Basic Course Division ofnca. Program of Excellence Award. Course Directors: Marian L. Houser. Kristen LeBlanc Farris

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1 Texas State University Application 1 Running head: TEXAS STATE UNIVERSITY APPLICATION Texas State University-San Marcos Application for the Basic Course Division ofnca Program of Excellence Award Course Directors: Marian L. Houser Kristen LeBlanc Farris

2 Texas State University Application 2 I. Description of the Program With the first course in elocution and oral interpretation beginning in 1904, the Department of Communication Studies at Texas State University-San Marcos has a rich history in instruction of the communication discipline. This rich history has allowed the development and evolution of the basic communication course as a General Education requirement for all students. The basic communication course must be completed in order to obtain an undergraduate degree for all students at Texas State University. Given that the course provides instruction to many nonmajors, the primary function is to offer a holistic education of the principles of human communication promoted in the class. The course design and training, requirements and resources, and course size/format are all elements that make this basic course unique and important to Texas State University. A. Course Design and Training Entitled Fundamentals of Human Communication or COMM 1310, the basic communication course is a hybrid course that provides instruction in the intercultural, interpersonal, small group, and public speaking contexts. It is designed in a lecture-lab format such that students attend lectures to receive course content while attending lab sessions for experiential learning and skill building. The course is taught by a combination of full-time faculty, adjunct instructors, and graduate teaching assistants. The basic course serves the following functions: 1) to support for the university's focus on providing students a multi-cultural education, 2) to impart to students the value of communication skills in our changing world, 3) as a means to attract students to become majors in the department, 4) for development of graduate student teaching ability and experience, and 5) provide funding for graduate teaching assistants. Weekly training offering diverse instructional materials created by the basic course director (Guidebook, Instructor Resource Manual, CD-ROM of student speeches) are provided each semester to prepare all instructors and to ensure consistency. B. Course Requirements and Student Resources Students are required to complete the following components to achieve the learning outcomes for the course and receive course credit: three multiple-choice, scenario-based exams assessing course content and two presentations (informative and persuasive). The students are also required to complete an outline for each presentation as well as an audience adaptation plan. The purpose of these assignments is to assess and demonstrate students' cognitive, behavioral, and affective success in the course. Student resources for the course include: a textbook, Communication Principles for a Lifetime, (Beebe, Beebe, & Ivy, 2010), a student guidebook with activities, grading rubrics, and tips for presentations (Houser, 2010), and a DVD of sample informative and persuasive speeches of former graduate teaching assistants. These resources provide students with necessary content information as well as complementary materials which enable them to succeed in the course. C. Enrollment and Format Each spring and fall semester, the basic course offers approximately 100 sections and serves over 3000 students. Of these 100 sections, five are lecture-lab format with lecture classes averaging 300 students. These students then attend separate break-out lab classes taught by graduate teaching assistants. Lab classes average 30 students, and lab instructors engage in skill building and real-life application of course material during lab. Additionally, lab

3 Texas State University Application 3 instructors aid in the development of presentations and outlines for the students' speeches in their lab courses. The remaining 45 sections are taught as independent stand-alone classes which have a cap of 30 students. Thus, approximately five lecturers, 25 graduate teaching assistants and 20 adjunct instructors teach the basic communication course each year. Past and current enrollment for the basic communication course is documented in the following chart: Table 1: Comparison of Enrollment Numbers Communication Studies 1310 Annual Enrollment ' ,.. Spflr.~ - Surtf"i!<r - II. Rationale As one ofthe largest basic course programs in the United States, Communication 1310 does much to make it unique and to serve the needs of Texas State students. With its increasing population and call for diversity, COMM 1310 serves as a General Education requirement on campus. Its multicultural components have been developed to meet the needs of all students and falls in line with the University's status as a "Hispanic-Serving Institution." One goal of the University is to have an ethnicity and gender distribution representative of the State of Texas. COMM 1310 supports the University's efforts by teaching students to recognize and appreciate diversity as well as to respond and appropriately adapt to differences in messages from different cultures and genders to enhance understanding. Ultimately the basic course supports the 96 th Annual Convention's message of "Building Bridges," as well as NCA's overall mission by promoting competent communication to improve the quality 0/ human life and relationships, and the use of knowledge about communication to solve human problems (National Communication Association, n.d.). To this end, the basic course is organized and focused to meet the needs of its student population, The following information will provide support for this rationale:

4 Texas State University Application 4 A. Program Distinctions There are multiple components that help make COMM 1310 distinct among other basic courses across the United States. Size With over 5,000 students enrolled annually, we believe our program is among one of the largest in the United States. Once COMM 1310 was assured of its General Education status, it became clear that over 75% of the university's students would be enrolling in the course (many transfer students meet their communication requirements at a previous institution). For years the course was taught with four large lecture sections / break-out labs and adjunct sections. In order to meet the needs of increasing enrollment, a 5 th large lecture with approximately 360 students in each was added in Fall 2010 experienced the highest enrollment numbers with a total of3210 students. In order to ensure course material is delivered in a standardized manner, training is essential. Pre-Semester Teacher Training The director of the basic course and the basic course administrator (graduate teaching assistant) plan and host a fiveday Teaching and Learning Academy (TLA) one week prior to the start of each semester. New instructional assistants are required to attend each day, with graduate teaching assistants and adjunct instructors attending the final day of the academy. Each day of training is organized to meet the following objectives: Understand COMM 1310: principled approach, learning objectives, lecture/lab format, & its importance to the department, college, and university. Understand and be able to administer, fairly and consistently, basic course policies. Be able to use TRACS university software to set up grade book, post announcements, etc. Be able to Plan, Prepare, Present, and Assess an experiential lab that meets the course's learning objectives outlined in the student guidebook. Be able to use communication in the classroom to develop teacher-student relationships that yield appropriate power and influence. Be able to manage student misbehaviors in and out of the classroom. Be able to conduct student labs making a favorable impression, being confident, poised, organized, credible, and appropriately assertive. Each day ofthe TLA is organized into Instructional Modules: Perceptions, Power, and Learning in the Classroom; First Impressions: Preparing for Your 1st lab; Dark Side of Being a Lab Instructor; Lab Demonstrations; and Basic Course Administration. Though labs are standardized, it is our hope to help each new instructional assistant locate their personal "teaching voice" to create course ownership. Instructor Support Materials Aside from the materials utilized for the week-long Teaching and Learning Academy training, the basic course director creates, and each year updates, the Student Guidebook. Each student purchases this 250 page text which directs them through the course by providing chapter activities, grading rubrics, exam study guides, and sample examination questions. This text helps students prepare

5 Texas State University Application 5 for lab sessions and cuts down on lab preparation time for instructional assistants (e.g., preventing duplication of grading rubrics on speech days). Instructor Resource Manual (IRM) is also created by the basic course director for each instructional assistant, graduate teaching assistant, and adjunct instructor. This 200 page text contains sample syllabi, course rules and regulations, exam procedures, new chapter activities, and research advice for educational practices in higher education. DVD of Student Speeches, created this year by the Basic Course Director, consists of three Informative and three Persuasive Speeches and formal outlines. It is important for students to know what is expected and to understand the value in being organized and prepared. The speeches are delivered by actual university students and are included with each textbook purchase. Instructional Assistants use the DVDs for in-class activities and homework assignments. We find this helps considerably with the communication apprehension students frequently experience and hope to avoid (Ayres & Huett, 2000). Just-In-Time Workshops To avoid information overload for the new instructional assistants, six preparatory workshops are held at pertinent times throughout the semester. Exam Administration Interpersonal & Small Group Presentational Speaking Informative Presentation Persuasive Presentation Course Wrap-Up The Exam Administration workshop assists the new instructional assistants in administrating the standardized examinations for the basic course. The Interpersonal/Small Group workshop allows experienced IAs to mentor and share their favorite labs. The three Presentational Speaking workshops are geared toward achieving Inter-Rater Reliability in grading the two speech assignments. It is our belief that if the basic course is to remain credible, it must be taught consistently. Therefore, las watch, grade, and compare rubric scores to reach consistency. The Course Wrap-Up workshop consists of discussions re: grade book, student absences, extra credit, and communicating with students who contest grades. In addition to the Just-In-Time Workshops, the las also meet with their supervising lecturers on a weekly basis to discuss pertinent information related to the lecture, administration of course policies, and specific student cases. Information is shared between the lecturers and the las in order to ensure student learning and course consistency. B. The Communication Lab The goal of the Communication Lab is to enhance the oral communication competence of students through application of theory to course instruction and individual skill development. The Lab gives students opportunities to learn by practicing and recording assignments and experiential activities. Students then view themselves and engage in self-critique along with a staff member, who provides assessment and constructive criticism of student skills. In addition to the various "settings," the lab's staff works with individual students having

6 Texas State University Application 6 communication reticence and communication apprehension. Students are able to complete online registration for an appointment with a communication specialist working in the lab. Easy student access of online registration provides information to the staff about the communication lab services the student is requesting. C. Course Objectives: Cognitive, Behavioral, and Affective Cognitive COMM BlOis organized around five fundamental principles for human communication: Be aware of your communication with yourself and others. Effectively use and interpret verbal messages. Effectively use and interpret nonverbal messages. Listen and respond thoughtfully to others. Appropriately adapt messages to others These five principles are threaded throughout three course units: Unit I-Understanding and Applying the 5 Principles; Unit 2-Communicating in the Interpersonal and Small Group Contexts; Unit 3 - Presentational Speaking. Behavioral This component of the basic course focuses on communication skills we want our students to practice and learn in order to help them become competent communicators. While behavioral practices are applied in student lab sections throughout Unit 1 (e.g., Intercultural Understanding & Adaptation Activity), in Unit 2 students are required to learn and practice Conflict Management skills from a cooperative approach. The PUGSS approach to conflict management (Describe Problem, Achieve Understanding, Identify Goals, Brainstorm Solutions, Select best Solution) was created specifically for COMM 1310 and is included in the Student Guidebook to assist students in this process. Unit 3 requires students to deliver an Informative and Problem- Solution presentation. Both assignments require initial and revised outlines (using proper outline format) to assist them in both speaking and writing processes. Affective We view COMM 1310 as a "front-porch course" that promotes the major, the department, and the discipline. Each instructor is invaluable in creating student affect toward communication and the class and each chapter is supported by activities to promote learning, application, and affinity. These activities are consolidated within the Student Guidebook, IRM, and the Instructor Resources TRACS site (a collaborative online learning environment) created specifically for all 1310 instructors to engage in "activity-sharing." To support the university's multicultural focus, student attitudes and affect toward communicating in the multicultural context are examined and discussed within each text chapter. III. Departments, Programs, and Personnel The basic communication course is served by the following personnel: Basic Course Director-Marian Houser Assistant Basic Course Director-Kristen LeBlanc Farris Basic Course Administrator-Crystal Wotipka Department Chair-Steven Beebe

7 Texas State University Application 7 Dean of College of Fine Arts and Communication-Richard Cheatham Lecturers-Marian Houser, Richard Cheatham, Kristen Farris, Lisa Furier, Jeremy Hutchins Graduate Teaching Assistants Adjunct Instructors Systems Support Specialist-Bob Hanna Graphic Designer-Malinda Murray Faculty / Staff Responsibilities to 1310 The Basic Course Director along with our Department Chair, Dr. Steven Beebe, is responsible for the development of the basic course. Dr. Marian Houser primarily develops course content, creates examinations and grading rubrics, and administers instructor training to adjunct instructors and graduate teaching assistants through the Teaching and Learning Academy. The Assistant Basic Course Director, Kristen LeBlanc Farris, is primarily responsible for assessing the basic course (item analysis for exams and creation and analysis of pre- and post- assessment instruments) and providing course materials for adjunct instructors and stand-alone graduate teaching assistants. Crystal Wotipka, Basic Course Administrator (reassigned every 3 semesters), is a graduate student who assists the Basic Course Director in training other graduate teaching assistants and administering and assessing exams. Along with this, Dean Richard Cheatham (beginning his 26 th year of lecturing for the basic communication course team) and Dr. Steven Beebe serve as administrators dealing with enrollment issues and adherence to university and general education policies. Our other lecturers teach large sections of the basic course and supervise graduate instructional assistants who serve as lab instructors for the course. Some qualified and experienced graduate assistants, along with our adjunct instructors, teach standalone sections of the basic course. Bob Hanna, Systems Support Specialist, aids in the creation ofdvds and CDs which include PowerPoint slides and media clips that correspond with the course's textbook. These materials are given to adjunct instructors and stand-alone graduate teaching assistants and aid in the consistency of instruction. Additionally, Bob Hanna provides technological services and support to our basic course staff. Lastly, Malinda Murray, Graphic Designer, creates publication designs for all of our teaching materials for the course including labels for the teaching materials and designs the covers of the course guidebook and Teaching and Learning Academy materials. Program Collaboration As a basic communication course, we collaborate with other departments and organizations in the university system. One such program that we join forces with is Residential College, a program focused on creating an environment in which students integrate their academic and residential lives. As a means to help further the mission of this program, the basic communication course has specific lab sections devoted to students in this program. The students live together as well as have the same classes enabling them to foster a peer-focused learning experience. Additionally, we coordinate with the Partners in Academic Student Success (PASS) and those students who are admitted to the university on a probationary status as well and the Athletics departments by tracking and reporting student success in the basic communication course. This supplies valuable information and insight into the course progress of these students which are vital to their success.

8 Texas State University Application 8 IV. Goals of the Nominated Program Communication Fundamentals of Human Communication - remains an integral part of the undergraduate curriculum within the Department of Communication Studies and in the General Education Program for Texas State University-San Marcos. The goals of the basic course lend support to the mission, vision, and values at every level. A. COMM 1310 and the Department of Communication Studies Communication 1310 remains important to the department for four very important reasons: It provides the opportunity for teaching assistantships. These positions benefit many graduate students in residence and some very talented undergraduates who have an opportunity to determine their desire to pursue a graduate education in communication. The course yields department majors. Few students come to the university as a declared Communication Studies major. After being introduced to the department and major via COMM 1310, many students declare Communication Studies as their major or mmor. The basic course facilitates learning about human communication for future majors who will transfer and apply the foundational principles into their upper division classes. Promoting the Department's Mission and Values remains a critical component for COMM 1310: Departmental Mission: We teach communication principles, research methods, and skills to Texas State students, produce and disseminate co-international constituency, and provide service to the department, the university, the community, and the profession. In support of this Mission, COMM 1310 is centralized around the five principles of human communication. Providing a communication foundation for all students, these principles direct the teaching of communication concepts and theories and guide all assignments and activities. As a general education requirement all students are introduced to these concepts and skills. Departmental Vision: We aspire to be nationally and internationally recognized by students and peers for our high quality communication programs and faculty and to be recognized as having the best quality Communication Studies department in Texas. COMM 1310 utilizes the text Communication Principles for a Lifetime whose primary author is Dr. Steven Beebe, Chair of the Department of Communication Studies at Texas State. This connection opens the door to providing students' first-hand experiences with communication research and scholarship with the hope of cultivating interest in and knowledge of the field. Instructional assistants and adjuncts learn, through the Teaching and Learning Academy training, the value in promoting recognition of faculty scholarship in the department as it pertains to theoretical concepts covered in COMM Departmental Values: We value high quality teaching. We value the importance and centrality of human communication in student education. We value learning principles and skills of human communication. We value openness, collegiality, and a supportive climate and envision a department that is recognized for these values.

9 Texas State University Application 9 With these values in mind, the basic course provides a strong and supportive foundation. The Teaching and Learning Academy supports the value of quality teaching by preparing the instructional assistants and adjuncts to enter the classroom prepared to deliver quality classroom experiences to students that promote cognitive, behavioral, and affective objectives of the course. The examinations in the basic course are application based, promoting knowledge, comprehension, and application to move them up the cognitive domain of Bloom's Taxonomy (Bloom, 1956). The lab activities promote the psychomotor and affective domains of Bloom's Taxonomy by encouraging students to become aware, actively participate, and value communication phenomena and the skills that accompany and enhance effective communication. Students in the basic course become aware of the supportive climate created within the program through our consistent teaching and connectedness among instructors. Through our quality teaching and shared values, we reveal our support of the University mission as an institution dedicated to excellence in serving the educational needs of the diverse population of Texas and the world beyond. Course Objectives and Learning Outcomes Based on the departmental mission and vision, the basic course focuses on learning objectives and outcomes to assist students in understanding, applying, and valuing the communication concepts that will cultivate communication awareness and competency throughout their lives. List, describe, and explain the five principles of human communication and identify how they are integrated into the interpersonal, group/team, and presentational speaking contexts. Analyze and appropriately manage interpersonal conflict by using the five principles of human communication. Identify and describe the appropriate adaptive messages in intercultural communication situations and demonstrate appropriate affective responses to intercultural communication interactions. Develop, organize, and deliver an information and persuasive presentation integrating the five principles within them. B. COMM 1310 and The General Education Core Curriculum The Bachelor of General Studies (BGS) within the University College is an interdisciplinary degree that allows students to enhance personal goals by promoting a curriculum that provides a broad, diverse foundation for University learning. Students challenge themselves to investigate, examine, and synthesize individual subject areas. The Basic Course directly supports the goals of the General Education curriculum at Texas State by promoting communication skills, ideas, and concepts that are invaluable to graduates pursuing a career in a multitude of areas that require "people skills" and the ability to solve problems and relate to others. Specifically, we actively embrace the mission and goals of the BGS by: Focusing on the application of skills within personal and professional lives. Advising students of career path connections. Supporting the general education and university's multicultural emphasis. Helping students understand and value the components of ethical communication. Meeting student needs and expectations for quality instruction.

10 Texas State University Application 10 Revealing connections between the basic course and other university courses. Understanding the diversity of student experiences and personal and professional goals. Being focused on the student and the communication competencies required for lifelong learning. Contributing to the department, General Education and University retention efforts by creating links between students' personal interests, educational opportunities, and affinity for learning. V. Outcomes of the Nominated Program Assessment has been a long established tradition in the basic communication course at Texas State University-San Marcos. In assessing our communication course, we hope to demonstrate the following: student success in achieving course objectives why the basic communication course remains a general education requirement how we utilize the information to improve course instruction of material We assess the basic communication course in three major ways: analysis of student learning of course assignments a pre- and post-test quantitative analysis of student cognitive, behavioral, and affective dimensions of learning an analysis of our instructors and their training A. Assessment of Course Assignments Students are required to complete three multiple-choice exams, two 5-7 minute presentations, and an outline and audience adaptation plan for each respective presentation. Each course assignment is assessed and revised each semester based on the results of the assessment process. Assessment of Exams For each of the three exams, we conduct item analysis, reliability analysis, and descriptive statistics. Specifically, we examine the results of each question on the exam to determine whether the question should be counted toward the grade of the students, whether the question should continue to be on the exam, or whether we need to be more effective in teaching the course content in a specific area. We run analyses and find item discriminations to reach our conclusions. For instance, if an item is negatively discriminated, we examine a few possible reasons for the results. We determine whether the question is ineffective or whether the question is too difficult or too easy. Further analysis of the items provides us with important information for the creation and revision of exams for the basic course. The table below is a partial example of the item analysis performed on an actual exam for our course. Table 2: Item Analysis for Exam 3 Item# A B c o E Blank Difficulty Discrim. Item# * o o o 1 3 o 31* 32* o o 94.4 o oo 86.1 o

11 Texas State University Application * * * * * * * DISTRIBUTION OF ANSWERS ON KEY: A(11) B(15) C(11) D(13) # OF CASES MEAN STANDARD DEVIATION STANDARD ERROR % E (0) R,ELIABILITY.702 Based on the results of each exam, we continue to revise our items to most accurately assess student's cognitive learning of course material. Additionally, during the lab session directly after the examination period, students analyze their own exam preparation. Lab instructors discuss methods of preparing for the exams and provide students with additional advice about how to perform successfully on an exam in the basic course. Assessment of Presentations Students are required to complete two 5-7 minute presentations in our course: one informative and one persuasive. Students are assessed using a standardized grading rubric that focuses on students' ability to present an effective introduction, body, and conclusion as well as have efficient delivery skills. Students complete their presentations in their lab classes, and thus, are assessed by their lab instructors. In order to ensure consistent grading of student speeches, lab instructors are trained during the Teaching and Learning Academy using example student speeches that have been videotaped. These examples range from unsuccessful to successful attempts. Lab instructors practice grading these speeches until inter-rater reliability has been achieved. In addition to assessing instructors' ability to code consistently, we also examine and report students' grades on both the outline and presentation assignments. We report the percentage of students who receive above 80% on their outline and presentation assignments for both the informative and persuasive presentations. The results in the table below were collected in the fall 2009 semester, Table 3: Report of Student Grades on Presentations Assignn;t.ent,:~,,;) Outline ~.'8,0% %:of Students G1;ade~ 80% % of students Informative % % Persuasive % % Based on the results above, the basic course director and department chair concluded that our students needed more thorough example outlines and presentations. Thus, we incorporated more effective example outlines in the course guidebook and added a required DVD of sample speeches to our course resources. B. Quantitative Analysis of Learning We use a quantitative methodology for assessing student cognitive, affective, and behavioral learning in the basic course. Generally, a pretest-posttest design is utilized to demonstrate change in student learning. Our assessment process begins with the creation of assessment

12 Texas State University Application 12 instruments and pilot testing of those instruments. After data collection occurs, we utilize the information from the analysis to guide decisions regarding changing course instruction and revising assessment methods. Table 4 (below) is taken from a study of the basic communication course at Texas State University-San Marcos over the course of two full semesters (LeBlanc, Vela, & Houser, in press). A pretest-posttest design was utilized in the assessment process. Instructors administered the pretest at the beginning of the semester before content instruction and the posttest was administered to the same group of students at the end. Participants in the study consisted of 686 students, representing 25% of the entire student population enrolled during that semester. Students were asked to complete the tests without utilizing their textbook or notes. Instruments were strategically selected for their ability to meet NCA's established criteria for assessment practices (National Communication Association, n.d.) as well as to measure the objectives defined by the General Education Council, the department, and indicators of student learning. Results are as follows: Table 4: Results of Assessment Analysis Assessment Reliability Mean {Values, p Values Cognitive-Principles of f2[~.58 12@ M 8,36 [{685) = 20,27 Human Communication p ~!.,64 PRs,j M = 10,34 e <,001 J1;.3JL~Slon KR c 20 analysis ore o. =,72 Belia viora/-conflict Management Affective-I ntercultural Communication Apprehe slon ii;y....,. ~ post o. =,,79 ere fj: =.92 Eg l~c;l=.93 l?j,slm = 66,63 t2.q J IV! = 74:12 er. l~j\i = os1M = 55,05 ti685) = 14,59 12<, ) = 7,72 p<,001 Cognitive Assessment The instrument utilized in the study was developed by the basic course director to measure the cognitive component of student learning. This instrument was selected because it directly measures cognitive learning outcomes outlined in the course objectives. The cognitive learning outcomes focus on five principles of communication taught in the course. The assessment instrument utilized to measure this objective encompassed items reflecting the five principles of human communication and course content taught in the classroom. The measure consists of 15 multiple-choice items, each with four response choices. The questions were designed to assess knowledge of the cognitive learning objectives. Based on the information from the study's results, we revised the cognitive assessment instrument. First, although the analysis revealed a reasonable reliability estimate for a dichotomous instrument, we decided reliability estimates still needed improvement. Additionally, further analysis of the instrument showed that the items often did not directly relate to the assessment of student knowledge of the five principles. Thus, a new instrument was created and pilot tested to ensure a more effective representation of the five principles of human communication and chapter learning objectives. Similar to the previous instrument, the revised measure consists of multiple-choice items, each with four response choices, however, the new

13 Texas State University Application 13 instrument has 25 items and more accurately assesses course content surrounding the principles of human communication. Behavioral Component The second assessment instrument was the Conflict Management Assessment, developed by the basic course director. One objective of the course focuses on students' conflict management skills and the instrument selected to evaluate this was a self-perceived conflict management competence measure. This instrument was implemented in the assessment process to measure the behavioral dimension of learning for the basic course. The instrument consists of seven communication behaviors that can be used to manage conflict in relationships. The scale ranges from 0 to 100, with 0 representing perceptions of complete incompetence and 100 representing extreme competence in managing interpersonal conflict. Students were asked to indicate their perceived competence in using each of the behavioral skills to manage conflict in relationships. The mean of the students' perceived conflict management skills was significantly higher at the end of the semester. This result indicates instruction provided during the semester likely contributed to the improvement of students' behavioral learning of conflict management skills. Although the results of the study were statistically significant, the increases were not as considerable as preferred. Thus, significant changes have been made in response to these results as follows: First, the basic course director and assistant director suggested focusing more time in the lab sessions practicing skill building in order to experience a more significant increase in scores. Second, effectively train lab instructors to help students deal with conflict through experiential practice and role-play scenarios, allowing students to actually engage in conflict behaviors, while having a trained evaluator provide feedback. Third, the assistant basic course director replaced the scale used to measure the behavioral domain of learning. By incorporating a revised version of the Cupach and Spitzberg's (1981) Self-Rated Competence Scale, conflict management competence is measured. The new assessment instrument has been pilot tested and results were good. Data collection using the new instrument will be completed this academic year. Affective Component The third and final instrument utilized to assess the basic course was the Personal Report of Intercultural Communication Apprehension (PRICA; Neuliep & McCroskey, 1997). This instrument was selected based on the focus of intercultural competence in the course objectives. Additionally, communication apprehension, and in this instance, intercultural communication apprehension, has been identified as an assessment of affect toward communication by previous researchers and educators (Comandena, Hunt, & Simonds, 2007). Thus, this instrument was selected because it effectively measures and demonstrates students' affect toward the course, as they willingly utilize the course material to alter their communication outside of the classroom with individuals of varying cultures. The PRICA measures an individual's perceived apprehension when communicating with people from different cultural groups. Students reported being less apprehensive when communicating with individuals of different races andlor cultures after completing the course. The outcome of the statistical analysis suggests that students not only developed an awareness of their intercultural fears, but were less apprehensive when considering a communication encounter with individuals of different cultures

14 Texas State University Application 14 after taking the basic course. The basic course director and assistant director continue to find innovative ways to incorporate cultural awareness into the basic course. As this is a major component for making the basic communication course a part of the general education curriculum, it is imperative that our instructors continue infusing this content into our course. Demographic Information The last revision made to our pre-and post-assessment quantitative analysis was the inclusion of a demographic questionnaire this semester. This will allow instructors to know more about the diversity of students who may be facing challenges with the course material. Additionally, this will provide valuable information and will allow the basic course assistant director to compare groups of students. Demographic information included in the questionnaire include: sex, ethnicity, classification, and class enrollment information (whether or not the student has taken our course before). C. Instructor Assessment Although assessment in the basic course is primarily related to student learning, we also assess our instructors and their training. As a component of our Teaching and Learning Academy, first time lab instructors are observed while teaching concepts and interacting with students in skill building and experiential learning activities. This allows us to provide feedback to ensure that they are utilizing effective methods of instructional communication. Additionally, this observation and assessment of our instructors helps to ensure that student learning is facilitated. After each instructor training session, a qualitative assessment is completed by each instructor (See Table 5). This provides us with quality information regarding the usefulness of the training seminars. Based on this information, we continue to revise our training sessions. Table 5:Just-In-Time Workshop Feedback Form 1. List two to three Significant "learnings" from today's training session. How do you see yourself using this knowledge or insight? 2. What concerns do you have that we can continue to address? 3. What did you like most about today's training session? 4. What did you like least about today's training session? VI. Endorsements You will find attached, endorsements from the following individuals: Dr. Steven Beebe-Chair, Department of Communication Studies Dr. Richard Cheatham-Dean, College of Fine Arts and Communication Dr. Perry Moore-Provost, Texas State University-San Marcos

15 Texas State University Application 15 References Beebe, S. A., Beebe, S. J., & Ivy, D. K. (2010). Communication: Principles for a lifetime (4 th ed.). Boston: Allyn and Bacon. Comandena, M. E., Hunt, S. K., & Simonds, C. J. (2007). The effects of teacher clarity, nonverbal immediacy, and caring on student motivation, affective and cognitive learning. Communication Research Reports, 24, Cupach, W. R., & Spitzberg, B. H. (1981). Relational competence: Measurement and validation. W.S.c.A., San Jose, CA. Houser, M. L. (2010). Fundamentals of human communication: COMM 1310 guidebook San Marcos, TX: Minuteman Press. LeBlanc, K., Vela, L., & Houser, M.L. (in press). Incorporating and assessing intercultural communication in the basic communication course. Submitted for publication to Basic Course Annual. National Communication Association, Assessment Resources. (n.d.). Criteriafor Oral Assessment. Retrieved from Neulip, J. W., & McCroskey, J. C. (1997). The development of intercultural and interethnic communication apprehension scales. Communication Research Reports, 14,

16 September 20,2010 TEXAS*STATE UNIVERSITY SAN MARCOS The rising STAR of Texas Dr. Amy Slagell, Chair BCD Program Excellence Committee Speech Communication Program Department of English Iowa State University Ames, IA Dear Selection Committee: I'm pleased to write this enthusiastic letter in support of the nomination of Texas State's Department of Communication Studies Basic Course Program (Communication Fundamentals of Human Communication) for the Program of Excellence Award at NCA's 2010 convention. This program, one of the largest in the United States, serves over 5,000 students annually. It is highly valued on our campus due to its quality teaching, content relevance, and a focus on student learning. Our basic course, led by Dr. Marian Houser, is committed to outstanding teaching coupled with cutting-edge content about human communication. We have a tri-part approach to instructor training. First, each semester instructors go through an intensive, week-long training session, that we call "The Teaching and Learning Academy," to prepare them to deliver course with relevance, dynamism, and consistency. Second, "Just-in- Time" group workshops are conducted throughout the semester to ensure instructors are following the most effective pedagogical models necessary. Finally, each lab instructor meets with his or her supervising professor on a weekly basis. With 107 separate sections of Communication 1310 this fall, it is critical for students to receive similar instruction. Standardized examination scores that evidence high validity and reliability, and instructor course evaluations consistently reveal that we are achieving our goals. Lecturers, graduate teaching assistants, and adjuncts consistently receive among the highest teacher evaluation scores within the department each semester. To ensure content relevance, the basic course director and basic course assistant director create materials that keep the course current and applicable for students. Communication 1310 is a general education course and must meet the needs of its diverse population of students. As Texas State increases its Hispanic enrollment to obtain designation as a "Hispanic Serving Institution" it is crucial to convey the importance and value of a multicultural perspective. Learning objectives to promote a multicultural perspective and bolster awareness and understanding of intercultural competencies are threaded throughout all chapter discussions and activities in Communication Student learning is the focus of the basic course and producing effective communicators is the goal. Assessments are pivotal in determining this. Therefore, pre-post assessments are offered each semester to understand whether cognitive, behavioral, and affective DEPARTMENT OF COMMUNICATION STUDIES 60r UNIVERSITY DRIVE I SAN MARCOS, TEXAS Iphone I fax I Texas State Uniuersity-San Marcos, founded in 1899, is a member of The Texas State University System.

17 learning is occurring. Student learning is examined via questions over course concepts, communication apprehension levels in the interpersonal, small group, and public speaking contexts, and their intercultural communication affinity and apprehension. Results help guide future instructor lectures, course activities, and class discussions. This constant assessment is what keeps the course current, student-focused, and highly valued at Texas State. This is my 25 th year as Chair of the Department of Communication Studies. I came to Texas State (formerly known as Southwest Texas State) because of the commitment the Texas State faculty and administration has to communication instruction. I've remained at Texas State because Communication 1310 continues to be a highly valued and respected course on our campus. It unquestionably deserves to be named a Program of Excellence. Sincerely yours,./.. L~ Steven A. Be~ebe,Ph.D. Regents Professor and University Distinguished Professor Chair, Department of Communication Studies Associate Dean, College of Fine Arts and Communication

18 Dr. Amy Slagell, Chair BCD Program Excellence Committee Speech Communication Program Department of English Iowa State University Ames, IA TEXAS*STATE UNIVERSITY SAN MARCOS The rising STAR of Texas Dear Dr. Slagel! and Selection Committee Members: September 20,2010 Recognition of outstanding basic courses is a great idea. I began my academic career four decades ago as the director of the basic course at Central Missouri State University. Over the years I have been directly involved at the departmental chair level with the basic courses at Texas Tech University and here at Texas State University. Since becoming Dean of the College of Fine Arts & Communication in 1985, I have elected to continue my involvement with the basic course as an instructor. As I look back over our progress during the past three decades here at Texas State, I see a basic course that has steadily matched its quantitative growth with growth in quality. The establishing of high standards and goals and department-wide exams occurred under the guidance of Dr. Lee Williams in the 1970's. Enhanced training of graduate teaching assistants and assessment of effectiveness were begun during Dr. Cathy Fleuriet's leadership in the 1980's. Under Dr. Tim Motter's direction during the 1990's and the first half of the current decade, assessment and training were enhanced through the Teaching and Learning Academy. Our current director, Dr. Marian Houser, has continued to refine the course through her editing of an excellent Instructor Resource Manual and a student "Guidebook". I believe that Dr. Houser's week-long instructor training program and her group workshops which she conducts just prior to each major unit of the course ensure that all instructors - whether graduate students or adjuncts - are well prepared to teach. Without doubt, the Communication 1310 course here at Texas State deserves recognition as a model program. Without reservation, I commend this basic course to the committee for consideration. T. Richard Cheatham, Ph.D. Dean COLLEGE OF FINE ARTS AND COMMUNICATION 60! UN VERSITY DRIVE I SAN MARCOS, TEXAS I phone I fax I Texas State University-San Marcos, founded in 1899, is a member of The Texas State University System.

19 TEXAS*STATE UNIVERSITY SAN MARCOS The rising STAR of Texas September 22, 2010 Dr. Amy Slagell Chair, BCD Program Excellence Committee Speech Communication Program Department of English Iowa State University Ames, IA Dear Selection Committee: I'm pleased to write this enthusiastic letter in support of the nomination of Texas State's Department of Communication Studies Basic Course (COMM 1310) for the Program of Excellence Award at NCA' s 2010 convention. This program is one of the largest in the United States and is highly valued on our campus for its ability to serve a diverse student body with top-notch teaching, instructor training, and innovative methods to address and follow-up on student learning of communication skills necessary to function in today's society. What makes the program unique? This basic course serves over 5,000 students each year and, in order to do this effectively, it is structured and organized for consistency. Dr. Marian Houser, basic course director, conducts weekly training sessions throughout each semester to guide the five lecturers (400 students per lecture) and 25 graduate teaching assistants through the course learning objectives and instructional materials created specifically for the basic course-instructor Resource Manual, Student Guidebook, and DVD of student speeches. These workshops and corresponding materials help guarantee consistency and effective instruction for all students. The basic course has also developed the Communication Lab--a five-day-a-week lab created to support students in developing and honing their everyday communication skills. Whether they visit the lab to work on small group, relational, or public speaking skills, students are assisted by communication professionals ready to instruct, critique, and offer advice to Texas State students. We recognize that communication is critical to the success of our students, and faculty and staff in the Department of Communication Studies are dedicated to preparing them for their futures. PROVOST & VICE PRESIDENT FOR ACADEMIC AFFAIRS 601 UNIVERSITY DRIVE I SAN MARCOS, TEXAS I phone I fox I TexasState University-San Marcos. founded in J 899, is a member a/the TexasState University System.

20 Selection Committee The basic communication course at Texas State leads the way in assessment to ensure the course is meeting its objectives. Each semester, COMM 1310 evaluates the cognitive (pre-post assessments), behavioral (public speaking and conflict management skills), and affective learning (apprehension of intercultural communication) of its students. As our university recently went through the SACS reaffirmation process, it was especially important for a course that serves the majority of Texas State students to be able to report its ability to deliver quality instruction to students and provide evidence of their learning. This course provides superior evidence of this each semester. The intercultural communication focus of the course serves a primary goal of Texas State University to have an ethnicity and gender distribution representative of the State of Texas. COMM 1310 supports the University's efforts by teaching students to recognize and appreciate diversity as well as to respond and appropriately adapt to differences in messages from different cultures and genders to enhance understanding. As Texas State increases its Hispanic enrollment and achieves its designation as a "Hispanic Serving Institution" it is crucial to convey the importance and value of a multicultural perspective. As the University seeks ways to tighten its belt while still providing a quality education, COMM 1310 continues to meet the needs of all its students. We highly regard the innovative method with which this program delivers valuable communication information that supports the mission and values of Texas State University-San Marcos. Sincerely, p~{'{\~ Perry Moore Provost and Vice President for Academic Affairs PM:sr