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El Camino College Compton Center

Communication Studies PROGRAM REVIEW

2014

Liza A. Rios

Lead Faculty

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TABLE OF CONTENTS

1. Overview of the Program: Page 3

2. Analysis of Research Data: Page 16

3. Curriculum: Page 26

4. Assessment & Student and Program Learning Outcomes: Page 21

5. Technology and Software: Page 33

6. Staffing: Page 35

7. Future Direction and Vision: Page 37

8. Prioritized Recommendations: Page 38

9. Appendix: Page 40

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Communication Studies 2014 Program Review

1. Overview of the Program 1a) Program description Provide a brief narrative description of the current program, including the program’s mission statement and the students it serves.

PROGRAM MISSION:

The Communication degree provides students with a thorough foundation in the theory and practice of communication studies. This is achieved through a variety of courses that serve to develop personal, business, and professional communication skills in individual, interpersonal, and group situations, along with skills in research, organization, critical thinking, argumentation, and forensics. Students will demonstrate their proficiency through performance, class projects, research papers, objective tests, critiques, and forensic competitions. Course completion, evaluation of student learning outcomes, transferability, competitions at the local, state, and national levels, and periodic program review serve as measures of program assessment.

Consistent with the overall mission of The El Camino College Compton Center to offer a broad range of programs and courses to serve students in obtaining a degree, transferring, and embracing skills, the program in Communication offers excellent preparation and training for each of these areas. The department uniquely offers students the ability to complete half of the CSU Golden Four requirements. Our curriculum is designed so that upon completion of the program, students will have taken a diverse set of courses that will give them the appropriate background in Communication as a general field of study, as well as specific training that will assist them in successfully transferring to a four year university or enhancing personal skills. For example, students will have a basic understanding of sub- disciplines or topics relating to Communication (public speaking, group, argumentation, media, oral interpretation of literature, interpersonal, intercultural and forensics), offering the student a diverse selection of lower division courses that will provide a strong foundation to further their undergraduate education, as well as offering greater understanding of how meaning is exchanged within a variety of contexts.

Upon completion of the Communication program, students will gain basic understanding of how communication works. Students will gain hands-on training in dissecting and utilizing the communication process through individual performances, conversations with others in dyads and groups, and debating a variety of topics. Students will obtain experiences of communicating in public address settings to offer individual presentations, argue critical issues and present researched topics. As a result students will have intense practice in conducting and evaluating collegiate level research to construct and analyze arguments. In doing so, students will have a stronger grasp on the differences of nonverbal and verbal messages and how they influence audiences. In addition, students will be able to practice

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the management of speech anxiety through applying various methods of preparation and delivering messages. At the same time, students will gain a stronger sense of local, state, national and international issues worthy of discussion and advocacy. With such skills, students obtain stronger critical thinking skills, public speaking skills and interpersonal skills that will be applied to their personal lives, the community in which they live and to the world in general.

Communication Studies is allowed to offer about 16 sections a semester serving approximately 577 students. In the Spring of 2014, we offered the following:

13 COMS 100 courses

1 COMS 260 course

1 COMS 130 course

1 COMS 140 course

We have grown steadily in the last few years. For comparison, in 2010 we only offered Public Speaking courses and Small Group courses whereas in 2014 we offered Public Speaking, Small Group, Intercultural, Interpersonal and Argumentation and Debate courses. We hope to add Oral Interpretation of Literature courses and Forensics in the near future with the priority of offering a Communication Studies AA-T degree.

Every semester almost every Public Speaking course is full with a wait list of students. There are at least 130 students who want to take a Communication Studies course that are not able to every semester. Students claim a Communication Studies class that fulfills the CSUGE A1 requirement is the only class they need to graduate but they have not been able to take it. This may be because they put it off till the end but more likely they have not been able to enroll because all of the sections are full when they want to take the course. Two of our courses fulfill the Golden Four which also is responsible for their popularity. In a report titled Are They Really Ready To Work? Employers’ Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce that emerged from the Workforce Readiness Initiative Stakeholders Strategy Meeting 2007, comprised of organizations including The Partnership for 21st Century Skills, The Conference Board, Corporate Voices for Working Families and The Society For Human Resource Management, all representatives of Fortune 100 companies, public school teachers, and community education/service organizations, as well as local and federal government officials, it confirms that employers report that new entrants to the workforce need not only the basic skills—reading, writing and math—but that in the 21st century business world, possessing a range of applied skills directly related to the workplace is critical to success. When asked to rank skills in terms of their impor-tance in the workplace, employers put professionalism, teamwork, and oral communication at the top of the list. The table below shows the skills that were ranked very important by the largest percentage of respondents.

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Top Three Most Important Skills High

School Graduates

Two Year College Graduates

Four Year College Graduates

Professionalism 80.3% 83.4% 93.8%

Teamwork 74.7% 82.7% 94.4%

Oral Communication

70.3% 82.0% 95.4%

As noted above, Oral Communication skills ranked at the top of all of the skills at 95.4%. Our Communication Studies courses not only seek to develop communication skills but also collaboration/teamwork and conduct worthy of being perceived as professional.

That there is an appreciation for the importance of developing strong communication skills in the general public, and in most functional arenas such as employment and public sphere’s is well researched and documented, along with the work that James McCroskey and countless other researchers have done on the prevalence of communication apprehension. arenas. Further, employers expect that higher education will teach communication competence and oral communication skills before graduation (Morreale, Osborn, & Pearson, 2000). Oral communication is identified as key to academic, personal, and professional success as well as the cornerstone of the goals of education (Baritaud et al., 2006; Morreale, & Pearson, 2008). The majority of the research reports employers identify communication as one of the most important skills to an employer (Austin & Ventura, 1985a; Bridge that Gap, 2013; Casner-Lotto & Barrington, 2006; Hiring Managers Believe, 2013; Lumina Foundation, 2012; Reave, 2004). Communication skills lead to gainful employment, higher salaries, and less employee turnover (Booher, 2005; Cline, 2005; Clement, 2001; Radcliff, 2007).

Moreover, Thomas Friedman (2006) claims that success relies on several factors:

You need to like people. You need to be good at managing or interacting with other people. Although having good people skills has always been an asset in the working world, it will be even more so in a flat world [advances in technology and communication putting diverse people in touch as never before]. That said, I am not sure how you teach that in classroom curriculum, but someone had better figure it out (p. 106).

There is little doubt that communication is a discipline that is imperative to student success. In a thematic analysis of 93 annotated references, Morreale, Osborn, & Pearson (2000) identified four major themes or claims with regard to communication. They argue that communication is necessary in four areas: the development of the whole person, success as an individual in one’s career and in business, improvement of educational enterprise, and being a responsible participant in the world. A second look at communication references in a later study identifies two additional themes that assert communication is necessary to enhance the organizational process, and communication is changing to discuss emerging concerns like health and crisis communication (Morreale & Pearson, 2008). Each of these themes plays a significant role in ensuring the success of the individual post-graduation.

In the workplace, employers identify communication as the most important skill necessary for gainful employment (Booher, 2005; Cline, 2005; Clement, 2001). Successful communication skills are also

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associated with higher salaries (Grensing-Prophal, 2003; Radcliff, 2007). Even more significant, employers will often choose the candidate with better communication skills when two or more candidates have the same educational or professional background (Fisher, 2001; Stevens, 2005). In order to be successful in the working world one must be effective at interpersonal interaction and must be good at interacting with other, one must have people skills (Friedman, 2006). Being proficient in communication is also the gateway to higher salaries and advancement in employment (Grensing-Prophal, 2003; Radcliff, 2007).

Therefore, the current job market is ripe with possibilities for the communication major. The Communication Studies degree is often described as a “generalist’s path” which aids students in a variety of careers. Here is a short list of popular careers for students with a degree in Communication: Public Relations (for a small, large or nonprofit company), marketing for business, social media, teaching at a high school or college, advertising, journalism (reporter, editor, and news writer), publicity and writing (for web based company and e-publishing), media relations/coordinator, human relations, political science (speech writing), public policy, sociology, law, television, sales, foreign service, all three branches of government, public information officer, nonprofit communication director and lobbyist.

1b) Potential Degrees Offered Describe the degrees and /or certificates offered by the program.

The Associate in Arts for Transfer (AA-T) or the Associate in Science for Transfer (AS-T) is intended for students who plan to complete a bachelor's degree in a similar major at a CSU campus. Students completing these degrees (AA-T or AS-T) are guaranteed admission to the CSU system, but not to a particular campus or major. In order to earn one of these degrees, students must complete a minimum of 60 required semester units of CSU- transferable coursework with a minimum GPA of 2.0. This degree may not be the best option for students intending to transfer to a particular CSU campus or to university or college that is not part of the CSU system. Students should consult with an El Camino College Compton Center counselor when planning to complete the degree for more information on university admission and transfer requirements.

Required Course (3 units) Units Communication Studies 100 Public Speaking 3

List A (6 units) Communication Studies 140 Small Group Communication 3 Communication Studies 120 Argumentation and Debate 3 Communication Studies 130 Interpersonal Communication 3

List B (6 units) Communication Studies 265 Mass Communication 3 Communication Studies 6abcd* Student Leadership 2 Communication Studies 7 Voice, Articulation and Pronunciation 3

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Communication Studies 250 Oral Interpretation of Literature 3 Communication Studies 9 Readers Theatre 3 Communication Studies 270 Organizational Communication 3

Communication Studies 260 Intro to Intercultural Communication 3 Communication Studies 292abcd* Forensics – Individual Events 2 Communication Studies 293abcd* Forensics – Team Events 2 Communication Studies 95abcd* Forensic Workshop 1 (* One semester)

List C (3 units) Anthropology 2 Introduction to Cultural Anthropology 3 Anthropology 4 Language and Culture 3 English 1B Literature and Composition 3 Psychology 5 General Psychology 3 Sociology 101 Introduction to Sociology 3 Total Units: 18 At least 12 units required for the major must be completed at The El Camino College Compton Center.

Program Requirements Units Units in Major 18 IGETC or CSU GE 34 - 39 Transferable Electives 3 – 8 TOTAL UNITS 60

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1c) Link to College Mission Explain how the program fulfills the college’s mission and aligns with the strategic initiatives. (See Appendix A)

The Communications Studies program offers a quality education in our major and appropriate courses for general education requirements that ensure the educational success of students from our diverse community. The program could improve on the “comprehensive” aspect of the mission once the Communication Studies AA-T is offered together with more of a variety of courses to fulfill the major. Currently students must enroll at El Camino College for Communication Studies classes that are not offered at our campus.

Strategic Initiatives

A - STUDENT LEARNING Support student learning using a variety of effective instructional methods, educational technologies, and college resources. Objectives: 1. Develop a comprehensive professional development plan that ties in with campus plans and initiatives to promote student success. 2. Incorporate instructional approaches that are positively associated with student success and persistence. 3. Provide specific and relevant technology training to support integration of technology with instruction. 4. Provide equipment needed to support faculty use of technology. 5. Institute outcomes-based conference attendance with a required sharing component for broader College benefit, where applicable.

B - STUDENT SUCCESS & SUPPORT Strengthen quality educational and support services to promote and empower student learning, success, and self-advocacy. Objectives: 1. Implement programs and services as detailed in the Student Success & Support Program Plan (SSSP), focused on pre-enrollment (access in), post-enrollment (access through), and graduation or transfer (access out). 2. Implement the plans indicated by the Student Equity Plan (SEP), focused on improving successful outcomes for all students. 3. Implement the College Master Plan, focused on carrying out the Strategic Plan through educational and resource planning.

C - COLLABORATION Advance an effective process of collaboration and collegial consultation conducted with integrity and respect to inform and strengthen decision-making. Objectives: 1. Develop, promote, and implement an employee recognition plan. 2. Conduct annual review of the Making Decisions at El Camino College document which includes member orientation, purpose review, planning, goal-setting, and self-evaluation for all consultation committees. 3. Strengthen collaboration among programs, across disciplines and college areas. 4. Improve publication of the broad input on college processes. 5. Add this initiative to the purpose statement of each collegial consultation committee.

D - COMMUNITY RESPONSIVENESS Develop and enhance partnerships with schools, colleges, universities, businesses, and community-based organizations to respond to the educational, workforce training, and economic development needs of the community. Objectives: 1. Develop strategic partnerships that include program advisory committees that address the current and future workforce development needs of the local communities and the region. 2. Develop corporate partnerships that enhance STEM training to prepare our students for STEM programs and

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careers. 3. Develop inter-segmental programs linking feeder high school districts with The Compton Center and regional universities to create strong and clear pathways for students.

E - INSTITUTIONAL EFFECTIVENESS Strengthen processes, programs, and services through the effective and efficient use of assessment, program review, planning and resource allocation. Objectives: 1. Develop an integrated program review and planning tool. 2. Establish benchmarks and aspirational goals for student achievement. 3. On a regular basis, gather current information on our community to ensure that we are responsive to community needs. 4. Strengthen collaboration between programs serving students. 5. Facilitate a strong fiscal position to allow reasoned responses to fiscal threats. 6. Add this initiative to the purpose statement of each committee involved with institutional effectiveness processes.

F - MODERNIZATION Modernize infrastructure and technological resources to facilitate a positive learning and working environment. Objectives: 1. Implement the Technology Plan to meet the developing information technology needs of the campus. 2. Continue implementation of the Facilities Master Plan to modernize campus facilities and infrastructure, revising as needed. 3. Implement safety cameras and other technological aspects of campus safety plan.

LINK TO STRATEGIC INITIATIVE A The Communication Studies department uses lecture, multimedia, experiential, and performance to enhance teaching and support student learning.

LINK TO STRATEGIC INITIATIVE B The Communication Studies department strives to strengthen quality education by writing and seeking to teach new courses as the major evolves and as transfer schools and employers require.

LINK TO STRATEGIC INITIATIVE C The lead and singular full time Communication Studies faculty member strives to foster a positive learning environment and sense of community and cooperation through an effective process of collaboration and collegial consultation with other departments and with El Camino College faculty; unfortunately, at this time many Communication Studies adjuncts in the department vary in their degree of academic rigor, quality of instruction, and supportiveness of students. For example, the lead faculty member has observed two adjunct instructors while they were presenting course material in class. One of the adjuncts lectured straight out of the course textbook and never wrote any of the information on the board. The other adjunct took the time to lecture and write key points on the board but did not require students to take notes, therefore, during the entire 60 minute lecture, not one student took notes. Later in this same class, students presented speeches. The speeches presented lacked in many areas such as citations of credible research and effective delivery skills. This was especially a concern because there were only a few weeks left in the semester. It is expected that the communication skills of students will be the most developed towards the end of the semester. To ready these areas, the lead instructor coordinated a Grade Norming Session with all adjuncts who were required to attend. The two main goals of this meeting were to explain the process of upcoming SLO’s and to encourage adjuncts to raise their standards and requirements for assignments in their Public Speaking courses. Carefully constructed

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handouts were distributed and discussed containing “The Golden Standards” of the three main areas of Public Speaking: structure, research and delivery. Adjuncts were also given a memory card to be used with a video camera for the purpose of recording six random Persuasive Speeches presented by students towards the end of the semester. This allowed for the lead faculty member to get a feel for what adjuncts require and subsequently get from their students with the traditionally most demanding assignment of the semester. Based on what was observed on these memory cards, it was apparent that two out of the six adjuncts did their best to implement “The Gold Standards” while the remaining four continued with their own basic requirements. This “checks and balances” deficit is in part due to the fact that there has not been an active full-time lead Communication Studies instructor since 2011 to facilitate and coordinate the academic integrity of the department. As of the Spring 2016 semester, new adjuncts have been hired and for the most part, exhibit higher standards of excellence. This is very promising to the success and growth of our program. Additionally, our department is a part of the First Year Experience program which requires collaboration and community learning with instructors from the English department. Our collaborative efforts have thus far been a success and it is expected that additional course offered by our department will be in tandem with other departments as the FYE program expands and develops.

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LINK TO STRATEGIC INITIATIVE D The Communication Studies department develops and enhances partnerships with schools, colleges, universities, businesses, and community-based organizations to respond to the Workforce training and economic development needs of the community. Faculty conduct high school outreach in their areas, promoting the College and its Communications Studies program such as its liaison with the newly piloted Compton Unified School District Early College High School. Our department has also initiated Service Learning opportunities with the following local, non-profit organizations: The Salvation Army, Wheels on Meals, The Dominguez Adobe Museum, Habitat for Humanity, Compton Rotary Club, Food Finders and His Nesting Place.

LINK TO STRATEGIC INITIATIVE E The Communication Studies faculty participate in Student Learning Outcome assessments, regular program review, and the allocation of resources. Communication Studies faculty serve on the Student Equity, Honors, Latino Heritage, First Year Experience and Speech and Debate Club committees and programs.

LINK TO STRATEGIC INITIATIVE F The program supports the need for facility and technology improvements to meet the requirements of students, employees, and the community by requesting technology in the classrooms and much needed improvements to facilities. As of fall 2015, campus wide Wi-Fi will be available. Smart classrooms are desperately needed for our courses especially for the training and use of computer mediated graphic visual aids (the most professional type of visual aid used in presentations)however we have been told this is not possible because the Row Buildings will eventually be demolished with modern buildings taking their place. As this is the case, we have requested multiple technology carts to be used by all faculty but to date only one cart is available for the use of the Lead Instructor. In the meantime, we are imprisoned in classrooms with extreme low standards such as all but one electrical outlets that are non-functioning, broken desks and chairs that endanger the safety of students, lack of white screens, poor lighting, inadequate heating and cooling, and heavily soiled flooring. All of these basic need items are mobile, meaning when it is time to demolish the buildings, these items can easily be removed to make way for the demolition. However, the choice to not spend the needed funds for these basic needs has not been made. It grieves our department in knowing what message this communicates to our students: students do not matter enough to have the basics although other college districts provide these basics for students but the Compton district does not, at least not for Communication Studies students. It does not take this report to communicate the needs of our students and department. Multiple “Plan Builder” reports written in previous years have addressed these same issues, but it appears the logical and factual pleas are met with blind eyes and deaf ears.

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We uniquely offer courses that fulfill the CSUGE A1 requirement that all students who plan to transfer to a CSU are required to take. These courses are Public Speaking, Small Group Communication, and Interpersonal Communication. We also offer Argumentation and Debate that fulfills either CSUGE A1 or A3. Students can fulfill half of the Golden Four with our courses. Our department has the potential to prepare majors. Once the AA-T Degree is available, we will see a dramatic increase in majors such as the increase experienced by El Camino College once their Communication Studies AA-T was launched. Unfortunately we have not been allowed to offer all of the classes to meet this need. We plan to offer additional courses in the future and strive to have our curriculum mirror CSULB as close as possible. Faculty members from CSULB with whom El Camino College Communication Studies faculty consult have confirmed that ECC majors who transfer are better prepared than most of their local students.

Forensic competition is at the heart of most successful Communication Studies Programs such as El Camino College. Although as this time our department does not offer Forensics, the newly formed Speech and Debate Club has garnered success in local contests primarily in the area of debate. This positive outcome brings much needed positive recognition to The El Camino College Compton Center. The value of students engaging in competitive debate will be addressed later in this document.

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We are the “Universal Double for Double Majors.” Once the AA-T is offered, students can fulfill 6 different CSUGE transfer requirements with our courses which would double count. That is, count for both the Communication Studies AA-T Degree and CSUGE. Students can potentially fulfill our future AA-T requirements and still have room in their Educational Plans to complete another major and still be under 60 units. These are our current Communication Studies courses:

COMS 100 Public Speaking 3 units IGETC: 1C CSU GE: A1

COMS 140 Small Group Communication 3 units IGETC: 1C CSU GE: A1

COMS 120 Argumentation and Debate 3 units IGETC: 1C CSU GE: A1, A3

COMS 130 Interpersonal Communication 3 units IGETC: 1C CSU GE: A1

COMS 260 Introduction to Intercultural Communication 3 units IGETC: 4C, 4G CSU GE: D3, D7

Future Communication Studies courses to be offered to fulfill the major: COMS 265 Mass Communication 3 units IGETC: 4G CSU GE: D7

COMS 6 Student Leadership 2 units

COMS 250 Oral Interpretation of Literature 3 units CSU GE: C1

COMS 9 Readers Theatre 3 units

COMS 270 Organizational Communication 3 units IGETC: 4G CSU GE: D7

COMS 292ABCD Forensics-Individual Events 2units COMS 293ABCD Forensics-Team Events 2 units COMS 24ABCD Forensic Workshop 1 unit

COMS 290ABCD Forensics Team 1 unit

COMS 99ABC Independent Study 1-3 units 1d) Status of Recommendations from Previous Program Review Discuss the status of recommendations from your previous program review.

Access to the previous Program Review was not made available, however, the December 31, 2011 Plan Builder report was consulted for areas needed to be addressed in this section of the report.

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PREVIOUS RECOMMENDATION STATUS EXPLANATION

1. Adequate technology present in classrooms.

In progress

As of fall 2015, Wi-Fi is to be accessible campus wide.

2. More sections of COMS 100 offered during prime time - 8:00 a.m. and 12 noon.

Complete

The headcount of students in COMS 100 in fall 2012 was 341, in spring 2014, 569.

3. Adequate heating and cooling system in classrooms.

Not approved Rationale given is that all Row buildings will be demolished and rebuilt, therefore, no investments will be made in these classrooms.

4. New chalkboards or whiteboards.

Not done

Unknown, perhaps same reason as above.

5. Hire two full-time faculty. Partially done

Fall 2013 one FT instructor was hired. Currently awaiting approval for a second FT position.

6. Establish three Smart classrooms.

Not approved Rationale given is that all Row buildings will be demolished and rebuilt, therefore, no investments will be made in these

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7. Regain program identity.

In progress Minimal funding was provided to support the newly formed Speech and Debate Club. Campus marketing advertised debate success. The Board of Trustees and local politicians have recognized debate students. Approval pending to offer Forensics. Coms courses have been in tandem with FYE English courses and have offered Honors contracts. Service Learning was successfully completed by Coms students including contributing to the success of the City of Compton Rotary Club Inauguration Gala event. Students hosted mock charity fundraising conventions (Communicon)where faculty and administrators were invited to participate.

8. Program linkages. COMS 100 and 120 have been linked to English 1C via the FYE program and have offered Honors contracts. Coms faculty served as a guest lecturer in ESL Conversational courses.

9. Funding for reassigned time for FT faculty.

Not done Unknown.

10. Purchase and install appropriate COMS software for student use.

Not done Unknown.

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2. Analysis of Research Data Include data provided by Institutional Research and Planning. Provide and analyze the following:

2a.1) Headcount of Students in the Program

a) Head count of students in the program

Analysis of headcount statistics

In fall of 2010 there were 383 students enrolled, with an increase of 54 students during spring 2011, 437 total. Normally fall semesters have higher student enrollment rates, however in fall 2011 there were 77 fewer students compared to spring and 23 fewer students compared to the previous fall of 2010. This may be in part due to the fact that the singular full-time Communication Studies instructor retired in spring of 2011 thus less sections of Coms courses were offered in the fall. The decrease in the headcount continued into spring of 2012 with 321, a difference of 39 students compared to fall. The decline of students enrolled in a fall semester hit its low-point in 2012 with 341 students. By spring 2013 a trend of increase began with 377 students, an increase of 56 students compared to spring 2012. Healthy upward enrollment continued into fall of 2013 with 466 students, up by 89 students, perhaps in part due to the hiring of a full-time instructor allowing for more sections to be offered. The most notable escalation of enrollment was in spring of 2014 with 569 students, a difference of 192 more students compared to the previous spring of 2013. 2a.2) Course Grade Distribution

b) Course grade distribution

Grade Distribution

Succ. Reten. Year

COURSE Method Wks.

'A' 'B' 'C'

'P'

'D' 'F'

'NP'

Inc P

Inc NP

'DR' 'W' Total

2010 COMS-100 Lecture 14 4 18 8 - 2 7 - - - - 1 40

75.0%

97.5%

16 29 87 67 - 15 26 - - - 13 68 305

60.0%

73.4%

2010 2011 2012 2013383 360 341 466

Fall

Term Headcount

Term

2011 2012 2013 2014437 321 377 569

Spring

Term Headcount

Term

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COMS-130 Lecture 16 3 9 6 - 2 2 - - - 1 7 30

60.0%

73.3%

2010 Total

36 114 81 - 19 35 - - - 14 76 375 61.6

% 76.0

%

2011 COMS-100 Lecture 16 81 144 101 - 49 103 - 1 2 44 114 639

51.2%

75.3%

COMS-130 Lecture 16 9 9 10 - 9 6 - - - 1 1 45

62.2%

95.6%

COMS-260 Lecture 16 3 2 4 - - 3 - - - - 4 16

56.3%

75.0%

COMS-140 Lecture 16 12 26 18 - 4 5 - - - 5 9 79

70.9%

82.3%

COMS-120 Lecture 16 1 4 8 - - 7 - - - 1 3 24

54.2%

83.3%

2011 Total

106 185 141 - 62 124 - 1 2 51 131 803 53.9

% 77.3

%

2012 COMS-100 Lecture 16 98 115 97 - 32 86 - - - 9 66 503

61.6%

85.1%

COMS-130 Lecture 16 2 11 9 - 2 6 - - - - 1 31

71.0%

96.8%

COMS-260 Lecture 16 - 3 8 - 4 7 - - - 2 6 30

36.7%

73.3%

COMS-140 Lecture 14 8 6 6 - - 9 - - - - 2 31

64.5%

93.5%

16 11 7 7 - 3 1 - - - 1 1 31

80.6%

93.5%

COMS-120 Lecture 16 7 12 9 - 1 5 - - - - - 34

82.4% 100%

2012 Total

126 154 136 - 42 114 - - - 12 76 660 63.0

% 86.7

%

2013 COMS-100 Lecture 16 184 156 95 - 35 87 - 2 3 - 117 679

64.4%

82.8%

COMS-130 Lecture 16 9 3 5 - - 4 - - - - 13 34

50.0%

61.8%

COMS-260 Lecture 16 10 8 7 - - 8 - - - - 3 36

69.4%

91.7%

COMS-140 Lecture 16 10 16 13 - 5 12 - - - - 10 66 59.1% 84.8%

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COMS-120 Lecture 16 11 4 8 - - 3 - - - - 2 28 82.1% 92.9%

2013 Total

224 187 128 - 40 114 - 2 3 - 145 843 64.2% 82.8%

2014 COMS-100 Lecture 8 2 4 2 - - 3 - - - - 10 21 38.1% 52.4%

16 112 126 91 - 18 44 - - - - 95 486 67.7% 80.5%

COMS-260 Lecture 16 8 6 2 - - 2 - - - - 4 22 72.7% 81.8%

COMS-140 Lecture 16 5 3 3 - 1 2 - - - - 9 23 47.8% 60.9%

COMS-120 Lecture 16 6 6 4 - - - - - - - 9 25 64.0% 64.0%

2014 Total

133 145 102 - 19 51 - - - - 127 577 65.9% 78.0%

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Description and Analysis of Grade Distribution

The department’s course offerings currently service both majors and non-major, general education transfer students. The core of the program is comprised of CSU A-1 transferable courses-the “golden four.” These courses are Public Speaking, Argumentation, Group Communication, and Interpersonal Communication. All of these courses meet the A-1 public speaking requirement. In addition, COMS Studies 4 fulfills the C-1 critical thinking and logic requirement. Because these courses, especially the Public Speaking (COMS 100) course make up the vast majority of the offerings, grade data largely reflects grades issued in those courses.

The data clearly reflects a pattern of consistency in grade distribution over the last five years that data was available. Grades are clustering between the A-B range. C range grades are generally averaging at or near the sum of D and F grades combined. The data suggests that most students who remain in the course receive either an A or a B grade. There are relatively few D or F grades issued. This is not surprising given the late drop date at the El Camino College Compton Center. It is reasonable to assume that students at risk of receiving a D or an F would drop the course. The drop and withdrawal numbers suggest that the number of students who are dropping courses approaches or exceeds the number of student receiving C grades. While an arbitrary benchmark, the equivalence points to the fact that many students are not prepared to take the course, or have encountered some life crisis that causes them to drop. The former circumstance could be remedied in part by adding eligibility for English 1A prerequisite on all of the courses.

2a.3) Success Rates

c) Success rates (Discuss your program’s rates, demographic success characteristics and set a

success standard for your program.)

College Success Standard 58.0% Program Success Standard 78%

Year Total

Grades Success

Rate 2010 375 61.6% 2011 803 53.9% 2012 660 63.0% 2013 843 64.2% 2014 577 65.9%

The success rate for the program is steadily inching upward. This is encouraging. It is a few points above the college success standard. Given the community college system’s current emphasis on transfer students, it is expected that these success rates will continue as we serve students with academic plans and transfer goals. Implementation of English 1A prerequisites on the core transfer courses would, in all probability, substantially increase the success rate as students without adequate

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English skills would be required to remediate those skills before enrolling the Communication Studies courses.

Ethnicity Success N Success N Success N Success NAfrican-American 63.7% 179 57.0% 158 55.5% 128 56.8% 190 Amer. Ind. or Alask. Native 0.0% X 0.0% X 100.0% X 0.0% XAsian 77.8% 81 91.7% 108 86.7% 135 66.7% 81 Latino 65.3% 750 65.2% 660 59.9% 785 67.5% 1,230 Pacific Islander 50.0% X 0.0% X 50.0% 20 50.0% XTwo or More 50.0% X 61.5% 13 70.6% 17 60.0% 15 Unknown or Decline 42.9% 14 75.0% 16 60.0% X 100.0% XWhite 66.7% X 71.4% X 90.9% 11 60.0% X

GenderM 57.6% 139 64.4% 132 60.8% 97 63.9% 144 F 68.0% 222 60.5% 200 61.0% 241 62.5% 325 X 0.0% X 0.0% X 0.0% X 0.0% X

Age Groups19 or less 65.2% 112 63.0% 73 52.3% 86 63.1% 84 20 to 24 65.4% 130 59.7% 149 60.4% 149 63.5% 222 25 to 49 59.3% 108 64.7% 102 69.8% 96 64.4% 149 Over 49 81.8% 11 62.5% X 57.1% X 35.7% 14

Fall 2010 Fall 2011 Fall 2012 Fall 2013

X: Counts are suppressed for groups with less than 10 students. Shaded regions indicate groups achieving at a rate less than 80% of the reference group, respectively. Reference groups are White, male, and 20 to 24 years old.

21

2a.4) Retention Rates d) Retention rates

Grades Success Retention 2010 Total 375 61.6% 76.0% 2011 Total 803 53.9% 77.3% 2012 Total 660 63.0% 86.7% 2013 Total 843 64.2% 82.8% 2014 Total 577 65.9% 78.0%

Analysis of Retention Rates

Ethnicity Success N Success N Success N Success NAfrican-American 51.0% 204 62.8% 121 55.9% 143 58.5% 224 Amer. Ind. or Alask. Native 0.0% X 0.0% X 100.0% X 100.0% XAsian 56.3% 144 100.0% 108 84.6% 117 72.2% 162 Latino 56.4% 860 70.3% 740 70.4% 980 69.6% 1,480 Pacific Islander 33.3% 15 75.0% 20 75.0% 20 66.7% 15 Two or More 37.5% X 46.2% 13 75.0% 12 73.3% 15 Unknown or Decline 57.1% 14 60.0% X 100.0% X 100.0% XWhite 90.0% X 85.7% X 66.7% X 75.0% 16

GenderM 49.4% 154 69.0% 113 64.3% 143 64.4% 233 F 56.8% 266 67.0% 197 66.7% 231 66.9% 344 X 0.0% X 0.0% X 0.0% X 0.0% X

Age Groups19 or less 57.1% 112 60.9% 69 70.2% 104 67.2% 128 20 to 24 45.6% 171 64.8% 142 60.7% 168 66.4% 271 25 to 49 63.4% 123 75.5% 94 71.4% 91 66.5% 164 Over 49 50.0% 14 100.0% X 54.5% 11 35.7% 14

Spring 2011 Spring 2012 Spring 2013 Spring 2014

X: Counts are suppressed for groups with less than 10 students. Shaded regions indicate groups achieving at a rate less than 80% of the reference group, respectively. Reference groups are White, male, and 20 to 24 years old.

22

Retention rates over the last five years have held at approximately 75 percent. Retention rates in the COMS 100 course tend to be slightly lower than the retention rates for the other CSU A-1 area courses. This phenomenon may be a function of students with fewer requisite skills selecting what they assume will be a more introductory level course. It may also reflect the fact that the COMS 100 courses tend to require more public speaking and students with high levels of communication apprehension may find the course difficult to complete. Overall, and even in the COMS 100 courses, retention rates remain satisfactory.

2a.5) Success and Retention in Distance Education Classes A comparison of success and ret6ention rates in face-to-face classes with distance education classes.

We don’t teach distance education classes. 2a.6) Enrollment Statistics with Section, Seat Counts, and Fill Rates

Program Participation (4-year Trend) Communication Studies Years: 2010-11 to 2013-14 2010-11 2011-12 2012-13 2013-14 4 Yr Average

Annual Enrollment 978 956 1,000 1,204 1,035

Our enrollment slightly declined in 2011-12, but is steadily increasing resulting in positive growth.

2010-11 2011-12 2012-13 2013-14

Students 950 919 968 1,136

29 28 30 39

978 956 1,000

1,204

-

200

400

600

800

1,000

1,200

1,400

0

5

10

15

20

25

30

35

40

45

2010-11 2011-12 2012-13 2013-14

Annu

al S

ectio

ns

Annu

al E

nrol

lmen

t

Annual Program Participation

23

Enrollments/Student 1.0 1.0 1.0 1.1

Our fill rate peaked at 112.5% in 2011 but has decreased to 104.5% in 2013, however, our department is well over the 100% fill rate which is exemplary.

Fall Compton Student

Population

District Boundary Population

Term

2010 2011 2012 2013 Fall 2013 2010 Census

Term Headcount 383

360

341

466

7,756 315,833

Gender F 60.8% 61.9% 71.6% 69.1% 64.1% 51.7%

M 38.1% 39.2% 28.4% 30.9% 35.9% 48.3%

Eth

nici

ty

African-American 49.6% 46.9% 37.5% 40.6% 37.2% 22.4%

Amer. Ind. or Alask. Native 0.0% 0.0% 0.3% 0.0% 0.2% 0.2%

Asian 3.1% 4.2% 4.4% 1.9% 5.5% 2.0%

Latino 41.0% 39.2% 46.9% 52.4% 49.3% 70.0%

104.1%112.5%

105.3% 104.5%

20%

30%

40%

50%

60%

70%

80%

90%

100%

110%

120%

2010 2011 2012 2013

Perc

ent o

f Sea

ts F

illed

Section Fill Rates

24

Pacific Islander 0.5% 0.6% 1.2% 0.4% 0.8% 0.6%

White 1.6% 1.9% 3.2% 1.1% 3.4% 3.9%

Two or More 2.1% 4.4% 5.0% 3.2% 3.0% 0.9%

Unknown or Decline 2.1% 2.8% 1.5% 0.4% 0.7% 0.2%

Age

/ Age

Gro

up

<17 3.7% 0.0% 0.0% 0.0% 0.9% 32.1%

17 6.5% 0.3% 1.5% 0.2% 2.2%

18 8.6% 5.8% 5.3% 4.9% 7.0% 3.8%

19 11.5% 15.3% 18.8% 12.9% 9.7%

20 8.9% 17.2% 13.8% 17.0% 10.2% 1.8%

21 9.9% 8.9% 10.9% 10.5% 8.7% 1.7%

22 8.4% 6.4% 7.6% 9.4% 8.0%

4.9% 23 5.0% 6.1% 6.2% 6.9% 6.6%

24 4.2% 5.6% 5.6% 3.9% 5.1%

25-29 12.5% 13.6% 11.7% 13.7% 15.8% 7.5%

30-39 11.5% 13.3% 10.9% 12.7% 14.1% 14.3%

40-49 6.5% 5.0% 5.9% 5.2% 7.1% 13.1%

50-64 2.9% 2.5% 2.1% 2.6% 4.3% 13.6%

65+ 0.0% 0.0% 0.0% 0.2% 0.4% 7.2%

Cla

ss

Loa

d Full-time 39.9% 48.6% 50.7% 49.1% 24.6%

Part-time 50.4% 51.4% 49.3% 50.9% 75.4%

Aca

dem

ic L

evel

College degree 4.7% 5.6% 7.0% 6.7% 10.8%

HS Grad 81.7% 88.9% 88.0% 89.3% 80.6%

Not a HS Grad 1.8% 2.8% 2.3% 0.2% 0.6%

K-12 Special Admit 8.6% 0.3% 0.0% 0.0% 2.4%

Unknown 3.1% 2.5% 2.6% 3.9% 5.6%

25

Edu

catio

nal G

oal

Intend to Transfer 35.2% 32.8% 32.6% 35.0% 30.6%

Degree/Certificate Only 4.4% 6.7% 6.2% 6.4% 7.0%

Retrain/recertif. 2.9% 3.1% 1.8% 2.4% 2.9%

Basic Skills/GED 9.1% 10.3% 9.4% 8.2% 7.0%

Enrichment 3.4% 3.3% 2.1% 2.1% 1.8%

Undecided 18.0% 12.8% 13.2% 13.7% 15.2%

Unstated 26.9% 31.1% 34.9% 32.2% 34.6%

The student headcount is rising steadily from 978 in 2010 – 2011 to 1,204 for 2013 - 2014. Women outnumber men by 29%. The majority of students are Latino (52.4%) versus African American (40.6%).. The age groups are in three pockets: 25 to 29 = 15.8%, 30 to 39 = 14.1% and 20 = 10.2% . Our student body is part-time (75.4%). 10.8% already have a college degree. 80.6% have a high school diploma.

2a.7) Scheduling of Courses –Day vs. Night

e) Scheduling of courses (day vs. night, days offered, and sequence)

Enrollment by Time of Day

Fall Term 2010 2011 2012 2013

Day 76.0% 73.4% 69.9% 65.7%

Night 16.7% 17.7% 21.3% 22.6%

Weekend/Unknown 7.3% 8.9% 8.8% 11.7%

Day classes are still by far the most popular, over 65%. However, night and weekend classes also play a significant role of about 22.6%% for night ad 11.7% for weekend. While day classes have declined in enrollment, our night and weekend classes increase. Perhaps the reason for this is the fact that the majority of our students are part-time, working either full-time or part-time jobs.

f) Improvement rates (if applicable)

g) Additional data compiled by faculty:

Traditionally, students take English 1C to fulfill their CSUGE A3 “Critical Thinking and Logic” requirement as opposed to COMS 120 Argumentation and Debate that also fulfills this particular GE requirement. This may be the case because so many more sections of English 1C are offered in comparison to COMS 120. For example, during the fall of 2014, fourteen English 1C classes were offered in comparison to zero COMS 120 classes. In the spring of 2015, thirteen English 1C classes were offered compared to one COMS 120 course. Students may not be aware of the A3 fulfillment COMS 1300 offers. It is vital that students have multiple options

26

when it comes to selecting General Education courses. Students who may struggle with expressing themselves in writing might well find their niche in the spoken word. A balance of courses to enhance the strengths and learning styles of our students makes for a strong higher learning institution.

List any related recommendations.

Analysis of Research Data Related Recommendations

RECOMMENDATIONS COST ESTIMATE

STRATEGIC INITIATIVES

1. Offer the AA-T in Communication Studies which will require offering more variety of Communication Studies courses.

N/A

A, B, C, D,E

2. Encourage counselors to advise students to take COMS 1300 Argumentation and Debate to fulfill either CSUGE A1 or A3.

N/A A, B, C, D,E

3a) Curriculum Timeline We work in tandem with the main campus in regards to the course review timeline. All courses offered are reviewed every six years.

Six-Year Course Review Cycle Worksheet Division: Fine Arts Department: Communication Studies Faculty: Liza A. Rios Date: 09/12/2015 Semester/year of next

Program Review: Total # of Courses: 5

Course

Last Course Review

YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6

FA 11

SP 12

FA 12

SP 13

FA 13

SP 14

FA 14

SP 15

FA 15

SP 16

FA 16

SP 17 Courses for Review ???? COMS-100 2008-2009 COMS-140 2008-2009 COMS-120 2006-2007 COMS-130 2006-2007

COMS-260 2007-2008

27

3b) Course Additions Explain any course additions to current course offerings.

N-A

3c) Course Deletions/Inactivations Explain any course additions to current course offerings.

N-A

3d) Distance Education Courses Describe the courses and number of sections offered in distance education. (Distance Education includes hybrid courses.)

The department does not support Distance Education Communication Studies courses. 3e) Discussion of How Well Courses and Degrees Meet Student Needs Discuss how well the courses, degrees, or certificates are meeting students’ transfer or career training needs:

Our nearest California State University, Dominguez Hills, does not have a Communications Studies/Human Communication major; therefore, we must prepare our students for the highly competitive California State University, Long Beach program. CSULB requires Organizational Communication, so the fact that we do not offer this course has put El Camino College Compton Center students at a disadvantage. This is course is currently offered at the main campus only. In addition to Organizational Communication, the Compton Center does not offer courses for the major including Mass Communication and Oral Interpretation of Literature. Students are forced to take these course at the El Camino campus. Faculty would like to add the prerequisite of students being eligible for English 1A for the Com 4 course in particular. This may help ensure a higher quality of vocabulary and critical thinking skills, both of which are necessary to learn and practice argumentation.

At the main campus, faculty members are currently designing a course in Gender Communication that will give our majors more options and make them more competitive in transferring. It would also fulfill the CSUGE Gender option D4.

3e.1) Courses Offered in Last Two-Years/Course Offering Cycle Have all courses that are required for your program’s degrees and certificates been offered during the last two years? If no, has the program established a course offering cycle? No, not all courses required for our program degree or certificate have been offered during the last two years. We do not have a course offering cycle but rather a Four Semester Plan (last created with the AA-T in mind). However, all of the courses listed were not offered per semester. For example, COMS 120 was not offered Fall 2014, COMS 130 was not offered Summer 2015, COMS 250 and COMS 290abcd was not offered Fall 2015.

3e.2) Course Articulation

28

Are there any concerns regarding program courses and their articulation?

No. 3e.3) Degrees Earned How many students earn degrees and/or certificates in your program? Do students take licensure exams? If so, what is the pass rate? If few students receive degrees or certificates or if few students pass the licensure exam, should the program’s criteria or4 courses be re-examined? Set an attainable, measurable goal for future degrees, certificates, and/or licensure pass rates.

We currently do not offer the AA-T degree but are working towards this goal. 3f) Curriculum Related Recommendations

RECOMMENDATIONS COST ESTIMATE

STRATEGIC INITIATIVES

1. Oral Interpretation of Literature $5,000-

$10,000

A/B/C/D/E

2. Mass Communication $5,000-

$10,000

A/B/C/D/E

3. Organizational Communication $5,000-

$10,000

A/B/C/D/E

4. Forensics abcd $5,000-

$10,000

A/B/C/D/E

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4 Assessment of Student and Program Learning Outcomes

4a) Alignment Grid Provide a copy of your alignment grid, which shows how course, program, and institutional learning outcomes are aligned.

Humanities/Math Institutional (ILO), Program (PLO), and Course (SLO) Alignment

Program: Communication Studies Number of Courses: 5

Date: 09-12-15

Submitted by:

Liza A. Rios

Institutional

SLOs

I. Content

Knowledge

II. Critical, Creative,

and Analytical Thinking

III. Communication and Comprehension

IV. Professional

and Personal Growth

V. Community

and Collaboration

VI. Information and

Technology Literacy

Program Rating 2 Program Level SLO

4 4 3 1 2 ILOs to PLOs

Alignment (Rate 1-4)

I II III IV V VI

1. Describe and analyze forms of communications in terms of rhetoric 2 4 4 3 1 2 (ethos, logos, and pathos), the symbolic nature of communication, and how it creates individual, group, and cultural reality.

22

Course SLOS

Course to Program

SLO Alignment Mark with

an X

ILOs to Course SLOs

Alignment (Rate 1-4)

P1 I II III IV V VI

COMS 100 Public Speaking: #1 Prepare and Deliver Speeches Upon completion of the course, students should be able to prepare and deliver speeches that contain informative and/or persuasive components with a clear thesis, logical organization of main points, credible sources, supplemental audience-based visual aid/s, and a citation page.

#2 Exhibit Basic Competency in Verbal and Non-verbal Delivery Skills Upon completion of the course, students should be able to exhibit basic competency in both verbal and non-verbal delivery skills. #3 Reasoning and Evidence Upon completion of the course, students should be able to evaluate speeches for organization, sound reasoning, and verbal and non-verbal delivery skills.

X

2

3

4

1

1

1

COMS 140 Small Group Communication: #1 Understanding Basic Communication Upon completion of the course, students should be able to understand and explain basic communication theories related to group membership. #2 Audience-based Group Projects Upon completion of the course, students should be able to prepare and participate in delivery of audience-based group projects that include credible research, logical organization, supplemental visual aid/s, and a citation page. #3 Basic Competency Upon completion of the course, students should be able to demonstrate basic competency in both verbal and non-verbal delivery skills. (

X

2

4

4

4

3

1

COMS 120 Argumentation and Debate: #1 Fundamental Concepts of Communication Theories Upon completion of the course, students will be able to understand and identify fundamental concepts of communication theories that govern argumentation and debate.

#2 Basic Ability to Argue Logically Upon completion of the course, students should be able to demonstrate basic ability to argue logically using sound reasoning and credible evidence that support and defend claims. #3 Basic Competency in Verbal and Non-verbal Delivery Skills Upon completion of the course, students should be able to exhibit basic competency in both verbal and non-verbal delivery skills.

X

3

4

4

2

1

2

23

COMS 130 Interpersonal Communication #1 Explaining Factors That Affect Communication Upon completion of the course, students will be able to identify and differentiate interpersonal communication concepts including perception, self-concept, emotions, and theories of interpersonal communication. perception. #2 Evaluating the Nature of Language and Non-Verbal Messages Upon completion of the course, students will be able to create a well organized outline and present the content of an interpersonal communication topic demonstrating basic verbal and non-verbal competency. #3 Communication Competence Upon completion of the course, students will be able to identify and differentiate theories of interpersonal communication pertaining to listening, self-disclosure, language, nonverbal, conflict, male/female communication and communication climate

X

3

4

2

2

1

3

COMS 260 Introduction to Intercultural Communication #1 Dimension of Cultural Variability Upon completion of the course, students should be able to understand and explain dimensions of cultural variability. #2 Influence of Culture on Communication Upon completion of the course, students should be able to give examples of the influence of culture on communication using theory-based models of intercultural communication. #3 Researching and Discussing Various Cultural Contexts Upon completion of the course, students should be able to research and discuss various cultural contexts in terms of individualism/collectivism, power distance, time orientations, gender roles, verbal and non-verbal codes, and acculturation.

X

4

4

3

2

3

2

24

4b) Timeline for Course SLO and PLO Assessment Provide a timeline for course and program level SLO assessments.

SLO Timeline Division: Humanities/Math Program: COMMUNICATION STUDIES Program Review

Date: 3-21-16 Directions: Use this worksheet to distribute assessments each SLO Statement over the four-year timeline. Once complete, facilitator’s will transfer the information to the final template.

PLO #

SP 2014

SU 2014

FA 2014

SP 2015

SU 2015

FA 2015

SP 2016

SU 2016

FA 2016

SP 2017

SU 2017

FA 2017

PLO #1 X PR PR PR PLO #2 X PR PR PR PLO #3 X PR PR PR

Course and SLO #

Note if offered only in FA/SU/SP

SP 2014

SU 2014

FA 2014

SP 2015

SU 2015

FA 2015

SP 2016

SU 2016

FA 2016

SP 2017

SU 2017

FA 2017

COMS 100 SLO #1 X PR PR PR COMS 100 SLO #2 X PR PR PR COMS 100 SLO #3 X PR PR PR

COMS 120 SLO #1 X PR PR PR COMS 120 SLO #2 X x PR PR PR COMS 120 SLO #3 X PR PR PR

Continued on next page

25

Course and SLO #

Note if offered only in FA/SU/S

SP 2014

SU 2014

FA 2014

SU 2015

FA 2015

SP 2016

SU 2016

FA 2016

SP 2017

SU 2017

FA 2017

COMS 140 SLO #1 X PR PR PR COMS 140 SLO #2 X PR PR PR COMS 140 SLO #3 X PR PR PR

COMS 260 SLO #1 X PR PR PR COMS 260 SLO #2 X PR PR PR COMS 260 SLO #3 X PR PR PR

COMS 130 SLO #1 X PR PR PR COMS 130 SLO #2 X PR PR PR COMS 130 SLO #3 X PR PR PR

4f) Involvement in Improving SLO Process and Dialogue about Results Describe how you have improved your SLO process and engaged in dialogue about assessment results.

COURSE SLO STATEMENTS REPORT - COMMUNICATION STUDIES

Course ID

Course Name

Course SLO Title

Course SLO Statement

Input Date

CEC: Public Speaking SLO #1 Prepare and Deliver Upon completion of the course, students should be able to prepare and deliver 12/15//2014 COMS 100 Speeches speeches including an informative and a persuasive speech that contain a clear thesis,

logical organization of main points, credible research, supplemental audience-based visual aid/s, and a citation page.

SLO #2 Exhibit Basic Upon completion of the course, students should be able to exhibit basic 12/15/15

Competency in Verbal and Non- competency in both verbal and non-verbal delivery skills. verbal Delivery Skills SLO #3 Reasoning and Evidence Upon completion of the course, students should be able to distinguish and 12/15/16

explain reasoning and evidence when making and evaluating speeches. CEC:

Interpersonal Communication SLO#1 Explaining Factors That

Upon completion of the course, students will be able to identify and differentiate

12/15/14

COMS 130 Affect Communication Interpersonal communication concepts including perception, self-concept, emotions,

and theories of interpersonal communication.

26

SLO #2 Evaluating the Nature of

Upon completion of the course, students will be able to create a well-organized 12/15/15

Language & Non-Verbal Messages outline and present the content of an interpersonal communication topic Demonstrating basic verbal and non-verbal competency.

SLO #3 Communication

Upon completion of the course, students will be able to identify and differentiate 12/15/16

Competence theories of interpersonal communication pertaining to listening, self-disclosure, language, nonverbal, conflict, male/female communication and communication climate.

CEC: Introduction to Intercultural SLO #1 Dimension of Cultural Upon completion of the course, students should be able to understand and 05/15/14

COMS 260 Communication Variability explain dimensions of cultural variability. SLO #2 Influence of Culture on Upon completion of the course, students should be able to give examples of the 05/15/15

Communication influence of culture on communication using theory-based models of intercultural communication.

27

SLO #3 Researching and

Discussing Various Cultural

Upon completion of the course, students should be able to research and discuss

various cultural contexts in terms of individualism/collectivism, power distance,

05/15/16

Contexts time orientations, gender roles, verbal and non-verbal codes, and acculturation.

CEC: Argumentation and Debate SLO #1 Fundamental Concepts

Upon completion of the course, students will be able to understand and identify fundamental

5/15/15 COMS 120 Of Communication Theories concepts of communication theories that govern argumentation and debate

SLO #2 Basic Ability to Argue

Upon completion of the course, students should be able to demonstrate basic ability to

5/15/15

Logically argue logically using sound reasoning and credible evidence that support and defend

claims. SLO #3 Basic Competency in

Upon completion of the course, students should be able to exhibit basic competency

12/15/16

Verbal and Non-Verbal In both verbal and non-verbal delivery skills. Group

Delivery Skills

CEC:

SLO #1 Understanding Basic

Upon completion of the course, students should be able to understand and explain basic 12/15/14 COMS 140 Communication Communication theories related to group membership.

SLO #2 Audience Based

Upon completion of the course, students should be able to prepare and participate in

12/15/15

Group Projects Delivery of audience-based group projects that include credible research, logical

Organization, supplemental visual aids and a citation page.

SLO #3 Basic Competency Upon completion of the course, students should be able to demonstrate basic 12/15/16

Competency in both verbal and non-verbal delivery skills

28

4c) Completed SLO/PLO Assessments State the percent of course and program SLO statements that have been assessed.

All classes have been assessed, therefore 100% of all Communication Studies classes have been assessed. One PLO statement has been assessed.

4d) Summary of SLO and PLO Assessment Results Summarize the SLO and PLO assessment results over the past four years and describe how those results led to improved student learning. Analyze and describe those changes. Provide specific examples.

Analysis: When reviewing the SLO and PLO results, it appears that improvement is needed in teaching academic level researching techniques and synthesizing of selected research.

Changes: Instructors need to have access to the internet to demonstrate to students how to access the library databases online and specifically which databases to use. Specific example: Students also should submit hard-copies of all gathered research weeks before an assignment involving research is due. Peer coaching of submitted research should initially take place for students to gain further insight on acceptable versus non-acceptable research. Evaluating increases critical thinking skills. The instructor should finalize the assessment of submitted research. In addition, time needs to be spent demonstrating how to synthesize and paraphrase research for speaking and writing assignments.

Analysis: When reviewing the SLO and PLO results, it appears that students require improvement in basic delivery skills, particularly eye-contact. Changes: The weekly schedule of course syllabi needs to be revamped to allot for practice-workshop sessions where students can practice and assess each other’s delivery skills.

Specific example: The more familiar students are with information, the better they be able to convey said inform. In-class time needs to be given in the form of practice sessions for presentations. These sessions may be on a credit/no-credit basis, Students need to be involved in assessing each other which in turn helps them to become better at delivering their messages.

29

4e) Level of SLO Proficiency According to ACCJC Rubric Determine and discuss the level your program has attained in the SLO rubric in Appendix B . (Awareness, Developmental, Proficiency, or Sustainable Continuous Quality Improvement)

Accrediting Commission for Community and Junior Colleges

Western Association of Schools and Colleges

Rubric for Evaluating Institutional Effectiveness – Part III: Student Learning Outcomes

Levels of Implementation -- Characteristics of Institutional Effectiveness in Student Learning Outcomes (Sample institutional behaviors)

Awareness • There is preliminary, investigative dialogue about student learning outcomes.

• There is recognition of existing practices such as course objectives and how they relate to student learning outcomes.

• There is exploration of models, definitions, and issues taking place by a few people. • Pilot projects and efforts may be in progress. • The college has discussed whether to define student learning outcomes at the level of some courses or programs or degrees; where to begin.

Development • College has established an institutional framework for definition of student learning outcomes (where to start), how to extend, and timeline.

• College has established authentic assessment strategies for assessing student learning outcomes as appropriate to intended course, program, and degree learning outcomes.

• Existing organizational structures (e.g. Senate, Curriculum Committee) are supporting strategies for student learning outcomes definition and assessment.

• Leadership groups (e.g. Academic Senate and administration), have accepted responsibility for student learning outcomes implementation. • Appropriate resources are being allocated to support student learning outcomes and assessment. • Faculty and staff are fully engaged in student learning outcomes development.

Proficiency • Student learning outcomes and authentic assessment are in place for courses, programs and degrees.

• Results of assessment are being used for improvement and further alignment of institution-wide practices. • There is widespread institutional dialogue about the results. • Decision-making includes dialogue on the results of assessment and is purposefully directed toward improving student learning. • Appropriate resources continue to be allocated and fine-tuned. • Comprehensive assessment reports exist and are completed on a regular basis. • Course student learning outcomes are aligned with degree student learning outcomes.

30

• Students demonstrate awareness of goals and purposes of courses and programs in which they are enrolled.

Sustainable Continuous Quality Improvement • Student learning outcomes and assessment are ongoing, systematic and used for continuous quality improvement.

• Dialogue about student learning is ongoing, pervasive and robust. • Evaluation and fine-tuning of organizational structures to support student learning is ongoing. • Student learning improvement is a visible priority in all practices and structures across the college. • Learning outcomes are specifically linked to program reviews.

4f) Involvement in Improving SLO Process and Dialogue about Results Describe how you have improved your SLO process and engaged in dialogue about assessment results.

We have improved our SLO process since the hiring of a full time faculty member who has served as the lead for all SLO’s. To date, there are 3 SLO statements for each class, please see this below. Standardized rubrics for each class have been created in order to stream line the SLO process and make it more meaningful and less laborious in the future.

COURSE SLO STATEMENTS REPORT - COMMUNICATION STUDIES HUMANITIES/MATH DIVISION Course ID - Course Name - Course SLO Title - Course SLO Statement - Input Date

COMS 100 Public Speaking SLO #1 Prepare and Deliver Speeches Upon completion of the course, students should be able to prepare and deliver speeches including an informative and a persuasive speech that contain a clear thesis, logical organization of main points, credible research, supplemental audience-based visual aid/s, and a citation page. 12/15/2014

SLO #2 Exhibit Basic Competency in Verbal and Nonverbal Delivery Skills Upon completion of the course, students should be able to exhibit basic competency in both verbal and non-verbal delivery skills. 12/15/2015

SLO #3 Reasoning and Evidence Upon completion of the course, students should be able to distinguish and explain reasoning and evidence when making and evaluating speeches. 12/15/2016

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COMS 130 Interpersonal Communication SLO #1 Explaining Factors That Affect Communication Upon completion of the course, students will be able to identify and differentiate interpersonal communication concepts including perception, self-concept, emotions, and theories of interpersonal communication. 12/15/2014

SLO #2 Evaluating the Nature of Language and Non-Verbal Messages Upon completion of the course, students will be able to create a well-organized outline and present the content of an interpersonal communication topic demonstrating basic verbal and non-verbal competency.

12/15/15

SLO #3 Communication Competence Upon completion of the course, students will be able to identify and differentiate theories of interpersonal communication pertaining to listening, self-disclosure, language, nonverbal, conflict, male/female communication and communication climate. 12/15/16

COMS 260 Introduction to Intercultural Communication SLO #1 Dimension of Cultural Variability Upon completion of the course, students should be able to understand and explain dimensions of cultural variability. 05/15/14

SLO #2 Influence of Culture on Communication Upon completion of the course, students should be able to give examples of the influence of culture on communication using theory-based models of intercultural communication. 05/15/15

SLO #3 Researching and Discussing Various Cultural Contexts Upon completion of the course, students should be able to research and discuss various cultural contexts in terms of individualism/collectivism, power distance, time orientations, gender roles, verbal and non- verbal codes, and acculturation. 05/15/16 COMS 120 Argumentation and Debate SLO #1 Fundamental Concepts of Communication Theories Upon completion of the course, students should be able to understand and identify fundamental concepts of communication theories that govern argumentation and debate. 5/15/15 SLO #2 Basic Ability To Argue Logically Upon completion of the course, students should be able to demonstrate basic ability to argue logically using sound reasoning and credible evidence that support and defend claims. 5/15/15

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SLO #3 Basic Competency in Verbal and Non-Verbal Delivery Skills Upon completion of the course, students should be able to exhibit basic competency in both verbal and non-verbal delivery 05/15/16 COMS 140 Small Group Communication SLO # 1 Understanding Basic Communication Upon completion of the course, students should be able to understand and explain basic communication theories related to group membership. 12/15/14 SLO #2 Audience Based Group Projects Upon completion of the course, students should be able to prepare and participate in delivery of audience-based group projects that include credible research, logical organization, supplemental visual aids and a citation page. 12/15/15 SLO #3 Basic Competency Upon completion of the course, students should be able to demonstrate basic competency in both verbal and non-verbal delivery skills. 12/15/16 4g) SLO/PLO Related Recommendations

RECOMMENDATIONS COST ESTIMATE

STRATEGIC INITIATIVES

1. More full-time faculty to focus on standardizing SLO/PLO matters within the department.

90K

2. Funding for all adjunct to participate in Grade Norming and SLO Workshops and for Lead Instructor to facilitate workshops.

2K

A/B/C/D/E

3. A pre-requisite for all Communication Studies courses of eligibility for English 1A to allow the department to maintain a high standard for success.

0

A/B/C/D/E

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5. Facilities and Equipment/Technology and Software 5a) Description of Existing Facilities and Equipment Describe and assess the existing program facilities and equipment.

The department currently utilizes rooms in the E and F rows and M-1 bungalow. These classrooms are deplorable and sub-standard on many levels such as all but one electrical outlets that are non-functioning, broken desks and chairs that endanger the safety of students, lack of white screens, poor lighting, inadequate heating and cooling, and heavily soiled flooring. Filthy and neglected are the most appropriate descriptors for these facilities. All of these basic need items are mobile, meaning when it is time to demolish the buildings, these items can easily be removed to make way for the demolition. However, the choice to not spend the needed funds for these basic needs has not been made. It grieves our department in knowing what message this communicates to our students: students do not matter enough to have the basics although other college districts provide these basics for students but the Compton district does not, at least not for Communication Studies students. It does not take this report to communicate the needs of our students and department. Multiple “Plan Builder” reports written in previous years have addressed these same issues, but it appears the logical and factual pleas are met with blind eyes and deaf ears. As far as existing equipment, there is none accept for one technology cart that only the Lead Instructor utilizes.

5b) Immediate Facility and Equipment Needs (1-2 years)

Explain the immediate (1-2 years) needs related to facilities and equipment. Provide a cost estimate for each need and explain how it will help the program better meet its goals.

New 5 foot bench tables with wheels and chairs with wheels, similar to the classroom furniture in the newly constructed Allied Building. As mentioned above, furniture is mobile and can easily be removed from the buildings in preparation for demolition, therefore, there is no need to wait for the construction of new buildings. In order to acquire these basic need items. Approximate cost: $20,000 Six Technology Carts for Adjunct Use Approximate cost: $12, 000 Electrical Outlet Repair Approximate cost: $5,000 Deep Cleaning and Detailing pf Classrooms Approximate cost: $2,000 Replacement of Light Bulbs for Lighting Fixtures Approximate cost: $2,000 4 White Screens for Visual Presentations Approximate cost: $2, 000

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5c) Long-Range Facility and Equipment Needs (2-4+ years) Explain the long-range (2-4+ years) needs related to facilities and equipment.. Provide a cost estimate for each need and explain how it will help the program better meet its goals.

Smart Classrooms with all needed technology in place (a basic and common feature in most if not all college classrooms)

Approximate cost: $20,000

On a daily basis, custodians should adequately clean classrooms and check lighting fixtures. 5d) Facilities and Equipment Related Recommendations

RECOMMENDATIONS COST ESTIMATE

STRATEGIC INITIATIVES

Purchase classroom furniture now, prior to the construction of new buildings.

$20,000

A, B, F

Purchase technology carts for adjunct use $12,000

A, B, F

Repair electrical outlets in Row E & F buildings and M-1 classroom

$5,000

A, B, F

Deep and detailed cleaning of Row E & F classrooms and M-1 classroom

$5000

A, B, F

Replace all light bulbs or broken light fixtures in Row E & F classrooms and M-1 classroom

$2,000

A, B, F

Purchase white screens for visual presentation in Row E & F classrooms

$2, 000

A, B, F

Purchase Smart Classroom Technology

$20.000 A, B, F

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7. Staffing 7a) Current Staffing Describe the program’s current staffing, including faculty, administration, and classified staff.

We currently have 1 full-time faculty and 8 adjunct faculty. We have been authorized to hire a new full-time instructor to begin Fall 2016.

Currently, our full- time faculty includes: (Lead) Associate Professor Liza A. Rios, AA Fullerton College, BA and MA California State University Fullerton. Area of emphasis: Intercultural Communication and Rhetoric. Speech and Debate Club advisor, FYE Instructor, Early College Instructor Our part-time adjunct faculty includes:

Erin Cooper Federica Fornaciari Lily Johnson Richard Lawrence: Early College Instructor (Fall 2015) Donis Leonard Tracie Lewis Julia Matthews Brishette Mendoza Summer Wagner: Early College Instructor (Spring 2016)

7b) Staffing Needs Explain and justify the program’s staffing needs in the immediate (1-2 years) and long-term (2-4+ years). Provide cost estimates and explain how the position/s will help the program better meet its goals.

As mentioned above, since Fall 2013 our department has had only one full-time Instructor who for all intents and purposes, has served as a Department Chair in regard to fulfilling the duties of a Department Chair such as: The sole author of this Program Review Report (without any previous CEC Program Review reports to use as a reference since one has never been written up to this point), lead for all SLO’s and PLO’s, adjunct faculty observations and evaluations, new-hire mentoring, Grade Norming Facilitator, Grade Appeal Committee Hearing representative, curriculum development, Plan Builder author. All duties were performed without a stipend or reassigned time compensation. In the Fall of 2016, it is expected that these duties will be shared with the new hire, full- time instructor. Unfortunately, for some unknown reason, the decision was made to not advertise the open position on the most commonly used community college job posting website, The California Community College Registry. Instead, the position was only advertised on the district website and on indeed.com, a website traditionally used for private sector employment positions. It is feared that because of this oversight, our pool of qualified candidates is going to be very limited. Currently, we have a few adjunct faculty who have shown an interest in applying for the position, however, the majority of our adjunct are very

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limited in the variety of courses they have taught and many have limited teaching experience. One of the issues that has been on-going in our department for years but has not been addressed is clarifying the differences in the varied Communication degrees that many applicants possess which determines their suitability in teaching Communication Studies courses. For example, at California State University Fullerton, they offer three different degrees in Communication: Communications (journalism, public relations, advertising, etc.), Cinema and Television Arts (radio, television, film production, screen writing, etc.) and Human Communication Studies ( Argumentation and persuasion, Interpersonal, Intercultural, Organizational, Rhetoric, etc.). All three areas are different. It is the Human Communbication Studies major that is qualified and experienced in the courses that we offer. However, many of our adjuncts, past and present, have the other degrees in Communication and do not have the needed background and training to adequately teach our courses. It would greatly benefit the department if the new hire has a degree in Human Communication Studies and a successful track record in coaching forensics as this is a goal of our department to offer this life-changing and academic activity. In order to grow our program, full time faculty are needed to ensure the quality and standards of rigor needed for the success of our students. While adjunct faculty certainly may contribute to these required standards, it is a challenge for adjunct to fully commit and to demonstrate loyalty to our department because of various teaching assignments at other campuses and the fact that at this time we do not monetarily compensate adjunct for the extra time required for the execution of SLO’s, attendance at department meetings and participation in grade norming workshops. At this time, having two full-instructors will certainly improve our department but in the future we will need additional full-time instructors to create a diverse faculty with varying areas of academic interests and specialties. In addition, once forensics is offered, a minimum of two full-time instructors to begin with will be needed to serve as coaches for the team. Part-time faculty will also be needed to serve as paid coaches and judges at various tournaments. Therefore, we are still in need of another full-time instructor apart from the new hire scheduled to begin this Fall 2016.

7c) Staffing Related Recommendations

RECOMMENDATIONS COST ESTIMATE

STRATEGIC INITIATIVES

1. Full-time instructor/forensics coach

$90,000

A, B, C, D

2. 4 Human Communication Studies degreed part-time instructors (paid stipend for outside classroom duties)

$10,000- 20,000

A, B, C, D

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8. Future Direction and Vision 8a) Changes and Impact on Program Describe relevant changes within the academic field/industry. How will these changes impact the program in the next four years?

The Communication Studies Department has potential for greatness. More than any other department it fulfills the “Community Colleges primary mission of providing academic and vocational instruction to the lower-division level.” Students may potentially have opportunity to complete five different CSUGE transfer requirements by taking five different Communication Studies courses. If they take 18 units they also receive a “Certificate of Achievement.” The courses also help develop the “Qualities Employers Seek.”

The Top 10 Qualities Employers Seek

1. Communication Skills (oral & written) 2. Honesty/Integrity 3. Teamwork Skills 4. Interpersonal Skills 5. Strong Work Ethic 6. Motivation/Initiative 7. Flexibility/Adaptability 8. Analytical Skills 9. Computer Skills 10. Organizational Skills

While the Golden Four serve both major and non-major students, the next step in developing a truly outstanding department (like those at Orange Coast College, Moorpark, and Irvine Valley) would be to expand the curriculum to better meet the needs of our majors. Expanding the offerings for majors would be reasonably affordable, as a modest proposal would simply require offering a relatively small number of non-golden four courses per semester. Offering more of a variety of courses would prevent students from having to take courses at the main campus. In addition to the Golden Four, for the non major we should develop a “Basic Skills” course for students that lack basic communication skills and/or have high communication apprehension. We should develop a course based upon our previous curriculum: English Pronunciation Skills for Non-Native and Native Speakers aligned with a lab. 8b) Direction, Vision, and Plan Explain the direction and vision of the program and how you plan to achieve it.

The direction of the program should be to expand the number of Golden Four courses while also adding new courses that better meet the needs of our major students. With regard to the Golden Four, emphasis should be placed on increasing sections of COMS 2600, 4, and 12. We also hope that a forensics program will be created and fully funded.

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8c) Future Direction and Vision Related Recommendations

RECOMMENDATIONS COST ESTIMATE

STRATEGIC INITIATIVES

1. Hire a full time faculty member with forensics responsibilities

$90,000

A,B,C,D

2. Offer and fund additional courses such as Forensics, Organizational, Oral Interpretation of Literature, Mass Comm, G d C

$30,000

A,B,C,D

3. Expand the number of Golden Four courses $12,000-

$15,000

A,B,C,D

9. Prioritized Recommendations

9a) List of Priorities with Cost Estimates Provide a single, prioritized list of recommendations and needs for your program/department (drawn from your recommendations in sections 2-8). Include cost estimates and list the college strategic initiative that supports each recommendation (see Appendix A). Use the following chart format to organize your recommendations.

RECOMMENDATIONS COST ESTIMATE

STRATEGIC INITIATIVES

1. Hire a full time faculty member with forensics responsibilities

$90,000

A, B, C, D,E

2. Create Smart classrooms where all COMS courses are taught or at minimum purchase 3 technology carts for adjunct use

$6,000

A, B, C, F

3. Offer and fund additional courses such as Forensics, Organizational Communication, Oral Interpretation of Literature, Mass Communication, Gender Communication

$30,000

A, B, C,D,E

4. Expand the number of Golden Four courses-2 COMS 2600, 2 COMS 1300, 2 COMS 1002 and 2 COMS 1004.

$12,000- $15,000

A, B, C, D

5. Provide adjunct faculty with a stipend for all out of class participation

$6,000

A,B,C,C,E

6. Purchase bench tables with wheels and chairs with wheels for all classrooms where Coms courses are taught

$20,000

A,B,C,D,E,F

7. Clean and detail all classrooms where COMS courses are offered and maintain cleanliness

$2,000

A,B,C,D,E,F

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8. Purchase white screens for all classrooms where COMS courses are taught

$6,000 F

9. English 1-A prerequisite for COMS 1300 and discuss all area A-1 classes.

N/A

A, B

9b) Reasons for Prioritizations Explain why the list is prioritized in this way.

1. Our first priority is the hiring a third full-time faculty member with a forensics background will enable us to grow the program and offer more of a variety of courses. Estimated cost: $90,000..

2. Our second priority is providing basic technology in our classrooms enables instructors to provide more professional instruction and offer a wide range of topics. Students are also able to learn how to deliver professional presentations with the assistance of computer mediated graphic programs used for visual aids. Estimated cost: $6,000.

3. Our third priority is offering and funding more major courses so that our major students may more effectively compete with students from other community colleges as they apply to four- year universities. Estimated cost: $30,000.

4. Our fourth priority is to expand the number of Golden Four courses offered to attract more students to take these classes in partial fulfillment of general education requirements and to better serve our students who are majoring in Communication Studies. Estimated cost:$12,000 - $15,000

5. Our fifth priority is to monetarily compensate all adjunct faculty for their time and efforts outside of the classroom such as the executing of SLO’s, attending division meetings, participation in grade norming workshops and compensation for assisting with forensics competitions. This compensation communicates respect for their time as professionals and will motivate adjuncts to bring their best thus, growing our department in a fruitful way. Estimated cost:$6,000

6. Our sixth priority is to provide students with adequate, new and modern classroom furniture in the form of wheeled bench tables and chairs. Currently, many of the desks are broken and endanger the safety of the students if they use this flawed furniture. Wheeled bench tables and chairs enable instructors to have students engage in collaborative, learning activities in a timely manner without wasting time dragging and pushing the current desks into a needed formation. Time is also saved by quickly re-setting the furniture for the next class. Estimated cost:$20,000

7. Our seventh priority is to clean and detail all classrooms where COMS courses are offered and maintain cleanliness. Our students deserve the basics, an atmosphere of learning where students feel valued by having an environment that is free from filth and grime. In my teaching and forensics judging experience, I have worked on over two dozen college campuses both locally and abroad and by far, our Compton Center classrooms are the most unkempt and neglected. This does not have to be the case even in the Row buildings classrooms. We have the funds for deep cleaning and maintenance Years and years of this request have been documented in previous program reports but to no avail. I sincerely hope that this time it will be different. It will make the writing of this report and the hours of thought and heart-felt expression worthwhile. Estimated cost: $2000

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8. Our eighth priority is to purchase white screens for all classrooms where COMS courses are taught. Again, here is another basic classroom feature needed for students to be able to clearly see slide or video projections clearly. Currently we have to make due with projecting images on a chalk board or whiteboard with a glare. How can we expect our students to be professional when we don’t even supply them with the basic essentials? As previously mentioned, we do not need to wait for the construction of new buildings. White screens with a few basic tools can be installed and later uninstalled at the time that the old buildings will be demolished. Estimated cost: $6,000

9. Our ninth priority is an English 1-A prerequisite for COMS 1300 and possibly all of the area A-1 courses. This is something that, presumably, the department can do without administrative approval, which recommends it to a lower ranking. Cost: N/A

APPENDIX

THE NEED TO FUND AND SUPPORT SPEECH AND DEBATE ACTIVITIES

Fall 2015 CEC Debate Club Champs!

The tradition of oratory competition at the Compton Center dates back to the early years of the college dating back to the late 1920’s. In fact, in the spring of 2014 at the grand opening of the Student Success Center, on display were archived newspaper clippings of Compton College including one article from 1928 advertising the need for new recruits for the Oratory Club. Fast forward to the twenty first century where the Speech and Debate Club remerged as a result of the effort of the writer of this report and to date, the only full-time instructor in the Communication Studies department, Liza A. Rios. Recent history confirms that was an active forensics team under the director of former Communication Studies professor Ms. Ella Stewart but for the program for years has been defunct primarily because Ms. Stewart received no assistance with the coaching and coordinating needed for their existence of a team. In the fall of 2013, Liza A. Rios was hired as a full-time Communication Studies instructor. Spring of 2014 is when COMS 1300- Argumentation and Debate was

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offered and Rios saw this as an opportunity to empower the debating skills of her debate students by having them compete at debate tournament towards the end of the spring semester. It was the ASB under the leadership of Mr. Robert Butler that the “Speech and Debate Club” came to fruition and was funded for this one event. The results of this tournament are below as described in the CEC Newsletter:

N E W S

El Camino College Compton Center | Public Relations & Marketing Department 16007 Crenshaw Blvd., Torrance, CA 90506

Contact: Ann M. Garten, Director, Community Relations

Telephone: (310) 660-3406 | Email: agarten@elcamino.edu

For Immediate Release June 4, 2014

El Camino College Compton Center Debate Team Wins Six Awards at First Tournament The newly formed Tartar Debate Team at El Camino College Compton Center recently took home six awards in its first competition at the Pacific Southwest Collegiate Forensics Association (PSCFA) Cool-Off Tournament on April 26. Fourteen students from ECC Compton Center’s Communications 4 – Argumentation and Debate class participated in the rookie category competing with students from 23 community colleges. Four ECC Compton Center students were honored with Eloquent Speaker awards among a total of 10 such awards granted during the tournament. Brittany Carranza received first place in the Eloquent Speaker competition, which is a cumulative ranking of the students’ debate skills during the entire tournament. Other Eloquent Speaker honorees from Compton Center include Jamilah Bazille (3rd), Christian Heard (4th), and Matthew Morris (7th). “I thought I might have a chance to win an award, but I did not think I would win first place,” said Carranza who is a resident of Lynnwood. “In the first round, I was so nervous and I felt my voice was cracking,” said Carranza. “I tried to use that to my benefit by injecting passion to bring my speech alive and become more convincing in my argument. After that, I was not nervous and it was smooth sailing.” In the Team Debate finals, ECC Compton Center took the top two spots. Christian Heard and Jamilah Bazille won gold in Team Debate, while Brittany Carranza and Emanuel Cabrera won silver in the fifth and final debate elimination round. Other Tartar Debate Team members who participated in the tournament include: Aryona Conway, Brandon Gardner, Samantha

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Perez, Sherry Rogers, Porchia Shallowhorn, Alyshia Stribling, Amanda Tisdale, Chambray Williams, and Jasmine Zambrano. The team is coached by Argumentation and Debate class instructor Liza Rios, who worked with ECC Compton Center’s Associated Student Body to obtain sponsorship for the students’ participation in this tournament. Rios is working with ECC Compton Center’s dean of student success to establish an official forensics program. The next step would be to form a debate club, and then at some point add a forensics course under Communication Studies where students would earn credits for participation in debate tournaments. “These students absolutely exceeded my expectations,” said Rios. “Our team’s winning combination was the strength in their debate structure and eloquent speaking style. My class curriculum is designed so each student has about ten debates under his or her belt before the end of the semester. That coupled with their experience analyzing and judging debates by their peers helped increase the students’ critical thinking skills.” All 14 members of the Tartar Debate Team are first-year-students at ECC Compton Center. Rios plans to have the same team compete next year, possibly with the addition of new students from the Argumentation and Debate class next fall. When a future debate club is established, all students are invited to participate to hone their public speaking and critical thinking skills.

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Our students were off to a phenomenal start and with much appreciation in May of 2014 Auxiliary Services approved our request by awarding the club with $1, 750.00 to be used for tournaments for Fall 2014 and Spring 2015. Please refer to the CEC Newsletter and accompanying team photos for results:

N E W S El Camino College Compton Center | Public Relations & Marketing Department 16007

Crenshaw Blvd., Torrance, CA 90506

Contact: Ann M. Garten, Director, Community Relations

Telephone: (310) 660-3406 | Email: agarten@elcamino.edu

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For Immediate Release August 10, 2015

El Camino College Compton Center Debate Team Wins Top Honors

Students Encouraged to Join New Speech and Debate Club this Fall

In its second year, the El Camino College Compton Center Debate Team recently took home six awards at the Pacific Southwest Collegiate Forensics Association (PSCFA) Cool-Off Tournament during the spring semester. Thirteen students from ECC Compton Center’s Communications 4 – Argumentation and Debate class participated in the rookie category competing with students from 21 colleges, including both two- and four-year institutions.

Three ECC Compton Center students were honored with Eloquent Speaker awards among a total of 10 such awards granted during the tournament. Jordan Washington received second place in the Eloquent Speaker competition, which is a cumulative ranking of the students’ debate skills during the entire tournament. Other Eloquent Speaker honorees from Compton Center include Andrea Chavez (3rd) and Zenia Lopez (5th).

“Receiving an Eloquent Speaker award was a surprise and an honor,” said Jordan Washington, a social behavior major who is hoping to transfer next fall to Morehouse College in Atlanta. “The team had agreed to approach the competition by having fun and doing our best. I didn’t expect to win because there were so many schools competing and all of the debaters were very good,” said Washington, a Compton resident who also won silver in the team debate with his peer Zenia Lopez. “It was a great experience, and I will be able to apply the skills I’ve learned as I continue my college education.”

In the Team Debate finals, ECC Compton Center took the top three spots. Karen Suna and Canaan White won gold in Team Debate, while two teams - Andrea Chavez and Jerimiah Polk, and Zenia Lopez and Jordan Washington – won silver in the final round. Other Compton Center Debate Team members who participated in the tournament include: David Diaz, Cecilia Garcia, Toure Harris, Felicia Hudson, Eduardo Morales, Natalie Orozco, and Yesnia Uribe.

The team is coached by Liza Rios, communications instructor, who is working with ECC Compton Center’s dean of student success to establish an official forensics program. A new Speech and Debate Club has recently been established for students, which is the first step toward reaching that goal. In the future, the plan is to add a forensics course under Communication Studies where students would earn credits for participation in debate tournaments.

“Participating in the Speech and Debate Club, as well as the Argumentation and Debate class provides students with a life-changing opportunity of having a voice and using their critical thinking skills to express their arguments in the debate forum,” said Rios. “My class curriculum is designed so each student has about ten debates under his or her belt before the end of the semester.”

All ECC Compton Center students are invited to become members of the Speech and Debate Club to hone their public speaking and critical thinking skills; those interested in joining may contact Liza Rios at lrios@elcamino.edu or (310) 900-1600, Ext. 2211. ECC Compton Center’s Speech and Debate Club will meet on Wednesdays at 3:30 p.m. during the fall and spring semesters.

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Riding on the excitement of the success of our students and the support of the campus, in May of 2015 another request for financial support for the upcoming academic year was presented to Auxiliary Services. Inquiries were made during the summer of 2015 but there was not conformation of the request had been granted. Come fall of 2015, COMS 1300 Argumentation and Debate was offered for the first time during the fall and based on precedence it was expected that the debate tournament scheduled for December 5, 2015 would be funded. However, this was not the case despite our proven success. Thankfully at the eleventh hour ASB once again came though and funded the club’s participation in the tournament. Please review below q brief summary of the results of the tournament with accompanying photographs.

FALL 2015 DEBATE CLUB TOURNAMENT CHAMPS On Saturday December 5, 2015 The El Camino College Compton Center Speech and Debate Club once again dominated Rookie level Parliamentary Debate at the PSCFA Fall 2015 Championship tournament. Out of the eight possible awards for both eloquent speaking and debate, the Compton Debate Club won six!

Gold Debate: Tatiana Claiborne and Trina Keely

Silver Debate: Dayshawn Louden and Ruben Marquez

Silver Debate: Steven McKnight and Robert Rollins

Silver Debate: Diana Cayetano and Jose Gonzalez

2nd Eloquent Speaker: Trina Keely

3rd Eloquent Speaker: Dayshawn Louden

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Our Compton Center students including Brittany Batiste, Jaime Guererro, Carol Parks, David Maldonado and MacEo Bradley made us proud with their willingness and courage to compete at the tournament! Sincere thanks to our ASB for their support and funding of this academic and life-changing event!

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With each passing semester of such gifted and talented students, this writer has experienced the potential of our students first hand and hope that with the writing of this report and the display of photographs the point will be made clear that this activity, speech and debate, holds nothing bit advantages and benefits for both our students and the reputation of our school. As of the writing of this report, Spring 2016, there is a new policy in place where clubs can only be funded a maximum of $200 per semester. This is a third of what is needed if the current COMS 1300 Argumentation and Debate/Club students compete in April at the scheduled rookie debate tournament. It is becoming increasingly more challenging to get the much needed funding for this worthwhile, academic activity despite the accomplishments of our students. Perhaps objective factual research will serve to prove the point even further.

The list of those whose lives have been changed by scholastic debate are legion. Here are just a few of the many testimonials by noteworthy debate alumni.

Former Presidential candidate George McGovern might have put it best when he said,

There are few other activities in high school or college that are as important as speech and debate. Regardless of an individual’s academic or career goals, the ability to research a complex question, marshal arguments and present them in a persuasive and compelling way, are skills that will serve you well all your life. Both my wife and I debated in high school and college. Before I entered public life, I taught debate and speech at Dakota Wesleyan University in Mitchell, S.D. I attribute whatever political success I may have enjoyed, in large part, to the training I received as a participant in debate and speech activities. (Hunt, 1990, p. 13)

Colbert and Biggers (1992, p. 6) summarized their support for debate in the words of former president John F. Kennedy, taken from Freedom and Union, 1960, p.7.

I think debating in high school and college a most valuable training whether for politics, the law, business, or for service on community committees such as the PTA and the League of Women Voters. A good debater must not only study material in support of his own case, but he must also, of course, thoroughly analyze the expected arguments of his opponent. . . The give and take of debating, the testing of ideas is essential to democracy. I wish we had a good deal more debating in our institutions than we do now.

As Helen M. Wise, former President of the National Education Association

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(NEA) stated (shown in Hunt, 1997, p.15)

No college freshman can project 25 years to decide what he needs to learn – subject matter is easily forgotten and in today’s world, the knowledge explosion makes constant learning an inevitability. But all adults today need to be able to communicate with clarity, to articulate ideas, to reason, to separate key facts from the barrage of ideas we all are exposed to every day. No single activity can prepare one better than debating – the ability to think on one’s feet, to form conclusions rapidly, to answer questions logically and with clarity, to summarize ideas are all processes which forensics activity develop and develop well.

Former U. S. Representative to the United Nations, Donald F. McHenry (as shown in Hunt, 1997, p. 1) addressed the importance of strong communication skills, when he stated:

Self-expression is truly an art, and its successful development requires steady practice and determination. To articulate one’s thoughts in a lucid and expressive manner – to capture and maintain the interest of an audience, whether it be in the classroom or in the United Nations General Assembly Hall – is strongly supported by the skill and knowledge one acquires from a forensic education.

The skills students learn here will empower them to accomplish goals far beyond most people’s expectations. In compiling his work on the values of forensics participation, Steven Hunt (1997, pp. 7-10) researched a number of other researchers’ lists of values and constructed his own set of ten benefits, condensed below:

1. Learn how democracies function, and how to become a better citizen and leader. 2. Hone critical, reflective, and creative thinking capacities. 3. Learn research methods to support advocacy. 4. Learn a great deal about proof, logic, reasoning. 5. Learn much about organization and arrangement for positions. 6. Learn about language usage and style, rhetorical flair. 7. Helps to develop listening skills, essential for good debate. 8. Vastly improve public speaking abilities, including importance of nonverbal elements

such as dress, vocalics, gestures, and gaze. 9. Learn about the ethics of advocacy, arguing to the right end. 10. Provides greater familiarity with current events, including both concrete facts and

theories surrounding controversies. Recently National Public Radio reported that over 80% of congress had benefitted from debate training in high school and or college. This includes current candidates running for the Presidential election 2016. Even the then current Secretary General of the United Nations competed in forensics (speech and debate) in a college in the Mid West, not to mention more lawyers, business executives and professors. Oprah Winfrey began her excellence in the spoken word with debate involvement. Studies also support the positive impact debate has on students getting into Law Schools or becoming successful in business, etc.

1. Law School Benefits: The data suggesting that forensics is valuable to the pre-law student is overwhelming. McBath reported, “This survey indicated resounding approval of speech participation as a professional foundation and the endorsement of a public speaking and debate requirement (1961, p. 47). (as shown in Colbert & Biggers, 1992, p. 4)

In a study of 98 law school deans, Swanson (1970) found that 69.9 percent would advise pre-law students to take courses in argumentation, and 70.3 percent recommended participation in intercollegiate debate. The support from lawyers and law school administrators ranges from strong endorsement of debate for all pre-law students to a suggestion that it be required. This

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seems to make a stronger case than we might propose. The reason for such support may be the professional success of former debaters. (Colbert & Biggers, 1992, p. 4)

2. Business Benefits: The value placed on debate by business is well founded. Former debaters tend to be very successful people. Keele and Matlon (1984) concluded that 90 percent of debaters have attained at least one graduate degree. 30 percent of their sample are university educators while another 15 percent are top ranking corporate executives. Ten percent are now working in the executive or legislative branches of government. They suggest that these ratios do not vary between those who graduated 25 years ago and those who finished with the last five years. It is doubtful that many other activities can boast of so many successful alumni. (Colbert & Biggers, 1992, p. 5)

3. Leadership Benefits:

It appears that debate also develops leadership qualities in individuals. Freedom and Union reported that:,

“A survey of 169 senators, congressmen, governors, Supreme Court justices, and Cabinet members, and other leaders revealed that 100 of the leaders said high school or college debate experience was helpful in their careers, and 90 classified the experience as ‘greatly helpful’ or ‘invaluable.’ Of the 60 who did not have debate experience, 26 expressed regret that they had not gone out for the debating team while in high school or college” (1960, p.6) Those who have become successful believe debate helped them succeed. Their success is recognized by educators, businesses and the debaters themselves. Those who did not have debate experience wish they had. It would seem difficult to imagine stronger support for any educational activity. (Emphasis added) (Colbert & Biggers, 1992, p.5)

Critical Thinking Enhancement

One of the most comprehensive of these studies on the benefits of debate to developing critical thinking skills was a meta-analysis by Allen, Berkowitz, Hunt and Louden (1999). They concluded in part:

The most important outcome of the present meta-analysis is that regardless of the specific measure used to assess critical thinking, the type of design employed, or specific type of communication skill training taught, critical thinking improved as a result of training in communication skills. The findings illustrate that participation in public communication skill building exercises consistently improved critical thinking. Participation in forensics demonstrated the largest improvement in critical thinking scores whether considering longitudinal or cross-sectional designs. (p. 27)

As debaters students will learn or hone a number of important life enhancing skills. They will learn to keep up on current events, but more importantly learn to look at those daily news stories more deeply than most. They will learn invaluable library and Internet research skills, and will learn to create cogent and compelling arguments that are well supported. Students will improve their critical thinking skills, and learn to think outside the box. Problems just become opportunities for creative solutions, not insurmountable obstacles.

Above is the general and powerful scope of the benefits of participating in debate and upon further introspection of this matter, it appears that the benefits of debate are absolutely in tandem with our Strategic Initiatives and overall goals of student success so desperately needed on our campus. If we narrow the link to the advantages of debate to our Compton students, we can see based on a very similar student demographic to

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ours, that of the Chicago public school system, that debate has changed the lives of students of color including African-American males, who are the center focus and concern of many of our campus Student Equity endeavors. Please review the copious research below.

Research based on ten years of Chicago Public Schools data resulted in three peer-reviewed, published papers on debate:

1. “Participating in a policy debate program and academic achievement among at-risk adolescents in an urban public school district: 1997-2007.” Susannah Anderson and Briana Mezuk, Journal of Adolescence (2012)

2. “Impact of participating in a policy debate program on academic achievement: Evidence for the Chicago Urban Debate League.” Briana Mezuk, Irina Bondarenko, Suzanne Smith and Eric Tucker, Educational Research and Reviews Vol. 6(9), pp. 622-635 (Sep. 5, 2011)

3. “Urban Debate and High School Educational Outcomes for African American Males: The Case of the Chicago Debate League.” Briana Mezuk, The Journal of Negro Education, Vol. 78, No. 3, pp. 290-304 (2009)

Researchers applied sophisticated statistical analysis to compare debaters to similar students who did not participate in debate. This enabled them to better isolate the influence of debate on academic achievement across the academic spectrum. Researchers concluded that debate programming in Chicago is producing an academic impact on college-readiness metrics that even some of the most esteemed after-school programs in urban education are not able to produce. Across the academic spectrum

• Students who participated in the Chicago Debate League were “significantly more likely” to graduate from high school than non-debaters. This was true for students across the academic spectrum. *African American males

• The proportion of African American males who graduated was nearly 70% greater among debaters compared to non-debaters.

• Among African American male students, debaters’ GPAs were on average .75 points higher than non-debaters. At-risk students

• After adjusting for demographic and risk variables, debaters in every risk group were more likely to reach the college-readiness benchmark on the English, Reading, and Science sections of the ACT. Intensity of participation in debate matters

• African American male debaters who participated in 25 or more rounds in high school (about one full year of debate) had significantly higher GPAs than those who participated in 5 or fewer rounds.

• For students at all risk levels, quantity of debate participation (indicated by the number of debate rounds completed) was significantly associated with better performance on the ACT. What Debate can do on our Compton campus if supported and adequately funded:

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Debate teaches the skills of civic engagement and enhances knowledge of important social issues. Debate engages students in a deliberative, structured process of learning, critical thinking, and dialogue on important and complex public policy issues. Debate teaches research skills and improves learning. Key activities in academic debate are reading, research, close analysis of complex texts, critical thinking, and evidence-based argumentation. Notably, learning to make arguments supported by textual evidence is central to the Common Core State Standards, now being implemented throughout Chicago Public Schools. Debate strengthens communication and critical thinking skills. When students prepare their cases, they must structure their oral arguments logically. To refute their opponent’s arguments persuasively, students must listen closely and focus intently, critically analyze the case, and respond quickly. Debate supports anti-violence initiatives. The core values of debate–and the skills debate builds–are critical to anti-violence efforts. Debate teaches students to respect diverse viewpoints and address conflicting ideas with communication and cogent arguments. Debaters become skilled in seeing multiple points of view and using words in a structured environment to discuss conflicts. In addition, the sheer amount of time urban students spend outside of school hours on debate activities helps protect them from street violence. Debate gives students a voice. Our students tell us that debate gave them a voice and the skills to speak intelligently and persuasively, a vision of life outside their neighborhoods, and the confidence that they can make a difference in the world. As U.S. Education Secretary Duncan stated: “By engaging students in real, complex public policy questions, competitive debate is nurturing a new generation of engaged, committed citizens.”

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