DSAES Assessment Plan for AY 2014-2015
Department Name:
Director:
Assessment Contact(s)
(if not the director):
Department Mission Statement:
Department Vision Statement:
Center for Student Media
Matt Dulin
TBD
Grounded in professional ethics and best practices, the Center for Student Media supports and empowers student-driven
expression, publishing and broadcasting.
The Center for Student Media aspires to be a cutting-edge multi-platform laboratory that prepares collaborative, innovative
and creative students for real-world leadership.
1. Formalize training initiatives to support SVN and COOG Radio leaders as well as CSM student employees. [DSAES Strategic
Initiative 1.f ]
2. Identify and explore new sustainable revenue streams that support the department's mission and result in cost-positive
operations. [DSAES Strategic Initiative 2.b]
3. Identify overlaps and areas for focused collaboration around promotion and marketing of Student Media to maximize use
of marketing funds; work toward a common identity to represent Student Media and its components. Increase overall
awareness and usage of student media channels, products and services. [DSAES Strategic Initiative 5.c]
Department Goals: (include DSAES 4. Develop recommendations for leveraging Redline mobile application as a communications and student learning tool.
strategic plan mapping)
[DSAES Strategic Initiative 2.b]
5. Identify coursework in business, digital media, technology, art and communication that can be integrated into Student
Media projects or services. [DSAES Strategic Initiative 1.f ]
6. Adapt The Daily Cougar for a digital-first publishing strategy. Implement distribution and digital recommendations of the
Daily Cougar Business Model Task Force. [DSAES Strategic Initiative 2.b ]
7. Celebrate 80 years of publishing the Cougar and work with Advancement to attract donations for the student newspaper.
[DSAES Strategic Initiative 6.c ]
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DSAES Assessment Plan for AY 2014-2015
Program or Services Being Assessed: Student media awareness and usage
Learning Outcome(s) and/or
Purpose
Program Objective(s)
Program objective: Provide
The purpose of this assessment is to
innovative and effective
determine what changes have occurred to
programming through multiple
the awareness and usage of student media
platforms (web, print, broadcast,
in the two years since the last survey. The
mobile).
results will inform the development of new
programming as well as branding and
marketing initiatives.
Method
Student Media Awareness Survey (See:
Baseline, Fall 2012), updated version to
focus on mobile usage, brand awareness,
media preferences. Sample: Stratified
sample of 4,000 UH students with a
response rate goal of 10%.
Frequency / Timeline
January - request
sample from IR. Mid
February - distribute
survey; March Compile and analyze
results; April - develop
action plans based on
new data and report
findings.
Goal(s)
Supported
3, 4
Results:
The survey was conducted between April 6 and April 13, 2015. A total of 300 responses were received, a response rate of 4.63%. Comparing the results to the 2012
study shows a shift in audience awareness. The Cougar print version lost 10 percentage points but the online edition gained 20 percentage points. Coog Radio
gained 10 percentage points. SVN/CoogTV lost two percentage points. "Word of mouth" is the largest driver of awareness of Coog Radio and SVN platforms
(unfortunately the survey design did not list "social media" as an option, so it is possible that word-of-mouth was a catch-all for that option). Meanwhile, "Saw
product on campus" generated the most awareness of the Cougar print edition and "Email" generated the most awareness of the Cougar online. In terms of usage,
the study showed that in 2015, more students are accessing student media overall. Based on the responses of usage, 80% of the student body access the Cougar
print edition and 67% accessed the online edition in 2015, compared to 77% and 63% respectively in 2012. Usage of Coog Radio and SVN remained about the same
with 70% of students saying they never access those platforms. The study also identified that Facebook was by far the most significant social media platform for UH
students with 71% reporting they use it more than once per day. Making up the rest of the top 5 most utilized platforms were Snapchat (40%), Twitter (25%),
LinkedIn (21%) and Instagram (14%). Other media usage noted in the study: 43% of students listen to AM/FM radio more than once per day, compared to 28% using
on-demand streams more than once per day. About 1/3 of students said they do not watch TV broadcast or cable channels. More than 2/3 however say they watch
Netflix/Hulu or similar video services at least once per week. An even bigger share - 88 percent - watch YouTube at least once per week. When it comes to devices,
100% of students reported owning at least 1 kind of mobile device (ranging from laptop to "other mobile device", which could be a phone of any kind). 90% of
students own a laptop, 59 percent own an iPhone, 38 percent own an iPad, 37% own an Android phone and 15% own an Android tablet.
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DSAES Assessment Plan for AY 2014-2015
Action:
Given the wide usage of social media and YouTube among UH students, these platforms should be used as the primary drivers of media distribution. Promotional
campaigns and content sharing on Facebook, Twitter and Snapchat should be aggressively pursued to reach the maximum number of potential audience members.
Mobile-friendly delivery is also a big factor, given the widespread adoption of these devices. Given that AM/FM radio is still widely used, a feasibility study should
look at options for Coog Radio to be available in this format. Given the wide use and effectiveness of Cougar print and email to spread awareness, CSM should
incoporate elements of SVN and Coog Radio programming into the print and digital editions of the Cougar.
Program or Services Being Assessed: Photography services
Learning Outcome(s) and/or
Purpose
Program Objective(s)
Program objective: Provide media
The purpose of this assessment is to assist
services to the UH community
the unit in determining whether a market
(students, staff, departments) to
need exists for portait photography, and if
develop new revenue streams.
so, what expectations would clients have
for pricing, packaging and other factors.
Method
A survey will first ask respondents to rate
their intent to purchase photo services for
graduation. If none to neutral intent exists,
repondents will be directed to 5-7
questions about what factors would
encourage them to consider using services.
If moderate to definite intent exists,
respondents will be directed to answer 5-7
questions about potential photo services.
Sample: 2,000 juniors, seniors and
graduate students - random sample with a
goal response rate of 10%.
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Frequency / Timeline
Early September:
2
request sample from
IR and develop survey
questions. Late
September: distribute
survey. Mid-October:
analyze results and
report findings.
Goal(s)
Supported
DSAES Assessment Plan for AY 2014-2015
Results:
The survey was published on Oct. 13, 2014 and over the course of a week obtained 94 responses, a 4.70% response rate. This yields a 90% confidence level with a
9% interval. Of the sample, 54.26% indicated they were likely or very likely to hire a graduation/senior portrait photographer. Of this set, about half indicated a
preferred price-point for sitting fees between $50-$99 and a preferred photo-print price of $50-$99. When prompted to respond to a concept of having UH student
photographers provide services through CSM, 38 responses were received, and all were supportive comments. Two responses identified that "quality would be an
issue" and that faculty/staff oversight would be preferred. When it came to how to market these services, 45% of respondents said email was the most effective
tool; 21% said to use postcards mailed home. Members of the original response pool who indicated they were neutral or unlikely to get graduation portaits were
asked what would make them more likely to consider it. The predominant response was related to pricing/affordability. When asked about a proposed studentbased service, 31 responses were received, mostly supportive, but three indicated some reservations about quality, professionalism or availability.
Action:
Given that the idea to offer student-based portrait services was almost universally supported by the sample, the CSM is confident it can begin to develop a pilot
service to figure out what level of service and what fees could be charged to sustain a long-term service. It also appears that charging on the low-end of the scale,
say $50 for sitting fees, and not charging for prints/packages, would be an appealing pitch to many would-be clients provided that quality and professionalism can
be offered. The biggest challenge, once a workable system is developed, will be to market and create awareness for the new service. Even with email being the
most-recommended path, its effectiveness would be limited. CSM staff will meet with DSAES marketing/communications to develop a marketing strategy once
there is a solid photo business workflow in place.
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DSAES Assessment Plan for AY 2014-2015
Program or Services Being Assessed: Student market research
Learning Outcome(s) and/or
Purpose
Program Objective(s)
Program objective: Increase
The purpose of this assessment is to
revenues and create new,
develop a profile of student spending
sustainable revenue sources.
habits, income, housing and other factors
that can be used to develop
sales/marketing opportunities for
targetted advertising initiatives. For
example, if a significant number of
students intend to purchase a vehicle in
the next year, Student Media can pursue
more automotive advertising clients.
Method
A section will be added to the Student
Media Awareness and Usage survey
containing 10 questions regarding
spending habits, purchasing power and
shopping preferences. A prize drawing will
incentivize completion of the additional
questions.
Frequency / Timeline
Goal(s)
Supported
This assessment will
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follow the same
timeline prescribed for
"Student Media
Awareness and Usage"
Results:
In this section of the survey, students reported their interests and potential buying behaviors. In terms of content, students' top 5 topics were: "campus
activities/getting involved" (71%),"Grad school/career planning" (57%), "science/technology/research (51%), "dining/going out/exploring the city" (56%) and
"crime/public safety" (47%). In the next 6-12 months, respondents indicated they were most likely to: "look for a full-time job" (33%), "look for a part-time job off
campus" (28%), "research grad school" (26%), "look for a place to live off campus" (26%) and "buy a mobile phone", "look for a part-time job on-campus" or "buy a
car" (21% each). When asked what parts of the city they were most interested in, the areas receiving about half or more response were: Downtown, Rice
Village/Museum District, Midtown, Heights and Montrose.
Action:
Topic interests will be used to generate ideas for content and advertising projects geared toward those areas that might attract the best response from students.
Seeking/shopping behaviors will be factored into continuing efforts to attract more advertising from the local area. Interest in the Houston area will help the
advertising department focus its sales energies in those areas that might get the best response from students.
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DSAES Assessment Plan for AY 2014-2015
Program or Services Being Assessed: Student newspaper quality
Learning Outcome(s) and/or
Purpose
Program Objective(s)
Program objective: Support the
The purpose of this assessment is to
production of a student newspaper provide a summative, structured
that adheres to professional
evaluation of the student newspaper that
standards for print media and
will identify areas where students need to
journalistic quality.
improve their work through the application
of journalistic standards and leadership.
Method
Frequency / Timeline
A panel of news professionals, including
journalism faculty and the newspaper
adviser, will complete rubrics for a specific
sample - four newspaper editions, two
from the first half of the semester and two
from the second half. Scores and
comments generated from the critiques
will be aggregated and presented to the
student newspaper leaders.
September: Recruit
assessment panel.
October-November:
Assessment period.
Late November: Rubric
submission deadline.
Mid-December:
Present findings to
student leaders and
develop action steps
for Spring 2015.
Goal(s)
Supported
1&6
Results:
A total of five reviewers submitted critiques on three issues of the Cougar and three weeks' worth of web/social media content. Prior to the assessment period, the
panelists met with CSM staff to discuss the purpose and direction of the assessment and gave panelists a voice in adjusting some aspects of the final rubric. On a 3point scale with 3.0 being a "nationally competitive" ranking, the Cougar averaged a score of 2.16, with its highest score coming in for "Layout & Design" and its
lowest scores in "Editing" and "Social Media Presence & Engagement." Qualitative comments from the review team identified a wide range of room for
improvement. Common themes were inconsistency, lack of creativity in writing, lack of urgency in reporting, and lack of a strong editorial "voice" that takes strong
positions in the community.
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DSAES Assessment Plan for AY 2014-2015
Action:
The advising team for the Cougar dedicated a six-hour training day with the top editors to go over the results of the critique and set aside time to develop skills on
editing, reporting and use of social media in breaking-news situations. One of the members of the review team was also asked to speak to the editors and gave
them direct feedback about what they saw. Moving forward in the spring semester, a series of workshops are planned to build a range of journalistic skills across
the entire organization, not just the editorial board. One of the takeaways for the CSM advising team is that while the editors have a huge impact on the quality of
the end product, the entire organization at all levels needs to be motivated and educated toward a higher standard. The rubric assessment appeared to be helpful
to students, was engaging for reviewers and can be easily repeated. This should become an annual assessment project for the department.
Program or Services Being Assessed: Media training/professional development programs (annual needs/impact assessment)
Learning Outcome(s) and/or
Goal(s)
Purpose
Method
Frequency / Timeline
Program Objective(s)
Supported
Program objective: Provide ongoing The purpose of this assessment is twofold: Attendance will be tracked at every
April: Distribute survey 1
professional development
1) determine what kinds of learning
workshop or event with sign-in sheets.
to all CSM training
opportunities for students involved programs (workshops, guest speakers) and Email addresses gathered from the
participants (fall and
in all three student media
what topics are sought out by our
attendance logs will receive a survey with spring). May: Discuss
organizations.
students. Data will be used to guide
questions about satisfaction and perceived findings and
advisers the creation of training programs learning from past workshops. Participants implications for next
in media and leadership skillsets. 2) assess will also be asked to rate their preferred
academic year.
the self-reported impact of participation in delivery methods for training.
past workshops/learning experiences.
Results
This assessment was put on hold while the CSM advising team developed a new training agenda for 2015-16.
Action
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