Communication Studies

What is the program’s mission statement or statement of purpose? Why does the program exist?

Mission Statement: “The Department of Communication Studies offers a quality undergraduate and graduate education delivered by a faculty with a passion for teaching, scholarship, and engaged citizenship. We challenge students to develop intellectual curiosity, critical thinking skills, ethical responsibility, and sensitivity to diverse cultures.” (Last updated: 2007)

The program exists for a number of reasons, including meeting the obligations associated with its mission statement: “To challenge students to develop intellectual curiosity, critical thinking skills, ethical responsibility, and sensitivity to diverse cultures.” The program also exists to (1) serve general education requirements [CMN 1310], (2) support the university’s four learning goals (speaking, writing, critical thinking, and global citizenship), (3) prepare students for the workforce and graduate school, (4) acquire, create, and disseminate disciplinary knowledge (theory and practice) to a wide range of constituents, and (5) serve the needs of the university, community, and discipline of communication studies.

How does the program mission align with the university mission?

The program is accessible. Not only does the department support EIU’s long-standing tradition of offering engaging face-to-face instruction, but its on-line presence has grown in recent years. For example, Communication Studies increased its on-line undergraduate course offerings for the Summer of 2013 and, as a result, summer enrollment doubled from the previous year.

CMN faculty have an outstanding record of superior teaching (i.e., Dr. Melanie Mills received the 2013 Distinguished Faculty Award from the EIU Faculty Senate), excellent research and creative activity (faculty have published books, book chapters, journal articles as well as creative work including documentary films), and a commitment to service (university, community, and discipline).

In addition, the department promotes diversity through its curriculum (Intercultural Communication; Communication, Race, Ethnicity; Communication of Gender and the Body are just some of the courses that focus on diversity issues). The program also promotes diversity through its faculty-led study abroad programs. Finally, the department’s majors are themselves highly diverse. For example, the department has the highest percentage (34%) of minority students in the College.

The department has a record of student-faculty collaborative research. Approximately 10 students conducted honors research projects during the 2012-2013 academic year, all under the direct supervision of faculty. Drs. Matt and Elizabeth Gill collaborated with students in the Social Marketing Internship program, where students engaged in a public information campaign targeting the campus population. Applied learning takes place at many levels. For example, many Communication Studies students work at WEIU-TV or WEIU-FM, where they have a multitude of opportunities to apply what they have learned in the classroom. Study abroad promotes global citizenship. The department is traditionally ranked in the top five in students participating in study abroad trips (see Comments box, Item #1). To showcase the importance of citizenship in general, the department recently secured a new scholarship in civic engagement (The Cal Smith Civic Engagement Scholarship). Also, see relevant course work related to global citizenship (Comments box, Item #2).

Whom does the program serve?

The program serves both undergraduate and graduate students, traditional and non-traditional students, as well as continuing education students. In addition, all EIU students are required to pass CMN 1310 to graduate. The program serves majors interested in pursuing a variety of careers including employment in corporate communication, public relations, television and radio broadcast, and media production. Students have also secured employment in other areas, including education and non-profit organizations. The program serves approximately 15 Communication Studies minors, plus another 184 students who are minors in one of the interdisciplinary programs the department participates in. The program also serves the greater Charleston community (see Section 3 for specific details).

What are the services provided? How do these services align with the university mission and program mission?

1. General Education (language requirement): CMN 1310 (Introduction to Speech Communication): All four learning goals are emphasized in the course’s general and specific objectives. (See Comments box, Item #2, for a list of department courses and learning goals).

2. The department sponsors a number of competitions to showcase superior undergraduate work. Examples include: Two university public speaking contests (Balasi Speaking Contest—Fall; Smith-Merritt Speaking Contest—Spring), a Multimedia Contest (open to any undergraduate majoring or minoring in communication studies; students enter video and audio productions in various categories), and an undergraduate research paper competition.

3. The graduate program is one of the few programs in the region to offer an option area in communication pedagogy.

4. Study Abroad: Communication Studies is a university leader in promoting study abroad opportunities for students. For example, during the summer of 2013, Dr. Melanie Mills and Leigh Bryan, along with Dr. Mark Borzi, led a successful study abroad trip to New Zealand and Australia. 15 students spent 33 days exploring 11 cities.  The students developed a training manual of sorts that will assist future students in their preparations for study abroad in New Zealand and Australia. Next Study Abroad Trip: Ireland (Summer 2014).

5. Training students in the area of mass communication (Broadcasting and Production). Communication Studies students work at WEIU-TV, WEIU-FM, and the Odyssey (EIU's on-line radio service). 

6. Communication Day: Each Spring, the Department of Communication Studies holds Communication Day, a special event designed to illustrate the importance of communication in our academic, personal, and professional lives.

Support for the University Mission: The above examples reflect the department’s support for key aspects of the university’s mission: we offer students superior, accessible undergraduate and graduate education. We possess a curriculum that emphasizes free and rigorous inquiry. We are committed to diversity and inclusion, encourage collaboration between faculty and students, offer multiple applied learning experiences for students, and test students’ abilities to reason and to communicate effectively. Finally, the program upholds the importance of teaching students the importance of civil engagement or responsible citizenship.

It is clear that the Department of Communication Studies offers a quality undergraduate and graduate education delivered by a faculty with a passion for teaching, scholarship, and engaged citizenship (for a list of faculty accomplishments, see Section 4: Quality of Program Outcomes). As discussed above, we challenge students to develop intellectual curiosity, critical thinking skills, ethical responsibility, and sensitivity to diverse cultures.

Describe the program’s origins (e.g. year established, purpose, expectations).

The Department of Communication Studies is one of the oldest programs in Illinois. The department can trace its roots back to the early twentieth century. During the 1920s, a course “Oral English” was taught in the Department of English. By 1937, various areas of speech were brought together under the name, “Department of Speech.” (The department changed its name to Department of Speech Communication in 1972 and adopted its present name, Communication Studies, in 2005). During these early years, courses in public speaking, drama, debate, oral interpretation, voice and diction, speech correction, and radio broadcasting were taught. According to historical sources, during the early years of the program, “the department’s place in the preparation of teachers was always a consideration in light of the university’s early mission as a normal school, then teachers college.”

How has the unit changed or adapted over time?

As noted above, from 1937 to 1963 the department offered a rich mix of courses from drama to voice and diction. By 1963-1964, the Department of Speech spawned two new programs, the Department of Theatre and the Department of Speech Correction (now known as the Department of Communication Disorders and Sciences). 

In 1964, a new group of faculty members expanded the teacher education program in keeping with the university’s mission. They also helped develop other emphases in the majors and minors in the B.A., B.S. in Education, and M.A. Degrees. The following areas were constructed or expanded during this period: rhetoric, public address, broadcast, argumentation and debate, and parliamentary law. Later in the decade, the department added more courses, including organizational and business communication, to the curriculum.

In 1965, the Department launched a master’s degree program dedicated to preparing students for both the professional and academic aspects of the communication studies field. 

Since the 1970s, a number of changes occurred, including (1) the department switched from a cafeteria-style curriculum (where students selected from a wide variety of courses) to specific option areas (e.g., IORP—Interpersonal Communication, Organizational Communication and Public Relations—Broadcasting, Speech Education, and Rhetoric and Public Address); (2) the graduate program also underwent significant changes including expanding from a one year program to two years and adding a pedagogy option; (3) interdisciplinary minors were added; (4) when the state changed the pedagogy option in the early 2000s (K-12), the department lost its Speech Teacher Certification to English/Language Arts; (5) the Hadwiger Lab was created; (6) the department core was implemented. (See Comments box, Item #3, for contextual information).

If needed, provide supplemental comments to help the reader understand the program’s history and relevance to university mission.

1. 20% of EIU students who went on study abroad trips during the summer of 2013 participated in the CMN department's Australia/New Zealand trip.

2. The courses listed below connect directly to a learning goal, as indicated by the course name and/or catalog description.

Writing:

The department offers 17 writing intensive courses.

Speaking:

1310 - Introduction to Speech Communication; 1390 - Introduction to Speech Communication Honors; 2040 - Argumentation and Critical Thinking; 2550 - Broadcast Announcing; 3230 - Advanced Public Speaking; 3300 - Interviewing

Critical Thinking:

2040 - Argumentation and Critical Thinking; 2630 - Introduction to Interpersonal Communication; 3100 - Persuasion; 3200 - Introduction to Rhetoric and Social Critique; 3940 - Advertising Theory and Practice; 3960 - Advocacy and Message Design; 4770 - Television Criticism; 4780 - Communication and Culture

Global Citizenship:

3210 - Rhetorics of Protest, Movement, and Resistance; 3220 - Communication, Race, and Ethnicity; 3250 - Rhetoric, Democracy, and the Public Sphere; 3260 - Communication of Class in US Culture; 3560 - International Communication; 3710 - Intercultural Communication; 3970 - Study Abroad; 4700 - Rhetoric, Identity, and Social Responsibility; 4800 - Voices of Democracy; 4820 - Political Communication

3. Program changes noted above are a result of a continuous process of data-informed improvement and adjustments to environmental changes. The department has collected data on the program for decades, including 30+ years of data from student services, periodic alumni surveys and, in the last 10 years, more formalized assessment processes and procedures.

Provide data showing the four-year trend in the number of majors, minors, options, and concentrations.

Provide data showing the four-year trend in student credit hour (SCH) production, percent of SCHs that are general education, and percent of SCHs that are taught to non-majors.

What elements of the program’s curriculum are offered specifically to support other academic majors, minors, options, and concentrations?

The department’s curriculum intersects with a number of other departments on campus including Business, Journalism, Sociology, and Geological Sciences. Although communication majors are not required to select a minor, many do in order to expand their area of study. The Department of Communication Studies is directly involved in the following minors: Advertising, Broadcast Meteorology, Film Studies, Health Communication, and Public Relations. Non-majors can minor in Communication Studies which creates additional disciplinary intersections. In addition, the department offers a joint class with English that is required in the Masters of Science degree in Sustainable Energy.

If needed, provide supplemental comments to help the reader understand the internal demand for the program. Note any clarifications or special circumstances (e.g., curriculum changes made by another program) that should be considered when reviewing the above data.

List relevant data from the Bureau of Labor Statistics (BLS) Occupational Outlook Handbook, the National Association of Colleges and Employers (NACE) New Graduate Salary Survey, and the EIU Career Services Annual Report.

NACE (Job Outlook 2012 Survey): Employers are looking for job candidates who possess excellent communication skills. The article “Job Outlook: The Candidate Skills/Qualities Employers Want,” lists the 10 most important job candidate skills/qualities (http://www.naceweb.org/s10262011/candidate_skills_employer_qualities/). Out of a five point range with 5 indicating “extremely important” and 1 “not important,” the top three skills/qualities are: Ability to work in a team structure (4.60); ability to verbally communicate with persons inside and outside the organization (4.59); ability to make decisions and solve problems (4.49). (See Comment box, Item #1, for caveat)

This survey reflects approximately 30 years of research on employer needs and job candidate skills. The above skills are an important component of the mission/vision of the department (e.g., simulation courses that focus on providing students team building skills, courses that improve student verbal communication and critical thinking skills, courses that test students’ ability to problem solve and make effective decisions through the application of communication theory).

Occupational Outlook Handbook (OOH) (http://www.bls.gov/ooh/): OOH projects the growth rate of occupations from 2010-2020, most of which demand employees possess effective communication skills: (1) Personal Care Aides (health communication and interpersonal communication), 70% growth rate (highest percentage); (2) Home Health Aides (health communication and interpersonal communication), 69% growth rate (second highest percentage); (3) Meeting, Convention and Event Planners (public relations), 44% growth rate; (4) Marriage and Family Therapists (interpersonal communication), 41% growth rate.

According to the 2012 EIU Career Services Report (http://www.eiu.edu/careers/booklet1.pdf):

• 78% of CMN graduates (undergraduate) are employed (sample size: 76)
• Job acceptance by industry groups: category (Communication/Media/Marketing): (6%) [highest percentage is PK-12 Education: 16%].
• Average salary: $39,000

Graduate students who have completed an M.A. at EIU have been very successful in entering or advancing in the workforce or continuing their education in doctoral programs across the country. Currently, the CMN graduate program has an 80% placement rate within three months of graduation for our students (100% placement rate in six months). Graduates have gone on to work in any number of professional positions in various types of organizations, including large public relations or advertising agencies, smaller niche firms, a host of corporate communication positions, and professional roles in nonprofit organizations.

Graduates have also had success finding work teaching at community colleges and four-year institutions. Many of these graduates have chosen to complete their degree in the Communication Pedagogy option, but others did not and still have found success teaching. Many of our graduates have also gone on to earn their doctorates at a number of prestigious universities such as University of Iowa and Purdue University.

 See Comments box, Item #2, for additional information on statewide projected employment needs.

Is the program accredited or approved by a recognized external agency or otherwise certified to meet established professional standards? Provide an executive summary of and link to the program’s most recent accreditation or certification report, if available.

The Communication Studies discipline does not need to adhere to specific accreditation standard. According to the National Communication Association (NCA), “A variety of disciplinary organizations have developed specialized accreditation standards that are used in evaluating the quality of a given department in that discipline. Specialized accreditation standards work well for disciplines that have a relatively narrow focus. Given the breadth and depth of the communication discipline, the National Communication Association has chosen a different path that focuses on guidance and support rather than strict adherence to a particular set of standards. NCA recognizes the value of standards that can be used to support the development of communication departments, point the way for program improvement, and serve a rhetorical function in making the case to institution administrators concerning both the quality and the needs of a department.” (http://www.natcom.org/Tertiary.aspx?id=199; under “NCA’s Standards for Undergraduate Communication Programs” see link, “NCA’s Standards for Undergraduate Communication Programs”).

Is the program required to meet any regulatory or legal requirements? Is the program subject to any special auditing requirements?

The program is not required to meet any regulatory or legal requirements. The program is not subject to any special auditing requirements.  

What are the most important outreach or public service activities supported by the program?

The department supports a variety of outreach and public services outlets. Below are several examples:

1. Communication Studies partners with a variety of outside entities that provide internship opportunities for students. Communication Studies majors completed a total of 72 internships and 31 practicums during the 2012-2013 academic year. In addition, Dr. David Gracon has recently implemented alternative media internships in the Champaign-Urbana area. Moreover, each Spring, the department co-hosts its Broadcast Industry Fair, which brings approximately a dozen radio and television companies to campus for a job fair.

2. The department holds a colloquium series, as well as film screenings and roundtable discussions, that facilitate opportunities for intellectual exchange among students, faculty and community members.

3. Faculty are also involved in a number of social service and non-profit organizations in the area. In many cases they are in leadership positions and provide assistance in fund-raising and administrative tasks. Organizations that faculty have significant involvement with include Sarah Bush Lincoln Health System, Sexual Assault Counseling and Information Service, Habitat for Humanity, Charleston Rotary Club, and the Central Illinois Stage Company.

4. Faculty are also engaged in outreach activities of a religious nature. For example, Dr. Andrew Robinson created a program entitled, “Cultivating Ministers Training Program.” The program includes a weekly two hour workshop as well as speaking and leadership assignments that help the students improve their communication skills.

5. Dr. Rich Jones was recently appointed to the Board of Directors for Charleston Community Theatre. He also directed the first play (“The Foreigner”) of the 2013-2014 season for the Charleston Community Theatre.

6. Faculty Spotlight: Dr. Melanie Mills’s community involvement exemplifies the historical and present day commitment of the department to community needs. Melanie is a member of the Charleston Rotary Club, a Meals on Wheels volunteer coordinator, member of the local Excellence in Education Foundation Board, and a founding member of the philanthropic women's giving circle, Women Connected. This is a short list. 

How do the local community and the region benefit from the program?

The program offers the local community and the region the expertise and training of a dedicated group of communication scholars. In turn, the program prepares an Illinois workforce knowledgeable in communication theory and practice. According to the Princeton Review (which ranks Communication as the nation's 8th most popular college degree), the versatility of the degree is one of its strength:

"Communications majors tend to be great storytellers with quick wits and fiery personalities. You'll spend a significant amount of time scrutinizing different kinds of presentations–such as speeches and scripts–and the strategies behind the messages that speakers and writers use to make their points. You'll learn about verbal and nonverbal messages, audience reaction, and the varied effects of different communication environments. It will prepare you for a wealth of careers in business, advertising, human resources, public relations, government, education, media, and social services" (http://www.princetonreview.com/college/top-ten-majors.aspx). 

Both the community and region benefit in numerous ways, including preparing graduate students to teach at community colleges (the Communication Studies graduate program offers a Pedagogy Option), understanding communication practices in prison, reducing (cyber)bullying and other anti-social behavior (Dr. Melanie Mills was a co-director of the project for the last two years), promoting personal and political civility, promoting diversity through study abroad, eliminating poverty and hunger (e.g., Meals on Wheels). Communication students work at WEIU (radio and TV) which serves the region. In addition, faculty (for example, Dr. Marita Gronnvoll, Dr. Melanie Mills, Dr. Rich Jones, Dr. Matt Gill, Dr. Mark Borzi) routinely have course projects that involve the community.

If needed, provide supplemental comments or data sources to help the reader understand the external demand for the program.

1. Some sources are inaccessible without a subscription, including NACE’s New Graduate Salary Survey.

2. According to the Illinois Department of Employment Security (http://www.ides.illinois.gov/page.aspx?item=911), there will be a demand for communication jobs in the future. As noted above, the increase will be in the field of medicine (home health aids), public relations, and other communication related positions, including in the media. The projections for state job growth (2010-2020) indicate the following trends: Media and Communication Workers (+12.69%), Communication, Teaching College (+11.99%), Radio and TV Announcers (+4.85%), Broadcast News Analysts (+9.69), Public Relations Specialists (+15.69%), Audio and Video Techniques (5.14%), and Film and Video Editing (+10.48%).

Communication Studies (B.A.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

Communication Studies (M.A.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

If needed, provide supplemental comments or data sources to help the reader understand the quality of program outcomes.

Since the last MAP report (2012-2013), the following has occurred:

• Faculty publications and conference presentations (Dr. Marita Gronnvoll, Dr. Angela Jacobs, Dr. Elizabeth Gill, Dr. Rodney Marshall, Eric Schumacher, Dr. Melanie Mills, etc.)
• Dr. Marita Gronnvoll was invited to join the Quarterly Journal of Speech's (QJS) editorial board. QJS is the top journal in the discipline.
• Three faculty members won Achievement and Contribution Awards: Dr. Rich Jones (service), Dr. Melanie Mills (service), and Dr. Marita Gronnvoll (balanced).
• Drs. Matt Gill and Elizabeth Gill won a university Integrated Learning Award.
• Mike Bradd won a Redden Grant.
• Dr. Molly Niesen received the Brian Murphy Top Paper Award from the Union for Democratic Communications (UDC) for her paper, “The Kidvid Crusade and the Eclipse of the Federal Trade Commission 1977-1980.” She will receive the award at the UDC conference in November.
• Jessica McDonald won the 2013 College of Arts & Humanities Master’s Thesis Award. Due to a change in the way the Midwestern Association of Graduate Schools (MAGS) accepts entries for its Distinguished Masters Thesis Award, Jessica’s thesis is also being sent on to represent EIU in that competition.
• The panel “Spotlight on Pedagogical Innovations in Communication Studies” was selected by ICTA (Illinois Communication and Theatre Association) as a State of Illinois Showcase Panel for CSCA (Central States Communication Association). The panel will be submitted to CSCA to be considered for presentation at the 2014 annual convention (panelists included Dr. Rich Jones, Dr. Rodney Marshall, and Dr. Stephen A. King). Three communication graduate students (Stephanie Gruner, Johnny M. Kraps, and Emily L. Vajjala) also presented at the conference.
• Two graduate students (Ethan Kruger and Amanda Feder) were notified that their respective essays were accepted for presentation at the Rhetoric of Society Association (RSA) convention (San Antonio, April 2014).

Note any special benefits (e.g., personnel support, equipment, permanent improvements) that the program has received in the past three years from its grants and other sponsored programs.

Technology Improvements: 2010-2012: Through internal and external grant funding the department increased its technological footprint (example: In 2011, the department secured external grant funding [approximately $45,000] for new Mac Laptops). Development of desk-top editing systems, multimedia lab facilities in both Mac and Windows formats highlight these additions. A student lending system significantly improved access to equipment. These new processes and resources, combined with curriculum revisions, continued to provide graduates with strong academic and practical backgrounds.

Redden Grants: Communication faculty have been awarded a number of Redden Grants. For example:

• Mike Bradd received a Redden Grant to purchase radio computer software.
• Dr. Melanie Mills received a Redden Grant to support her participation in the VBC Bullying Conference in 2012.
• Dr. Mark Borzi received a Redden Grant to support teaching in 2012.
• Drs. Matt Gill and Beth Gill received a Redden Grant to support the Health Communication curriculum and the Social Marketing Internship in 2010.

• In addition, Dr. Mark Borzi also received a study abroad grant in 2012 (“Globalizing the Curriculum: University of the West Indies – Cave Hill, Barbados”).

How does the program benefit from donor gifts (e.g., scholarships, endowed chairs)? Does donor support provide a significant percentage of the program’s overall funding?

Communication students can apply for 34 scholarships (http://www.eiu.edu/commstudies/scholarships.php.) Of the 34 scholarships, 10 scholarships are for communication students only, including the Dr. Christine and Larry Helsel Public Relations Scholarship and the Dr. J. Glenn Ross Scholarship; 24 are available for communication students and other majors, including the Illinois Broadcaster Association Endowed Scholarship. Scholarships have traditionally ranged from $250 to $1000.

The program also benefits from its GIFT fund. At present, the GIFT account balance is approximately $28,000. The department’s operating budget for FY14 is approximately $17,000. In May 2013, the department received a generous donation ($20,000) from Sean Payton.

Important Note: The GIFT account and donations fluctuate greatly and they are not a significant source of departmental support. For example, at the beginning of FY13, the GIFT account was $1,856.00.

List two or three key relationships that the program maintains with external constituencies (e.g., community colleges, other universities, government bodies). How do these relationships advance the university mission or otherwise benefit the university?

The department has a long standing relationship with the Illinois Broadcasters Association. As mentioned earlier, each Spring, the department co-hosts its Broadcast Industry Fair. The department has excellent relationships with Lake Land Community College and Parkland Community College. We recruit a number of students from both colleges. In addition, the department has 11 separate 2+2 articulation agreements with other colleges, including Lake Land, Parkland, and Vincennes University (Indiana).

If needed, provide supplemental comments to help the reader understand the resources generated by the program. Note any clarifications or special circumstances (e.g., revenue pass-throughs) that should be considered when reviewing the above data.

If needed, provide supplemental comments to help the reader understand the productivity of the program. Note any clarifications or special circumstances (e.g., accreditation requirements, curricular changes, program restructuring) that should be considered when reviewing the above data.

If needed, provide supplemental comments to help the reader understand the costs associated with the program. Note any clarifications or special circumstances (e.g., expenditures made centrally or externally, expenditures made on behalf of other units) that should be considered when reviewing the above data.

How does the program seek to distinguish itself from similar programs at other institutions?

Undergraduate Program

• The Department of Communication Studies offers students individual attention, with a student-to-faculty ratio of approximately 18-1. This educational environment provides faculty the opportunity to mentor and assist the students with research and other projects outside of class.
• The department is a leader in integrative learning (e.g., the work of Drs. Matt Gill and Beth Gill as well as Dr. Mark Borzi and Dr. Melanie Mill’s organizational communication simulation course—CMN 4650)
• Students have access to a variety of hands-on opportunities outside of the classroom. Examples include: WEIU-TV and Radio, internships and practicums, sports broadcasting through EIU Athletics, and Public Relations Student Society of America (PRSSA).
• The Department of Communication offers a minor in Broadcast Meteorology, the only such major-minor combination in the state.
• The Department’s health communication minor is also unique in the state.
• Unique study abroad programs lead by faculty.

In addition, the department promotes innovative projects and program. This is reflected in numerous awards (faculty have won numerous Achievement and Contribution Awards as well as other awards: Faculty Laureate, Excellence in the Use of Technology, Chair Leadership award, Distinguished Faculty award, etc.).

Graduate Program

• The Department of Communication Studies masters program offers a unique pedagogy option that prepares students to teach coursework at the collegiate level.
• The Department of Communication Studies masters program offers students an opportunity to put their pedagogy coursework and teaching training into practice by offering assistantships to teach our introductory level course.
• The Department of Communication Studies masters program has a long standing partnership with Lake Land College offering masters students the opportunity to teach courses at Lake Land as a graduate internship while receiving their degree.
• The Department of Communication Studies masters program offers two capstone experiences. The first is a traditional academic thesis that allows students the chance to engage in a multifaceted research project. The second is a creative thesis, which allows students to design an applied project that can put communication theory to work in a practical, off-campus setting.

Note any unique and/or essential contributions that the program makes to the university.

The program makes the following unique/essential contributions to the university:

• The department is providing direction on one of the University’s four learning goals; faculty serving on CASL; faculty provide training on how to develop rubrics (faculty have also created rubrics) (see Comment box, Item #1).
• The Department of Communication Studies masters program offers a unique pedagogy option that prepares students to teach at the collegiate level.
• The department sponsors two public speaking contests, the only such contests at the university (Betty Balasi Speaking Contest and the Smith-Merritt Speaking Contest). This contest supports the university’s four learning goals.
• The Multimedia Contest is open to undergraduate students majoring or minoring in Communication Studies who are currently enrolled at Eastern Illinois University.  The students enter video and audio productions in various categories. 
• The department contributes significantly to the operation of WEIU (radio and TV) and the Odyssey.
• The Forensics program is the only program of its type at the university. The Speech Team is a nationally competitive team that travels to competitions at other universities and colleges. The team performs in three major categories: Public Address, Interpretation, and Limited Prep. 
• Perhaps more than any other department on campus, the program’s core teaching mission is assisting students to achieve competency in the four learning goals: speaking, writing, critical thinking, global citizenship (see Comment box, Item #1).
• The department is also unique in its historical (dating back to Ancient Greece and Rome) and present-day interest in persuasive communication as well as message design (see, for example, undergraduate assessment plan, learning objective #4: "Students will create and implement messages strategies in diverse contexts with emphasis on multimedia, writing and speaking"--Assessment Report, 2012-2013).
• As noted elsewhere, the department helps prepare the workforce of Illinois to possess specific skills in communication theory and practice.
• Over the last three years, the Department of Communication Studies graduated an average of 151 students a year, the largest number in the College of Arts and Humanities.
• For a summary of essential contributions, see Comment box, Item #2.

Provide any program-specific metrics that help to document program contributions or program quality. Examples of some commonly used program-specific metrics may be found here.

If needed, provide supplemental comments to help the reader understand the program impact on the university mission.

1. Dr. Rich Jones, Basic Course Director, has served for the past two years on CAA’s Learning Goals subcommittee, which is evaluating EIU’s undergraduate learning goals and working on enhancing their presence across the curriculum. Dr. Jones serves as the “faculty expert on speaking” on the Learning Goals Executive Committee and the Committee for the Assessment of Student Learning (CASL) and will work with these committees in the coming years to ensure that speaking is addressed across the curriculum through deliberate and rigorous instructional and assessment practices. This will help the university meet its speaking learning goal.

2. Throughout the Program Analysis Report, there is documented evidence that the department vigorously supports major University initiatives, including integrative learning, learning goals, undergraduate research, and study abroad.

Provide a link to or listing of the program’s goals and/or strategic plan.

The department has a long and rich history of planning and goal setting and achieving tangible results (e.g., annual plans, staffing, space, technology plans). However, in the last two years, the department has been in period of leadership transition. Toward the end of FY12, Dr. Mark Borzi stepped down as Chair. Mike Bradd took over as Interim Chair for FY 2013. The new Chair, Dr. Stephen A. King, assumed the Chair position on July 1, 2013.

During this transition, program goals (e.g., improving quality and availability of department promotional materials and increasing undergraduate and graduate student presentations on and off campus) were either completed or placed on hold. The department is in a period of reflection, review and planning for the future. Since July 2013, the Chair and/or the department is/has:

• Developed documents to improve the department’s visibility on campus (Faculty Achievements and Accomplishments Report, August 2013)
• Reviewing, evaluating, and proposing changes in curriculum in individual option areas. In some cases, the option itself is being completely revamped. The option area, Communication, Society, and Popular Culture, will—if approved—receive both a title change (Public Advocacy and Rhetoric) and a curriculum revision. 
• Reviewed assessment data and procedures (undergraduate and graduate)
• Exploring the possibility of developing an on-line graduate program and expanding the program's overall on-line presence
• Created an Ad-Hoc Technology and Computer Committee to assess immediate, short and long term needs. The committee is currently evaluating an existing Technology Plan (last submitted for faculty review in 2007)
• Working with the new Dean of the Honors College to promote departmental honors program/courses
• Developing a Speaking Center for the department/university. At the August 16, 2013 department meeting, faculty overwhelmingly supported the idea of a Speaking Center. An initial proposal (dated: March 2, 2009) will be revised and updated. A Speaking Center also supports all the university’s learning goals
• At the first faculty meeting of the year, the Chair announced that the department will need to examine issues related to program identity: Who are we, what do we do, how do we do it, and who is our audience? This would involve, for example, assessing and revising the department’s mission and vision statement. The faculty will meet in Spring 2014 to discuss developing a new strategic plan (see Comment box, Item #1)

What role will the program have in the implementation of the university’s strategic plan (provide link to strategic plan)?

The strategic plan includes the following categories: academic excellence, global competition, emerging technologies, campus and community life, financial sustainability, and marketing and communication. See EIU's Strategic Plan: http://www.eiu.edu/strategicplanning/.

The department upholds academic excellence and rigor through the development of a strong common core curriculum, demanding coursework at the undergraduate and graduate level, an effective central advising system, and numerous scholarship opportunities for students. The department supports global competition in many ways, including supporting 2+2 articulation programs with community colleges, recruiting international students to the program, serving as a leader in the area of study abroad, and offering a myriad of courses related to diversity. Mark Borzi is interested in creating a faculty exchange program with the University of the West Indies (Barbados). The department was an early proponent of technology. A new Ad-Hoc Technology and Computer Committee was recently formed to explore issues related to technology. The department’s Hadwiger Multimedia Lab contains 20 workstations and multiple printing options. Several courses are taught in the lab, and there are open lab hours for students to work on projects like video editing and web page design.In addition, CMN students in the production track get hands on experience with studio and field production, editing, and other tools that are important in today’s technological workplace. The department supports financial sustainability by providing scholarships to attract and retain students and developing a marketing program that is congruent with the university’s academic profile. The department supports marketing and communication by, for example, strengthening relationships with alumni and donors.

What are the program’s two or three most promising opportunities that could help advance the university’s academic mission? Provide an estimate of additional investments or other costs required and additional student credit hours, revenue, or other resources generated.

1. Increase the Department’s On-line Presence: Graduate Program: The graduate faculty are currently discussing/considering the idea of developing a stand-alone, on-line graduate program for a specific audience/demographic (e.g., non-traditional students/professional communication option). Additional investments and costs would include finding faculty to teach at least 10 extra sections in the graduate program. Faculty will need to undergo additional online training and certification and other development activities. The online graduate program could potentially double the number of majors in the graduate program. A new graduate online program would advance the university’s mission by opening up access for students who cannot travel to EIU to attend class. Undergraduate Program: The department is exploring the possibility of creating an online program (a specific option area or the communication studies minor) for junior transfer students. (University Mission: "Accessible undergraduate and graduate education").

2. The Development of a Department/University Speaking Center (see first box in Section 9 for more details). The Speaking Center will serve as a resource available to all member of the EIU community as well as the surrounding community. Consultants will assist clients on a number of issues related to public speaking: apprehension, organizing ideas, delivery/presentation of material, use of evidence to support claims, proper use of visual aids, etc. Consultants will also be available to critique client speeches. The 2009 proposal for a Speaking Center lists start up costs at approximately $6,814. Ongoing costs are estimated at $17,425. We are in the process of reviewing model speaking centers (University of North Carolina Greensboro, Depauw University, University of Southern Mississippi, Penn State Undergraduate Speaking Center). We are also examining whether or not our primary competitor schools (e.g., Eastern Michigan U, Illinois State U, Indiana State U) have speaking centers. (University Mission: "Refine abilities to reason and to communicate clearly so as to become responsible citizens and leaders").

3. New PR Major: In consultation with Dean Bonnie Irwin, the department is working with the Department of Journalism to create a new Public Relations major. If approved, the new major will (1) attract new students to the program and (2) be the most comprehensive PR major in the state. Costs will include shifting resources to hire one, if not two, new faculty members to staff the major. (University Mission: reflects two aspects of the mission: "students refine their abilities to reason and to communicate clearly" and "offers superior, accessible undergraduate  . . . education").

4. Adobe Certification: Carrie Wilson-Brown, a member of the department's Ad-Hoc Technology and Computer committee, is currently exploring faculty development opportunities for certification in Adobe Suite (other faculty are interested in earning certification). We have met with John Henderson from CATS who supports the idea of Abode certification. Abode certified faculty can teach students, faculty, and other EIU personnel, and the university can be known as a regional/state leader in Abode certification. Initial estimates suggest that certification training will cost $1,500 per person. (University Mission: "Faculty known for its excellence in teaching"; part of excellence is ability to use technology to teach students important theories and skills as well as train students to use technology [Abode Suite] effectively).

If needed, provide supplemental comments to help the reader understand future opportunities for the program.

1. In 2012, a new mission statement was developed for the graduate program:

"The Master of Arts in Communication Studies offers a program in advanced scholarship that reflects the development of historical and contemporary influences on communication theory and practice. Specifically, we offer concentrations grounded in a rigorous theoretical base that inform communication practices, therefore preparing students to enter into academic and workplace environments."

There is a separate mission statement for the pedagogy option:

"The Master of Arts in Communication Studies’ Communication Pedagogy option prepares students for teaching communication courses at the collegiate level through a combination of theoretical and applied experiences. We offer students a strong foundation in pedagogical and communication theory that informs instructional practices, including the development of competency in teaching communication skills to others and the creation of instructional resources."