Evergreen Valley College’s Mission:
With student learning as our primary focus, Evergreen Valley College’s mission is to empower
students to expand their human potential and to succeed in a global, multicultural society. We
prepare students of all ages and backgrounds for balanced and productive lives, so they can
ultimately improve the workforce and quality of life in our communities.
DEPARTMENT/PROGRAM NAME: Communication Studies Department
PREPARED BY: Karen Rowe, John Carrion
LAST REVIEW: 1999
CURRENT YEAR: 2009- 2010
AREA DEAN: Mark Gonzales
SUMMARY OF THE DEPARTMENT/PROGRAM
The Communication Studies Department of Evergreen Valley College has existed since the
inception of the school (1976). Our department offers a range of opportunities for students to
acquire communication competence and confidence. Through our course offerings, students
learn how to construct and deliver speeches to diverse audiences, advocate and critically debate
ideas in social and political settings, appreciate diverse communication styles, work productively
in task-oriented groups, and engage in rewarding interpersonal relationships.
In our classrooms we strive to create a learning environment that is supportive and accessible to
all students regardless of race, ethnicity, culture, gender, language, disability, sexual orientation,
or religion, and to ensure every student has the opportunity to succeed in developing her/his own
personal, academic, and career potential. Currently, we offer courses in: Interpersonal
Communication (CS 10); Oral Communication (CS 20); Introduction to Argumentation (CS 40);
and Small Group Communication (CS 45). In addition we offer a nine unit Communication
Studies certificate. Course completion allows students to satisfy admission requirements to either
CSU or UC as well as California Independent universities.
The Communication Department is one of the most successful disciplines at EVC. The
following areas of strengths validate this assessment. Our exemplary faculty received
certificates, awards, and recognition from the Service Learning Program, the Asian Pacific
American Association, the Maestro Del Ano - Enlace Program, and the ASPIRE Program. Our
communication department continues to reach out to full time workers in the community by
offering weekend courses and communication classes in EVC's Accelerated Program.
All of this is reflected in our student success rates. From the fall 2007 to spring 2009, the overall
success rates for communication studies courses ranged between 70% to 77%. These success
rates are higher than the overall success rates for the same semesters at EVC, which range from
62% to 65%.
Especially with the dire economic situation at EVC, we fully understand that our campus
community faces a plethora of increased demands with fewer resources. And thus far, our
communication department has dealt with many challenges without substantial losses to our
program. Areas our department will continue to work on are redeploying current teaching
resources and creating new ones, to add to the overall strength of our program. Further, we must
do more than maintain our deep and helpful relationships across campus. We must forge new
partnerships in our own campus community and increase the level of coordination with San Jose
City College, San Jose State University, local high schools, and our community.
PART A: Overview of Program
Program Description
1. Identify EVC’s CTA’s for this year:
A. Student Centered:
“Provide access to quality and efficient programs and services to increase retention and
meet student goals.”
B. Organizational Transformation
“Create a trusting environment where everyone is valued and empowered.”
C. Community Engagement:
“Transform college image and enhance partnerships with community, business, and
educational institutions.”
2. Identify your program/department’s CTA for this year.
A. Student Centered:
 Develop and maintain Communication Studies website.
 Revise communication certificate to reflect current trends and needs of students.
 Expand use of technology in the classroom.
 Update audio-visual library.
 Improve Access - Coordinate Communication classes with other programs to reduce
course conflict.
 Updated curriculum to reflect current trends and needs of students.
 Provide services by offering ASPIRE Communication workshops and tutoring.
B. Organizational Transformation:
 Develop PPD session on conflict resolution
 Attend relevant educational development programs.
 Schedule a designated department meeting hour.
C. Community Engagement:
 Participate in Service Learning Program
 Enhance communication between faculty members.
 Participated in high school visits promoting EVC Communications courses.
 Invite speakers focusing on communication and diversity in the community.
 Create partnerships with local elementary and middle schools for teacher development
through KinderCaminita.
 Create “Communication in the Workplace” workshops in conjunction with local businesses.
3. How did your program/department meet the overall CTA of the College? Describe how
your program/department met the overall CTA of the College? Describe areas where your
program/department needs improvement to meet the overall CTA of the College. Describe
specific plan to achieve this goal.
A. Student Centered CTAs met:
 Increased afternoon enrollment in Communication Studies courses.
 Added late afternoon Oral Communication and Introduction to Argumentation class.
 Scheduled evening classes for all courses covered in the certificate.
 Served as faculty advisors for student clubs.
 Participated in EVC Kicks It Outside event.
 Participate in Service Learning Program.
 Participated in Honors Program.
 Participated in FasTrack program.
 Participated in Aspire program.
 Hired third full-time tenure-track faculty member in Fall 2007.
 Updated course outlines for all courses.
 Developed Student Learning Objectives for all courses.
B. Organizational Transformation CTAs met:
 Members of the Communication Studies faculty participated in shared governance by
serving on:
o Academic Faculty Senate
o Curriculum Committee
o Archives Committee
o standing committees
o tenure review committees
o screening committees
C. Community Engagement met:
 Participated in Service Learning Program
 Participated in KinderCaminita
 Invited high profile community speakers to college to address communication and
diversity.
Each of our department’s CTAs was created to help reach a goal set forth by the CTA of the
college. Student Centeredness, Organizational Transformation and Community Engagement
have been at the core of all our CTAs and each one relates to a desired area of focus for the
College. As outlined above (#2&#3), there is no area that has not been addressed by our
department.
4. Identify
A. Analysis of unmet goals:
 Create and update Communication Department webpage.
- Lack of adequate training and access to web administrator.
-
The communication faculty is committed to creating and implementing a communication
department webpage. The department will continue to meet and discuss with the ITSS
department in creating a Communication Department webpage.

Provide field trips that focus on communication to enrich student's learning
experience.
- Due to budget constraints, funding for field trips were unavailable.
- The department will continue to meet and discuss alternate funding resources
such as more communication fundraisers and/or outside sponsors.

Broaden the curriculum to incorporate online communication course.
- We need to redefine the role of technology while maintaining standards of quality
to improve upon the best of traditional teaching. The ability to enrich the
student’s learning experience through an online course while still providing the
importance of face to face human interaction is a constant debate in the
communication discipline. Our next and ongoing challenge is to design
experimental hybrid and/or on-line courses that maintain the integrity of our
program.
- The communication department will continue to meet and discuss with the Instructional
Technology department the advantages and disadvantages of creating communication on-line
classes. We will also continue to dialogue with other community colleges regarding their
successes and failures in offering communication on-line courses.
B. Accomplishments of the Communication Studies Department:
 Increased afternoon enrollment in Communication Studies afternoon courses.
 Updated Communication Certificate to reflect current course offerings.
 Hired new Communication Instructor that specializes in Argumentation.
 Increase success rates of ASPIRE Students from 55% to 73%.
 Invited high profile speakers from our community to educate our students.
- i.e. Speakers Congressman Mike Honda, News Reporter Robert Handa, Council
Member Madison Nguyen.
 Provided tutoring for communication students with excessive communication anxiety.
- Students meet with tutors and work on a one-on-one basis in ASPIRE Program
and Student Learning Center.
C. 3 new initiatives:
 Offer a Communication Scholarship.
 Offer PDD workshop that focuses on conflict-resolution communication skills.
 Broaden the communication curriculum to reflect current community needs.
5. State the goals and focus of this department/program and explain how the program contributes
to the mission, comprehensive academic offerings, and priorities of the College and district.
The Communications Studies Department fulfills EVCs mission by providing multicultural
experiences and satisfying the admission requirements to CSU, UC, and California
independent universities. Our courses meet the needs of the community by enabling students
to become proficient in a range of communication skills designed to enhance their personal
and professional growth. Due to financial constraints, the program is not as broad as we
would like it to be, but the depth of the existing programs is quite satisfactory.
6. Identify current student demographics. If there are changes in student demographics,
state how the program is addressing these changes.
Student demographics were reviewed from Fall 2005 through Spring 2009. The
student demographics, based on age and ethnicity, for the Communication Studies
courses showed limited variability over the four years reviewed.
Similar to the college, the largest percentage of the students is between the ages of
18-22. However, in the communication courses, the percentage of students in this age
category is much higher than the college, 71% vs. 51% college-wide. Therefore, the
communication courses have fewer students in the 25-50+ age categories compared to
the college, resulting in younger students enrolling in the courses. Additionally, the
data suggests that more students taking communication studies are registered for 12
units or greater as compared to the college, over 50% compared to 30% college-wide.
The percentages of ethnic groups represented in the Communication Studies Courses
closely align with the college demographics and had limited variability over time.
During Spring 2009, the majority of the students enrolled in Communications Studies
identified with Latino/a, 36% compared to 34% college-wide; Vietnamese 18%
compared to 20% college wide; Filipino 10% compared to 9% college-wide. Ten
percent of the students enrolled self identified as white students, which is slightly
higher than the college’s 8%. A detailed analysis of EVC student demographics can
be viewed in Appendix A and for the Communication studies courses in Appendix B.
7. Identify enrollment patterns of the department/program in the last six years and
analyze the pattern.
The enrollment patterns for Communication Studies were reviewed from 2004 through 2009.
Table 1 delineates total offerings by course in fall and spring semesters. Table 2 reviews the total
offerings by course during summer sessions. Since minimal courses were offered during
intersession, these will be discussed in narrative format.
As noted in table 1, COMS 020 has shown the greatest enrollment growth from 6 section
offerings in fall 2004 to 9 offerings in fall 2009. These course sections have consistently filled
and maintained targeted productivity. Both COMS 040 and 045 showed growth increasing by
two sections from 2004 to 2009 and COMS 010 has consistently maintained two course
offerings, meeting productivity goals.
The majority of the course offerings are during the day. Each course only offers one evening
section. Based on enrollment data, one evening offering per course either filled or closely met
capacity; however, enrollment numbers were lower than the day offerings. Therefore, having one
evening section of each of the courses meets the needs of the evening students.
Table 1: Communication Studies Fall/Spring Course Offerings
Course Fa 04
Sp 05 Fa 05
Sp 06
Fa 06
Sp 07
Fa 07
Sp 08
Fa 08
Sp 09
Fa 09
COMS 2
010
2
2
2
2
2
2
2
2
2
2
COMS 6
020
7
8
9
8
9
10
10
10
11
9
COMS 3
040
4
5
5
5
5
5
5
5
4
5
COMS 4
045
3
5
5
5
5
5
5
5
4
6
Similar to fall and spring semesters, COMS 020 had the largest enrollment growth from two to
five offerings during summer sessions. The majority of the course offerings filled or closely met
capacity.
Table 2: Communication Studies Summer Course Offerings
Course
Su 05
Su 06
Su 07
Su 08
Su 09
COMS 010
1
1
1
1
1
COMS 020
2
2
4
5
5
COMS 040
1
1
1
1
1
COMS 045
2
2
2
1
2
Since Intersession 2005, the communication course offerings ranged from one to four courses.
Intersession 2009 offered the most sections, total of four; including two COMS 020, and one
each of COMS 040 and COMS 045. COMS 020 has consistently been offered since Intersession
2005. In most sessions, communication courses filled to capacity and met productivity goals.
Overall, the Communication Studies courses have experienced enrollment growth and have filled
to capacity. Therefore, the current class offerings seem to be sufficient to meet the needs of the
students.
8.
Identify department/program productivity.
The Communication Studies courses are consistently productive, with the WSCH/FTEF reaching
or exceeding the 525 benchmark. The analysis includes cumulative Communication Studies
course offerings from Fall 2005 through Spring 2009. For actual productivity scores, see
Appendix B.
9. Identify student success rate and patterns within the department/program paying
particular attention to our college’s target groups.
From Fall 2007 to Spring 2009, the overall success rates for communication studies courses
ranged between 70% to 77%. These success rates are higher than the overall success rates for
the same semesters at the college, which range from 62% to 65%.
Over the span Fall 2007 through Spring 2009, the largest student group with the highest success
rates in the communication studies courses were the Asian Vietnamese students. In Spring 2008,
the success rate of the Vietnamese students was 73% in comparison with two other large student
groups, the Latino/a (61%) and African American (68%) students. Based on these findings, the
faculty in communication studies will initiate discussions with the special programs Enlace and
AFFIRM to draw on their expertise and consider what might be done to more specifically
address the needs of these students. If resources allow, the faculty would be open to offering an
AFFIRM and Enlace communication sections.
The faculty may also utilize classroom assessment techniques (CAT) to measure the progress of
the student’s understanding of the content. In addition to these assessments, as the college learns
more through Achieving The Dream, the faculty will integrate strategies that will make our
program even more successful.
10. If the program utilizes advisory boards and/or professional organizations, describe
their roles.
Although the department actively engages with other groups, colleagues, and community
members, we do not currently utilize advisory boards.
Part B:
Curriculum
1. Identify all courses offered in the program and describe how the courses offered in
the program meet the needs of the students and the relevant discipline(s).
These are the Communication courses offered at EVC:
A. COMS-010 Interpersonal Communication (Needed to complete Communications
Studies Certificate. Meeting the EVC needs of working professional and the EVC
community at large.)
B. COMS-020 Oral Communication (Needed to transfer to a CSU. Needed to complete
Communications Studies Certificate. Meeting the EVC needs of working professional
and the EVC community at large.)
C. COMS-040 Introduction to Argument (Needed to transfer to a CSU. Needed to
complete Communications Studies Certificate. Meeting the EVC needs of working
professional and the EVC community at large.)
D. COMS-045 Small Group Communication (Needed to transfer to a CSU. Needed to
complete Communications Studies Certificate. Meeting the EVC needs of working
professional and the EVC community at large.)
E. COMS -098 Directed Study in Communication Studies (Meeting the needs of
individual students who wish to transfer and/or wish to deepen their knowledge on a
particular subject.)
All of these communication courses focus on communicating successfully with people
from different cultures.
Students must successfully complete a college-level course in Communication Studies to
receive either an Associate in Arts, Associate of Science degree and/or be accepted in EVC's
Nursing Program. This requirement is typically met by completing one of the following:
Interpersonal, Oral, Group, or Intro to Argument. Also, our department offer courses
fulfilling two of the three areas in the General Education Requirements regarding CSU
transfer.
General Education Requirements for CSU
Area A: Communication In The English Language And Critical Thinking
A1 Com S 10, 20, 40, 45.
3.0 units
A3 Com S 40.
3.0 units
Communication Certificate
The Communication Studies Program offers a Communication Studies Certificate to students
who successfully complete ten or more units of communication studies course work. This
certificate will inform future employers, college admissions offices, graduate schools, and
professional institutions that the recipient has specialized training in speech communication
skills.
The courses required to complete the Communication Certificate of Specialization are the
following:
COMS-010 Interpersonal Communication OR 3.0
COMS-020 Oral Communication
3.0
COMS-040 Introduction to Argumentation
3.0
COS-045 Small Group Communication
3.0
Total Units
9.0
All Communication Studies courses are articulated with CSU and UC systems and focus on
communicating with people from different cultures.
2. State how the program has remained current in discipline.
Faculty has remained current in the discipline by attending conferences, workshops and
meeting to exchange teaching methodology. All conferences focused on communication,
diversity and developing curriculum.
The textbooks and materials used are the most up to date editions.
All of the communication courses taught at EVC include the required SLOs.
All of the communication courses adhere to the philosophy and standards of the National
Communication Association, 2010. Please refer to link:
http://www.natcom.org/NCA/files/ccLibraryFiles/FILENAME/000000001789/Edited%20
Program%20Review%20Guidelines.pdf
3. All course outlines in this program should be reviewed and, if appropriate, revised
every six years. If this has not occurred, please list the courses and present a plan for
completing the process. (curriculum recency)
 All communication courses have been updated in the last six years.
4. Identify and describe innovative pedagogy your department/program
developed/offered to maximize student learning and success. How did they impact
student learning and success?
Through attendance at local and national conferences, instructors have kept abreast of the
latest developments in communication studies teaching and learning, and have used a variety
of innovative techniques to maximize student learning and success. Working with a myriad
of media, such as video and audio files and online streaming, has enabled students to access a
wealth of information in various ways. Students have been able to access information
regarding global topics and have been encouraged to actively participate in a variety of
projects with real world impact--such as attendance of forums, community speakers, and
workshops that focus on diversity and communication. The program also works with
fundraising as well as other service-learning activities to help support the community.
The student’s diverse education has been enriched through contact with different cultures
and languages, both in person and through literature, video, and other media.
5. Discuss plans for future curricular development/program developed/offered to
maximize student learning and success. How did they impact student learning and
success?
The Communication Studies department is currently meeting and discussing adding more
depth to the Communication curriculum and certificate program by creating additional
courses that further reflect the current trends in the work force. Also, the newly created
courses will focus on communicating successfully with people from different cultures. In
researching other community college curriculum, we feel adding the following courses to our
curriculum would provide students with personal and professional growth:
COMS Intercultural Communication
COMS Conflict-Resolution
COMS Gender Communication
COMS Organizational Communication
COMS Forensics
3.0
3.0
3.0
3.0
1.0
The communication department is committed to creating and expanding the curriculum of the
discipline. We will continue to meet and work on creating these communication courses to
ensure student success in our community.
Since our classes all fall in the G.E. pattern it would be easy to expect students to arrive at
our communication classes having completed the developmental level classes in Reading and
English that should prepare them for G.E. work. EVC offers several ESL classes that address
the issue of non-native speakers of English that should help them succeed in our
communication courses. However we know that this is not the case. Students still come to
our classes lacking basic skills. As a department we recognize that it is not the responsibility
of other instructors to “get students ready” to take our classes—rather we have feel the need
to address all students who enter enroll in our classes. Another challenge regarding this
situation is students taking communication courses should have the appropriate
competencies. Our communication courses are not an extension of the ESL program. Since
the class must transfer, it must be taught at the University level and we cannot, in fairness to
transfer students, teach a course that is not offered with the same degree of rigor and
standards.
Based on this issue, the communication department is exploring the idea of creating a
Preparation for College Speech for Non-Native Speakers course. This course will focus on
preparing students, whose first language is not English, for college-level speech courses.
Introductory speaking exercises and speeches will be included in the course work. It will also
focus on learning the traditional style of intonation, rhythm, speech production, and syllable
stress, so their speeches will be more understandable, articulate, and expressive.
6. Describe how your program is articulated with the High School Districts, CCOC (if
applicable), and/or other four year institutions. (Include articulation agreements,
common course numbering etc.)
 All Communication courses are articulated with the CSU and UC systems.
7. Accreditation or Certification

N/A
PART C: Student Outcomes
1. On the program level, list all programs (and degrees) that have current student learning
outcomes and provide the culture of evidence.
Course SLOs:
These are the Communication Studies courses offered at EVC:
1. COMS-010 Interpersonal Communication
2. COMS-020 Oral Communication
3. COMS-040 Introduction to Argument
4. COMS-045 Small Group Communication
5. COMS -098 Directed Study in Communication Studies
All classes currently taught have SLO’s. Course outlines and student learning outcomes for
all of these courses can be found at the following link:
\\Do_data_whse\R&P\Curriculum\Course Outlines\
Department SLO's
Our department will be moving forward to develop program outcomes for EVC’s
Communication Studies. The program currently follows the philosophy and standards of the
National Communication Association. See the link below:
http://www.natcom.org/index.asp?sid=1
2. List or describe all assessment mechanisms you are using to evaluate SLO’s. Provide
results of analysis.
 The department will work on methods to assess SLOs.
PART D: Faculty and Staff
1. List current faculty and staff members in the program, areas of expertise, and how
positions contribute to the program success.
FULL TIME INSTRUCTORS
Karen C. Rowe - B.A. in English Literature, Georgetown University; M.A. in
Speech and Communication Studies, San Francisco State University.
Area of Expertise: Interpersonal Communication, Gender Communication, Oral
Communication, Small Group Communication, Conflict Resolution.
How My Position Contributes to Program Success: Professor Rowe has taught
courses within the Communication Studies Department for 22 years; 18 of which have been
spent as a full-time faculty member at Evergreen Valley College. She has taught in
multicultural communities through-out the Bay Area including: San Francisco State
University, Golden Gate University, Holy Names College, Chabot College, and Diablo
Valley College. Prior to teaching, Professor Rowe was a journalist for a daily newspaper in
New Jersey, and was a public relations professional for Warner-Lambert Co. and Exxon
Corp. For several years, she worked as a volunteer with Community Boards, San Francisco,
a non-profit organization which provides mediation services for the community and teaches
mediation in local school systems.
Professional Development in the Past Six Years: Due to the sparse Staff
Development funding, Professor Rowe has not attended national conferences in
the past six years. However, she participates in seminars and workshops which
focus on multicultural education including the current seminar on Critical Race
Theory sponsored by the SJECCD.
John Carrion - B.A. Speech Communications, Long Beach State University. M.A. Speech
and Communications, San Francisco State University.
Area of Expertise: Group Communication, Oral Communication, Introduction to Argument,
Interpersonal Communication, use of multimedia technology, and communication skills with
the Asian Pacific Islander community.
How My Position Contributes to Program Success: Professor Carrion comes to the
Communication Program with 17 years of experience teaching communication courses.
Having taught and studied in diverse communities, including San Jose, San Francisco, Long
Beach, and Watsonville, Professor Carrion has been influenced by a myriad of teaching
techniques and materials. He has attended numerous conferences which deal with
communication studies, most notable the National Communication Association (NCA) and
Western Speech Communication Association (WSCA) conference which gather
communication teachers from around the world. Professor Carrion is currently an instructor
in the ASPIRE Program which focuses on the academic success of the Asian Pacific Island
community at Evergreen Valley College. He teaches two ASPIRE communication courses
that explores the uniqueness of communication in the Asian Pacific Islander community.
Professional Development in the Past Six Years: Professor Carrion has attended
communication, diversity, and academic conferences for the last 10 years. Even when there
is no funding from staff development, Mr. Carrion continues to attend these conferences and
utilizes the acquired knowledge to further strengthen the Communication Program.
Ambica Gill - B.A., Speech Communication Studies, San Jose State University, M.A.
Speech Communication Studies, San Jose State University.
Area of Expertise: Introduction to Argument, Group Communication, Oral Communication,
Interpersonal Communication, and use of multimedia technology.
How My Position Contributes to Program Success: Professor Gill comes to the
Communication Program with several years of experience teaching communication courses.
She has taught communication classes at Hartnell College, De Anza College, and San Jose
State University. Professor Gill has attended numerous conferences which deal with
communication studies, most notable the Western Speech Communication Association
(WSCA) conference which gather communication teachers from around the United States.
She specializes in Introduction to Argument at Evergreen Valley College. Professor Gill also
works with student clubs, specifically with the Desi Club at EVC. A former student of EVC,
she understands the needs and environment to help students succeed.
Professional Development in the Past Six Years: Professor Gill attends academic
conferences and workshops and utilizes the acquired knowledge to further strengthen the
Communication Program.
ADJUNCT INSTRUCTORS
Peter Lee – B.A. Speech Communications, University of Miami. M.A. Rhetoric/Speech
Communication, Florida State University. J.D. University of Colorado.
Area of Expertise: Intercultural communication. Small group communication. Public
speaking. Legal communication and advocacy. Argumentation and debate. Nonverbal
communication. Business communication.
How My Position Contributes to Program Success: Professor Lee joined the Evergreen
Valley College faculty in 2005. He has taught 3 different communication courses and
mentors students in academics and leadership via the medium of communication.
Technological expertise and years of public speaking make for a modern communication
environment. Professor Lee's legal and business knowledge create a strong modus operandi
for explaining, conceptualizing, and demonstrating the elements of communication. Creating
a multicultural-focused classroom experience for a diverse student body is a priority.
Professional Development in the Past Six Years:
Continuously involved with high
school and college policy debate -- a tremendous forum for communication. Attended 2005
Western States Communication Association in San Francisco, Feb. 18-22. Entrepreneurship
and business development and small business owner.
Courtney Gruttemeyer-Valladares - M.A. in Communication Studies, B.A.
Communication Studies, A.A. in Speech Communication
Area of Expertise: Beginning and Advanced Public Speaking, Group Communication,
Gender Communication, Intercultural Communication, Performance Studies, Rhetoric of
Popular Culture, and Communication Theory.
How My Position Contributes to Program Success: For the last 9 years Professor
Valladares has been studying her passion in communications. She has been teaching for the
last four years, spending three of those years in Southern California at California State
University, Northridge and Pepperdine University in Malibu. Most of her time there was
spent teaching Beginning and Advanced Public Speaking, Rhetorical Discourse, and
Performance Studies. Recently, Professor Valladares has relocated to Northern California
where she is currently teaching Argumentation and Debate, Public Speaking, and Small
Group Communication at Evergreen Valley College. While at CSUN, Professor Valladares
coached the undergraduate Forensics team, focusing on platform events. She attended and
judged over 20 tournaments at the state and national level. She also assisted in the
organization of the annual departmental intramural speech tournaments at CSUN and
Pepperdine University. Professor Valladares also focused on her other passion, performance
and social change, and directed the CSUN Performance Ensemble in The Barbie Chronicles.
She co-adapted the book into a stage performance while directing, casting, set building, and
leading the course. She also spent time planning, organizing, and handling all the
administrative work for the production. Professor Valladares feels that she has a very well
rounded look into the world of communications and continues to learn and grow with the
field.
Professional Development in the Past Six Years: Professor Valladares has presented her
research on gender communication at the OSCLG conference in Nashville in the fall of 2008,
as well as the Western Communication Association conference in the spring of 2009. She has
also guest lectured in classes that focus on the study of public peaking, gender, and
performance. Professor Valladares was also asked to teach a group seminar at the CSUN
Women’s Center on how to handle public speaking anxiety. In 2008 she was honored by
receiving the International Communication Association Teaching Associate of the Year
award. Although Professor Valladares enjoys her share of conferences, guest lecture events,
and communication development she also believes in giving back to her community.
Currently, she is a mentor for the KIPP program in San Jose, helping to teach and motivate
high-risk youth to attend college. She has also partnered with a non-profit rescue
organization call Doggie Protective Services, in which she serves as their communications
liaison and volunteer coordinator. Professor Valladares believes in giving back and
encourages her students to volunteer and give back to the community in a way that they are
passionate about. She believes that it is through these experiences that they will truly grow as
confident speakers, debaters, and most importantly, people.
Erik W. Kieser B.A. and M.A., Speech Communication
Areas of Expertise: Small Group Communication, Oral Communication, Introduction to
Argumentation/Critical Thinking, Listening Skills, online teaching technologies.
How My Position Contributes to Program Success: Professor Keiser has taught in a
variety of contexts since the summer of 1990, including teaching full-semester courses as a
graduate student in Speech Communication, in volunteer contexts for Prison Services
programs in Nevada, as a “freeway flyer” in the Bay Area in as many as four area
community colleges, since the fall of 1999, and as a consultant/trainer for his own company
since 2003. Erik has attended national and regional Speech Communication conferences
(NCA and WSCA), as well as been a member of the NCDD (National Coalition for
Dialogue and Deliberation.) As a consultant he has worked for companies such as
Overture/Yahoo!, Blue Cross/Blue Shield of Arizona and the University of California
Berkeley’s Public Health Program.
Professional Development in the Past Six Years: See above.
2. List major professional development activities completed by faculty and staff in this
department/program in the last six years and state proposed development and
reasoning by faculty in this program.
Professional Development
Faculty members attended conferences and seminars such as the National Communication
Conference, Western Speech Communication Conference, and the Western Conference of
the Association of Asian Studies.
These conferences cover topics such as classroom management, dealing with
communication anxiety, creative ways of connecting communication to real life
experiences , effective lesson planning, curriculum development, and building bridges of
understanding among the diverse communities. These conferences also serve as a place
for educators to network and enrich their professional environment.
3. Identify current schedule for tenure review, regular faculty evaluation, adjunct faculty
evaluation, and classified staff evaluation.
Evaluation of Non-tenured Faculty: Our newest non-tenured faculty member came onboard in the fall of 2007 and has been evaluated by the procedure described in Article 20
of the FACBA.
During the first year of employment with the District, a non-tenured faculty member is
assigned a tenured member as his/her mentor, who assists the new non-tenured member in
the successful performance of his/her assignment. At the beginning of the non-tenured
member’s first semester, a Tenure Review Committee (TRC) is formed according to the
selection procedure 20.2.2 in the FACBA.
In the first three years of service for a non-tenured faculty, a Pre-evaluation Conference is
convened by the end of the ninth week of the non-tenured faculty member’s first semester,
and by the end of the fifth week of the non-tenured member’s third and fifth semesters.
The faculty member’s classes are then visited and student evaluations are conducted and
collected by the TRC members.
The non-tenured faculty member also designs a Growth and Development Plan according
to FACBA 20.8.2. Then a Progress Review Conference is convened by the end of the
fourteenth week of the non-tenured faculty member’s first, third and 5th semester to review
the information from the TRC members and students’ evaluations and the faculty’s
Growth and Development Plan. A Post-Evaluation Conference is then convened by the
twelfth week to review and finalize the non-tenured faculty member’s Growth and
Development Plan.
In the fourth year, the Pre-Evaluation, Progress Review Evaluation, and the PostEvaluation Conferences are all completed by the non-tenured faculty member’s seventh
semester. The TRC chair drafts a Summary Evaluation Report based on the classroom
observations, administrator and student evaluations, job description and the non-tenured
faculty member’s Growth and Development Plan and a tenure recommendation is
submitted to the College President.
Evaluation of Tenured Faculty:
Each term the Dean reminds all tenured faculty to have at least one of their classes visited
by another faculty member who will conduct the student evaluation process. The student
evaluations are then summarized and kept on file in the dean’s office. If the dean
perceives a problem, a conference is convened by the dean with the faculty member;
otherwise, a regular conference with the faculty member and the dean takes place at least
once every three years to go review student evaluations and to discuss issues and concerns
related to the faculty members’ teaching.
4. Describe the departmental orientation process (or mentoring) for new full-time and
adjunct faculty and staff (please include student workers such as tutors and aides).
Orientation Process
In addition to the orientation process given by the school, the department also has a
mentor program. In the past six years, one faculty member has been added to the
Department. For each of the new faculty members, in his/her first semester of service,
the Department appoints a tenured faculty member as the mentor for the new faculty
member. The mentor serves as a guide and supporting person, assisting the new member
in adjusting to the school environment and answering questions related both to students
(such as admission and registration procedures, adding and dropping classes, etc.) and
faculty (such as tenure procedure, teaching assignments, and committee work). Most of
our adjunct faculty members have been teaching for us for years. When new adjunct
faculty is hired to teach a particular class, we provide the learning objectives for the class
and the syllabi used by our current faculty members, and describe in detail how our
classes are conducted, together with the student matters such as adding and dropping
students, attendance policy, etc.
Part E: Facilities, Equipment, Materials, and Maintenance
1. Identify facilities allocated to the program (including the facilities often used by the
department/program). Discuss the quality and accessibility of the facilities, equipment,
equipment maintenance, and materials available to the program.
(faculty and staff can use the Instructional Equipment request form and process here as
part of the information)
Identify facility needs and its rationale.
Although improvements can be made, with the completed renovation of the Cedro Building,
the current quality of the facilities meets the program needs. As the department is currently
structured, the classroom space and equipment meet the needs of the faculty and students.
2. Describe the use and currency of technology used to enhance the
department/program. Identify projected needs and rationale.
EVC has upgraded and renovated the Cedro Building so the Smart classrooms are equipped
with computers, overhead projection as well as online access. This makes it possible for
students to access and share a wealth of information from around the world and aid in their
personal and professional growth.
3. If applicable, describe the support the program receives from industry. If the support
is not adequate, what is necessary to improve that support?
 N/A
Part F : Future Needs
1. What faculty positions will be needed in the next six years in order to maintain or
build the department?
There is currently no full-time Forensics Director. Creating a full-time position or ½ time
position is desirable in order to build the department and give the program more visibility in
the community. However, due to budget constraints, funding for a Forensics Director is
currently unavailable.
2. What staff positions will be needed in the next six years in order to maintain or build
the department? (staff, facilities, equipment and/or supplies) will be needed in the next
six years? Provide rationale.
A Communication Lab will provide additional tutoring and should increase student success
rates. This may require a staff person. The possibility of combining a Communication Lab
with the Learning Resource Center should be explored to leverage resources.
3. Identify budget allocated for the department/program through the division budget
(fund 10). Discuss its adequacy and needs if applicable along with rationale. Identify
any external (fund 17) funding the department/program receives and describe its
primary use.
Currently the Communication department does not have student hourly allocations. Our
annual budget for supplies is only $500.00. A minimum of $1000 per year is needed. As for
professional development, extra financial support is needed in order to allow faculty to attend
a minimum of one conference a year. This is necessary to keep up with changes in the field.
4. What equipment will be needed in the next six years in order to maintain or build the
department? Provide specific purpose and rationale.
Designated communication classrooms need a storage cabinet to lock up and secure valuable
recording equipment. The approximate cost of theses cabinets is between $50 to $100.
Another technology enhancement is the use of Smart Boards. These are interactive
whiteboards which aid PowerPoint presentations. The Smart Boards can enhance student
learning especially for different learning styles such as visual-spatial and kinesthetic learners.
The approximate cost of the white board is between $1500 to $3000. If these are portable,
the division would purchase one and the faculty would check them out of the division office.
The development of a much needed Communication Lab would require the purchase of
software, and, if not combined with existing labs, hardware expenses would also be incurred.
The department would also need to purchase an up to date camcorder, DVD player/burner
and DVD duplicator for tutoring purposes.
Normal updating of computers with more memory and faster processing speeds is desirable.
Funding for staff development is currently unavailable due to budget constraints, but when it
becomes available again, it is necessary for conference attendance so that faculty can remain
current in the use of technology.
5. What facilities will be needed in the next six years in order to maintain or build the
department? Provide specific purpose and rationale.
A Communication Lab would provide tutoring and practice outside of the classroom and
should increase success rates. The possibility of combining the Communication Lab with the
Learning Resource Center should be explored to leverage resources.
Part G: Describe any other pertinent information about the program that these questions
did not address?
The program review process facilitated a dialogue among communication faculty to align
goals, improve student success and explore ways to improve the program.
Part H: Annual Assessment (Program Faculty and PR Committee)
The program is interested in learning more about the students taking communication courses
and exploring options to improve student success. The faculty will continue to review student
evaluations as well as student success data. Additionally, the faculty will work together to
establish program SLOs, update courses, and a viable method of assessment.