Texas State University Application 1
Running head: TEXAS STATE UNIVERSITY APPLICATION
Texas State University-San Marcos Application for the
Basic Course Division ofNCA
Program of Excellence Award
Course Directors:
Marian L. Houser
Kristen LeBlanc Farris
Texas State University Application 2
I. Description of the Program
With the first course in elocution and oral interpretation beginning in 1904, the Department of
Communication Studies at Texas State University-San Marcos has a rich history in instruction of
the communication discipline. This rich history has allowed the development and evolution of
the basic communication course as a General Education requirement for all students. The basic
communication course must be completed in order to obtain an undergraduate degree for all
students at Texas State University. Given that the course provides instruction to many nonmajors, the primary function is to offer a holistic education of the principles of human
communication promoted in the class. The course design and training, requirements and
resources, and course size/format are all elements that make this basic course unique and
important to Texas State University.
A. Course Design and Training
Entitled Fundamentals of Human Communication or COMM 1310, the basic communication
course is a hybrid course that provides instruction in the intercultural, interpersonal, small
group, and public speaking contexts. It is designed in a lecture-lab format such that students
attend lectures to receive course content while attending lab sessions for experiential learning
and skill building. The course is taught by a combination of full-time faculty, adjunct
instructors, and graduate teaching assistants. The basic course serves the following
functions: 1) to support for the university's focus on providing students a multi-cultural
education, 2) to impart to students the value of communication skills in our changing world,
3) as a means to attract students to become majors in the department, 4) for development of
graduate student teaching ability and experience, and 5) provide funding for graduate
teaching assistants. Weekly training offering diverse instructional materials created by the
basic course director (Guidebook, Instructor Resource Manual, CD-ROM of student
speeches) are provided each semester to prepare all instructors and to ensure consistency.
B. Course Requirements and Student Resources
Students are required to complete the following components to achieve the learning
outcomes for the course and receive course credit: three multiple-choice, scenario-based
exams assessing course content and two presentations (informative and persuasive). The
students are also required to complete an outline for each presentation as well as an audience
adaptation plan. The purpose of these assignments is to assess and demonstrate students'
cognitive, behavioral, and affective success in the course. Student resources for the course
include: a textbook, Communication Principles for a Lifetime, (Beebe, Beebe, & Ivy, 2010),
a student guidebook with activities, grading rubrics, and tips for presentations (Houser,
2010), and a DVD of sample informative and persuasive speeches of former graduate
teaching assistants. These resources provide students with necessary content information as
well as complementary materials which enable them to succeed in the course.
C. Enrollment and Format
Each spring and fall semester, the basic course offers approximately 100 sections and serves
over 3000 students. Of these 100 sections, five are lecture-lab format with lecture classes
averaging 300 students. These students then attend separate break-out lab classes taught by
graduate teaching assistants. Lab classes average 30 students, and lab instructors engage in
skill building and real-life application of course material during lab. Additionally, lab
Texas State University Application 3
instructors aid in the development of presentations and outlines for the students' speeches in
their lab courses. The remaining 45 sections are taught as independent stand-alone classes
which have a cap of 30 students. Thus, approximately five lecturers, 25 graduate teaching
assistants and 20 adjunct instructors teach the basic communication course each year. Past
and current enrollment for the basic communication course is documented in the following
chart:
Table 1: Comparison of Enrollment Numbers
Communication Studies 1310 Annual Enrollment
'-------..,
•.••.•• Spflr.~
-
Surtf"i!<r
-
II. Rationale
As one ofthe largest basic course programs in the United States, Communication 1310 does
much to make it unique and to serve the needs of Texas State students. With its increasing
population and call for diversity, COMM 1310 serves as a General Education requirement on
campus. Its multicultural components have been developed to meet the needs of all students and
falls in line with the University's status as a "Hispanic-Serving Institution." One goal of the
University is to have an ethnicity and gender distribution representative of the State of Texas.
COMM 1310 supports the University's efforts by teaching students to recognize and appreciate
diversity as well as to respond and appropriately adapt to differences in messages from different
cultures and genders to enhance understanding. Ultimately the basic course supports the 96th
Annual Convention's message of "Building Bridges," as well as NCA's overall mission by
promoting competent communication to improve the quality 0/ human life and relationships, and
the use of knowledge about communication to solve human problems (National Communication
Association, n.d.). To this end, the basic course is organized and focused to meet the needs of its
student population, The following information will provide support for this rationale:
Texas State University Application 4
A. Program Distinctions
There are multiple components that help make COMM 1310 distinct among other basic
courses across the United States.
Size
With over 5,000 students enrolled annually, we believe our program is among one of the largest
in the United States. Once COMM 1310 was assured of its General Education status, it became
clear that over 75% of the university's students would be enrolling in the course (many transfer
students meet their communication requirements at a previous institution). For years the course
was taught with four large lecture sections / break-out labs and adjunct sections. In order to meet
the needs of increasing enrollment, a 5th large lecture with approximately 360 students in each
was added in 2009. Fall 2010 experienced the highest enrollment numbers with a total of3210
students. In order to ensure course material is delivered in a
standardized manner, training is essential.
Pre-Semester Teacher Training
The director of the basic course and the basic course
administrator (graduate teaching assistant) plan and host a fiveday Teaching and Learning Academy (TLA) one week prior to
the start of each semester. New instructional assistants are
required to attend each day, with graduate teaching assistants and adjunct instructors attending
the final day of the academy. Each day of training is organized to meet the following objectives:
• Understand COMM 1310: principled approach, learning objectives, lecture/lab format, &
its importance to the department, college, and university.
• Understand and be able to administer, fairly and consistently, basic course policies.
• Be able to use TRACS university software to set up grade book, post announcements, etc.
• Be able to Plan, Prepare, Present, and Assess an experiential lab that meets the course's
learning objectives outlined in the student guidebook.
• Be able to use communication in the classroom to develop teacher-student relationships
that yield appropriate power and influence.
• Be able to manage student misbehaviors in and out of the classroom.
• Be able to conduct student labs making a favorable impression, being confident, poised,
organized, credible, and appropriately assertive.
Each day ofthe TLA is organized into Instructional Modules: Perceptions, Power, and
Learning in the Classroom; First Impressions: Preparing for Your 1st lab; Dark Side of
Being a Lab Instructor; Lab Demonstrations; and Basic Course Administration. Though
labs are standardized, it is our hope to help each new instructional assistant locate their
personal "teaching voice" to create course ownership.
Instructor Support Materials
Aside from the materials utilized for the week-long Teaching
and Learning Academy training, the basic course director
creates, and each year updates, the Student Guidebook. Each
student purchases this 250 page text which directs them
through the course by providing chapter activities, grading
rubrics, exam study guides, and sample examination questions. This text helps students prepare
Texas State University Application 5
for lab sessions and cuts down on lab preparation time for instructional assistants (e.g.,
preventing duplication of grading rubrics on speech days).
Instructor Resource Manual (IRM) is also created by the basic course director for each
instructional assistant, graduate teaching assistant, and adjunct instructor. This 200 page text
contains sample syllabi, course rules and regulations, exam procedures, new chapter activities,
and research advice for educational practices in higher education.
DVD of Student Speeches, created this year by the Basic Course Director, consists of three
Informative and three Persuasive Speeches and formal outlines. It is important for students to
know what is expected and to understand the value in being organized and prepared. The
speeches are delivered by actual university students and are included with each textbook
purchase. Instructional Assistants use the DVDs for in-class activities and homework
assignments. We find this helps considerably with the communication apprehension students
frequently experience and hope to avoid (Ayres & Huett, 2000).
Just-In-Time Workshops
To avoid information overload for the new instructional assistants, six preparatory workshops are
held at pertinent times throughout the semester.
• Exam Administration
• Interpersonal & Small Group
• Presentational Speaking
• Informative Presentation
• Persuasive Presentation
• Course Wrap-Up
The Exam Administration workshop assists the new instructional assistants in administrating the
standardized examinations for the basic course. The Interpersonal/Small
Group workshop
allows experienced IAs to mentor and share their favorite labs. The three Presentational
Speaking workshops are geared toward achieving Inter-Rater Reliability in grading the two
speech assignments. It is our belief that if the basic course is to remain credible, it must be
taught consistently. Therefore, lAs watch, grade, and compare rubric scores to reach
consistency. The Course Wrap-Up workshop consists of discussions re: grade book, student
absences, extra credit, and communicating with students who contest grades.
In addition to the Just-In-Time Workshops, the lAs also meet with their supervising lecturers on
a weekly basis to discuss pertinent information related to the lecture, administration of course
policies, and specific student cases. Information is shared between the lecturers and the lAs in
order to ensure student learning and course consistency.
B. The Communication Lab
The goal of the Communication Lab is to enhance the oral communication competence of
students through application of theory to course instruction and individual skill development.
The Lab gives students opportunities to learn by practicing and recording assignments and
experiential activities. Students then view themselves and engage in self-critique along with
a staff member, who provides assessment and constructive criticism of student skills. In
addition to the various "settings," the lab's staff works with individual students having
Texas State University Application 6
communication reticence and communication apprehension. Students are able to complete
online registration for an appointment with a communication specialist working in the lab.
Easy student access of online registration provides information to the staff about the
communication lab services the student is requesting.
C. Course Objectives: Cognitive, Behavioral, and Affective
Cognitive
COMM BlOis organized around five fundamental principles for human communication:
• Be aware of your communication with yourself and others.
• Effectively use and interpret verbal messages.
• Effectively use and interpret nonverbal messages.
• Listen and respond thoughtfully to others.
• Appropriately adapt messages to others
These five principles are threaded throughout three course units: Unit I-Understanding
and
Applying the 5 Principles; Unit 2-Communicating
in the Interpersonal and Small Group
Contexts; Unit 3 - Presentational Speaking.
Behavioral
This component of the basic course focuses on communication skills we want our students to
practice and learn in order to help them become competent communicators. While behavioral
practices are applied in student lab sections throughout Unit 1 (e.g., Intercultural Understanding
& Adaptation Activity), in Unit 2 students are required to learn and practice Conflict
Management skills from a cooperative approach. The PUGSS approach to conflict management
(Describe Problem, Achieve Understanding, Identify Goals, Brainstorm Solutions, Select best
Solution) was created specifically for COMM 1310 and is included in the Student Guidebook to
assist students in this process. Unit 3 requires students to deliver an Informative and ProblemSolution presentation. Both assignments require initial and revised outlines (using proper outline
format) to assist them in both speaking and writing processes.
Affective
We view COMM 1310 as a "front-porch course" that promotes the major, the department, and
the discipline. Each instructor is invaluable in creating student affect toward communication and
the class and each chapter is supported by activities to promote learning, application, and
affinity. These activities are consolidated within the Student Guidebook, IRM, and the Instructor
Resources TRACS site (a collaborative online learning environment) created specifically for all
1310 instructors to engage in "activity-sharing." To support the university'S multicultural focus,
student attitudes and affect toward communicating in the multicultural context are examined and
discussed within each text chapter.
III. Departments, Programs, and Personnel
The basic communication course is served by the following personnel:
• Basic Course Director-Marian
Houser
• Assistant Basic Course Director-Kristen
LeBlanc Farris
• Basic Course Administrator-Crystal
Wotipka
• Department Chair-Steven Beebe
Texas State University Application 7
•
•
•
•
•
•
Dean of College of Fine Arts and Communication-Richard
Cheatham
Lecturers-Marian
Houser, Richard Cheatham, Kristen Farris, Lisa Furier, Jeremy
Hutchins
Graduate Teaching Assistants
Adjunct Instructors
Systems Support Specialist-Bob Hanna
Graphic Designer-Malinda
Murray
Faculty / Staff Responsibilities to 1310
The Basic Course Director along with our Department Chair, Dr. Steven Beebe, is responsible
for the development of the basic course. Dr. Marian Houser primarily develops course content,
creates examinations and grading rubrics, and administers instructor training to adjunct
instructors and graduate teaching assistants through the Teaching and Learning Academy. The
Assistant Basic Course Director, Kristen LeBlanc Farris, is primarily responsible for assessing
the basic course (item analysis for exams and creation and analysis of pre- and post- assessment
instruments) and providing course materials for adjunct instructors and stand-alone graduate
teaching assistants. Crystal Wotipka, Basic Course Administrator (reassigned every 3
semesters), is a graduate student who assists the Basic Course Director in training other graduate
teaching assistants and administering and assessing exams. Along with this, Dean Richard
Cheatham (beginning his 26th year of lecturing for the basic communication course team) and Dr.
Steven Beebe serve as administrators dealing with enrollment issues and adherence to university
and general education policies. Our other lecturers teach large sections of the basic course and
supervise graduate instructional assistants who serve as lab instructors for the course. Some
qualified and experienced graduate assistants, along with our adjunct instructors, teach standalone sections of the basic course. Bob Hanna, Systems Support Specialist, aids in the creation
ofDVDs and CDs which include PowerPoint slides and media clips that correspond with the
course's textbook. These materials are given to adjunct instructors and stand-alone graduate
teaching assistants and aid in the consistency of instruction. Additionally, Bob Hanna provides
technological services and support to our basic course staff. Lastly, Malinda Murray, Graphic
Designer, creates publication designs for all of our teaching materials for the course including
labels for the teaching materials and designs the covers of the course guidebook and Teaching
and Learning Academy materials.
Program Collaboration
As a basic communication course, we collaborate with other departments and organizations in
the university system. One such program that we join forces with is Residential College, a
program focused on creating an environment in which students integrate their academic and
residential lives. As a means to help further the mission of this program, the basic
communication course has specific lab sections devoted to students in this program. The
students live together as well as have the same classes enabling them to foster a peer-focused
learning experience. Additionally, we coordinate with the Partners in Academic Student
Success (PASS) and those students who are admitted to the university on a probationary status as
well and the Athletics departments by tracking and reporting student success in the basic
communication course. This supplies valuable information and insight into the course progress
of these students which are vital to their success.
Texas State University Application 8
IV. Goals of the Nominated Program
Communication 1310 - Fundamentals of Human Communication - remains an integral part of
the undergraduate curriculum within the Department of Communication Studies and in the
General Education Program for Texas State University-San Marcos. The goals of the basic
course lend support to the mission, vision, and values at every level.
A. COMM 1310 and the Department of Communication Studies
Communication 1310 remains important to the department for four very important reasons:
• It provides the opportunity for teaching assistantships. These positions benefit many
graduate students in residence and some very talented undergraduates who have an
opportunity to determine their desire to pursue a graduate education in communication.
• The course yields department majors. Few students come to the university as a
declared Communication Studies major. After being introduced to the department and
major via COMM 1310, many students declare Communication Studies as their major or
mmor.
• The basic course facilitates learning about human communication for future majors who
will transfer and apply the foundational principles into their upper division classes.
• Promoting the Department's Mission and Values remains a critical component for
COMM 1310:
Departmental Mission: We teach communication principles, research methods, and skills to
Texas State students, produce and disseminate co-international constituency, and provide service
to the department, the university, the community, and the profession.
In support of this Mission, COMM 1310 is centralized around the five principles of human
communication. Providing a communication foundation for all students, these principles direct
the teaching of communication concepts and theories and guide all assignments and activities.
As a general education requirement all students are introduced to these concepts and skills.
Departmental Vision: We aspire to be nationally and internationally recognized by students and
peers for our high quality communication programs and faculty and to be recognized as having
the best quality Communication Studies department in Texas.
COMM 1310 utilizes the text Communication Principles for a Lifetime whose primary author is
Dr. Steven Beebe, Chair of the Department of Communication Studies at Texas State. This
connection opens the door to providing students' first-hand experiences with communication
research and scholarship with the hope of cultivating interest in and knowledge of the field.
Instructional assistants and adjuncts learn, through the Teaching and Learning Academy training,
the value in promoting recognition of faculty scholarship in the department as it pertains to
theoretical concepts covered in COMM 1310.
Departmental Values:
• We value high quality teaching.
• We value the importance and centrality of human communication in student education.
• We value learning principles and skills of human communication.
• We value openness, collegiality, and a supportive climate and envision a department that
is recognized for these values.
Texas State University Application 9
With these values in mind, the basic course provides a strong and supportive foundation. The
Teaching and Learning Academy supports the value of quality teaching by preparing the
instructional assistants and adjuncts to enter the classroom prepared to deliver quality classroom
experiences to students that promote cognitive, behavioral, and affective objectives of the course.
The examinations in the basic course are application based, promoting knowledge,
comprehension, and application to move them up the cognitive domain of Bloom's Taxonomy
(Bloom, 1956).
The lab activities promote the psychomotor and affective domains of Bloom's Taxonomy by
encouraging students to become aware, actively participate, and value communication
phenomena and the skills that accompany and enhance effective communication.
Students in the basic course become aware of the supportive climate created within the program
through our consistent teaching and connectedness among instructors. Through our quality
teaching and shared values, we reveal our support of the University mission as an institution
dedicated to excellence in serving the educational needs of the diverse population of Texas and
the world beyond.
Course Objectives and Learning Outcomes
Based on the departmental mission and vision, the basic course focuses on learning objectives
and outcomes to assist students in understanding, applying, and valuing the communication
concepts that will cultivate communication awareness and competency throughout their lives.
• List, describe, and explain the five principles of human communication and identify how
they are integrated into the interpersonal, group/team, and presentational speaking
contexts.
• Analyze and appropriately manage interpersonal conflict by using the five principles of
human communication.
• Identify and describe the appropriate adaptive messages in intercultural communication
situations and demonstrate appropriate affective responses to intercultural communication
interactions.
• Develop, organize, and deliver an information and persuasive presentation integrating the
five principles within them.
B. COMM 1310 and The General Education Core Curriculum
The Bachelor of General Studies (BGS) within the University College is an interdisciplinary
degree that allows students to enhance personal goals by promoting a curriculum that provides a
broad, diverse foundation for University learning. Students challenge themselves to investigate,
examine, and synthesize individual subject areas.
The Basic Course directly supports the goals of the General Education curriculum at Texas State
by promoting communication skills, ideas, and concepts that are invaluable to graduates pursuing
a career in a multitude of areas that require "people skills" and the ability to solve problems and
relate to others. Specifically, we actively embrace the mission and goals of the BGS by:
• Focusing on the application of skills within personal and professional lives.
• Advising students of career path connections.
• Supporting the general education and university'S multicultural emphasis.
• Helping students understand and value the components of ethical communication.
• Meeting student needs and expectations for quality instruction.
Texas State University Application 10
•
•
•
•
Revealing connections between the basic course and other university courses.
Understanding the diversity of student experiences and personal and professional goals.
Being focused on the student and the communication competencies required for lifelong
learning.
Contributing to the department, General Education and University retention efforts by
creating links between students' personal interests, educational opportunities, and affinity
for learning.
V. Outcomes of the Nominated Program
Assessment has been a long established tradition in the basic communication course at Texas
State University-San Marcos. In assessing our communication course, we hope to demonstrate
the following:
• student success in achieving course objectives
• why the basic communication course remains a general education requirement
•
how we utilize the information to improve course instruction of material
We assess the basic communication course in three major ways:
• analysis of student learning of course assignments
• a pre- and post-test quantitative analysis of student cognitive, behavioral, and affective
dimensions of learning
• an analysis of our instructors and their training
A. Assessment of Course Assignments
Students are required to complete three multiple-choice exams, two 5-7 minute presentations,
and an outline and audience adaptation plan for each respective presentation. Each course
assignment is assessed and revised each semester based on the results of the assessment
process.
Assessment of Exams
For each of the three exams, we conduct item analysis, reliability analysis, and descriptive
statistics. Specifically, we examine the results of each question on the exam to determine
whether the question should be counted toward the grade of the students, whether the question
should continue to be on the exam, or whether we need to be more effective in teaching the
course content in a specific area. We run analyses and find item discriminations to reach our
conclusions. For instance, if an item is negatively discriminated, we examine a few possible
reasons for the results. We determine whether the question is ineffective or whether the question
is too difficult or too easy. Further analysis of the items provides us with important information
for the creation and revision of exams for the basic course. The table below is a partial example
of the item analysis performed on an actual exam for our course.
Table 2: Item Analysis for Exam 3
A
B
c
o
E
Blank
Difficulty
Discrim.
Item#
1
34*
o
o
2
o
o
1
31*
32*
2
4
o
o
o
o
o
o
94.4
86.1
88.9
.1492
.0278
.1605
1
2
Item#
3
3
1
3
Texas State University Application 11
4
5
6
7
8
9
10
0
0
1
0
4
0
0
0
35*
34*
0
5
5*
0
34*
0
0
32*
27*
23
0
2
1
1
4
0
8
36*
0
0
0
0
0
0
0
0
0
0
0
0
0
0
94.4
97.2
94.4
88.9
75.0
13.9
100.0
.2943
.2223
.1204
.4195
.4119
.2088
.0000
DISTRIBUTION OF ANSWERS ON KEY: A(11) B(15) C(11)
D(13)
# OF CASES
MEAN
STANDARD DEVIATION
STANDARD ERROR
36
79.11%
4.28
2.34
4
5
6
7
8
9
10
E (0)
R,ELIABILITY
.702
Based on the results of each exam, we continue to revise our items to most accurately assess
student's cognitive learning of course material. Additionally, during the lab session directly after
the examination period, students analyze their own exam preparation. Lab instructors discuss
methods of preparing for the exams and provide students with additional advice about how to
perform successfully on an exam in the basic course.
Assessment of Presentations Students are required to complete two 5-7 minute presentations in
our course: one informative and one persuasive. Students are assessed using a standardized
grading rubric that focuses on students' ability to present an effective introduction, body, and
conclusion as well as have efficient delivery skills. Students complete their presentations in their
lab classes, and thus, are assessed by their lab instructors. In order to ensure consistent grading
of student speeches, lab instructors are trained during the Teaching and Learning Academy using
example student speeches that have been videotaped. These examples range from unsuccessful
to successful attempts. Lab instructors practice grading these speeches until inter-rater reliability
has been achieved. In addition to assessing instructors' ability to code consistently, we also
examine and report students' grades on both the outline and presentation assignments. We report
the percentage of students who receive above 80% on their outline and presentation assignments
for both the informative and persuasive presentations. The results in the table below were
collected in the fall 2009 semester,
Table 3: Report of Student Grades on Presentations
Assignn;t.ent
,:~,,;)
Outline ~.'8,0% %:of Students
G1;ade~
80%
%
of students
Informative
1536
1132
74%
1327
86%
Persuasive
1480
1186
80%
1308
88%
Based on the results above, the basic course director and department chair concluded that our
students needed more thorough example outlines and presentations. Thus, we incorporated more
effective example outlines in the course guidebook and added a required DVD of sample
speeches to our course resources.
B. Quantitative Analysis of Learning
We use a quantitative methodology for assessing student cognitive, affective, and behavioral
learning in the basic course. Generally, a pretest-posttest design is utilized to demonstrate
change in student learning. Our assessment process begins with the creation of assessment
Texas State University Application 12
instruments and pilot testing of those instruments. After data collection occurs, we utilize the
information from the analysis to guide decisions regarding changing course instruction and
revising assessment methods.
Table 4 (below) is taken from a study of the basic communication course at Texas State
University-San Marcos over the course of two full semesters (LeBlanc, Vela, & Houser, in
press). A pretest-posttest design was utilized in the assessment process. Instructors
administered the pretest at the beginning of the semester before content instruction and the
posttest was administered to the same group of students at the end. Participants in the study
consisted of 686 students, representing 25% of the entire student population enrolled during
that semester. Students were asked to complete the tests without utilizing their textbook or
notes. Instruments were strategically selected for their ability to meet NCA's established
criteria for assessment practices (National Communication Association, n.d.) as well as to
measure the objectives defined by the General Education Council, the department, and
indicators of student learning. Results are as follows:
Table 4: Results of Assessment Analysis
Assessment
Cognitive-Principles of
Human Communication
Reliability
f2[~ .58
p£~!.,64
Mean
12@ M
PRs,j M
•• J1;.3JL~Slon KRc20 analysis
Belia viora/-Conflict
Management
Affective-I ntercultural
Communication
Apprehe slon
ore
iI;y ••.••
...,•••••••.••
~
o.
= ,72
l?J,sLM
,,79
t2.Q§J IV!
ere fJ: = .92
Eg§l~C;L = .93
er.§l~J\i
post o. =
12os1 M
= 8,36
= 10,34
= 66,63
= 74:12
= 52.73
= 55,05
{Values, p Values
[{685) = 20,27
< ,001
e
=
ti685)
14,59
12< ,001
1685)
7,72
p< ,001
=
Cognitive Assessment
The instrument utilized in the study was developed by the basic course director to measure the
cognitive component of student learning. This instrument was selected because it directly
measures cognitive learning outcomes outlined in the course objectives. The cognitive learning
outcomes focus on five principles of communication taught in the course. The assessment
instrument utilized to measure this objective encompassed items reflecting the five principles of
human communication and course content taught in the classroom. The measure consists of 15
multiple-choice items, each with four response choices. The questions were designed to assess
knowledge of the cognitive learning objectives.
Based on the information from the study'S results, we revised the cognitive assessment
instrument. First, although the analysis revealed a reasonable reliability estimate for a
dichotomous instrument, we decided reliability estimates still needed improvement.
Additionally, further analysis of the instrument showed that the items often did not directly relate
to the assessment of student knowledge of the five principles. Thus, a new instrument was
created and pilot tested to ensure a more effective representation of the five principles of human
communication and chapter learning objectives. Similar to the previous instrument, the revised
measure consists of multiple-choice items, each with four response choices, however, the new
Texas State University Application 13
instrument has 25 items and more accurately assesses course content surrounding the principles
of human communication.
Behavioral Component
The second assessment instrument was the Conflict Management Assessment, developed by the
basic course director. One objective of the course focuses on students' conflict management
skills and the instrument selected to evaluate this was a self-perceived conflict management
competence measure. This instrument was implemented in the assessment process to measure
the behavioral dimension of learning for the basic course. The instrument consists of seven
communication behaviors that can be used to manage conflict in relationships. The scale ranges
from 0 to 100, with 0 representing perceptions of complete incompetence and 100 representing
extreme competence in managing interpersonal conflict. Students were asked to indicate their
perceived competence in using each of the behavioral skills to manage conflict in relationships.
The mean of the students' perceived conflict management skills was significantly higher at the
end of the semester. This result indicates instruction provided during the semester likely
contributed to the improvement of students' behavioral learning of conflict management skills.
Although the results of the study were statistically significant, the increases were not as
considerable as preferred. Thus, significant changes have been made in response to these results
as follows:
• First, the basic course director and assistant director suggested focusing more time in the
lab sessions practicing skill building in order to experience a more significant increase in
scores.
• Second, effectively train lab instructors to help students deal with conflict through
experiential practice and role-play scenarios, allowing students to actually engage in
conflict behaviors, while having a trained evaluator provide feedback.
• Third, the assistant basic course director replaced the scale used to measure the
behavioral domain of learning. By incorporating a revised version of the Cupach and
Spitzberg's (1981) Self-Rated Competence Scale, conflict management competence is
measured. The new assessment instrument has been pilot tested and results were good.
Data collection using the new instrument will be completed this academic year.
Affective Component
The third and final instrument utilized to assess the basic course was the Personal Report of
Intercultural Communication Apprehension (PRICA; Neuliep & McCroskey, 1997). This
instrument was selected based on the focus of intercultural competence in the course objectives.
Additionally, communication apprehension, and in this instance, intercultural communication
apprehension, has been identified as an assessment of affect toward communication by previous
researchers and educators (Comandena, Hunt, & Simonds, 2007). Thus, this instrument was
selected because it effectively measures and demonstrates students' affect toward the course, as
they willingly utilize the course material to alter their communication outside of the classroom
with individuals of varying cultures. The PRICA measures an individual's perceived
apprehension when communicating with people from different cultural groups.
Students reported being less apprehensive when communicating with individuals of different
races andlor cultures after completing the course. The outcome of the statistical analysis
suggests that students not only developed an awareness of their intercultural fears, but were less
apprehensive when considering a communication encounter with individuals of different cultures
Texas State University Application 14
after taking the basic course. The basic course director and assistant director continue to find
innovative ways to incorporate cultural awareness into the basic course. As this is a major
component for making the basic communication course a part of the general education
curriculum, it is imperative that our instructors continue infusing this content into our course.
Demographic Information
The last revision made to our pre-and post-assessment quantitative analysis was the inclusion of
a demographic questionnaire this semester. This will allow instructors to know more about the
diversity of students who may be facing challenges with the course material. Additionally, this
will provide valuable information and will allow the basic course assistant director to compare
groups of students. Demographic information included in the questionnaire include: sex,
ethnicity, classification, and class enrollment information (whether or not the student has taken
our course before).
C. Instructor Assessment
Although assessment in the basic course is primarily related to student learning, we also
assess our instructors and their training. As a component of our Teaching and Learning
Academy, first time lab instructors are observed while teaching concepts and interacting with
students in skill building and experiential learning activities. This allows us to provide
feedback to ensure that they are utilizing effective methods of instructional communication.
Additionally, this observation and assessment of our instructors helps to ensure that student
learning is facilitated. After each instructor training session, a qualitative assessment is
completed by each instructor (See Table 5). This provides us with quality information
regarding the usefulness of the training seminars. Based on this information, we continue to
revise our training sessions.
Table 5:Just-In-Time Workshop Feedback Form
1. List two to three Significant "learnings" from today's training session. How do you see
yourself using this knowledge or insight?
2. What concerns do you have that we can continue to address?
3. What did you like most about today's training session?
4. What did you like least about today's training session?
VI. Endorsements
You will find attached, endorsements from the following individuals:
Dr. Steven Beebe-Chair, Department of Communication Studies
Dr. Richard Cheatham-Dean,
College of Fine Arts and Communication
Dr. Perry Moore-Provost,
Texas State University-San Marcos
Texas State University Application 15
References
Beebe, S. A., Beebe, S. J., & Ivy, D. K. (2010). Communication: Principles for a lifetime (4th
ed.). Boston: Allyn and Bacon.
Comandena, M. E., Hunt, S. K., & Simonds, C. J. (2007). The effects of teacher clarity,
nonverbal immediacy, and caring on student motivation, affective and cognitive learning.
Communication Research Reports, 24,241-248.
Cupach, W. R., & Spitzberg, B. H. (1981). Relational competence: Measurement and validation.
W.S.c.A., San Jose, CA.
Houser, M. L. (2010). Fundamentals of human communication: COMM 1310 guidebook 20102011. San Marcos, TX: Minuteman Press.
LeBlanc, K., Vela, L., & Houser, M.L. (in press). Incorporating and assessing intercultural
communication in the basic communication course. Submitted for publication to Basic
Course Annual.
National Communication Association, Assessment Resources. (n.d.). Criteriafor Oral
Assessment. Retrieved from http://www.natcom.org.
Neulip, J. W., & McCroskey, J. C. (1997). The development of intercultural and interethnic
communication apprehension scales. Communication Research Reports, 14, 385-398.
TEXAS*STATE
®
UNIVERSITY
SAN MARCOS
The rising STAR of Texas
September 20,2010
Dr. Amy Slagell, Chair
BCD Program Excellence Committee
Speech Communication Program
Department of English
Iowa State University
Ames, IA 50011
Dear Selection Committee:
I'm pleased to write this enthusiastic letter in support of the nomination of Texas State's
Department of Communication Studies Basic Course Program (Communication 1310 Fundamentals of Human Communication) for the Program of Excellence Award at
NCA's 2010 convention. This program, one of the largest in the United States, serves
over 5,000 students annually. It is highly valued on our campus due to its quality
teaching, content relevance, and a focus on student learning.
Our basic course, led by Dr. Marian Houser, is committed to outstanding teaching
coupled with cutting-edge content about human communication. We have a tri-part
approach to instructor training. First, each semester instructors go through an intensive,
week-long training session, that we call "The Teaching and Learning Academy," to
prepare them to deliver course with relevance, dynamism, and consistency. Second,
"Just-in- Time" group workshops are conducted throughout the semester to ensure
instructors are following the most effective pedagogical models necessary. Finally, each
lab instructor meets with his or her supervising professor on a weekly basis. With 107
separate sections of Communication 1310 this fall, it is critical for students to receive
similar instruction. Standardized examination scores that evidence high validity and
reliability, and instructor course evaluations consistently reveal that we are achieving our
goals. Lecturers, graduate teaching assistants, and adjuncts consistently receive among
the highest teacher evaluation scores within the department each semester.
To ensure content relevance, the basic course director and basic course assistant director
create materials that keep the course current and applicable for students. Communication
1310 is a general education course and must meet the needs of its diverse population of
students. As Texas State increases its Hispanic enrollment to obtain designation as a
"Hispanic Serving Institution" it is crucial to convey the importance and value of a
multicultural perspective. Learning objectives to promote a multicultural perspective and
bolster awareness and understanding of intercultural competencies are threaded
throughout all chapter discussions and activities in Communication 1310.
Student learning is the focus of the basic course and producing effective communicators
is the goal. Assessments are pivotal in determining this. Therefore, pre-post assessments
are offered each semester to understand whether cognitive, behavioral, and affective
DEPARTMENT OF COMMUNICATION STUDIES
60r
UNIVERSITY
DRIVE
I
SAN MARCOS, TEXAS 78666-4616
Texas State Uniuersity-San
Marcos, founded
Iphone
512.245-2165
in 1899, is a member
I fax
512.245-3138
I WWW.TXSTATE.EDU
of The Texas State University
System.
learning is occurring. Student learning is examined via questions over course concepts,
communication apprehension levels in the interpersonal, small group, and public
speaking contexts, and their intercultural communication affinity and apprehension.
Results help guide future instructor lectures, course activities, and class discussions. This
constant assessment is what keeps the course current, student-focused, and highly valued
at Texas State.
This is my 25th year as Chair of the Department of Communication Studies. I came to
Texas State (formerly known as Southwest Texas State) because of the commitment the
Texas State faculty and administration has to communication instruction. I've remained
at Texas State because Communication 1310 continues to be a highly valued and
respected course on our campus. It unquestionably deserves to be named a Program of
Excellence.
Sincerely yours,
./
.. L~
Steven A. Be~ebe,Ph.D.
Regents Professor and University Distinguished Professor
Chair, Department of Communication Studies
Associate Dean, College of Fine Arts and Communication
TEXAS*STATE®
UNIVERSITY
SAN MARCOS
The rising STAR of Texas
September
20,2010
Dr. Amy Slagell, Chair
BCD Program Excellence Committee
Speech Communication Program
Department of English
Iowa State University
Ames, IA 50011
Dear Dr. Slagel! and Selection Committee Members:
Recognition of outstanding basic courses is a great idea. I began my academic
career four decades ago as the director of the basic course at Central Missouri State
University. Over the years I have been directly involved at the departmental chair
level with the basic courses at Texas Tech University and here at Texas State
University. Since becoming Dean of the College of Fine Arts & Communication in
1985, I have elected to continue my involvement with the basic course as an
instructor.
As I look back over our progress during the past three decades here at Texas State, I
see a basic course that has steadily matched its quantitative growth with growth in
quality. The establishing of high standards and goals and department-wide
exams
occurred under the guidance of Dr. Lee Williams in the 1970's. Enhanced training of
graduate teaching assistants and assessment of effectiveness were begun during Dr.
Cathy Fleuriet's leadership in the 1980's. Under Dr. Tim Motter's direction during
the 1990's and the first half of the current decade, assessment and training were
enhanced through the Teaching and Learning Academy. Our current director, Dr.
Marian Houser, has continued to refine the course through her editing of an
excellent Instructor Resource Manual and a student "Guidebook".
I believe that Dr. Houser's week-long instructor training program and her group
workshops which she conducts just prior to each major unit of the course ensure
that all instructors - whether graduate students or adjuncts - are well prepared to
teach. Without doubt, the Communication 1310 course here at Texas State deserves
recognition as a model program. Without reservation, I commend this basic course
to the committee for consideration.
T. Richard Cheatham, Ph.D.
Dean
COLLEGE
60!
UN VERSITY DRIVE
I
OF FINE ARTS AND COMMUNICATION
SAN MARCOS, TEXAS 78666-4616
Texas State University-San
Marcos, founded
I phone
512.245-23°8
in 1899, is a member
I fax
512.245.8386
I WWW.TXSTATE.EDU
of The Texas State University
System.
TEXAS*STATE®
UNIVERSITY
SAN MARCOS
The rising STAR of Texas
September 22, 2010
Dr. Amy Slagell
Chair, BCD Program Excellence Committee
Speech Communication Program
Department of English
Iowa State University
Ames, IA 50011
Dear Selection Committee:
I'm pleased to write this enthusiastic letter in support of the nomination of Texas
State's Department of Communication Studies Basic Course (COMM 1310) for the
Program of Excellence Award at NCA' s 2010 convention. This program is one of the
largest in the United States and is highly valued on our campus for its ability to serve a
diverse student body with top-notch teaching, instructor training, and innovative methods
to address and follow-up on student learning of communication skills necessary to
function in today's society.
What makes the program unique? This basic course serves over 5,000 students
each year and, in order to do this effectively, it is structured and organized for
consistency. Dr. Marian Houser, basic course director, conducts weekly training sessions
throughout each semester to guide the five lecturers (400 students per lecture) and 25
graduate teaching assistants through the course learning objectives and instructional
materials created specifically for the basic course-Instructor
Resource Manual, Student
Guidebook, and DVD of student speeches. These workshops and corresponding materials
help guarantee consistency and effective instruction for all students.
The basic course has also developed the Communication Lab--a five-day-a-week
lab created to support students in developing and honing their everyday communication
skills. Whether they visit the lab to work on small group, relational, or public speaking
skills, students are assisted by communication professionals ready to instruct, critique,
and offer advice to Texas State students. We recognize that communication is critical to
the success of our students, and faculty and staff in the Department of Communication
Studies are dedicated to preparing them for their futures.
PROVOST & VICE PRESIDENT FOR ACADEMIC AFFAIRS
601 UNIVERSITY
DRIVE
I
SAN MARCOS,
TEXAS 78666-4615
I phone
512.245.2205
I fox 512.245.8346
I
WWW.TXSTATE.EDU
TexasState University-San Marcos. founded in J 899, is a member a/The Texas State University System.
Selection Committee
-2-
The basic communication course at Texas State leads the way in assessment to
ensure the course is meeting its objectives. Each semester, COMM 1310 evaluates the
cognitive (pre-post assessments), behavioral (public speaking and conflict management
skills), and affective learning (apprehension of intercultural communication) of its
students. As our university recently went through the SACS reaffirmation process, it was
especially important for a course that serves the majority of Texas State students to be
able to report its ability to deliver quality instruction to students and provide evidence of
their learning. This course provides superior evidence of this each semester.
The intercultural communication focus of the course serves a primary goal of
Texas State University to have an ethnicity and gender distribution representative of the
State of Texas. COMM 1310 supports the University's efforts by teaching students to
recognize and appreciate diversity as well as to respond and appropriately adapt to
differences in messages from different cultures and genders to enhance understanding.
As Texas State increases its Hispanic enrollment and achieves its designation as a
"Hispanic Serving Institution" it is crucial to convey the importance and value of a
multicultural perspective.
As the University seeks ways to tighten its belt while still providing a quality
education, COMM 1310 continues to meet the needs of all its students. We highly regard
the innovative method with which this program delivers valuable communication
information that supports the mission and values of Texas State University-San Marcos.
Sincerely,
p~{'{\~
Perry Moore
Provost and Vice President
for Academic Affairs
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