2003 9/1/1995 9/1/1984 7/16/2009 9/1/1992 9/1/1990 9/1/2006 6/1/2007 9/1/2007 4/17/2009 9/1/2005 9/1/2005 8/31/2008 8/31/2010 8/31/2008 5/31/2006 8/31/2009 1/16/2009 8/31/2010 5/31/2007 Yes Yes Yes Yes Yes No Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes No Yes Yes Yes Yes Yes Yes Asst Prof Asst Prof Asst Prof Asst Prof Asst Prof Asst Prof Asst Prof Asst Prof Asst Prof Asst Prof 7/16/2006 9/1/2009 6/1/2009 9/1/2002 9/1/2003 9/1/2005 9/1/2003 7/16/2008 9/1/2005 9/1/2001 5/31/2008 8/31/2007 5/31/2005 8/31/2009 5/31/2005 5/31/2006 9/1/2003 Yes Yes Yes Yes Yes Yes Yes Yes Yes No Seltzer, Trent Sheffer, Mary Lou Smith, Jessica Sparks, Johnny Wiggley, Shelly Wirtz, John Wong, Joan Youngblood, Ed Zhang, Weiwu Gleaton, Tony Matthews, Curtis McAlavy, Timothy Rodriguez, Ann Barnett, Thomas Brewton, Pete Galvez, Anthony Muhlberger, Pete Thornhill, Ashton West, Joel Wolfshall, Karl Womack, Hershel Wernsman, Robert Asst Prof Asst Prof Asst Prof Asst Prof Asst Prof Asst Prof Asst Prof Asst Prof Asst Prof Visiting Asst Prof Visiting Asst Prof Visiting Asst Prof Visiting Asst Prof Instructor Instructor Instructor Instructor Instructor Instructor Instructor Instructor Instuctor 9/1/2007 9/1/2007 9/1/2009 7/16/2009 9/1/2006 7/16/2009 9/1/2005 9/1/2002 7/16/2007 8/31/2008 5/31/2008 5/31/2007 5/31/2009 Yes Yes Yes Yes Yes Yes Yes Yes Yes 9/1/2002 5/31/2004 No 9/1/2008 No 6/1/2008 No 9/1/2004 9/1/1996 9/1/2002 9/1/2001 9/1/2006 9/1/1973 9/1/2002 9/1/2006 9/1/1983 1/16/1994 5/31/2005 8/31/2010 1/15/2005 5/31/2008 5/31/2007 5/31/2005 Yes No No No No No No No No No C. Summary of the number of refereed publications and creative
activities.
Publication Type
Refereed Articles/Abstracts
Books/Book Chapters
Other Publications
Presentations/Posters
2004
N= 13
F=13
6
0
3
18
N = # of full time faculty contributing
2005
N=13
F=13
4
2
4
14
2006
N= 19
F=19
12
14
0
33
2007
N= 16
F= 16
18
4
0
34
2008
N= 18
F= 18
12
5
0
56
2009
N= 22
F=22
31
4
0
38
F = # of full time faculty in department
NOTE: This table reflects the successful production of peer reviewed research by College
of Mass Communications faculty members. With the new Ph.D. program and excellent
research facilities with resource support, the culture within the college has gradually
changed to a more positive environment for research. The change has not affected the
quality of teaching or faculty contributions to service.
Academic Analytics Doctoral Programs in Mass Communications Ratings SCHOOL (N = 26) TTU Florida State U. Oregon Average # of faculty 15 14 27 18.7 Rank on the # of Faculty (1 ‐26) 21 22 6 16.3 Total Journal Publications 17 17 6 13.3 Rank on total journal publications 18 18 23 19.7 # of faculty with a journal publication 7 8 5 6.7 2.43 2.13 1.2 1.9 12 16 24 17.3 0.47 0.57 0.19 0.4 14 10 24 16 1.13 1.21 0.22 0.9 Rank of journal publications per faculty member 14 10 24 16 Total Citations 33 30 1 21.3 Rank on total citations 15 16 26 19 # of faculty members with a citation 5 5 1 3.7 Rank on # of faculty members with a citation 19 19 25 21 Percentage of authors with a citation 0.71 0.63 0.2 0.5 Citations per faculty member 2.2 2.14 0.04 1.5 Rank of citations per faculty member 11 12 26 16.3 1.65 1.36 0.13 1 Rank on citations per publication 10 12 26 16 Total # of grants 0 0 0 0 Total grant dollars 0 0 0 0 Rank on total grant dollars 10 10 10 10 # of faculty members with an award 0 0 1 0.3 Awards per faculty member 0 0 0.22 0.1 Journal publications per those publishing Rank on journal publications per those publishing Percentage of faculty with a journal publication Rank on percentage of faculty with a journal publication Journal publications per faculty member Citations per publications Percentage of faculty with an award 0 0 0.04 Of 26 programs evaluated, the TTU COMC was 5th from the bottom in # of faculty. Despite that limitation:
• COMC total number of journal publications was tied for HIGHEST among our peers. • COMC publishing faculty journal publications was HIGHEST among our peers. • COMC number of research citations was HIGHEST among our peers. • COMC faculty members with citations was tied for HIGHEST among our peers. • COMC percentage of authors with citations was HIGHEST among our peers. • COMC citations per faculty members was HIGHEST among our peers. • COMC citations per publication was HIGHEST among our peers. It should also be noted that the COMC doctoral program awarded its first Ph.D. degree in 2007. The other programs have been in existence for much longer. 0 D. Responsibilities and leadership in professional societies
2004
N=7
Professional Leadership
F=13
Editor/Editorial
4
Executive Board
2
Officer in National Org.
3
Committees
5
N = # of full time faculty contributing
2005
2006
2007
2008
N= 7
N= 10
N= 10
N= 13
F=13
F=19
F=16
F=18
4
6
7
7
3
4
4
3
2
1
1
0
7
11
13
16
F = # of full time faculty in department
2009
N= 15
F=22
7
2
2
18
NOTE: Because there has been much turnover among faculty and replacements have been
primarily at the assistant professor level, the table above reflects mostly the participation among
senior level faculty. The college tends to discourage junior faculty to become involved with
leadership responsibilities in professional organizations until after their third year. The data also
reflect only the information reported by faculty in their annual reports.
Faculty Service on Graduate Committees
Committees
Served in
department
Committees
Chaired
Faculty Name
Callison Bichard Chambers Rodriguez Reeves Reddick Saathoff Bradley Wilkinson Seltzer Cummins Zhang Boyer Peaslee Meeds Stoker Kubik Grimm Sparks Wirtz Smith Farnall Committees
Served outside
department
Masters
Doctoral
Masters
Doctoral
Masters
Doctoral
2
1
4
0
0
1
0
6
2
0
3
0
0
0
0
0
0
0
0
0
0
0
1
2
2
0
0
1
0
1
1
0
0
1
0
0
0
0
0
0
0
0
0
0
6
1
7
2
3
0
0
0
3
2
1
0
0
2
4
0
0
0
1
0
1
0
2 0 3 1 0 0 0 1 0 1 3 0 0 0 0 0 0 0 1 0 0 0 0
0
2
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
2
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Note: Only COMPLETED thesis and dissertations were used to calculate numbers.
Because the many of the graduate faculty members are relatively new hires and because the
doctoral program has only two graduating classes, the number of theses and dissertations
directed and the number of theses and dissertations faculty members have served as on
committees is small compared to a more senior faculty. Additionally, some of the master’s
students do not write a thesis.
E. Assess average faculty productivity for Fall semesters only (use
discipline appropriate criteria to determine)
FACULTY WORKLOAD
University
College
Department
2004
2005
2006
16.23
12.13
12.13
15.82 16.08
10.10 9.71
10.10 9.71
2007
2008
2009
15.44
13.42
13.42
15.55
14.10
14.10
16.30
15.31
15.31
NOTE: The college average workload has increased as the graduate student enrollment has
increased. Between 2004, the average workload for the university has remained about the
same, while the workload for college faculty has increased by slightly more than 25
percent. This increase is in direct proportion to the increase in doctoral students. Because
some faculty members were removed from the graduate faculty this year when they no
longer met the criteria to remain on the graduate faculty and because of the growth in the
graduate program, the workload will continue to increase for graduate faculty members.
College SCH/FTE - Fall Data
(Mass Communications)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
350
300
250
200
150
100
50
0
SCH/FTE f or total f aculty
2004
2005
2006
2007
2008
2009
310
257
286
254
262
257
Department SCH/FTE - Fall Data
(Mass Communications)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
350
300
250
200
150
100
50
0
SCH/FTE f or total f aculty
2004
2005
2006
2007
2008
2009
310
257
286
254
262
257
NOTE: The SCH/FTE tends to be consistent. With the addition of additional faculty
members and GPTIs teaching some courses, the SCH/FTE has remained the same with an
increase in SCH produced by the college.
CHAPTER 4: GRADUATE STUDENTS
A.
Demographics of applicants and enrolled students
Graduate Student Summary by Category - Fall Data
(Mass Communications)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
70
60
50
40
30
20
10
0
Total Applicants
Total Admitted
New Grad Students
2004
26
14
7
Students Graduated
11
2005
56
31
15
13
2006
58
27
14
11
2007
47
30
11
11
2008
56
23
9
20
2009
62
31
13
9
NOTE: The college admission committee has attempted to be very conservative in
admitting students. Prior to the college’s application to the Texas Higher Education
Coordinating Board for the Ph.D. , the college hired two external consultants to review our
application. The consultants (one from LSU and one from the University of Alabama)
suggested that we review each applicant very critically. They indicated that our first two
doctoral classes would serve as the benchmark among our peers for evaluating the quality
of our program. The college wanted to position its first three graduating classes as quality
students with teaching experience and strong research skills/knowledge. Therefore, the
college used holistic criteria for admitting students to the master’s and the doctoral
program.
Some of the master’s students have continued or plan to continue in the doctoral program.
While some of the master’s students are enrolled in the same classes with doctoral students,
faculty members prepare syllabi and course requirement with a focus on the doctoral
students – thereby, the quality of education master’s student receive is much better than the
education master’s students received prior to 2005.
Graduate Student Summary by Year - Fall Data
(Mass Communications)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
70
60
50
40
30
20
10
0
2004
2005
2006
2007
2008
Total Applicants
26
56
58
47
56
2009
62
Total Admitted
14
31
27
30
23
31
New Grad Students
7
15
14
11
9
13
Students Graduated
11
13
11
11
20
9
Note: Typically, the college admits about 50% of the applicants applying for both graduate
programs. While this is not a policy or effort to limit enrollment, the quality of our
graduate applicants to succeed in graduate school seems to reflect that only about 50
percent of the applicants meet the college’s holistic criteria for admission.
Graduate Applicants by Region - Fall/Summer Data
(Mass Communications)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
40
35
30
25
20
15
10
5
0
USA
INT'L
2004
2005
Blank Code
6
5
11
21
TX
5
10
4
20
2006
2007
2008
3
9
18
27
15
7
9
1
4
19
22
27
2009
34
18
4
6
NOTE: During the review of the college’s doctoral application, the Texas Higher
Education Coordinating Board emphasized that the college should focus heavily on Texas
residents. Only one university in Texas offered a Ph.D. specifically in mass
communications – The University of Texas. The college does not favor Texas residents in
its admission process; however, most of the personal student recruiting conducted by
faculty focuses on Texas students. The college also actively recruits students of color to
both graduate programs.
Graduate Applicants - Fall Data
2004
F
M
2005
2006
2007
2008
2009
F
M
F
M
F
M
F
M
F
M
Amer Ind
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
0
0
1
2
4
9
0
0
0
3
1
1
5
0
2
1
2
11
4
11
0
0
1
1
7
2
14
0
2
1
1
9
2
22
0
2
0
2
4
3
10
1
0
4
1
15
3
7
0
0
0
0
4
2
10
0
2
0
2
10
3
14
0
0
0
0
11
5
9
0
0
3
4
19
0
16
0
0
1
0
8
0
11
Gender Total
16
10
31
25
37
21
31
16
31
25
42
20
Total Applicants
26
56
58
47
56
62
Admitted Graduate Students - Fall Data
2004
2005
F
M
F
M
2006
2007
2008
2009
F
F
F
F
M
M
M
M
Amer Ind
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
0
0
1
2
3
4
0
0
0
0
1
0
3
0
0
1
2
5
4
5
0
0
0
0
5
2
7
0
1
0
0
3
2
11
0
0
0
2
1
2
5
1
0
1
0
10
2
6
0
0
0
0
1
1
8
0
1
0
2
1
0
10
0
0
0
0
0
4
5
0
0
0
2
6
0
10
0
0
0
0
5
0
8
Gender Total
10
4
17
14
17
10
20
10
14
9
18
13
14
Total Admitted
31
27
30
Enrolled New Graduate Students - Fall Data
2004
2005
2006
F
M
F
M
F
M
23
31
2007
2008
2009
F
F
F
M
M
M
Amer Ind
Asian
Black
Hispanic
Non-Resident
Unknown
White
0
0
0
0
2
1
3
0
0
0
0
0
0
1
0
0
1
1
1
2
2
0
0
0
0
4
1
3
0
0
0
0
0
0
7
0
0
0
1
0
2
4
1
0
1
0
1
0
5
0
0
0
0
0
0
3
0
0
0
1
0
0
4
0
0
0
0
0
2
2
0
0
0
1
3
0
3
0
0
0
0
1
0
5
Gender Total
6
1
7
8
7
7
8
3
5
4
7
6
Total Enrolled
7
15
14
11
9
13
Demographics of Enrolled Graduate Students - Fall Data
2004
2005
2006
2007
F
M
F
M
F
M
F
M
2008
F
2009
M
F
M
Amer Ind
0
0
0
0
0
0
1
0
1
0
1
0
Asian
0
0
0
0
1
0
0
0
0
0
0
0
Black
2
1
1
0
1
0
1
0
0
0
0
0
Hispanic
3
0
2
0
2
3
1
2
2
1
3
2
Non-Resident
2
1
4
5
4
4
5
2
5
1
6
4
Unknown
2
1
3
2
1
3
2
3
0
5
0
0
White
12
5
10
9
12
9
14
14
11
10
14
15
Gender Total
21
8
20
16
21
19
24
21
19
17
24
21
Graduate
29
36
40
45
36
45
Demographics of Enrolled Undergraduate Students - Fall Data
2004
2005
2006
2007
2008
F
M
F
M
F
M
F
M
F
2009
M
F
M
Amer Ind
1
0
0
0
1
0
0
1
4
3
9
2
Asian
5
0
3
0
2
1
2
1
3
2
11
2
Black
7
7
6
1
3
1
2
1
3
8
22
14
32
17
22
14
11
12
6
14
44
34
78
53
Non-Resident
0
0
0
0
0
0
0
0
0
1
9
3
Unknown
1
1
1
1
1
0
1
0
1
4
2
3
White
251
143
207
137
132
81
81
66
258
163
385
256
Gender Total
297
168
239
153
150
95
92
83
313
215
516
333
Hispanic
Undergraduate
465
392
245
175
528
849
NOTE: Data listed in this table for undergraduates in the College of Mass
Communications are inaccurate. The correct data for the total undergraduate enrollments
are listed below. However, the college has no data to identify the correct number of
students in each of the gender and ethnicity categories.
Fall 2009 = 1,496
Fall 2008 = 1,550
Fall 2007 = 1,593
Fall 2006 = 1,660
Fall 2005 = 1,538
Fall 2004 = 1,441
It is not surprising that the majority of students applying, admitted and attending graduate
schools are females. In 2007-08, the results of the Annual Survey of Journalism & Mass
Communication published in the autumn 2009 issue of Journalism & Mass Communication
Educator reported that 64 percent of master’s students were females with 56% of doctoral
students being female. pp. 242-243.
•
The college uses its Institute for Hispanic and International Communication to
attract Hispanic students with moderate success.
•
The proportion of females entering mass communications higher education is
higher among some disciplines than others. For example, the proportion of
females seeking doctorates in public relations is higher than females seeking
employment in journalism.
B. Test scores (GRE, GMAT and/or TOEFL) of enrolled
students
Average GRE Scores for Enrolled Graduate Students Fall Data (Mass Communications)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
700
600
500
400
300
200
100
0
Verbal
Quantitative
2004
2005
2006
2007
2008
2009
508
611
522
542
466
558
461
483
505
523
474
578
NOTE: Texas Tech University informed academic units that GRE scores should be only
one of several criteria for admitting students to graduate programs. The college has
followed that policy. Based on GRE scores of students majoring in other disciplines at
Texas Tech University, the College of Mass Communications students’ average GRE
scores rank in the middle of other Tech graduate students
C.
GPA of new students
New Graduate Students GPA by Level - Fall Data
(Mass Communications)
Source: Institutional Research and Information Mgmt
Chart prepared b y The Graduate School
4.00
3.50
3.00
2.50
2.00
1.50
1.00
0.50
0.00
Masters
Doctoral
2004
2005
2006
2007
2008
2009
3.78
0.00
3.58
3.47
3.56
3.68
3.56
3.86
3.61
3.69
3.33
3.53
NOTE: Texas Tech University informed academic units that a student’s GPA should be
one of several criteria for admitting students to the graduate program.
D.
Time to Degree in Years – Average years to graduate for
all students graduating each year
Time to Degree in Years (Mass Communications)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
3
2.5
2
1.5
1
0.5
0
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
2.77
0
1.82
0
2
0
1.88
0
2.05
0
2.16
0
Master's
Doctorate
Average years to graduate for all students graduating each year
NOTE: The College of Mass Communications funds MA students for two years and
doctoral students for three years. During the time covered in this report, the College of
Mass Communications funded MA students for two years and doctoral students for three
years. Today the college funds MA students for one year and doctoral students for three
years. The most recent doctoral students complete their degree is about 3.1 years.
TIME TO DEGREE FOR COMC Ph.D. GRADUATES
Name
Gender
Ethnicity
Graduation
Degree
Matriculation
Galvez, Anthony M Hispanic
2010 Summer
PHD
3.0 years Billiot, Theresa R. F American Indian
2010 Summer
PHD
3.3 years Bates, Elizabeth M. F White
2010 Spring
PHD
3.7 years Maxian, Wendy A. F White
2009 Fall
PHD
2.7 years Schaller, Robert C. M White
2009 Fall
PHD
2.3 years Alvarado, Glenda J. F White
2009 Spring
PHD
3.3 years Mohammed, Sufyan M Asian
2008 Summer
PHD
3.7 years Boyle, Kristoffer D. M White
2008 Summer
PHD
Kinsky, Emily F White
2008 Spring
PHD
3.0 years 3.3 years 3.1 years average E. Number of RA’s, TA’s or GPTI’s, with total number of
graduate students in the program.
Total Graduate Student Population and Number of Funded Students
2004 2005 2006 2007 2008 2009 # MA Students 29 27 29 29 15 21 # GA Positions 10 12 18 11 9 12 # PhD Students 9 11 16 21 24 # GPTI Positions 7 13 13 13 14 F. Initial position and place of employment of graduates over
the past 6 years
STUDENT GRAD DATE DEGREE Employment Galvez, Anthony 2010.2 PHD Assistant Professor, Rhode Island College Billiot, Theresa R. 2010.2 PHD Assistant Professor, Marketing, Fort Hays State University Bates, Elizabeth M. 2010.1 PHD Assistant Professor, Baylor University Maxian, Wendy A. 2009.3 PHD Assistant Professor, Xavier University Schaller, Robert C. 2009.3 PHD Registrar, TTU Alvarado, Glenda J. 2009.1 PHD Assistant Professor, U. South Carolina Mohammed, Sufyan 2008.2 PHD Assistant Professor, Scranton University Boyle, Kristoffer D. 2008.2 PHD Assistant Professor, Creighton University Kinsky, Emily 2008.1 PHD Assistant Professor, Pepperdine University Huang, Yijia 2010.2 MA Unknown Mulieri, Jillian A. 2010.2 MA Executive recruiter, Preferred Personnel in Midland Bennett, Michelle A. 2010.1 MA Lyons, Kelli R. 2010.1 MA Nest Family Entertainment, Internet Marketing Specialist TTU MCOM Ph.D. Program Klement, Adam J. 2009.3 MA Sponsorship Coordinator, Kansas City Chiefs Spradling, Benjamin R. 2009.3 MA Fenstad, Ashley M. 2009.3 MA Media Devlpmt Mngr at Tacoma Rainiers Professional Baseball Director of Marketing, Campus Living Villages Fornasar, Brian P. 2009.2 MA Unknown Keene, Justin R. 2009.2 MA Indiana, Ph.D Program Richards, Casey N. 2009.2 MA Marketing, Lubbock Christian Univ. Smith, Andrea N. 2009.2 MA Tirumala, Lakshmi 2009.2 MA Business Director for Universal Research Solutions, LLC TTU MCOM Ph.D. Program Clark, Kevin K. 2009.1 MA Unknown Buck, Emily L. 2009.1 MA Recruiter, Aerotek Engineering Nutting, Brandon H. 2008.2 MA TTU MCOM Ph.D. Program Wise, Wesley T. 2008.2 MA TTU MCOM Ph.D. Program Freeman, Jessica D. 2008.2 MA Missouri, Ph.D Program Madison, Thomas P. 2008.2 MA LSU, Ph.D. Program Siegrist, Elizabeth N. 2008.2 MA Writer, Fayetteville Observer Michael, Felicia C. 2008.2 MA Public Information Officer, ESC Region 12 Coleman, Jannibah D. 2008.1 MA Communication, City of Denton Bigham, Brandon C. 2008.1 MA Communications, Amarillo Online Headley, Brandi S. 2008.1 MA Clinic Manager, Living Well, University Medical Center Hinojosa, Jose L. 2008.1 MA Unemployed in Edinburg, TX Laveay, Fraser 2008.1 MA Manager, Event Marketing & Sales at Feld Entertainment McGee, Ashley S. 2008.1 MA Executive Director, Muscular Dystrophy Association, Lubbock Satterwhite, Deidra L. 2008.1 MA Adjunct Professor, Lubbock Christian University Basu, Arijit A. 2008.1 MA TTU MCOM Ph.D. Program Hu, Hsiao‐Ning 2007.3 MA Unknown Kim, Hyo J. 2007.3 MA TTU MCOM Ph.D. Program Goode, Lauren M. 2007.3 MA Marketing Services Coordinator, Baylor College of Medicine Huot, Christopher W. 2007.3 MA Marketing/Events Specialist,Bakersfield Conv & Visitors Bureau Paullus, Katherine A. 2007.2 MA Unknown Oviedo, Marilda J. 2007.2 MA Iowa, Ph.D. program Devlin, Michael B. 2007.2 MA Alabama, Ph.D. Program Nghiem, Julie P. 2007.2 MA IT Recruiter, Odyssey Information Services Wooten, Amy N. 2007.1 MA Director of Ticket Operations, AT&T Cotton Bowl Classic Xu, Jing 2007.1 MA Unknown McCallister, Casey D. 2007.1 MA Web Developer, University of Colorado Denver HSC Winegar, Scott D. 2007.1 MA Co. Partnerships Account Exec, Spurs Sports & Entertainment Schroeder, Jared C. 2006.3 MA Oklahoma, Ph.D. program Tichenor, Justin D. 2006.3 MA Unknown Sykes, Tanner M. 2006.3 MA Alvarado, Glenda J. 2006.2 MA Landman at David H. Arrington Oil & Gas, Inc. TTU MCOM Ph.D. Program McDermand, Amanda L 2006.2 MA Product Manager at TESSCO Technologies McElroy, Michael S. 2006.2 MA Nguyen, Phuong T. 2006.1 MA Neighborhood Outreach Specialist at City of El Paso Unknown Wheeler, Sarah M. 2006.1 MA Landlocked Restaurant & Bar, Ruidoso, New Mexico McGhee, Kristin M. 2006.1 MA Unknown Sammons, Jeffrey D. 2006.1 MA Senior Editor at Texas Tech University Miller, Jennifer S. 2006.1 MA Vickers, Dana L. 2005.3 MA Internal Ministry Coordinator, Betenbough Homes, Lubbock Unknown Sampson, Jenna D. 2005.3 MA Bucher, Amanda L. 2005.3 MA Benton, Jeffrey W. 2005.2 MA Fisher, Howard D. 2005.2 MA Team Lead ‐ HCC/INTEQ at Baker Hughes Assistant Professor, Scranton University Proctor, Haley H. 2005.1 MA Communications, Champion Technologies Canon, Elizabeth A. 2005.1 MA Unknown Garcia, Angie R. 2005.1 MA Unknown Grady, Brandy D. 2005.1 MA Unknown Jones, Patrice D. 2005.1 MA Media Relations, Creighton University Kinzy, Claire L. 2005.1 MA Unknown Bostick, Julie N. 2005.1 MA News and Public Information Coordinator, South Plains College Hoover, Shannan M. 2005.1 MA Unknown N. Coast Church as the Communications Coordinator at Vista, Ca. Comm Mngr, Dept. of Industrial & Manufacturing Eng., Penn State G.
Type of financial support available for graduate students
MA students who receive funding are classified as Graduate Assistants (GA). These
students are funded at the rate of $4000 per semester and are required to work for 20 hours
per week. Duties include helping faculty administer courses and assisting with graduate
faculty research projects.
Funding is generally offered for three semesters, although it is not uncommon for a student
to receive funding for four semesters. No promise is made to fund students through summer
terms, although the COMC funds a limited number of students for summer research
assignments based upon availability of funds. In the latest summer, funded MA students
were offered $1300 for one or the other summer semesters.
MA funding provides fee waivers and in-state tuition for students from outside of the state.
Generally, the COMC offers no scholarships to MA students, although some students earn
university-level scholarships.
There has been a policy of encouraging summer enrollment in graduate courses by offering
scholarship based upon number of hours taken. In the most recent summer, MA students
were offered $500 scholarships if the student took two or more classes.
Ph.D. students who receive funding are classified as Graduate Part-Time Instructors
(GPTI). These students are funded at the rate of $8000 per semester and are required to
work for 20 hours per week. Duties include teaching courses as instructors of record and
assisting with graduate faculty research projects.
Funding is generally offered for six long semesters. No promise is made to fund students
through summer terms, although the COMC funds a limited number of students for
summer research/teaching assignments based upon availability of funds. In the latest
summer, funded Ph.D. students were offered $1300 for one or the other summer semesters
to help with research projects. Students who taught a summer course as instructors of
record were offered $2000 per course.
Ph.D. funding provides fee waivers and in-state tuition for students from outside of the
state.
Generally, the COMC offers yearly scholarships for $2500 for the three years of GPTI
funding. This amount covers the balance of tuition for 9 hours per semester after fees are
waived. Additionally, some students earn university-level scholarships.
There has been a policy of encouraging summer enrollment in graduate courses by offering
scholarships based upon number of hours taken. In the most recent summer, Ph.D. students
were offered $500 scholarships per course passed.
Student and Support
Year Beginning.. 2004, Fall 2004, Fall 2004, Fall 2004, Fall 2004, Fall 2004, Fall 2004, Fall 2004, Fall 2004, Fall 2004, Fall 2004, Fall 2004, Fall 2005, Fall 2005, Fall 2005, Fall 2005, Fall 2005, Fall 2005, Fall 2005, Fall 2005, Fall 2005, Fall 2005, Fall 2005, Fall 2005, Fall 2005, Fall 2005, Fall 2005, Fall 2005, Fall 2005, Fall 2005, Fall 2005, Fall 2005, Fall 2005, Fall 2005, Fall 2006, Fall 2006, Fall 2006, Fall 2006, Fall Name Alvarado, Glenda Basu, Arijit Bucher, Amanda Fisher, Howard Jones, Patrice Miller, Jennifer Mohammed, Sufyan Nguyen, Phuong Proctor, Haley Richardson, Ashley Wallace, Jennifer Wheeler, Sarah Alvarado, Glenda Amerson, Katherine Basu, Arijit Boyle, Kris Bucher, Amanda Devlin, Michael Hu, Hsiao‐Ning Kinsky, Emily McElroy, Michael Michael, Felicia Miller, Jennifer Mohammed, Sufyan Nguyen, Phuong Oviedo, Marilda Richardson, Ashley Shalton, Amiee Sinaga, Simon Tichenor, Justin Wallace, Jennifer Watson, Paul Wheeler, Sarah Xu, Jing Aguillar, Anthony Alexander, Stephanie Alvarado, Glenda Bates, Liz Position GA GA GA GA GA None GA None GA GA GA GA GPTI GA GA GPTI GA GA GA GPTI GA None None GPTI None GA GA GPTI GPTI GA GA GPTI GA GA GPTI GA GPTI GPTI Salary $5,000
$5,000
$10,000
$10,000
$5,000
$0
$10,000
$0
$5,000
$5,000
$10,000
$10,000
$20,000
$11,000
$11,000
$20,000
$11,000
$2,000
$2,000
$20,000
$11,000
$0
$0
$24,000
$0
$2,000
$11,000
$18,000
$20,000
$13,000
$11,000
$20,000
$11,000
$11,000
$18,000
$11,000
$18,000
$18,000
Scholarship $1,000 $1,500 $1,000 $0 $0 $2,000 $1,000 $1,000 $0 $1,000 $0 $2,000 $2,904 $525 $1,025 $2,975 $25 $1,000 $0 $3,474 $0 $400 $500 $3,499 $500 $0 $525 $0 $3,615 $525 $0 $4,231 $1,525 $2,025 $3,373 $0 $4,001 $3,920 2006, Fall 2006, Fall 2006, Fall 2006, Fall 2006, Fall 2006, Fall 2006, Fall 2006, Fall 2006, Fall 2006, Fall 2006, Fall 2006, Fall 2006, Fall 2006, Fall 2006, Fall 2006, Fall 2006, Fall 2006, Fall 2006, Fall 2006, Fall 2006, Fall 2006, Fall 2006, Fall 2006, Fall 2006, Fall 2006, Fall 2006, Fall 2007, Fall 2007, Fall 2007, Fall 2007, Fall 2007, Fall 2007, Fall 2007, Fall 2007, Fall 2007, Fall 2007, Fall 2007, Fall 2007, Fall 2007, Fall 2007, Fall Billiot, Theresa Black, Paul Boyle, Kris Buck, Emily Chambers, Barbie Devlin, Michael Freeman, Jessica Goode, Lauren Keene, Justin Kinsky, Emily Laveay, Fraser Madison, Thomas Maxian, Wendy Mohammed, Sufyan Nutting, Brandon Oviedo, Marilda Rybalko, Svetlana Schaller, Robert Seigrist, Elizabeth Sinaga, Simon Smith, Andrea Tirumala, Lakshmi Toumi, Ikram Watson, Paul Welch, Jonathan Wise, Wes Xu, Jing Aguillar, Anthony Alvarado, Glenda Bates, Liz Billiot, Theresa Boyle, Kris Buck, Emily Chambers, Barbie Freeman, Jessica Keene, Justin Kinsky, Emily Laveay, Fraser Madison, Thomas Maxian, Wendy Mohammed, Sufyan GPTI GA GPTI GA GPTI GA GA GA GA GPTI GA GA GPTI GPTI GA GA GPTI GPTI GA GPTI GA GA GPTI GA GA GA GA GPTI GPTI GPTI GPTI GPTI GA GPTI GA GA GPTI GA GA GPTI GPTI $18,000
$5,500
$18,000
$5,500
$9,000
$11,000
$11,000
$11,000
$11,000
$18,000
$11,000
$11,000
$18,000
$18,000
$11,000
$11,000
$18,000
$18,000
$11,000
$18,000
$11,000
$11,000
$18,000
$11,000
$11,000
$11,000
$11,000
$18,000
$18,000
$18,000
$19,350
$18,000
$5,520
$5,000
$11,040
$11,040
$18,000
$5,674
$11,040
$20,000
$18,000
$0 $0 $3,888 $0 $0 $550 $1,500 $0 $0 $3,590 $0 $1,500 $3,236 $3,715 $0 $0 $0 $2,000 $0 $2,336 $0 $676 $2,223 $1,224 $1,500 $1,500 $0 $4,667 $5,667 $6,667 $5,667 $5,667 $0 $2,333 $1,000 $1,000 $4,667 $1,000 $1,000 $4,667 $5,667 2007, Fall 2007, Fall 2007, Fall 2007, Fall 2007, Fall 2007, Fall 2007, Fall 2007, Fall 2007, Fall 2007, Fall 2008, Fall 2008, Fall 2008, Fall 2008, Fall 2008, Fall 2008, Fall 2008, Fall 2008, Fall 2008, Fall 2008, Fall 2008, Fall 2008, Fall 2008, Fall 2008, Fall 2008, Fall 2008, Fall 2008, Fall 2008, Fall 2008, Fall 2008, Fall 2008, Fall 2008, Fall 2009, Fall 2009, Fall 2009, Fall 2009, Fall 2009, Fall 2009, Fall 2009, Fall 2009, Fall 2009, Fall Nutting, Brandon Rybalko, Svetlana Schaller, Robert Seigrist, Elizabeth Sinaga, Simon Smith, Andrea Tirumala, Lakshmi Toumi, Ikram Welch, Jonathan Wise, Wes Bates, Liz Bennett, Michelle Billiot, Theresa Brown, Kelli Buck, Emily Chambers, Barbie Chung, Sungwon Huang, Caroline Kim, Hyo Jin Lowry, Kent Maxian, Wendy Miles, Stephanie Nutting, Brandon Poe, Phillip Rybalko, Svetlana Schaller, Robert Smith, Andrea Stone, Cam Team, Catherine Tirumala, Lakshmi Toumi, Ikram Wise, Wes Bates, Liz Bennett, Michelle Billiot, Theresa Borua, Shankar Brindock, Tess Chambers, Barbie Chuang, WanChu Chung, Sungwon Cook, Kimberly GA GPTI GPTI GA GPTI GA GA GPTI GA GA GPTI GA GPTI GA GA GPTI GA GA GA GPTI GPTI GA GA GPTI GPTI GPTI GA GPTI GPTI GPTI GPTI GPTI None GA GPTI GA GA GPTI GA None None $13,040
$18,000
$18,000
$11,040
$18,000
$3,674
$11,040
$18,000
$11,348
$11,348
$18,350
$10,223
$20,350
$10,548
$5,274
$20,350
$10,724
$11,251
$12,601
$20,400
$20,350
$2,000
$12,900
$20,350
$18,350
$18,350
$11,251
$20,350
$20,350
$20,350
$18,350
$20,350
$0
$5,555
$18,350
$11,595
$10,865
$18,350
$10,750
$0
$0
$1,000 $6,667 $5,519 $0 $5,667 $1,000 $1,200 $4,667 $1,000 $1,500 $8,003 $0 $4,433 $0 $0 $4,433 $0 $0 $1,600 $4,433 $4,433 $1,100 $1,100 $4,808 $6,333 $5,503 $0 $4,433 $4,433 $4,433 $2,333 $4,933 $1,000 $0 $3,333 $1,000 $0 $4,333 $0 $500 $1,000 2009, Fall 2009, Fall 2009, Fall 2009, Fall 2009, Fall 2009, Fall 2009, Fall 2009, Fall 2009, Fall 2009, Fall 2009, Fall 2009, Fall 2009, Fall 2009, Fall 2009, Fall 2009, Fall 2009, Fall 2009, Fall 2009, Fall 2009, Fall 2009, Fall 2009, Fall 2009, Fall 2009, Fall 2009, Fall 2009, Fall 2009, Fall 2009, Fall 2009, Fall Foster, Jarod Gallagher, Matthew Gilliland, Ashley Hamilton, Brian Huang, Caroline Jones, Kim Kim, Hyo Jin Liu, Xiaoai Lowrance, Wesley Lowry, Kent Lyons, Kelli Manning, Whitney Meeks, Judson Mendenhall, Douglas Miles, Stephanie Montalvo, Michael Ngondo, Prisca Noonan, Madeline Nutting, Brandon Poe, Phillip Rybalko, Svetlana Shafi, Ashik Sims, Austin Sorensen, Spencer Stone, Cam Team, Catherine Tirumala, Lakshmi Wise, Wes Wright, Landon GPTI None None GA GA None GPTI None GA GPTI GA None GA None GA None GPTI None GPTI GPTI GPTI GA GPTI GA GPTI GPTI GPTI GPTI None $18,350
$0
$0
$1,143
$11,251
$0
$18,350
$0
$5,626
$20,350
$13,851
$0
$5,626
$0
$12,551
$0
$21,650
$0
$20,350
$20,350
$20,350
$12,659
$18,350
$11,163
$21,650
$18,350
$19,650
$21,650
$0
$3,833 $1,000 $500 $0 $0 $500 $3,833 $1,500 $500 $3,833 $1,000 $500 $500 $500 $3,500 $500 $4,333 $1,000 $3,783 $5,983 $5,333 $1,000 $5,583 $0 $4,583 $3,783 $4,333 $4,333 $1,000 H.
Number of students who have received national and
university fellowships, scholarships and other awards
04/05
$ # Stud
AWARD
AT&T Chancellors
Helen Devitt
Jones Part Time
05/06
$ # Stud
06/07
$ # Stud
07/08
$
# Stud
$600
1
08/09
$
# Stud
$3,000
1 $300
1
09/10
$
# Stud
$3,000
NOTE: Prior to 2005, the College of Mass Communications awarded less than $5,000
annually for scholarships. All of the funds for graduate students were awarded as stipends
for graduate assistants.
•
•
•
In 2009, the college received $50K from the Helen Jones Foundation to provide ten
$5K scholarships. The funds were not endowed. These funds were earmarked for
new graduate students on a one time only basis.
Also in 2009, the college received two endowments for graduate students. One
donation was worth $100K with another 50 percent matching donation from the
university. The funds were part or the matching fund opportunities for all Texas
Tech colleges. The College of Mass Communications secured a $100K donation
from one donor.
The Helen Jones Foundation awarded a $1M endowment for graduate scholarships.
Scholarships available from the $1M endowment will be available in fall 2011.
Together, these endowments will provide more than $50K annually for graduate
scholarships.
I. Percentage of full-time master and doctoral students who
received financial support.
Percentage of Full-Time Graduate Students who Receive Financial Support
2004 2005 2006 2007 2008 2009 # Total Grad Students 29 36 40 42 36 45 % Receiving Funding 41.4% 61.1% 77.5% 57% 61.1% 86.7% Note: Most graduate students in leading Mass Communications programs receive financial
support from their respective universities. Very seldom do doctoral students enroll in a
program without financial support.
J. Graduate Student Publications and Creative Activities –
Number of discipline-related refereed papers/publications,
juried creative/performance accomplishments, book
chapters, books, and external presentations by Master and
Doctoral students in the department.
Year 2009
2008
2007
2006
2005
2004
Refereed Publications 6 8 3 2 Book Chapters 17* Conference Presentations 36 32 17 3 1 2 *All chapters written by one student who is a professional writer.
Note: The success of these students was generously supported financially by the college,
the two Regents Professors, the college’s associate dean of graduate studies, and the
Graduate School.
•
•
•
•
The college provides office space, copying services, research assistance and some
travel.
The two Regents Professors have provided research assistance and travel funds.
The college’s associate dean has provided some research assistance and a liberal
travel budget.
The university Graduate School has provided some travel funds.
K.
Programs for mentoring and professional preparation of
graduate students
The College of Mass Communications annually hosts an orientation for all graduate
students that outlines how to progress through the program and how to best prepare for
employment post-graduation. In addition, the College schedules frequent brown-bag
lecture series where graduate students can see research presentations modeled but also
where advice on how to secure employment is offered.
Also, the College places at least one graduate student on each search committee. In this
way, students are exposed to how universities seek, interview and hire faculty members.
Feedback has been very positive on including students in these search committees.
Students are also encouraged to attend the lecture series entitled “So You Want to Be A
Professor” series sponsored by TTU.
In students final year in the Ph.D. program, funding is available to help pay for travel to the
job fair at the disciplines largest academic conference—AEJMC. Here students are
introduced to faculty search committees from other schools, and COMC faculty are
available to serve as references.
It should also be noted that the research assignment and independent study structure in the
college allows for one-on-one mentoring between faculty members and graduate students.
Faculty and students both report that these meetings lead to discussions about how to
proceed through graduate school and into the job force.
Finally, the College requires all MA students to take a 1-hour course (Proseminar), which
is normally taught by the graduate director. In this course, topics such as research protocol,
professional behavior, plagiarism, and study habits are covered. But a key focus on the
course is to allow for off-the-cuff conversations about surviving graduate school can
develop. The graduate faculty in the College is currently considering offering such a course
at the Ph.D. level.
L. Department efforts to retain students and graduation rates.
The College attempts to retain students and ensure timely graduation by several methods.
First, students are encouraged to complete independent study projects with graduate faculty
members. In this manner, relationships are formed on personnel level, and faculty then are
able to help mentor students. Likewise, funded students are assigned to work with a
minimum of two faculty members per semester. This also fosters the development of
student-faculty relationships.
In addition, the COMC has hosted periodic brown-bag lectures on succeeding in graduate
school. Topics have included means of studying, time management, and stress management
among others.
To ensure timely graduation, graduate student funding is limited to three semesters for MA
students and six semesters for Ph.D. students. This model has resulted in quick progress
through our programs with the average time to degree for Ph.D. students of 3.1 years.
M. Percentage of Full-Time Master and Doctoral students
Percentage of Full-Time Students
2009
2008
2007
2006
2005
2004
MA Students
84.6%
50.0%
64.3%
94.1%
58.8%
33.0%
Ph.D.
Students
50%
88.90%
100%
N. COMC Graduate Student Contribution to TTU
Progressing Toward National Research University
Funding
Criteria—High Quality Graduate Programs
Expected
MA graduation rate > 56%
Ph.D. graduation rate > 58%
Average time to doctorate is 8 years or less
COMC
76.50% 71.40% 3.1 years CHAPTER 5: DEPARTMENT
A. Department operating expenses
Department Operating Cost - Academic Year
(Mass Communications)
Source: Institutional Research and Information Mgmt
Chart prepared by The Graduate School
$800,000
$700,000
$600,000
$500,000
$400,000
$300,000
$200,000
$100,000
$0
Operating Cost
04/05
05/06
06/07
07/08
$381,697
$563,455
$644,330
$760,469
08/09
09/10
NOTE: COMC is unsure how these data were calculated; however, data are far in excess
of what the college actually spends.
Department Operating Costs as a Fraction of Employees
04/05
05/06
06/07
07/08
08/09 09/10
Dept Operating Cost $381,697 $563,455 $644,330 $760,469
Faculty & Staff
Dept Op Cost /FS
NOTE: The college has no idea how these data were calculated. It seems that these data
represent the total for the college’s M&O, Course Fees, Lab Fees, Technology Fees, and
HEAF allocations. Therefore, it is difficult to accurately calculate the cost of faculty and
staff from the figures provided by the Graduate School. There seems to be no relationship
between the cost of departmental operations based on faculty and staff. For example:
a. If the operating costs for 07-08 is $760K, this amount does not include
faculty salaries. If faculty salaries are not included, why would one
calculate the operating costs based on faculty?
b. If the operating costs include staff salaries, why, then, would not faculty
salaries be included?
c. If the operating costs include funds from course fees and HEAF
allocations, these funds can be used only for instructional purposes. The
cost for faculty and staff would have no relationship to these funds.
d. If a program is under staffed and need more faculty, then the cost per
faculty and staff will always be higher compared to programs that have a
large staff and faculty.
College of Mass Communications Cost Per Student Credit Hour
Generated
Year 2004‐05 2005‐06 2006‐07 2007‐08 2008‐09 2009‐10 Cost Per Student Credit Hour
$88 $89 $87 $89 $112 $128 NOTE: Based on the state formula funding and designated tuition, the cost per SCH is
only about half of the funds generated by the college for the university. The cost per SCH
for the college is more efficient than most colleges on campus.
B. Summary of Proposals (submitted)
Summary of Number of Proposals Written and Accepted
Foundation
D
M
1
1
2
5
State
D
M
Federal
D
M
2009
2
1
2008
2007
1
2006
2005
2004
D = proposals written by Co-PIs from COMC
M = proposals written by Co-PIs from multiple departments
Others
D
M
5
1
1
Successfully
funded
D
M
2
1
2
1
Report from the Office of Research Services
Faculty members in the college were PIs or Co-PIs for 12.2 proposals @ $1,602,478.90
Faculty members in the college were awarded 5.25 proposals @ $164,584.00
•
A more detailed and complete report for the College of Mass Communications is
found in the Appendix A.
•
Several faculty members participate in applied research through the college’s
Center for Communications Research. These projects are not included in these
data.
Research Metrics by Submitting Unit (October 2010 Report) from the VP or
Research.
Number of
Proposals
submitted
CASNR
ARCH
CAS
RAWLS
EDUC
WCOE
COHS
MASS
V&PA
GRADSC
LAW
UNIVERCOL
HONORS
ADMIN
Total
Through Oct
Through Oct
Through Oct
FY08
FY09
FY10
Through Oct FY11
20
18
22
23
1
1
0
0
39
41
57
51
2
0
2
0
5
6
6
5
36
41
70
66
4
5
10
9
0
1
1
3
0
0
2
2
0
0
0
0
0
0
1
3
0
0
2
0
0
0
0
0
9
12
15
18
117
126
188
179
C. External Research expenditures
SUMMARY OF FACULTY AWARDS BY HOME DEPARTMENT
Source: Office of Research Services
Year
04/05
05/06
06/07
07/08
08/09
09/10
Totals:
Numb er of
Awards
FacilitIes &
Administrative
Award Amount
3.00
$11,625
$53,625
0.66
$0
$28,021
0.66
$0
-$4,208
4.32
$11,625
$77,438
Research Expenditures (Mass Communications)
Source: Office of Research Services
Chart prepared by The Graduate School
$60,000
$50,000
$40,000
$30,000
$20,000
$10,000
$0
-$10,000
04/05
Sponsored
05/06
06/07
07/08
08/09
$53,625
$28,021.00
-$4,208
09/10
Note: The college has no knowledge of how these data were calculated. The college is not
sure how there can be negative expenditures.
Comparison of Research
Expenditures
Florida State University
University of Tennessee
University of Oregon
Texas Tech
04/05
05/06
06/07
07/08
08/09
09/10
$332,847
$284,297
$64,240
$107,508
$0
$219,368
$3,492,844.00 $5,096,753.00
$0
$5,559,363.00
$10,000
$5,202,950.00 $12,169,250.00 $6,995,912.00
$0
$6,160
$0
$53,625
$28,021
-$4,208
Note: We have received no report for the 09/10 funds. For previous years, the COMC
is not sure how these numbers were calculated.
D. Internal Funding
DEPARTMENT COMPLETES
Source of Internal Funds (TTU)
04/05
05/06
06/07
07/08
08/09
09/10
Research Enhancement
Research Incentive
9,000
9,000
9,069
8,750
8,773
Line Items
Interdisciplinary Seed Grants
New Faculty Start-ups
n/a
n/a
101,427
7,862
5,743
74,550
Matching from VP of Research
n/a
n/a
13,502
40,002
29,405
14,050
Special needs and opportunities
n/a
n/a
n/a
5,000
5,000
0
Research Promotion
Graduate School Travel Money *
n/a
n/a
$806
$3,108
$450
$1,500
Graduate School Fellowships
$6.000 $12,000
$12,825 $10,000 $14,000
$8,000
HEAF
TOTALS: $6.000 $21,000 $137,560 $75,041 $53,348 $106,823
•
Graduate School Travel Money Records do not record by department before 06/07. Also, several students who
traveled in 06/07 and 07/08 cannot at this time be connected to a department.
NOTE: The college set aside some of its DOE funds to assist faculty in getting research
facilities constructed and equipped. The assistance was planned to attract research faculty,
provide research facilities for graduate students, and to stimulate faculty interest in
externally funded research.
NA
E. Scholarships and endowments
Since 2004, the COMC has distributed $303,000 in scholarships to graduate students. The
majority of these scholarships are created by the dean out of graduate tuition funds.
For dedicated and named scholarships, the COMC offers the following:
•
College of Mass Communications Graduate Tuition Scholarship
o 22 awards annually for $500 to $2500
•
Alexis S. Tan Graduate Endowed Scholarship
o 2 awards annually for $500
•
E.E. & Fannie Mae Lokey Scholarship
o 2 awards annually $1000 to $3000
• Kelsey Kid Memorial Endowed Graduate Scholarship
o 1 award annually for $3500
• Parkinson Public Relations Graduate Student Scholarship
o 2 awards annually for $1000
In 2009, the Billy and Avis Ross Graduate Research Award for Mass Communications was
endowed for $30,000. The funds will be used to assist graduate students in completing their
theses or dissertations. Students apply for research funding by submitting a proposal to a
committee of graduate faculty.
F. Departmental resources for research and teaching (i.e.,
classroom space, lab facilities)
Type of Space
Number of Rooms
Total Assignable Square Feet
OFFICES:
48
8,630
7
1,925
20
2,765
Technician
3
1,700
Emeritus
0
Faculty & Administration
Clerical
Graduate Assistant
LABS:
Special Instruction Labs
9
9,460
Research Labs
8
3,620
STORAGE:
6
860
LIBRARY:
CENTERS & OTHER
FACILITIES:
1
720
Office
Lab (Instruction &
Research)
2
250
2
890
30,820 estimate
TOTAL SQUARE FEET
G. HEAF expenditures
Labs
2009
2008
2007
2006
2005
2004
107,266
149,537
106,408
n/a
n/a
n/a
Other
Classroom **(identify)
10,400
9,642
13,280
n/a
n/a
n/a
58,124
3,503
37,699
n/a
n/a
n/a
TOTAL
175,790
162,682
157,107
185,500
90,000
42,399
NOTE: The other expenditures included computers for faculty offices, RAs,
GPTIs, staff, and advisors. Other expenditures included software and furniture
for some conference rooms. The major expenses will continue to be for
computer replacement and updated software.
H. External Program Accreditation – Name of body and date
of last program accreditation review, if applicable. Include
description of body and accreditation specifics.
The college does not have an external accreditation organization. Accreditation
is usually for undergraduate programs by the Accrediting Council in Journalism
and Mass Communications. The accrediting body reviews programs based on
professional standards and practical or applied skills. A very few graduate
programs at the master’s level offer applied graduate courses. There are no
applied courses in doctoral programs.
The college graduate program was reviewed in 2004. What follows are the
recommendations of the committee at the time and how the college has
responded.
2004 College of Mass Communications Graduate Program Overview and Vision
Actions to be taken by the Dean
(Review committee comments are numbered. College responses are in italics.)
1. The college has developed new promotion/tenure and merit evaluation policies to guide
faculty in the new environment of increased research productivity expectations. It is
important that these new policies be endorsed by the faculty and not imposed by the
administration.
New policies were developed by faculty and have been in use.
2. It is the opinion of this program review committee; however, that the college’s strategic
plan does not sufficiently address how the vision quoted above will be achieved with
respect to research productivity.
The College strategic plan has been rewritten and approved by the university.
3. Additional resources will be required for such research-stimulating and researchfacilitating needs as the support of research projects, travel to conferences, and summer
support in lieu of teaching The Faculty Research Incentive Grant (FRIG) program is a
worthy step in this direction.
The FRIG program ($20,000 in seed grants) provides funds to faculty members. A
maximum award of $5,000 each is used to seek extramural funding from external sources
that pay indirect costs. This is the largest funded research initiative the College has ever
supported.
3b. In addition, we recommend that the college give priority consideration to developing
and implementing a faculty mentoring program.
A faculty mentoring program was implemented in September 2005. All junior faculty
members have been assigned to a senior faculty member.
4. Faculty Productivity--Although a few of the current faculty members have active
research programs, the College of Mass Communication is not recognized for its scholarly
research, either within Texas Tech University community or by extra-university
communities.
Through strategic hires, the College of Mass Communications now has one of the
most productive research faculties in the nation.
5. The college has moved to add several promising new faculty for the Fall 2005 term and
expects its research productivity to increase over the next few years.
The graduate faculty has increased from 13 in 2004 to 22 in 2009. Likewise the
faculty had 6 refereed, peer reviewed publications in 2004. In 2009, there were 31.
6. Quality and Quantity of Graduate Students and Graduates--The college should work to
increase its resource base for scholarship awards. The average award of $500 is not
sufficient to attract top-level masters' students to the program. Moreover, at least a portion
of the graduate assistants require applicants to qualify for work study programs.
Supplemental stipends for recruiting and sustaining quality doctoral students are especially
needed, probably in the neighborhood of $5,000 per student. Substantial fund-raising
efforts will be required to generate the economic base to provide this level of support.
College assistantships and scholarships for Ph.D. students and M.A. students are
equivalent to or exceed or peer institutions per award. The bigger problem is that
we have fewer awards and scholarships than our peers.
7. Given the different emphases of the master's program (i e, training practitioners) and the
new doctoral program (i e, developing scholars and professional colleagues), the committee
recommends that the college clearly separate advising for the master's and doctoral
programs and assign a different faculty member to each advising role.
This inaccurately presumes that the only objective of the M.A. is training
practitioners.
8. Curriculum and Programs of Study--The programs of study at the master's and doctoral
level appear to be satisfactory. The committee is concerned, however, about the ability of
the college to execute these programs in a satisfactory manner in the face of its
undergraduate commitments-both in terms of the large number of undergraduate students
and the large number of courses presently in the inventory.
Undergraduate and graduate programs and faculty have grown from 2004.
9. Since we have been led to believe that the college will not see additional commitments
for faculty lines from the university in the near term, and in the presence of increased
demands of the new doctoral program, we recommend the college undertake an immediate
and thorough review of its undergraduate program.
Number of faculty positions has grown from 2004 levels.
10. This review should also consider capping the number of majors, particularly in light of
the relatively soft job market facing the college's graduates.
The number of undergraduate college majors has tapered off and growth has been
slower than in the years previous to 2004.
11. Facilities and Resources
The college has “made do” with its current space. To grow the program, additional
research space as well as additional office space for graduate students will be
needed. Likewise, there is a specific need for more seminar rooms and testing
facilities.
12. The committee also recommends that the college explore the possibility of using a
portion of the graduate tuition for support of graduate students, especially doctoral
students, for travel to conferences for presentation of scholarly papers.
The COMC is one of the few among its peers that provides travel support for
students. Generally, students presenting papers at conferences are awarded $350 to
$500 annually. As productivity of COMC graduate students has increased so has
the need for additional travel resources.
L. Department efforts to retain students and graduation rates.
The College attempts to retain students and ensure timely graduation by several methods.
First, students are encouraged to complete independent study projects with graduate faculty
members. In this manner, relationships are formed on personnel level, and faculty then are
able to help mentor students. Likewise, funded students are assigned to work with a
minimum of two faculty members per semester. This also fosters the development of
student-faculty relationships.
In addition, the COMC has hosted periodic brown-bag lectures on succeeding in graduate
school. Topics have included means of studying, time management, and stress management
among others.
To ensure timely graduation, graduate student funding is limited to three semesters for MA
students and six semesters for Ph.D. students. This model has resulted in quick progress
through our programs with the average time to degree for Ph.D. students of 3.1 years.
L. Percentage of Full-Time Master and Doctoral students
Percentage of Full-Time Students
2009
2008
2007
2006
2005
2004
MA Students
84.6%
50.0%
64.3%
94.1%
58.8%
33.0%
Ph.D.
Students
50%
88.90%
100%
CHAPTER 6: CONCLUSSIONS
Conclusion – a one- to two-page summary of the observed deficiencies and needs
identified by your review. Identify areas of greatest need and areas of significant
contributions.
The college has made great strides in achieving its goals and objectives listed in the
strategic plan. When the college initiated its doctoral program in fall 2005, the entire
curriculum (both master’s and doctorate), faculty and expectations changed.
The college graduate faculty wanted the initial doctoral class to represent the quality of
students who would be successful teachers and researchers. Therefore, it was important
that they gain teaching experiences, develop good research skills, and be successful in
getting published prior to graduation.
The student admission review became more stringent and the search for new faculty
members became more focused on quality researchers who could make major contributions
to the graduate program. However, we had to integrate new junior faculty with excellent
research skills with the older and more established faculty members who had not been very
active researchers. Two new tenure and promotion policies were rewritten with minor
issues. About 75 percent of the tenure-track faculty members have been employed in the
college since 2004. The college has a new culture that is based on excellent teaching and
an aggressive research. These are positive signs for the graduate program.
Because some of the master’s students were and are enrolled in courses with doctoral
students, the course requirements increased dramatically. The quality of our students
increased, and the students’ commitment to research is very strong. With assistance from
the university administration, the graduate school and the dedication of our faculty, the
college is beginning to be recognized by its peers as an “up and coming” doctoral program
where students should come to learn, and new faculty members come to participate in a
research environment.
The graduate curriculum is ever changing from adding new courses to modifying course
content under an old course title or name. The mass communications industry is rapidly
morphing with the introduction of new and exciting ways to communicate. Many of the
channels we use to communicate did not exist ten years ago. Many of the older channels
have died or are drawing their final breath. Therefore, we much constantly confirm our
communication theories through research and investigation. It is an exciting time.
A few concerns are listed below. Some of the concerns are reflected in the data and report
listed above.
1. For the college to sustain its rapid growth and meet the objectives set by the
university, funding for doctoral students must be increased. Presently, the college
has 31 doctoral students (18 of whom receive funding from the university) and 37
2.
3.
4.
5.
master’s students (11 of whom receive funding from the university).Thirteen of our
doctoral students are not funded. In mass communications, the best doctoral
students are funded. Without funding, doctoral students will seek opportunities at
other top universities.
The college must also increase the number of its graduate faculty. The college
currently lists 22 graduate faculty members for 66 graduate students. This is a 3-1
student to faculty ratio. With doctoral students moving through the program in
three years and master’s students in one year, the workload on faculty will continue
to increase.
Because we are a relatively new program, we are recruiting the best students against
more established programs with long and successful track records. We have to be
better in the classroom, and we must give more individual attention to our students.
The college employs some excellent junior faculty. If we can keep them, five or six
of the junior faculty will be tenured and promoted within the next three years. Not
only are these junior faculty absorbing a heavy graduate load, they are successfully
conducting their own research. Therefore, we need more senior faculty members to
share the load and to serve as mentors to this outstanding group of junior faculty.
Our experimental research lab is used extensively. The college needs more space
for its experimental research lab. Plans for the college’s move to the old Business
Building will correct the space problem. The college will equip two experimental
labs for faculty and students in the new location.
While we have addressed some of our needs and concerns, we are very pleased with
our successful implementation of the new graduate program.
1. The quality of our graduate students is excellent. They have established themselves
as quality researchers who frequently win “top paper” awards at many conferences
and symposia.
2. The college has employed a diverse faculty in terms of methodological skills and
interest. We have at least three faculty members with expertise in acceptable
methods of research.
3. The program is designed to move students through the program quickly (3 years)
and move them into the job market.
4. The college provides an excellent start-up package to assist junior faculty establish
their research agenda. Most of the assistance comes from the VP of research.
5. We have been able to provide all of our doctoral students an opportunity to teach a
class and serve as the instructor of record. Many programs do not provide this
opportunity.
Many of our peers indicate that they are impressed with our rapid growth and the
success of our graduate students. The product of our program is based on faculty
members who have a strong passion for teaching and conducting research. We seem to
do more with less than anyone could have imagined five years ago.
CHAPTER 7: APPENDICES
A. Funded Research Proposals and Awards
B. Strategic Plan
C. Graduate Course Offerings
D. Graduate Student Handbook
E. Graduate Student Association(s)
F. Graduate Faculty Information
APPENDIX A
Funded Research Proposals and Awards
APPENDIX B
Strategic Plan
APPENDIX C
Graduate Course Offerings
APPENDIX D
Graduate Student Handbook
APPENDIX E
Graduate Student Association
The College of Mass Communications Graduate Student Association is composed
of both MA and Ph.D. students. The organization meets periodically and focuses on
not only on academic concerns but also personal well being.
In the past, the organization has hosted brownbag sessions where faculty and
students could meet and discuss issues such as:
o Good study habits
o Preparing for MA comprehensive exams
o Preparing for Ph.D. comprehensive exams
o Preparing ofr Ph.D. tools exams
o Finding academic jobs as well as interviewing tips
The organization also assists with recruiting new students by hosting visitors to
campus and scheduling social gathering for incoming students. Additionally, the
organization provides opportunities for graduate students to meet with faculty
candidates.
APPENDIX F
Graduate Faculty Information
1. Confirmation/Reappointment forms submitted for Graduate Faculty
Reviews
2. Current Graduate Faculty Vita