ISUComm

(2)

ISUComm

(3)

Assessment • Instruments and Results

Foundation Courses

• pre- and post-course examinations

• pre- and post-course student surveys

ISUComm -across-the-curriculum

• written survey of faculty involved in communication instruction

• videotaped interviews with faculty involved with ISUComm consultants

(4)Faculty Senate Report • Fall 2004

Assessment • Instruments and Results

Foundation Courses

• pre- and post-course examinations

• pre- and post-course student surveys

ISUComm -across-the-curriculum

• written survey of faculty involved in communication instruction

• videotaped interviews with faculty involved with ISUComm consultants

(5)

Faculty Senate Report • Fall 2004

Results

► Non-resident tuition isn’t responsive to price increases

► A 10% increase in the A 10% increase in the number of HS grads from a number of HS grads from a state will likely decrease first state will likely decrease first time enrollment at ISUtime enrollment at ISU

► A 10% increase in a state’s A 10% increase in a state’s alumni base will cause a alumni base will cause a 19% increase in first time 19% increase in first time enrollment at ISUenrollment at ISU

Examining Elasticities Yielded Several Insights

► Non-resident tuition isn’t Non-resident tuition isn’t responsive to price responsive to price increasesincreases

► A 10% increase in the number of HS grads from a state will likely decrease first time enrollment at ISU

► A 10% increase in a state’s A 10% increase in a state’s alumni base will cause a alumni base will cause a 19% increase in first time 19% increase in first time enrollment at ISUenrollment at ISU

Examining Elasticities Yielded Several Insights

► Non-resident tuition isn’t Non-resident tuition isn’t responsive to price responsive to price increasesincreases

► A 10% increase in the A 10% increase in the number of HS grads from a number of HS grads from a state will likely decrease first state will likely decrease first time enrollment at ISUtime enrollment at ISU

► A 10% increase in a state’s alumni base will cause a 19% increase in first time enrollment at ISU

Proposed Catalog Copy: Communication Proficiency PolicyNotes

This catalog copy presentsthe official summary of theISUComm curricular plan; assuch, it operates as thevoting document before theFaculty Senate. Thesemarginal annotations reviewinformation from the reportpertinent to the catalog copyand the curricular plan.

Rationale. The proposedchange in the Iowa Statecommunication curriculumwas motivated by facultydissatisfaction with studentcommuni-cation competencyand by changes ininformation technology thathave transformedcommunication practice.

History. The BasicPrinciples were formulatedby faculty at two universitysymposia and passedunanimously by the FacultySenate in Spring 2001.

WOVE. The hallmark ofISUComm is the integrationof written, oral, visual, andelectronic communication.Iowa State is a pioneer inthe development of WOVEpedagogy.

First Course. Emphasis willbe on the development ofcollege-level writingcompetencies, with supportfrom other WOVE mo des.Students will also focus on civic/cultural

themes work in a learning-

Basic Principles: The faculty of Iowa StateUniversity believe that all educated people should be able tocommunicate effectively in a variety of settings and media,including electronic. Consequently, Iowa State Universitygraduates are expected to develop competence in threeinterrelated areas of communication: written, oral, andvisual.

This communication competence can best be achievedthrough the following five principles:

Communication instruction and practice are distributedover the studentÕs entire undergraduate experience, bothin and out of the classroom, from the first year throughthe senior year.

Communication instruction and practice are distributedacross the curriculum, both in communication coursesand in courses in the studentÕs major.

Active learning and higher-order thinking are fosteredthrough communication.

Faculty across the university share responsibility for thestudentÕs progress in communication practices.

Both faculty and students engage in ongoing assessmentfor continuous improvement of the studentÕscommunication practices.

Iowa State UniversityÕs communication curriculum, based onthese five principles, seeks to enrich the studentÕsunderstanding of the various subjects studied as well asprepare the student to communicate successfully inprofessional, civic, and private life.

Foundation Courses: To ensure that broadcommunication competence is addressed and developed atthe beginning of a university career, all students will earn sixcredits in the two-course introductory sequence, normallytaken in the first and second years. Students will focus onwriting and critical reading, with complementary instructionin visual, oral, and electronic communication; they willconcentrate on civic and cultural themes; and they will enterwork in a communication portfolio to document their currentlevel of proficiency.

Transition. During the present catalog cycle, studentscan satisfy the communication proficiency policy withEnglish 104 and 105 or with two equivalent experimentalfoundation courses. Once fully implemented, the newcourses will replace English 104 and 105.

Upper-Level Curricula: Continuing development ofcommunication skills will be directed by the studentÕs majordepartment. Using the universityÕs basic principles as a guide,each department will specify a set of intended learningoutcomes and design communication experiences by whichstudents in the major can achieve the desired level ofcommunication proficiency.

Departments may select from or combine a variety ofcommunication options that best match their faculty, students,and curriculum:

designated communication-intensive courses thatintegrate written, oral, and visual communicationinto a course in the major;

a sequence of courses within the ma jor thatincorporates communication tasks of increasingcomplexity;

linked coursesŃo ne in communication, one in themajorŃt hat integrate readings and assignments;

advanced composition course(s) appropriate to thestudentÕs major and offering instruction in written,oral, and visual communication;

communication-intensive activities within orbeyond course work, such as communicationportfolios, discipline- or course-specific studenttutoring, community service projects, internships,electronic presentations, informational fairs, juriedcompetitions, entrepreneurial projects, newsletters,Web sites.

Departments will retain the authority for regularly assessingthe degree to which their students achieve the specifiedlearning outcomes and for making curricular improvementsbased on departmental assessment data.

Non-Native Speakers: Students whose first languageis not English must demonstrate ability to study in thisEnglish-speaking university. Such studentsŃb eginningstudents as well as those who transfer from otherinstitutionsŃm ust take an English placement test when theyarrive on campus. The test is administered by the EnglishDepartment and is offered at the opening of each semester.

Students whose performance on this placement examination issatisfactory will follow the regular university communicationproficiency requirements. Students who have deficiencies willenroll in special English classes, as determined by the testresults.

Notes

ISUComm-across-the-curriculum. Communicationstudy in the ma jor is theprerogative of departmentfaculty, who best understandthe communicationcompetencies required by theirdiscipline.

Curricular options. Inresponse to differences indepartmental circumstanceand student need, ISUCommpromotes a variety ofcurricular options forcommunication-across-the-curriculum.

Communicating-to-learn. Inthe process of integratingcommunication study andpractice into courses in themajor, teachers can promotedeeper engagement withcourse content throughjudicious use ofcommunication activities.

Consulting support. Tofacilitate informed decisionsabout student needs, curricularoptions, and assessmentprocedures, ISUComm providescommunication consultants todepartments and collegesengaged in the process ofcommunication-across-the-curriculum review and reform.

Placement. No change in non-native speaker requirements ininvolved.

Nor will there be any change inthe present placement criteriafor other students entering thefoundation courses. Studentswho place out of the first will

Proposed Catalog Copy on ISUComm

Proposed Catalog Copy: Communication Proficiency PolicyNotes

This catalog copy presentsthe official summary of theISUComm curricular plan; assuch, it operates as thevoting document before theFaculty Senate. Thesemarginal annotations reviewinformation from the reportpertinent to the catalog copyand the curricular plan.

Rationale. The proposedchange in the Iowa Statecommunication curriculumwas motivated by facultydissatisfaction with studentcommuni-cation competencyand by changes ininformation technology thathave transformedcommunication practice.

History. The BasicPrinciples were formulatedby faculty at two universitysymposia and passedunanimously by the FacultySenate in Spring 2001.

WOVE. The hallmark ofISUComm is the integrationof written, oral, visual, andelectronic communication.Iowa State is a pioneer inthe development of WOVEpedagogy.

First Course. Emphasis willbe on the development ofcollege-level writingcompetencies, with supportfrom other WOVE mo des.Students will also focus on civic/cultural

themes work in a learning-

Basic Principles: The faculty of Iowa StateUniversity believe that all educated people should be able tocommunicate effectively in a variety of settings and media,including electronic. Consequently, Iowa State Universitygraduates are expected to develop competence in threeinterrelated areas of communication: written, oral, andvisual.

This communication competence can best be achievedthrough the following five principles:

Communication instruction and practice are distributedover the studentÕs entire undergraduate experience, bothin and out of the classroom, from the first year throughthe senior year.

Communication instruction and practice are distributedacross the curriculum, both in communication coursesand in courses in the studentÕs major.

Active learning and higher-order thinking are fosteredthrough communication.

Faculty across the university share responsibility for thestudentÕs progress in communication practices.

Both faculty and students engage in ongoing assessmentfor continuous improvement of the studentÕscommunication practices.

Iowa State UniversityÕs communication curriculum, based onthese five principles, seeks to enrich the studentÕsunderstanding of the various subjects studied as well asprepare the student to communicate successfully inprofessional, civic, and private life.

Foundation Courses: To ensure that broadcommunication competence is addressed and developed atthe beginning of a university career, all students will earn sixcredits in the two-course introductory sequence, normallytaken in the first and second years. Students will focus onwriting and critical reading, with complementary instructionin visual, oral, and electronic communication; they willconcentrate on civic and cultural themes; and they will enterwork in a communication portfolio to document their currentlevel of proficiency.

Transition. During the present catalog cycle, studentscan satisfy the communication proficiency policy withEnglish 104 and 105 or with two equivalent experimentalfoundation courses. Once fully implemented, the newcourses will replace English 104 and 105.

Upper-Level Curricula: Continuing development ofcommunication skills will be directed by the studentÕs majordepartment. Using the universityÕs basic principles as a guide,each department will specify a set of intended learningoutcomes and design communication experiences by whichstudents in the major can achieve the desired level ofcommunication proficiency.

Departments may select from or combine a variety ofcommunication options that best match their faculty, students,and curriculum:

designated communication-intensive courses thatintegrate written, oral, and visual communicationinto a course in the major;

a sequence of courses within the ma jor thatincorporates communication tasks of increasingcomplexity;

linked coursesŃo ne in communication, one in themajorŃt hat integrate readings and assignments;

advanced composition course(s) appropriate to thestudentÕs major and offering instruction in written,oral, and visual communication;

communication-intensive activities within orbeyond course work, such as communicationportfolios, discipline- or course-specific studenttutoring, community service projects, internships,electronic presentations, informational fairs, juriedcompetitions, entrepreneurial projects, newsletters,Web sites.

Departments will retain the authority for regularly assessingthe degree to which their students achieve the specifiedlearning outcomes and for making curricular improvementsbased on departmental assessment data.

Non-Native Speakers: Students whose first languageis not English must demonstrate ability to study in thisEnglish-speaking university. Such studentsŃb eginningstudents as well as those who transfer from otherinstitutionsŃm ust take an English placement test when theyarrive on campus. The test is administered by the EnglishDepartment and is offered at the opening of each semester.

Students whose performance on this placement examination issatisfactory will follow the regular university communicationproficiency requirements. Students who have deficiencies willenroll in special English classes, as determined by the testresults.

Notes

ISUComm-across-the-curriculum. Communicationstudy in the ma jor is theprerogative of departmentfaculty, who best understandthe communicationcompetencies required by theirdiscipline.

Curricular options. Inresponse to differences indepartmental circumstanceand student need, ISUCommpromotes a variety ofcurricular options forcommunication-across-the-curriculum.

Communicating-to-learn. Inthe process of integratingcommunication study andpractice into courses in themajor, teachers can promotedeeper engagement withcourse content throughjudicious use ofcommunication activities.

Consulting support. Tofacilitate informed decisionsabout student needs, curricularoptions, and assessmentprocedures, ISUComm providescommunication consultants todepartments and collegesengaged in the process ofcommunication-across-the-curriculum review and reform.

Placement. No change in non-native speaker requirements ininvolved.

Nor will there be any change inthe present placement criteriafor other students entering thefoundation courses. Studentswho place out of the first will

Proposed Catalog Copy Reflects ISUComm Principles