BS

Assessment Plan

2005-6 to 2009-10

Beginning 2005-2006

Speech Communication Department

Minnesota State University Mankato

Submitted December, 2004

Additional Assessment

·        Starting in 2001-2002 and every four years following, the Department will conduct a survey of alumni from the previous five years. (2005-2006)

·        Starting in 2003-2004 and every four years following, the Department will conduct a survey of employers of speech communication graduates from the previous two years. (2007-2008)

Programs:   Bachelor of Science

                  Bachelor of Arts (includes the successful completion of one year of a language)

                  Speech Communication

Student Learning Outcome

University Goal

College Goal

Method of Assessment

Assessment Date

Standard of Mastery

Persons (Courses) responsible

Students will:

LO 1 know communication theories, principles, concepts, and the development of the field of communication.

MSU 1: engaged and inclusive learning community; MSU 2: prepared for careers and for life-long learning

A&H 1: offer quality undergraduate and graduate programs; A&H 2: acquire disciplined habits of critical thinking and creative expression; A&H 4: engage in meaningful practice

Portfolio reflection and artifact #1, #2, #3

(attached)

2005-6

See rubric below

SP 485 SP 385 Instructor and student

LO 2 apply communication theories and principles to construct appropriate messages in a variety of settings.

MSU 1: engaged and inclusive learning community; MSU 2: prepared for careers and for life-long learning

A&H 1: offer quality undergraduate and graduate programs; A&H 2: acquire disciplined habits of critical thinking and creative expression; A&H 4: engage in meaningful practice

Portfolio reflection and artifact #4, 5, 6, 10, 11, 12

(attached)

2006-7

See rubric below

SP 485 SP 385 Instructor and student

LO 3 apply communication theories and principles to describe, analyze, and evaluate communication messages.

MSU 1: engaged and inclusive learning community; MSU 2: prepared for careers and for life-long learning

A&H 1: offer quality undergraduate and graduate programs; A&H 2: acquire disciplined habits of critical thinking and creative expression; A&H 4: engage in meaningful practice

Portfolio reflection and artifact #8, 9

(attached)

2007-8

See rubric below

SP 485 SP 385 Instructor and student

LO 4 explain the transactional nature of communication; how our communication influences others and how the communication of others influences us.

MSU 1: engaged and inclusive learning community;; MSU 2: prepared for careers and for life-long learning

A&H 1: offer quality undergraduate and graduate programs; A&H 2: acquire disciplined habits of critical thinking and creative expression; A&H 4: engage in meaningful practice

Exit Interview (online database)

(attached)

2008-9

See rubric below

SP 485 Instructor and student

LO 5 apply critical thinking, communication proficiency, and knowledge of methodology to conduct    a scholarly project utilizing a critical, humanistic or social scientific perspective.

MSU 1: engaged and inclusive learning community;; MSU 2: prepared for careers and for life-long learning

A&H 1: offer quality undergraduate and graduate programs; A&H 2: acquire disciplined habits of critical thinking and creative expression; A&H 4: engage in meaningful practice

Portfolio #13

(attached)

2009-10

See rubric below

SP 485 SP 385 Instructor and student

**These are in addition to standard assessment techniques such as discussion, quizzes and exams, which are utilized in all classes.

Learning Outcome 1: know communication theories, principles, concepts, and the development of the field of communication.

4

Student activities and/or assignments demonstrate knowledge of basic theories/concepts/skills and their development in the communication discipline, as well as the ability to use that knowledge. This knowledge is demonstrated through activities and/or assignments that show students are able to define key theories and concepts, are able to utilize basic skills, and are able to analyze and evaluate these theories and concepts, including showing how these concepts have developed over time.

3

Student activities and/or assignments demonstrate knowledge of basic theories/concepts/skills, as well as the ability to use that knowledge. This knowledge is demonstrated through activities and/or assignments that show students are able to define key theories and concepts, are able to utilize basic skills, and are able to analyze and evaluate these theories and concepts.

2

Student activities and/or assignments demonstrate knowledge of basic theories/concepts/skills, as well as the ability to use that knowledge. This knowledge is demonstrated through activities and/or assignments that show students are able to define key theories and concepts, and are able to utilize basic skills.

1

Student activities and/or assignments demonstrate knowledge of basic theories/concepts/skills, or the ability to use that knowledge. This knowledge is demonstrated through activities and/or assignments that show students are able to define key theories and concepts, or are able to utilize basic skills.

Level of Mastery: 90% of assessed population meets or exceeds level 2; 75% of assessed population meets or exceeds level 3.

Learning Outcome 2: apply communication theories and principles to construct appropriate messages in a variety of settings.)

3

Student assignments/activities/critique sheets or presentations demonstrate that students are able to organize and present competent individual public speeches, taking into consideration the needs and expectations of the audience and the occasion, to take part in group communication activities and demonstrate effective group communication skills, and to demonstrate effective interpersonal communication skills.

2

Student assignments/activities/critique sheets or presentations demonstrate that students are able to organize and present competent individual public speeches, to take part in group communication activities, and to demonstrate interpersonal communication skills.

1

Student assignments/activities/critique sheets or presentations demonstrate that students are able to organize and present individual public speeches, to take part in group communication activities, and to engage in interpersonal communication.

Level of Mastery: 100% of assessed population meets or exceeds level 1; 75% of assessed population meets or exceeds level 2.

Learning Outcome 3: apply communication theories and principles to describe, analyze, and evaluate communication messages.

3

Student assignments/activities demonstrate that student is able to use communication theories and principles to describe, analyze and evaluate a communication message.

2

Student assignments/activities demonstrate that student is able to use communication theories and principles to describe and analyze a communication message.

1

Student assignments/activities demonstrate that student is able to use communication theories and principles to describe a communication message.

Level of Mastery: 100% of assessed population meets or exceeds level 1; 80% of assessed population meets or exceeds level 2; 50% of assessed population meets or exceeds level 3.

Learning Outcome 4: explain the transactional nature of communication; how our communication influences others and how the communication of others influences us.

2

Portfolio reflection statements and exit interview demonstrate are aware of the influence his/her communication has on others, and how communication of others influence them.

1

Portfolio reflection statements and exit interview demonstrate students are aware of the influence his or her communication has on others.

Level of Mastery: 100% of assessed population meets or exceeds level 1; 80% of assessed population meets or exceeds level 2.

Learning Outcome 5: apply critical thinking, communication proficiency, and knowledge of methodology by conducting a scholarly project utilizing a critical, humanistic or social scientific perspective.

3

Student plans, researches and carries out a scholarly project. The project requires that the student demonstrate the ability to work with at least one methodology as it relates to at least one communication phenomenon, and to use that methodology to critically evaluate that phenomenon. The project also requires that the student use and correctly cite appropriate academic sources. The project must have both a written and oral component. The written component demonstrates proficiency in written communication evidenced by few if any grammatical errors, correct citation style, and well-constructed paragraphs that develop a central thesis. The oral component demonstrates proficiency in oral communication through the use of appropriate verbal and nonverbal skills, and the ability to effectively synthesize written communication for an oral format.

2

Student plans, researches and carries out a scholarly project. The project requires that the student demonstrate the ability to work with at least one methodology as it relates to at least one communication phenomenon, and to use that methodology to critically evaluate that phenomenon. The project also requires that the student use and correctly cite appropriate academic sources. The project must have both a written and oral component. The written component demonstrates sufficiency in written communication evidenced by a writing style in which the form and content allows the reader to identify central claims and supporting evidence. The oral component demonstrates sufficiency in oral communication through the use of appropriate verbal and nonverbal skills, and the ability to synthesize written communication for an oral format.

1

Student plans, researches and carries out a scholarly project. The project requires that the student demonstrate the ability to work with at least one methodology as it relates to at least one communication phenomenon. The project also requires that the student use appropriate academic sources. The project must have both a written and oral component. The written component demonstrates minimal sufficiency in written communication evidenced by a writing style in which the form and content does not prevent the reader from identifying central claims and supporting evidence. The oral component demonstrates minimal sufficiency in oral communication evidenced by audience being able to identify a central focus and follow a progression of that focus to a conclusion.

Level of Mastery: 100% of assessed population meets or exceeds level 1; 75% of assessed population meets or exceeds level 2; 50% of assessed population meets level 3.

Program:    Bachelor of Science-Teaching

                  Speech Communication

Student Learning Outcome

Students will:

University Goal

College Goal

Method of Assessment

Assessment Date

Standard of Mastery

Persons (Courses) Responsible

LO 1 - be able to organize communication content needed to teach public communication.

MSU 1: engaged and inclusive learning community;; MSU 2: prepared for careers and for life-long learning

A&H 1: offer quality undergraduate and graduate programs; A&H 2: acquire disciplined habits of critical thinking and creative expression; A&H 4: engage in meaningful practice

404 portfolio

430 portfolio

Successful completion of content area courses

2004-5

2008-9

See rubric below

Department faculty; Methods faculty

LO 2 - demonstrate sufficient pedagogical and professional skills to succeed as a teacher of public communication

MSU 1: engaged and inclusive learning community;; MSU 2: prepared for careers and for life-long learning

A&H 1: offer quality undergraduate and graduate programs; A&H 2: acquire disciplined habits of critical thinking and creative expression; A&H 4: engage in meaningful practice

Clinical observations/discussion 404

Micro-reflection

404

Philosophy of speech ed 404

2005-6

2009-10

See rubric below

Methods faculty

LO 3 - be able to assess student learning in the area of public communication.

MSU 1: engaged and inclusive learning community;; MSU 2: prepared for careers and for life-long learning

A&H 1: offer quality undergraduate and graduate programs; A&H 2: acquire disciplined habits of critical thinking and creative expression; A&H 4: engage in meaningful practice

Micro Teaching

Micro Coaching

Learning activities Rubrics

2006-7

See rubric below

Methods faculty

LO 4 - be able to administer extracurricular speech, debate and theater programs.

MSU 1: engaged and inclusive learning community;; MSU 2: prepared for careers and for life-long learning

A&H 1: offer quality undergraduate and graduate programs; A&H 2: acquire disciplined habits of critical thinking and creative expression; A&H 4: engage in meaningful practice

Philosophy of coaching

Micro Coaching 430

Portfolio events 430

Portfolio topics lists

2007-8

See rubric below

Department faculty; Methods faculty

*NCATE, MNBOT, ISTE and NCA K-12 standards are embedded in the broader learning outcome statements. Specific learning outcomes will indicate which broader standards are embedded in the outcomes. These standards are available by linking to the following websites:

NCATE 2000: http://www.ncte.org/library/files/Programs/Teacher_Prep/RevisionApprovedStandards904.pdf

MNBOT: Communication Arts and Literature: http://education.state.mn.us/mde/static/8710[1][1].4250%20Comm%20Arts%20&%20Lit%20Matrix%20I-C.doc

ISTE: http://cnets.iste.org/teachers/

NCA K-12: http://www.natcom.org/nca/files/ccLibraryFiles/FILENAME/000000000119/K12%20Standards.pdf

Learning Outcome 1: Students demonstrate content knowledge sufficient to teach public communication.

Embedded Outcomes: NCATE 2000 Candidate Performance Standard 1; MNBOT Communication Arts and Literature Standards A: 3-15; B: 3-5; C: 3-7; ISTE Category 1; NCA K-12: Standard 3

3

Student activities and/or assignments demonstrate superior knowledge of communication theories, principles and processes as evidenced by routine correct use of communication content knowledge as well as reflection on the strengths and weaknesses of that knowledge, and its appropriateness to particular audiences.

2

Student activities and/or assignments demonstrate acceptable knowledge of communication theories, principles and processes as evidenced by routine correct use of communication content knowledge.

1

Student activities and/or assignments demonstrate minimal knowledge of communication theories, principles and processes as evidenced by routinely missing or incorrectly using communication content knowledge.

Level of Mastery: 90% of assessed population meets or exceeds level 2; 25% of assessed population meets level 3.

Learning Outcome 2: Students demonstrate pedagogical and professional skills sufficient to teach public communication.

Embedded Outcomes: NCATE 2000 Candidate Performance Standard 1; MNBOT Communication Arts and Literature Standards A: 3-6; 8-13; 15; ISTE Categories 1, 2, 3, and 5; NCA K-12: Standards 4.11 and 4.12

3

Student activities and/or assignments demonstrate superior pedagogical and professional skills as evidenced by well planned and supported teaching activities, superior knowledge of content involved in the teaching activities, correct and continuous application of assessment and evaluation techniques, and use of teaching methods suitable to a variety of learning styles.

2

Student activities and/or assignments demonstrate acceptable pedagogical and professional skills as evidenced by adequately planned and supported teaching activities, sufficient knowledge of content involved in the teaching activities, correct application of assessment and evaluation techniques, and use of acceptable teaching methods.

1

Student activities and/or assignments demonstrate minimal pedagogical and professional skills as evidenced by poorly planned and supported teaching activities, insufficient knowledge of content involved in the teaching activities, lack of or misapplication of assessment and evaluation techniques, and lack of or misapplication of teaching methods.

Level of Mastery: 90% of assessed population meets or exceeds level 2; 25% of assessed population meets level 3.

Learning Outcome 3: Students demonstrate sufficient knowledge and skills to assess student learning in the area of public communication.

Embedded Outcomes: NCATE 2000 Candidate Performance Standard 1; MNBOT Communication Arts and Literature Standards C: 3; ISTE Category 4; NCA K-12: Standards 4.15

2

Student unit plans and learning activities contain acceptable assessment and evaluation tools as evidenced by well constructed rubrics and successfully created objective and essay questions and other assessment and evaluation tools.

1

Student unit plans and learning activities contain minimally acceptable assessment and evaluation tools as evidenced by poorly constructed rubrics and/or poorly created objective and essay questions and other assessment and evaluation tools.

Level of Mastery: 100% of assessed population meets or exceeds level 1; 80% of assessed population meets level 2.

Learning Outcome 4: Students demonstrate the knowledge and skills to administer extracurricular speech, debate and theater programs.

Embedded Outcomes: NCATE 2000 Candidate Performance Standard 1; MNBOT Communication Arts and Literature Standards A: 16; B: 6; C: 4-7; ISTE Categories 1 and 5; NCA K-12: Standards 3.17, 3.22, 3.23

2

Student activities and assignments demonstrate acceptable ability to administer extracurricular speech activities as evidenced by sufficient knowledge concerning these activities, acceptable ability to develop and administer a speech program and run a tournament, and acceptable ability to direct large-group speech activities.

1

Student activities and assignments demonstrate minimal ability to administer extracurricular speech activities as evidenced by a lack of or misapplication of knowledge concerning these activities, limited ability to develop and administer a speech program and run a tournament, and limited ability to direct large-group speech activities.

Level of Mastery: 100% of assessed population meets or exceeds level 1; 80% of assessed population meets level 2.

Programs: Master of Science

                  Master of Arts

                  Speech Communication

Student Learning Outcome

Students will:

University Goals

College Goals

Method of Assessment

Assessment Date

Standard of Mastery

Persons (Courses) responsible

LO 1- demonstrate professional competence in written communication.

MSU 1: engaged and inclusive learning community; MSU 3: major provider of graduate education

A&H 1: offer quality undergraduate and graduate programs; A&H 2: acquire disciplined habits of critical thinking and creative expression; A&H 4: engage in meaningful practice

Qualifying exam; thesis, internship paper or APP

2004-5

2008-9

See rubric below

Graduate faculty in the Speech Communication Department

LO 2- demonstrate professional competence in oral communication.

MSU 1: engaged and inclusive learning community; MSU 3: major provider of graduate education

A&H 1: offer quality undergraduate and graduate programs; A&H 2: acquire disciplined habits of critical thinking and creative expression; A&H 4: engage in meaningful practice

Student oral presentations in departmental colloquium assessed by graduate faculty (using departmentally developed checklist)

2005-6

2009-10

See rubric below

Graduate faculty in the Speech Communication Department

LO 3- construct a research proposal using appropriate research techniques and methodology.

MSU 1: engaged and inclusive learning community; MSU 3: major provider of graduate education

A&H 1: offer quality undergraduate and graduate programs; A&H 2: acquire disciplined habits of critical thinking and creative expression; A&H 4: engage in meaningful practice

2006-7

See rubric below

Graduate faculty in the Speech Communication Department

LO 4 - apply communication theories within their area of expertise to construct messages in a variety of settings.

MSU 1: engaged and inclusive learning community;

Student Learning Outcome	University Goal	College Goal	Method of Assessment	Assessment Date	Standard of Mastery	Persons (Courses) responsible
Students will:
LO 1 know communication theories, principles, concepts, and the development of the field of communication.	MSU 1: engaged and inclusive learning community; MSU 2: prepared for careers and for life-long learning	A&H 1: offer quality undergraduate and graduate programs; A&H 2: acquire disciplined habits of critical thinking and creative expression; A&H 4: engage in meaningful practice	Portfolio reflection and artifact #1, #2, #3 (attached)	2005-6	See rubric below	SP 485 SP 385 Instructor and student
LO 2 apply communication theories and principles to construct appropriate messages in a variety of settings.	MSU 1: engaged and inclusive learning community; MSU 2: prepared for careers and for life-long learning	A&H 1: offer quality undergraduate and graduate programs; A&H 2: acquire disciplined habits of critical thinking and creative expression; A&H 4: engage in meaningful practice	Portfolio reflection and artifact #4, 5, 6, 10, 11, 12 (attached)	2006-7	See rubric below	SP 485 SP 385 Instructor and student
LO 3 apply communication theories and principles to describe, analyze, and evaluate communication messages.	MSU 1: engaged and inclusive learning community; MSU 2: prepared for careers and for life-long learning	A&H 1: offer quality undergraduate and graduate programs; A&H 2: acquire disciplined habits of critical thinking and creative expression; A&H 4: engage in meaningful practice	Portfolio reflection and artifact #8, 9 (attached)	2007-8	See rubric below	SP 485 SP 385 Instructor and student
LO 4 explain the transactional nature of communication; how our communication influences others and how the communication of others influences us.	MSU 1: engaged and inclusive learning community;; MSU 2: prepared for careers and for life-long learning	A&H 1: offer quality undergraduate and graduate programs; A&H 2: acquire disciplined habits of critical thinking and creative expression; A&H 4: engage in meaningful practice	Exit Interview (online database) (attached)	2008-9	See rubric below	SP 485 Instructor and student
LO 5 apply critical thinking, communication proficiency, and knowledge of methodology to conduct a scholarly project utilizing a critical, humanistic or social scientific perspective.	MSU 1: engaged and inclusive learning community;; MSU 2: prepared for careers and for life-long learning	A&H 1: offer quality undergraduate and graduate programs; A&H 2: acquire disciplined habits of critical thinking and creative expression; A&H 4: engage in meaningful practice	Portfolio #13 (attached)	2009-10	See rubric below	SP 485 SP 385 Instructor and student

4	Student activities and/or assignments demonstrate knowledge of basic theories/concepts/skills and their development in the communication discipline, as well as the ability to use that knowledge. This knowledge is demonstrated through activities and/or assignments that show students are able to define key theories and concepts, are able to utilize basic skills, and are able to analyze and evaluate these theories and concepts, including showing how these concepts have developed over time.
3	Student activities and/or assignments demonstrate knowledge of basic theories/concepts/skills, as well as the ability to use that knowledge. This knowledge is demonstrated through activities and/or assignments that show students are able to define key theories and concepts, are able to utilize basic skills, and are able to analyze and evaluate these theories and concepts.
2	Student activities and/or assignments demonstrate knowledge of basic theories/concepts/skills, as well as the ability to use that knowledge. This knowledge is demonstrated through activities and/or assignments that show students are able to define key theories and concepts, and are able to utilize basic skills.
1	Student activities and/or assignments demonstrate knowledge of basic theories/concepts/skills, or the ability to use that knowledge. This knowledge is demonstrated through activities and/or assignments that show students are able to define key theories and concepts, or are able to utilize basic skills.

3	Student assignments/activities/critique sheets or presentations demonstrate that students are able to organize and present competent individual public speeches, taking into consideration the needs and expectations of the audience and the occasion, to take part in group communication activities and demonstrate effective group communication skills, and to demonstrate effective interpersonal communication skills.
2	Student assignments/activities/critique sheets or presentations demonstrate that students are able to organize and present competent individual public speeches, to take part in group communication activities, and to demonstrate interpersonal communication skills.
1	Student assignments/activities/critique sheets or presentations demonstrate that students are able to organize and present individual public speeches, to take part in group communication activities, and to engage in interpersonal communication.

3	Student assignments/activities demonstrate that student is able to use communication theories and principles to describe, analyze and evaluate a communication message.
2	Student assignments/activities demonstrate that student is able to use communication theories and principles to describe and analyze a communication message.
1	Student assignments/activities demonstrate that student is able to use communication theories and principles to describe a communication message.

2	Portfolio reflection statements and exit interview demonstrate are aware of the influence his/her communication has on others, and how communication of others influence them.
1	Portfolio reflection statements and exit interview demonstrate students are aware of the influence his or her communication has on others.

3	Student plans, researches and carries out a scholarly project. The project requires that the student demonstrate the ability to work with at least one methodology as it relates to at least one communication phenomenon, and to use that methodology to critically evaluate that phenomenon. The project also requires that the student use and correctly cite appropriate academic sources. The project must have both a written and oral component. The written component demonstrates proficiency in written communication evidenced by few if any grammatical errors, correct citation style, and well-constructed paragraphs that develop a central thesis. The oral component demonstrates proficiency in oral communication through the use of appropriate verbal and nonverbal skills, and the ability to effectively synthesize written communication for an oral format.
2	Student plans, researches and carries out a scholarly project. The project requires that the student demonstrate the ability to work with at least one methodology as it relates to at least one communication phenomenon, and to use that methodology to critically evaluate that phenomenon. The project also requires that the student use and correctly cite appropriate academic sources. The project must have both a written and oral component. The written component demonstrates sufficiency in written communication evidenced by a writing style in which the form and content allows the reader to identify central claims and supporting evidence. The oral component demonstrates sufficiency in oral communication through the use of appropriate verbal and nonverbal skills, and the ability to synthesize written communication for an oral format.
1	Student plans, researches and carries out a scholarly project. The project requires that the student demonstrate the ability to work with at least one methodology as it relates to at least one communication phenomenon. The project also requires that the student use appropriate academic sources. The project must have both a written and oral component. The written component demonstrates minimal sufficiency in written communication evidenced by a writing style in which the form and content does not prevent the reader from identifying central claims and supporting evidence. The oral component demonstrates minimal sufficiency in oral communication evidenced by audience being able to identify a central focus and follow a progression of that focus to a conclusion.

Student Learning Outcome Students will:	University Goal	College Goal	Method of Assessment	Assessment Date	Standard of Mastery	Persons (Courses) Responsible
LO 1 - be able to organize communication content needed to teach public communication.	MSU 1: engaged and inclusive learning community;; MSU 2: prepared for careers and for life-long learning	A&H 1: offer quality undergraduate and graduate programs; A&H 2: acquire disciplined habits of critical thinking and creative expression; A&H 4: engage in meaningful practice	404 portfolio 430 portfolio Successful completion of content area courses	2004-5 2008-9	See rubric below	Department faculty; Methods faculty
LO 2 - demonstrate sufficient pedagogical and professional skills to succeed as a teacher of public communication	MSU 1: engaged and inclusive learning community;; MSU 2: prepared for careers and for life-long learning	A&H 1: offer quality undergraduate and graduate programs; A&H 2: acquire disciplined habits of critical thinking and creative expression; A&H 4: engage in meaningful practice	Clinical observations/discussion 404 Micro-reflection 404 Philosophy of speech ed 404	2005-6 2009-10	See rubric below	Methods faculty
LO 3 - be able to assess student learning in the area of public communication.	MSU 1: engaged and inclusive learning community;; MSU 2: prepared for careers and for life-long learning	A&H 1: offer quality undergraduate and graduate programs; A&H 2: acquire disciplined habits of critical thinking and creative expression; A&H 4: engage in meaningful practice	Micro Teaching Micro Coaching Learning activities Rubrics	2006-7	See rubric below	Methods faculty
LO 4 - be able to administer extracurricular speech, debate and theater programs.	MSU 1: engaged and inclusive learning community;; MSU 2: prepared for careers and for life-long learning	A&H 1: offer quality undergraduate and graduate programs; A&H 2: acquire disciplined habits of critical thinking and creative expression; A&H 4: engage in meaningful practice	Philosophy of coaching Micro Coaching 430 Portfolio events 430 Portfolio topics lists	2007-8	See rubric below	Department faculty; Methods faculty

2	Student unit plans and learning activities contain acceptable assessment and evaluation tools as evidenced by well constructed rubrics and successfully created objective and essay questions and other assessment and evaluation tools.
1	Student unit plans and learning activities contain minimally acceptable assessment and evaluation tools as evidenced by poorly constructed rubrics and/or poorly created objective and essay questions and other assessment and evaluation tools.

2	Student activities and assignments demonstrate acceptable ability to administer extracurricular speech activities as evidenced by sufficient knowledge concerning these activities, acceptable ability to develop and administer a speech program and run a tournament, and acceptable ability to direct large-group speech activities.
1	Student activities and assignments demonstrate minimal ability to administer extracurricular speech activities as evidenced by a lack of or misapplication of knowledge concerning these activities, limited ability to develop and administer a speech program and run a tournament, and limited ability to direct large-group speech activities.

Student Learning Outcome Students will:	University Goals	College Goals	Method of Assessment	Assessment Date	Standard of Mastery	Persons (Courses) responsible
LO 1- demonstrate professional competence in written communication.	MSU 1: engaged and inclusive learning community; MSU 3: major provider of graduate education	A&H 1: offer quality undergraduate and graduate programs; A&H 2: acquire disciplined habits of critical thinking and creative expression; A&H 4: engage in meaningful practice	Qualifying exam; thesis, internship paper or APP	2004-5 2008-9	See rubric below	Graduate faculty in the Speech Communication Department
LO 2- demonstrate professional competence in oral communication.	MSU 1: engaged and inclusive learning community; MSU 3: major provider of graduate education	A&H 1: offer quality undergraduate and graduate programs; A&H 2: acquire disciplined habits of critical thinking and creative expression; A&H 4: engage in meaningful practice	Student oral presentations in departmental colloquium assessed by graduate faculty (using departmentally developed checklist)	2005-6 2009-10	See rubric below	Graduate faculty in the Speech Communication Department
LO 3- construct a research proposal using appropriate research techniques and methodology.	MSU 1: engaged and inclusive learning community; MSU 3: major provider of graduate education	A&H 1: offer quality undergraduate and graduate programs; A&H 2: acquire disciplined habits of critical thinking and creative expression; A&H 4: engage in meaningful practice		2006-7	See rubric below	Graduate faculty in the Speech Communication Department
LO 4 - apply communication theories within their area of expertise to construct messages in a variety of settings.	MSU 1: engaged and inclusive learning community;