Running head: UNIVERSITY OF MARYLAND 1. Basic Course Division Program of Excellence Proposal. The Oral Communication Program

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1 Running head: UNIVERSITY OF MARYLAND 1 Basic Course Division Program of Excellence Proposal The Oral Communication Program The University of Maryland, College Park Oral Communication Program Leadership Team Andrew D. Wolvin Lindsey B. Anderson Elizabeth Gardner Rowie Kirby-Straker Devin Scott

2 UNIVERSITY OF MARYLAND 2 I. Description of the Nominated Program of Excellence The University of Maryland s Department of Communication established an Oral Communication Program (OCP) in Fall 2012 to meet the needs of a newly-instituted all-campus undergraduate general education oral communication requirement. The OCP now oversees two basic communication courses, facilitates graduate teaching assistant (GTAs) and instructors professional development, and runs an Oral Communication Center. The Oral Communication Program includes two basic courses. The first, COMM 107 Oral Communication: Principles and Practice, is a hybrid course, which offers students principles and skills in the areas of intrapersonal communication (including listening), interpersonal communication (including interviewing and group communication), and public speaking (including informative briefing and persuasive speaking). This semester over 2,200 students enrolled in 110 individual sections taught by a staff of over 50 doctoral-level GTAs, continuing lecturers, and instructors. The second course, COMM 200 Critical Thinking and Speaking, provides students with a background in public speaking from a critical inquiry (both speaker and listener) perspective. COMM 200 enrolls 140 students in 7 sections taught by 3 advanced doctoral-level GTAs and continuing lecturers. Both courses utilize active learning techniques of instruction in order to emphasize the practicality of oral communication skills in personal, profession, academic, and civic settings. The OCP provides instructional support throughout the academic year, including a robust orientation program, specialized technology support, the option of in-classroom coaching, and learning communities. OCP learning communities were launched in the Fall of 2013 for all COMM 107 instructors. Each of these groups meet regularly throughout the academic year and brings together first-time instructors, returning graduate teaching assistants, and lecturers to develop a culture of feedback, mentorship, and innovation that center on a given theme. Central to our mission, the OCP team coordinates research and assessment of the basic courses and our instructional support. Several instructors have been involved in assessing the efficacy of specific assignments and piloting innovative adjustments. The Coordinator of Instruction and Technology (Devin Scott, Ph.D. student) works with the Executive Director (Andrew Wolvin, Ph.D.), the Course Director (Lindsey Anderson, Ph.D.) and the Program Coordinator (Elizabeth Gardner, Doctoral candidate) to assess teaching, student confidence, and student competence. At the university level, our team also works with the Office of Undergraduate Studies to integrate and implement university-level outcomes assessment in the OCP courses. The Oral Communication Program also incudes a departmental Oral Communication Center (OCC). This center provides students with the opportunity to practice in front of trained peer consultants and to receive feedback on video recordings of their presentations. This resource complements students' reflections on their in-class performances, which are video recorded in technology-equipped classrooms. Led by a full-time director (Rowie Kirby-Straker, Ph.D.), the OCC also offers a variety of training workshops on oral and graphic presentation skills, interview skills, professional communication skills, graphic design, and media.

3 UNIVERSITY OF MARYLAND 3 II. Rationale The Department of Communication at the University of Maryland has been delivering a quality basic communication course to undergraduates for many years. The he Oral Communication Program (OCP) launched two years ago with innovations in curriculum, technology, and instruction. These distinctive features stemmed from the cooperative efforts of the OCP leadership team. The team is comprised of several specialists: an executive director, course director, program coordinator, technology and instruction specialist, and Oral Communication Center director. In just two academic years of operation, our program's collective efforts have met with approbation from students and campus administrators who established the oral communication requirement and provided funding for the Oral Communication Program. The Department of Communication at the University of Maryland has been delivering a quality basic communication course to undergraduates for many years. Within the past year, though, the Oral Communication Program has re-envisioned and reinvigorated this basic course by exploring innovative curriculum options, investing in instructors' professional development, and extending the lessons learned outside of the classroom. OCP Resources: The OCP has developed several unique resources for its instructors. We have been at the campus forefront of testing the University s electronic learning management system, Canvas, which was adopted in the Spring of In addition, we created a series of learning modules to aid in teaching oral communication principles and demonstrating best practices. Finally, we provide detailed formal assignments to our instructors that correspond to the stated course outcomes. However, we view our relationship with the instructors as reciprocal and have made changes to the schedule as well as formal speaking assignments. Electronic Learning Management System: The OCP team has optimized use of the university's Electronic Learning Management System, Canvas, to provide online access to course content for both instructors and students. A master course space allows instructors to directly import core course materials like assignments, rubrics, and examples of student work into individual section spaces. A resource site includes pedagogical tools, model classroom activities, Outcomes Assessment, and outside resources for instructors to draw upon as they daily plan for classes. And individual course section sites supply students with the means to view recordings of each of their presentations, a fully-integrated gradebook, and course supplements. This system works to increase efficiency and consistency for students and instructors across sections. Online Learning Modules: The OCP also has developed a set of online learning modules to accompany the COMM 107 textbook. These modules allow students to test their understanding of terminology and concepts and to see real-life examples of content, and they complement our activities-based course model by allowing instructors to focus class time on applying and practicing communication skills. Instructional Development: Instructional development is also a hallmark of the program. Since so many different instructors teach the same course, it is important that everyone be consistent with materials, assignments, and assessment. An extensive pre-semester week of orientation was designed to get the staff prepared with cutting-edge pedagogy, course materials, and technology. Throughout the semester members of the OCP leadership team also facilitate Learning

4 UNIVERSITY OF MARYLAND 4 Communities, and new communication graduate students who are also new GTAs take a communication pedagogy class during their first semester in the program. Pre-Semester Orientation Week: The OCP facilitates an intensive week-long orientation program before the semester begins. During this time, new GTAs and instructors are introduced to college-level pedagogical topics (e.g., active learning and debriefing activities, and managing the classroom climate) and course content (review of formal assignments and lesson planning using the textbook). In addition, we take the time to detail the logistics of the course, which includes setting up their Canvas section and demonstrating how to use the classroom technology. Learning Communities: Learning communities were established in order to support pedagogical development of new GTAs and instructors as well as to encourage the more experienced COMM 107 instructors to engage in the OCP. Members of each learning community meet periodically to discuss common challenges, brainstorm prospective solutions, share resources, practice teaching, and shape future directions for the program. Communication Teaching Communication: New GTAs within the Department of Communication are required to take a one credit hour course that explores the principles of effective teaching in the college communication classroom. During the course of the semester, students read seminal instructional communication work, discuss larger pedagogical issues (e.g., facilitating classroom discussions), and produce a teaching portfolio that can evolve with each student s teaching career. In addition, this class serves as a time during which the new instructors can talk with each other as well as members of the OCP leadership team about their teaching concerns and experiences in the classroom. Extending the Basic Course Outside of the Classroom: The OCP is commitment to demonstrating the practicality of the skills taught in the basic course. As such, we have developed OCC workshops that highlight the pragmatic nature of the courses content. In addition, we plan an annual showcase in which OCP alumni talk about how they use the skills from the course in their work. OCC Programming: The OCC is a speech center that supports the academic goals of the larger OCP. Students who visit the OCC can get help on a variety of topics related to the basic course (e.g., topic selection and practicing a presentation). This has been a popular resource, serving with hundreds of students per semester. The chart below summarizes the number of appointments and walk-ins recorded over the past academic year. Fall 2013 Spring 2014 Total number of consultants Number of appointments (minus no-shows) Number of students served by appointments Number of walk-ins

5 UNIVERSITY OF MARYLAND 5 The OCC is unique in the sense that it plans and facilitates a variety of workshops geared to improving presentational speaking skills and demonstrating the use of these skills in the real world. In the Fall of 2013, the OCC has schedule 13 workshops with topics ranging from occupational research and informational interviews to the art of storytelling and visual communication strategies. Below is a chart that documents the number of workshops and attendees during the academic year. Fall 2013 Spring 2014 Number of workshops (minus Adobe) 6 4 Number of workshop participants Annual Showcase: To highlight this distinctive work, the Oral Communication Program instituted an annual showcase series to feature student work, teaching moments, and alumni applications. The 2013 showcase brought together four prominent UMD alumni (a manager, a physician, an economist, and a career coach) from the Washington D.C. region to discuss the impact of COMM 107 on their professional careers. The 2014 showcase featured a panel of five DC-based professionals, ranging from engineers to PBS programmers, who spoke of the types of communication skills needed in their professions. NCA Mission: A greater focus has been placed on the basic course since Steven Beebe (2013) 1 likened it to the front porch of the communication discipline. The OCP makes a concerted effort to support the broader mission of NCA in two primary ways. First our leadership team reemphasized our commitment to encouraging ethical communication, a central interest of NCA, by incorporating diversity measures into the curriculum. In partnership with the University of Maryland Department of Resident Life and the Common Ground Multicultural Dialogue Program, we held a special training for all OCP instructors, compiled instructional resources on teaching diversity, and threaded an Inclusive Language Campaign into course activities throughout the semester. Second, NCA promotes the widespread appreciation of the importance of communication in public and private life, the application of competent communication to improve the quality of human life and relationships, and the use of knowledge about communication to solve human problems. 2 The OCP at the University of Maryland supports this portion of the NCA mission by continually emphasizing the practicality of the skills taught throughout the course and encouraging the application of the newly-acquired knowledge to four context areas in each student s life (personal, professional, academic, and civic), thus extending the lessons learned outside of the classroom. The ethical implications and practical nature of communication is understood only when engaged in foundational material, like that of the basic course. With that said, basic course programs open the door for undergraduate students to the larger disciplinary house that they can continue to explore.!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 1 Beebe, S. (2013). Message from the president: Our front porch. Spectra, 49, 2, 3. 2 NCA website (2014). About NCA. Retrieved from:

6 UNIVERSITY OF MARYLAND 6 III. Departments, Programs, and Personnel The Oral Communication Program at Maryland brings together an invested team of skilled professionals from the Department of Communication who work together to provide leadership. The Department of Communication, University of Maryland, College Park The Department of Communication houses the OCP. It is responsible for providing support that encourages a high level of instruction and student outcomes related to COMM 107 and COMM 200. The Executive Director: Andrew Wolvin, Professor, Department of Communication As the OCP team leader, Andrew represents and forwards the interests of the Oral Communication Program at the university level on the Oral Communication Board in the Office of the Undergraduate Dean. This board maintains oversight of the general education oral communication courses and curriculum, which emerged as part of the university-wide initiative to offer an oral communication course to all students. Additionally, the board provides guidance for campus-level learning outcomes assessment rubrics and measurement of oral communication courses. The Course Director: Lindsey Anderson, Assistant Professor, Department of Communication Lindsey refines instructional materials, highlights the effective practices of departmental colleagues, and provides coaching and observations to incoming graduate teaching assistants. She also pursues on- and off- campus external funding opportunities. Most recently, her work has focused on the role of mentoring in the basic communication course. The Director of the Oral Communication Center (OCC): Rowie Kirby-Straker, Ph.D., Department of Communication Rowie oversees the day-to-day management of the OCC and recruits and trains undergraduate oral communication peer consultants in specialized courses and workshops. Each semester, the director also coordinates a workshop series for the campus community on topics such as delivery, presentation graphics, speaking anxiety, and other skills sought by corporate recruiters. In addition, the OCC director continually explores and acts on opportunities to develop and extend the services, impact, and funding opportunities of the center through collaborative initiatives in research, teaching, training, and promotion and through relationships with individuals and organizations whose expertise falls in line with the OCC's goals. The Coordinator of the Oral Communication Program: Elizabeth Gardner, Doctoral Candidate, Department of Communication Elizabeth serves as a hub of information and communication for the OCP team and responds to concerns from instructors and students about curriculum and course policies. On the University of Maryland campus, the program coordinator fosters partnerships with organizations such as the University Career Center, the Office of Undergraduate Studies, the Department of Residence Life, and the university s libraries.

7 UNIVERSITY OF MARYLAND 7 The Coordinator of Instruction and Technology: Devin Scott, Doctoral Student, Department of Communication Devin works with the OCP leadership team to build and maintain the electronic learning management master course, the instructor resource site, and the student resource site, and provides technical training and support to instructors. Additionally, he works with the Executive Director and course director to research and assess student confidence and competence, instructor support, online student support systems, and the efficacy of various course elements. The Executive Director, Course Director, Director of the OCC, and Program Coordinator of the OCP also serve on an Oral Communication Program committee with the Department of Communication chair and director of undergraduate studies to oversee the operation, budget, and personnel of the program. The committee meets monthly in order to discuss topics related to basic course administration as they arise.

8 UNIVERSITY OF MARYLAND 8 IV. Goals of the Nominated Program Establishing a clear mission and corresponding goals is an important step for every course as it provides a foundation for building and development. As such, the OCP has articulated its role in the general education requirement while also detailing specific course objectives. General Education Mission At the University of Maryland, oral communication is a part of the fundamental studies component of the new general education program. Through this requirement, the university affirms, "Human relationships, from the most formal to the most personal, rest in large measure on skilled listening and effective speaking. Skillful listening and speaking support success in personal relationships, educational undertakings, professional advancement, and civic engagement." 3 The OCP provides over 75 percent of the courses offered for this new oral communication requirement, and we are committed to fulfilling its learning outcomes. The OCP plays a central role in forwarding the general education program's assessment goals. For instance, the Executive Director of the OCP was appointed by the Dean of Undergraduate Studies to serve on a university-wide oral communication faculty board tasked with developing learning outcomes and an assessment rubric to study our students' performance and to provide information for curriculum development and reform. Given our involvement, the goals of the Oral Communication Program directly align with those established by the University of Maryland Office of Undergraduate Studies for the new General Education program. OCP Mission and Goals The overarching OCP mission is to identify and promote oral communication principles and practices that prepare communicators for the communication challenges that they will face in their academic, personal, professional, and civic lives. Through our introductory communication courses (COMM 107 and 200) and the Oral Communication Center, we train our students to be able to meet or exceed the following goals: Demonstrate an understanding of the role of oral communication in academic, social, and professional endeavors; Demonstrate effectiveness in using verbal and nonverbal language appropriate to the goal and the context of the communication; Demonstrate an ability to listen carefully; Demonstrate an enhanced awareness of one s own communication style and choices; Demonstrate an ability to communicate interpersonally and interculturally with others in conversation, interview, and group discussion contexts; Demonstrate skill in asking and in responding to questions; Demonstrate competency in planning, preparing, and presenting effective oral presentations; Use effective presentation techniques including presentation graphics; and!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 3 "General Education: Fundamental Studies," University of Maryland General Education Program, accessed September 20, 2013,

9 UNIVERSITY OF MARYLAND 9 Demonstrate awareness of communication ethics in a global society The general education and OCP mission as well as the corresponding learning objectives complement the goals set forth by the University of Maryland and the Department of Communication. The University of Maryland The University of Maryland s mission statement is to provide excellence in teaching, research, and service. 4 As part of this lofty goal, the University touts its level of diversity and inclusiveness as a way to achieve excellence. The OCP attempts to build on the strengths of diversity and inclusiveness by emphasizing the role of culture in various communication topics. In fact, culture is a theme that is present throughout the textbook. Students are asked to examine the role of culture in terms of developing and interpreting messages and then apply this knowledge to their lives. The OCP also created a variety of diversity materials for instructors that include suggested readings, tips for engaging in student discussions, and classroom activities. The OCP also held diversity workshops throughout the academic year. A refresher session was included in the 2014 pre-semester orientation as all of the current OCP GTAs and instructors talked about international students in the college classroom. The Department of Communication At the University of Maryland, the Department of Communication encourages its students to foster an understanding of the place of communication in humanity and develop the ability to participate effectively and responsibly in communicating with others. 5 With that said, the OCP fully supports these tenets by providing knowledge needed to communicate broadly across contexts (personal, professional, academic, and civic). We also emphasize the need to engage in communication practices ethically by including topics such as the role of audience analysis, research, and documentation of sources in our curriculum.!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 4 University of Maryland (2012). Current University Mission Statement. Retrieved from: 5 Department of Communication (2012). Overview. Retrieved from:

10 UNIVERSITY OF MARYLAND 10 V. Outcomes of the Nominated Program Assessment is an important part of the OCP as it makes visible our strengths and provides avenues for improvements. As such, the OCP is centered in outcomes assessment. The department has a long tradition of basic course assessment (i.e. competency scales developed by Ford and Wolvin). 6 Currently, this focus extends to active participation in the campus-wide general education oral communication assessment project and to instructor feedback as well as end of the semester evaluations. The knowledge gained from these activities led us to develop additional research projects that examine topics within the basic course. General Education Assessment As oral communication is one of the five components of fundamental studies in the general education curriculum, student performances in our program are assessed each semester. Beginning in the spring, the OCP became involved in the assessment of the oral communication general education requirement. An assessment rubric outlines the criteria and standards of analysis for student work related to the oral communication general education learning outcomes, and each semester our instructors are normed on this university-wide assessment rubric. Individual instructors then use the assessment rubric in each of their sections and record the information into our electronic management system. The Office of Undergraduate Studies reviews the aggregated assessment data and uses it to assess how courses are meeting the general education learning outcomes. The university also has begun to share the data from our semester assessments. As we have adapted the course to student needs, we have shown an improvement in all areas of learning. We will continue to use this aggregate data to identify skills to focus on in the course and to explore best practices for helping struggling communicators. A summary of our Fall 2013 and Spring 2014 assessment reports is provided below. General Education Assessment Oral Communication COMM 107 Spring 2014 Rubric Criterion Mean Score Advanced (3) Proficient (2) Beginning (1) Unacceptable (0) Organization % (649) 48.9% (767) 9.2% (145) 0.5% (9) (n=1570) Engagement % (657) 49.4% (777) 7.8% (123) 0.9% (15) (n=1955) Use of content % (737) 43.7% (687) 8.7% (137) 0.7% (11) (n=1955) Vocal delivery % (474) 58.7% (933) 9.8% (156) 1.7% (27) (n=1957) Visual delivery % (541) 59% (967) 7.1% (117) 0.9% (14) (n=1953) Credibility % (822) 40.3% (633) 6.3% (99) 1.1% (18) (n=1955) Use of visual % (732) 48.2% (758) 4% (63) 1.2% (19) aids (n=1921) This table reports the percentage of students and the total number of students who performed at each level of accomplishment for the rubric criteria.!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 6 Wendy S. Zabava Ford and Andrew D. Wolvin. (1993). The differential impact of a basic communication course on perceived communication competencies in class, work, and social settings. Communication Education, 42,

11 UNIVERSITY OF MARYLAND 11 General Education Assessment Oral Communication COMM 107 Fall 2013 Rubric Criterion Mean Score Advanced (3) Proficient (2) Beginning (1) Unacceptable (0) Organization % (423) 52.9% (654) 12.1% (150) 0.8% (10) (n=1237) Engagement % (373) 57.3% (709) 11.6% (143) 0.9% (12) (n=1237) Use of content % (454) 52.1% (644) 10.2% (126) 1.0% (13) (n=1237) Vocal delivery % (311) 58.2% (720) 15.2% (188) 1.5% (18) (n=1237) Visual delivery % (266) 64.8% (802) 12.6% (156) 1.0% (13) (n=1237) Credibility % (467) 54.4% (673) 6.8% (84) 1.0% (13) (n=1237) Use of visual % (451) 58.5% (724) 4.0% (50) 0.9% (12) aids (n=1237) This table reports the percentage of students and the total number of students who performed at each level of accomplishment for the rubric criteria. Instructor Feedback Report We also have initiated several assessment measures within the Oral Communication Program. Last year, members of the OCP team assembled an Instructor Feedback Report from survey, focus group, and open response data. This report solicited specific feedback on the OCP orientation, professional development opportunities, and general course components at the end of pre-semester training as well as at the end of the academic year. In our assessment of instructor training, survey statistics and open response questions helped us to identify the most valuable elements within our program for our instructor's professional development. For instance, instructors reported that peer-to-peer interactions proved to be the most useful element within the orientation program and OCP workshops series. These comments led us to reimagine the best means of equipping instructors. To begin, we restructured the orientation program to stress peer-to-peer interactions through providing opportunities to share pedagogical perspectives, and creating a culture of professionalism and collaboration. Additionally, our team originated the idea of "learning communities" as a way to foster a culture of feedback and camaraderie among our instructors. Beginning in 2013, we have developed four learning communities composed of a mix of veteran instructors, experienced graduate students, and first-time teachers that meet regularly to discuss business, identify and share innovative approaches to course material, and practice teaching skills. The Instructor Feedback Report also led to several changes in our curriculum. Overwhelmingly, instructors reported discontent with the course rubrics. There were concerns that certain categories within the existing rubrics were vague, difficult to measure, and overlapping. In response, our team overhauled the rubrics. In an effort to increase clarity and transparency, we split criteria into discrete categories and used more specific language. We also layered assignments to give both instructors and students the

12 UNIVERSITY OF MARYLAND 12 chance to work on specific skills individually and improve understanding of assessment within the course. The comments we received also targeted the group lesson assignment for revision in Spring The existing assignment did not sufficiently meet its associated learning outcomes; it did not adequately evaluate students' ability to use verbal and nonverbal language in group communication contexts, include an explicit evaluation of listening behavior, or demonstrate students' ability to communicate interpersonally and interculturally with others in conversation, interview, and group discussion contexts. Given that these skills are central to the hybrid course, four instructors piloted alternative group project ideas in the spring. From these pilots, we instituted several revisions to the group assignment, including the adoption of a problem-based emphasis rooted in a "Problem in Communication" assignment, the revision of the rubric to stress interactivity, and the introduction of scaffolds to reinforce this problem-based and interactive emphasis. End of the Semester Evaluations At the conclusion of each semester students who are enrolled in an OCP course complete a formal course evaluation that is facilitated through the university. Students are asked to evaluate a variety of instructor and course related items on a four point scale (see examples of prompts below). o The instructor treated students with respect. o The instructor was well-prepared for class. o Overall, the instructor was an effective teacher. o The course was intellectually challenging. o I learned a lot from this course. Below are the average scores the COMM 107 and COMM 200 courses received for all five prompts listed above. Since the start of the OCP, the two courses have posted consistent student evaluations, but show improvement as the class size was reduced to 19 and our assignments as well as content were reorganized. Term COMM 107 Average COMM 200 Average Spring 2014 (n=96, 4) Spring 2013 (n=67, 5) Future Assessment and Outreach Plans We also are developing internal assessment plans and outreach initiatives. For example, we are working on a learning analytics project with the Teaching and Learning Transformation Center. And we have started to develop a peer mentoring program for GTAs in the Department of Communication. Finally, we are actively participating in basic course workshops and conferences to further our knowledge about discipline topics as well as share our experience and research. o Learning Analytics: In the summer of 2014 the OCP leadership team partnered with the Associate Provost of Learning Initiatives and the Director of the

13 UNIVERSITY OF MARYLAND 13 Teaching and Learning Transformation Center in order to create a database that captures large quantities of data from our online learning management system. We have completed an initial round of data analysis and found two overarching themes. First, in terms of consistency, we seem to have high levels between instructors and major assignments, but show variation among persuasive presentation scoring and outcome assessment. Second, and relatedly, we need to improve standardization within the course and between sections (e.g., allocating rubric points, including qualitative feedback, grading for content as well as delivery). These two overarching categories were made visible through the data analytics program and based on the data, we can update our training/norming processes and course policies. o Peer Mentoring: We recognize the important role that mentoring plays in teaching as well as the graduate school experience and the need for peer-to-peer interactions were highlighted in the Instructor Feedback Report. With that said, we are starting to plan a formal mentoring program in which a senior GTA will work with a new GTA. The pairs will have the opportunity to observe each other in the classroom, grade common assignments, and talk about the logistics of the course (e.g., assigning final grades, lesson planning, running/debriefing an activity). We are in the process of developing this initiative and are preparing an application for an external grant that would support this project. o Engagement with the Basic Course Community: The OCP hopes to contribute to larger disciplinary conversations about the basic course. The OCP team has prioritized participation in basic course conferences and workshops. We hope to share our assessment results and research efforts while simultaneously learning from the larger basic course community. We have already started to move forward on this program goal. For example, a member of the leadership team developed a top panel on the role of mentoring in basic course administration. This panel will be presented at the 2014 NCA conference in Chicago. In the Fall of 2014, three members of the OCP leadership team attended the Regional Basic Course Directors Workshop in Virginia, and we expect at least three will also participate in the Basic Course Directors Conference in Kentucky during January Finally, the OCC presented four research proposals during the National Association of Communication Centers (NACC) conference held April 2014 in Glendale, Arizona. We plan to continue to actively engage in these events as we continue to grow the OCP.

14 UNIVERSITY OF MARYLAND 14 VI. Endorsements This section contains two letters of endorsement from the individuals listed below. Elizabeth Toth, Ph.D. Professor of Communication and Chair of the Department of Communication at the University of Maryland, College Park Ann C. Smith, Ph.D. Assistant Dean of Undergraduate Studies at the University of Maryland, College Park

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