APR Committee Report
Academic Program Review SUMMARY*
Department under review: Communication Studies
Date self-study received in Dean’s office: November 19, 2014
Date of external consultant’s review: April, 2014
Date APR received report: December 29, 2014
APR’S summary of self-study (first two boxes must be completed)
The mission of the CST Department is to pursue and provide opportunities for increasing
understanding of the communication process and developing communication competencies
required for a wide variety of personal and professional contexts, both currently and in the future.
From 2005 through 2011, the department graduated approximately 145 students per year, 91 with
majors and 54 with minors.
The primary goals are to field a competitive and rigorous curriculum for majors who wish to pursue
communication intensive careers, for minors who wish to enhance communication competencies
demanded by other chosen career paths, and for all UW-L graduates who require basic skills in
public communication as prerequisites for success in their personal and professional lives.
The objectives are to provide instruction that prepares competitive candidates for successful
communication intensive careers and/or successful graduate work in communication-based
disciplines; to conduct scholarly research, applied research, and creative activities relevant to all the
areas of Communication Studies; to provide instruction in UW-L’s General Education Program that
develops basic public communication skills of all UW-La Crosse graduates; and to provide service
by sharing information about communication, providing opportunities for training and development
of communication skills, and performing communication intensive functions for various bodies and
organizations.
These objectives are achieved through a curriculum offering four emphases areas, each of which
can be taken as a 39-credit major or 24-credit minor: Advocacy and Communication Criticism,
Broadcast and Digital Media, Interpersonal Communication, and Organizational and Professional
Communication. Majors are required to take a four-course Research Core Curriculum; Minors are
required to take only the first course in the research core (CST 190—Introduction to Communication
Studies). All majors and minors must take one elective course in each of the three emphasis areas
NOT in their selected emphasis. An interdisciplinary 24-credit minor in Sports Broadcasting is also
offered. A student may major and minor in two different CST emphases.
In addition, the department supports the university through two general education offerings and
numerous required and elective courses in Psychology, ERS, WGSS, Environmental Studies, CBA
and Education programs.
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APR’s comments including:
Notable Strengths
 The four distinct emphases allow majors and minors the opportunity to specialize their study.

The variety of CST courses required or allowed as electives in other programs provides a
variety of markets for the department’s offerings.

Department members are active and prolific in publication of scholarly and creative
endeavors.

Strong undergraduate research emphasis.

The faculty has a strong, shared vision with regard to development of separate emphases,
which supports the departmental program as a whole.
Notable Weaknesses/Challenges
 As the department notes, the lack of a longer term strategic plan forces them to operate in the
moment and react instead of developing for the future.

The self-study describes a burdensome appeal process for prospective students who do not
meet program requirements; however, the chair reported on 5/6/15 that this issue has been
resolved.

Although the dean reports that effort is being put forth this year (2014-15) toward
programmatic student learning measures and assessment, they were not in place for this selfstudy, though the need had been identified in 2008.
APR evaluation/comments on any/all of the six specific components of the self-study (if applicable)
Self Study: Purposes
Evaluation
Criterion
Clearly
expressed
X
Mission Statement or overall goals/objectives provided
Description of academic programs housed in department and
interdisciplinary programs to which department/program is major
contributor
Sufficient
Insufficient
or missing
X
Comments: Please see the introduction for details.
Self Study: Curriculum
Evaluation
Criterion
Summary of curriculum, including course delivery mode,
and how it reflects current disciplinary trends and
emphases
Statement of minimum total credits to degree (justify if
exceeds 120 cr) and explain any significant difference
between this and credits at time of graduate reported in
Well
supported
Sufficient
evidence
Some/partial
evidence
Insufficient
or missing
X
X
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Table 1 of Unit Data Sheet
Comments:
 Please see the description in the introduction for a complete description of the curriculum.

The UDS shows a 5-year graduation rate of approximately 91%. Delays in a 4-year
graduation date were explained by the chair as being due to several reasons, e.g., study
abroad, students who come to the major late, and transfer students, who need to access the
core research courses which are sequential, with each one a pre-requisite for the next.
Self Study: Assessment of Student Learning & Degree of Program Success
Evaluation
Criterion
Well
supported
Sufficient
evidence
Has appropriate assessment plan for
measuring the stated student learning
outcomes for department (may be separate
for each program in department, including
graduate)
Provided assessment data collected during
review period, and discussed important
changes made as a result of this data (linked
changes to data) plus potential future
curriculum revisions due to assessment
results
Provided Writing in the Major Program
(WIMP) assessment results, changes
Well-defined process of advising students
and description of any changes made since
last APR review
Identified and described single most
significant strength
Identified and described single area most in
need of improvement and discuss plans for
accomplishing this
X
(course
assessment
is described
well)
Some/partial
Evidence
Insufficient
or missing
N/A
X
(not sufficient
for the
program,
although they
are working
on it)
X
(programmatic
data is
needed)
X
X
(although
the process
is described
well,
students do
not use it
consistently)
X
X
Comments:
 Assessment has been conducted primarily at the level of the course, not program. Not all
emphases report equally thorough assessment practices.

WIM Program assessment relies on student self-perception of writing proficiency.

Faculty advising loads seem quite heavy (23-30 students/semester); despite the department’s
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acknowledgment that advising is critical in their complicated programs, advising is not
required, only strongly encouraged.

The department’s care for its students and enjoyment of camaraderie is laudable, but difficult
to quantify; however, measurable benefits can be seen in the department’s list of faculty
attributes, including their scholarly works; in addition, the alumni survey indicated that
students thought highly of the department’s faculty.

The department recognizes a need for strategic planning, but does not provide a specific plan
for accomplishing this.

Numerous gains have been made in the assessment arena, especially with regard to general
education courses; however, work on the goals and learning objectives for the program’s core
and emphases, while identified as a need in 2008, began this past fall of 2014 and continues
into this spring 2015 semester.
Self Study: Previous Academic Program Review and New Program Initiatives
Previous APR Recommendations:
1. The Department should continue its efforts in assessment, focusing on development of
programmatic student learning outcomes and assessment of these outcomes and development and
implementation of an assessment plan for CST 110.
2. Analyze the current emphasis areas offered in the Department and modify as necessary, taking
into account current trends and overall program direction.
3. The Department should work towards providing cohesiveness among the multiple sections of
CST110 to ensure a common, rich oral communication experience for all students at UW-L.
4. The Department should work towards securing a technician responsible for maintenance and
repair of program equipment along with a full-time ADA position to support the program.
Evaluation
Criterion
Actions taken in response to recommendations of
most recent previous APR and results of those
actions
Continuing or new concerns related to your
program/
department’s ability to achieve its goals were
elucidated
Plans for new program initiatives were provided
Comments on any trends in the Unit Data Sheets
noteworthy to changes in the program/department
Well
supported
#3
Sufficient
evidence
Some/partial
evidence
#1 & #2
(courses
assessed)
X
#1 & #4
(program
assessed)
Insufficient
or missing
N/A
X
X
Comments:
 The department is in compliance with Gen Ed assessment requirements and assesses at
course level, but falls short in program assessment.

Emphasis titles and some curricula have been modified to reflect trends in the field.
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
The multiple sections of the revamped Gen Ed course have been made more cohesive and
standardized.

The department has not secured a technician for maintenance and repair of equipment and is
still seeking solutions for these needs. An ADA has been hired, although at less than a 100%
position, due to the hire’s choice. Even though the ADA is at 92%, she makes “incredible
contributions” and has been recognized with an Excellence Award from the CLS.

The department struggles with salary concerns that “at times adversely affect day-to-day
operations.”

The department plans to significantly revise its core curriculum when time and resources permit.
Self Study: Personnel
Evaluation
Criterion
Well
supported
Sufficient
evidence
Some/partial
evidence
Insufficient
or missing
Professional development opportunities and expectations
X
are clearly described
Relative emphases placed on teaching, scholarly
X
achievements and service when making recommendations
regarding retention and promotion are clearly described
Clear description of staffing plan, with estimate for next 5
X
years
Comments: (include APR comments concerning Unit Data Sheet data on faculty, IAS and workload)

The CST department uses a point system to clearly lay out expectations with retention, tenure,
and promotion. This has mixed reviews, with some faculty liking the clear expectations, and
others finding it arbitrary. The department has stated that it may be worth examining, and the
Dean supports the department in doing so.

The resources are presently sufficient to meet the program goals; however, given the strong
mentoring required for the undergraduate research, faculty resources are sometimes pulled
away from other areas.
Self Study: Support for Achieving Academic Program Goals (Resources)
Evaluation
Criterion
Clear description of impact that physical facilities, supplies
and equipment, personnel and external funding have had
on the ability to achieve goals
Well
supported
Sufficient
evidence
Some/partial
evidence
Insufficient
or missing
X
Comments:

While the department might benefit from a full time ADA and an on-site equipment technician,
the chair reports that these are not required in the current context, as current departmental
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needs are being met.

While the move to Centennial has been a good one, there is a question of the ADA having
dedicated space to accomplish departmental workload. The department chair reports that this
is being managed, and work is getting completed.

While there is presently support for upgrades in digital equipment for radio and television, there
is not a strategic plan to support future directions and/or upgrades with regard to social media,
e-journalism, and other current areas in the communication studies field.
External Reviewer Recommendations
APR’s Comments on report from External Reviewer or Accreditation Agency (if applicable)
Evaluation
Criterion
Agree
with all
comments
Areas addressed and comments made by external
reviewer or accreditation agency
Agree
with most
comments
Disagree
with most
comments
Disagree
with all
comments
X
Comments:
The reviewer was sometimes beyond thorough in the examination and description of the
department (curriculum, assessment, personnel and facilities). However, personal opinions were
clearly identified, along with evidence for other evaluative remarks. The most prominent issue was
that of assessment with programmatic goals “applicable to and representing” all four emphases. In
addition, the Broadcasting and Digital Media and Argumentation and Communication Criticism were
mentioned as being the most in need of attention. The research core was suggested as one way to
measure programmatic student learning outcomes.
Department’s response to the Reviewer Recommendations
APR’s Comments on the Department’s Response (if applicable)
Evaluation
Criterion
Department’s response addressed all areas raised by
external reviewer
Well
supported
Sufficient
evidence
Some/partial
evidence
Insufficient
or missing
X
Comments:
Although unable to address all comments, the department did respond either by agreeing with the
reviewer, or by presenting reasons for why complying was not feasible.
Dean’s Letter
APR’s Comments on Dean’s Letter (if applicable)
Evaluation
Criterion
Agree
with all
comments
Agree
with most
comments
Disagree
with most
comments
Disagree
with all
comments
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Areas addressed and comments made by Dean
X
Comments:
 The Dean commended the department’s response to the external examiner’s suggestions
regarding programmatic assessment, support for IAS, attention to Inclusive Excellence
goals, and coherence of curriculum.

The Dean reiterated the examiner’s recommendations regarding facilities requirements and
added commentary on the department’s current and planned responses to the examiner’s
suggestions as a whole. In particular, the Dean emphasized that the appointed Basic
Course Director will standardize assessment activities for all CST 110 faculty and will
improve support for IAS teaching and personnel concerns.

Additionally, a planned GQA faculty hire with research expertise is expected to improve
consistency of research methods instruction. A suggestion was made that the department
request a CLS small grant to aid development of an IAS support system.

Finally, the Dean recommended that the department work with the CLS Dean’s Office,
Facilities Planning, and Information Technology to support a digital media focus within the
renamed Broadcast and Digital Media emphasis.
APR’s Recommendations (must be completed)
Recommendations:
1. A timetable and development plan are needed for the anticipated programmatic/emphases
assessment activities. The Dean reports that this is happening for the core research courses
and all four emphases beginning with the Broadcast and Digital Media. Work began in the
fall of 2014 and continues now in the spring of 2015.
2. As identified by the faculty, a formal strategic plan is needed for the department and its
emphases. This will be especially important for the two emphases of Broadcast and Digital
Media and Argumentation and Communication Criticism.
3. Following the External Examiner’s and Dean’s suggestions, the department should work
with the CLS Dean’s Office, Facilities Planning, and Information Technology to support their
emphasis’s digital media focus.
4. Personnel needs for a maintenance/repair technician and a full-time ADA are sufficient for
the present context. However, future needs in these areas need to be addressed in the
previously mentioned strategic planning.
□ No serious areas to address – review in next regularly scheduled cycle
□ Some areas to address – review in next regularly scheduled cycle
X Some areas to address – department should submit short report on progress to Faculty
Senate/Provost’s Office in 3 years, specific to the progress made on identifying a plan for
assessment, including the identification and measurement of student learning outcomes that reflect
both the program and the program’s four emphases.
* APR’s report to faculty senate will consist of this completed form in electronic form.
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