Delta state university


Note: Students who did not submit a paper by the deadline (and did not have a verifiable and documented excuse) were not counted as part of the aggregate



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Note: Students who did not submit a paper by the deadline (and did not have a verifiable and documented excuse) were not counted as part of the aggregate.


Educational Program Learning Outcome Assessment Plan for the BA in Journalism, 2009-10


Student Learning Outcomes


A. Learner Outcome
What should a graduate in the

BA in Journalism

major know, value, or be able to do at graduation and beyond?

B. Data Collection & Analysis
1. What assessment tools and/or methods will you use to determine achievement of the learning outcome? 2. Describe how the data from these tools and/or methods will be/have been collected.

3. Explain the procedure to analyze the data.

C. Results of Evaluation

What were the findings of the analysis?

D. Use of Evaluation Results

1. List any specific recommendations.

2. Describe changes in curriculum, courses, or procedures that are proposed or were made/ are being made as a result of the program learning outcome assessment process.

Demonstrate ability to apply journalistic techniques to determine appropriate topics for news and feature stories through use of reading materials, online resources, personal contacts and personal observation.


GE1, GE3, GE4, GE6, GE7, GE8, GE9


Tests and classroom exercises measure ability to apply journalistic techniques to select topics which are locally accessible and of potential interest to a target audience. Students are expected to receive a grade of “C” or higher.


Students submit ideas as queries for editorial review at The Delta Statement, as well as regional and national publications. Published articles which result from ideas generated as classroom exercises demonstrate achievement of the learning outcome.

Data is collected and analyzed through periodic reviews of The Delta Statement by the Publications Analysis Team.




This cumulative skill is developed in all reporting, writing and editing courses. Table XXI shows the percentage of students at each level who received a grade of “C” or higher in 2009-10.


JOU 215 (Newspaper Workshop) emphasizes teamwork in identification and execution of story ideas, and includes students from all levels. The student-produced Delta Statement won 2nd in overall excellence in a statewide competition judged by the Mississippi State Press Association in Spring 2010, an indicator of the success in achieving this goal.
100% of students completing JOU 493 in 2009-10 demonstrated ability to apply journalistic methodology in the professional environment, as measured by external employers.

Add more assignments which develop skills at understanding credibility of online resources and verifying facts which originate from online research.

Assign papers which require analysis of recent examples of outstanding published articles as model topics. This includes use of Pulitzer Prize winning newspaper journalism and national magazine award winners.
Teach students to use online Writer’s Market as a resource to understand marketability of ideas to target audiences outside the local area.
Through guest speakers, encourage students to supplement online research with traditional library and community research sources.
Broaden network of external employers



Master a wide range of interviewing skills as a means to gather information for news and feature stories.

GE1, GE2, GE4, GE5, GE7


Classroom exercises develop and assess ability to conduct background research as preparation for interviews; to formulate effective questions; to dress appropriately for interview situations; to take effective, accurate notes; to gather anecdotal background information during interviews; and to execute fair usage of material. One classroom exercise requires students to interview each other and write stories using quotes, then receive feedback on fairness and accuracy from the interview subject. Another exercise presents one interview subject to the entire class, a shared subject matter that enables comparative assessment of skills. Students are expected to earn a grade of “C” or higher.
The ability to write and publish articles using quotes gathered from interviews demonstrates effective achievement of the learning outcome. Consistently favorable feedback from a target audience, including the interview subject, indicates mastery of this skill.

Interview skills are emphasized in all reporting and writing courses. Development of appropriate techniques is sometimes challenging for students who are uncomfortable approaching strangers to solicit information. However, with practice, the majority of students are able to master this vital skill. Table 1 shows the percentage of students at each level who received a grade of “C” or higher in 2009-10.

The student-produced Delta Statement was judged 2nd in overall excellence in a statewide competition judged by the Mississippi State Press Association in Spring 2010, an indicator of the success in achieving this goal.
100% of students completing JOU 493 in 2009-10 demonstrated ability to apply journalistic methodology in interview situations in a professional environment, as measured by external employers.


Add exercises which encourage students to make full use of online resources to locate names and contact information for interview subjects.
Add exercises which teach students to use cell phones to contact a wide range of interview subjects whose expert input can enhance local stories.
Require all journalism students

to own digital tape recorders and professional reporter notebooks needed for use in all interview situations.


Continued classroom use of interview tapes from digital resources to demonstrate effective interviewing.
Continued use of classroom guests as subjects for practice interviews.

Demonstrate ability to write news and feature stories quickly and effectively, using "media" style.


GE1, GE2, GE3. GE4


Media writing style is introduced using a wide range of models from textbook and online resources, as well as The Associated Press (AP) Stylebook. Tests and frequent writing assignments measure skill at executing news and feature stories in appropriate media style.
Classroom exercises measure speed skills using timed exercises to write news articles using externally gathered notes from textbook resources.

Comparative measurements are taken through class assignments to report on campus events that offer both news and feature opportunities, such as the lectures on campus smoking hosted by the Madison Center in Fall 2009.

Participation in JOU 215 (newspaper workshop) is required of all journalism majors and minors, and requires periodic demonstration of both writing ability and timeliness in published editions of The Delta Statement.



This cumulative skill is developed in all reporting and writing courses Students who earn a “C” or above have demonstrated ability to produce factually accurate news stories, using professional journalism formats, as well as correct grammar, punctuation and spelling, during timed online classroom exercises.
Evaluation of published news and feature stories in the student-produced Delta Statement by the Mississippi State Press Association demonstrates effective application of these skills. In Spring 2010, journalism majors and minors won state awards in both news and feature writing. A high quality of editorial contributions led to a ranking 2nd in overall excellence in the state.
100% of students completing JOU 493 in 2009-10 demonstrated ability to write timely stories in professional journalistic style, as measured by external employers.


Encourage familiarity with good models of media style through periodic classroom quizzes on news topics from targeted publications which are available online.
Add more timed classroom exercises to improve news writing skills.
Enhance emphasis on consistent journalism style by making online AP stylebook available for classroom use.
Explore enhanced timeliness of news delivery through online edition of The Delta Statement.
Explore opportunities for student participation in regional and national news and feature writing competitions.

Demonstrate broad understanding of technology relevant to print publishing.


GE1, GE4


Classroom tests and assignments in photography and layout courses measure ability to use digital cameras and layout software to “tell the story” in print media.
Classroom exercises teach “hands-on” production of newspaper pages using professional InDesign software. Work is collected in a digital portfolio for evaluation at the end of each class period.
The excellent graphic quality of The Delta Statement demonstrates application of publishing technology in production of a professional print product. It also demonstrates effective collaboration with skilled graphic artists, essential in the contemporary media environment.


All journalism majors and minors can “tell the story” using their own photographs or digital images from other sources. Students demonstrate a basic understanding of newspaper design and an understanding of effective display of news and feature articles in traditional print formats.
Evaluation of photography and layout in the student-produced Delta Statement by the Mississippi State Press Association provides a further indicator. In Spring 2010, a student news photo placed first, and the Statement editorial team won multiple layout awards, including several firsts in design. The high visual quality of the publication was a major factor in achieving ranking of 2nd in overall excellence in the state.
100% of students completing JOU 493 are able to take basic photographs and to collaborate with graphic arts experts in a professional setting.

Journalists who enter the job market with a basic understanding of video and audio podcasting now hold a competitive edge over those who lack this training. Podcasting is increasingly used throughout the profession, including traditional print media.

To adapt to this trend, the S. Wayne Thompson Journalism Lab was upgraded in Spring 2010, adding professional video, audio, lighting equipment and editing software. The upgrade was partially funded through an Instructional Challenge Grant, as well as support from the DSU Alumni Foundation.
An experimental pilot course in broadcast news, JOU 492, was introduced in spring 2010.
Further courses are being developed in audio and video editing, as well as documentary production, and will be proposed as curriculum additions as soon as funds are available to supply adjunct instruction for this aspect of professional training.



Understand the relationship between the media and the law and understand the ethical responsibilities of journalists.


GE6, GE10


Classroom exercises and tests measure this ability in all news writing, reporting and editing courses.

Review of The Delta Statement by Publications Analysis Team.





Students demonstrate working knowledge of media law, including the First Amendment.
Editors demonstrate working knowledge of legal and ethical issues, and consult with the Student Press Law Association (SPLC) whenever a questionable situation arises.
The absence of any grounds for legal action against The Delta Statement indicates that student editors can effectively apply classroom knowledge to operation of a campus publication.


Recommend continued membership and use of expertise of the SPLC.
Continue to emphasize media law and ethics as essential component of all journalism courses.

Textbooks that feature media law and ethics components have been adopted for use in all courses. Legal and ethical understanding is broadened through journalism history, political science and mass communications courses required of all journalism majors. Ethical standards are taught using the “Statement of Principles” of the American Society of Newspaper Editors.

(See Appendix I.)



Be able to apply all professional journalism skills in professional situations in the wider community.

GE1, GE2, GE3, GE4, GE5, GE6, GE7, GE8, GE9, GE10



Employer evaluations of interns measures a full range of learning outcomes.
Students submit portfolios of work performed during internships for evaluation.



All student interns working for regional employers during the 09-10 academic year received very favorable employer evaluations.
Students successfully use portfolios of their best published articles to obtain internships and entry level journalism positions.


Broaden student internship opportunities to include broadcast and web-based opportunities.
Television stations and online magazines are now part of the internship network.



Table XXI: JOURNALISM STUDENT ACHIEVEMENT OF LEARNING OUTCOMES






Semester


Relevant Course


Students Tested


Grade C or higher

News Topics

Fall 2009

JOU 201: Writing for Mass Media


10

80%







JOU 301: Editing for Print Media

9

100%




Spring 2010

JOU 202: News Reporting

5

100%







JOU 304: Feature Writing

7

100%
















Interviewing Skills

Fall 2009

JOU 201: Writing for Mass Media

10

80%




Spring 2010

JOU 202: News Reporting

5

100%





JOU 304: Feature Writing

7

100%
















Media and Feature Writing

Fall 2009

JOU 201: Writing for Mass Media

10

80%




Spring 2010

JOU 202: News Reporting

5

100%







JOU 304: Feature Writing

7

100 %
















Technology Relevant to Print Publishing

Spring 2010

JOU 302: Print Layout and Design


8

100%







JOU 492: Broadcast News

13

100%







JOU 203: Basic Photography

n/a

n/a
















Media Law and Ethics

Fall 2009

JOU 201: Writing for Mass Media

10

80%







JOU 301: Editing for Print Media

9

100%




Spring 2010

JOU 202: News Reporting

5

100%
















External Evaluation Results

2009-2010

JOU 493: Internship in Journalism

6

100%



Educational Program Learning Outcome Assessment Plan for B.A. in Modern Foreign Languages, 2009-2010


Student Learning Outcomes


. Learning Outcome

What should a graduate in the

Modern Foreign Languages
major know, value, or be able to do at graduation and beyond?

B. Data Collection & Analysis

1. What assessment tools and/or methods will you use to determine achievement of the learning outcome? 2. Describe how the data from these tools and/or methods will be/have been collected.

3. Explain the procedure to analyze the data.

C. Results of Evaluation

What were the findings of the analysis?

D. Use of Evaluation Results

1. List any specific recommendations.

2. Describe changes in curriculum, courses, or procedures that are proposed or were made/ are being made as a result of the program learning outcome assessment process.


Students will demonstrate proficiency in speaking, reading, writing and listening skills in the target language.
GE 2

The Foreign Language faculty used a rubric to score and evaluate the four skills. The Foreign Language faculty adapted the rubric used after consultation with Dr. Marilyn Schultz. The rubric was also used for the language laboratory element. Language laboratory work is required, but is out-of-class time.

Students were clearer in the expectations of individual assignments and the courses through the use the rubric. As a result of this, their work was more consistent.
Since faculty used a rubric their grading was also more consistent and allowed for more consistency in department goals.


Individuals on the Analysis Team decided to weigh some elements, such as writing, slightly higher in terms of percentage than other skills.

Individuals on the Analysis Team also decided to weigh reading slightly higher in terms of percentage than other skills such as speaking, listening and word recognition.



Students will understand the contributions of major French or Spanish writers and their works as well as the historical context in which they wrote.
GE 1,2,7,& 8

The Foreign Language faculty used a rubric to score and evaluate content and ability. The Foreign Language faculty adapted the rubric used after consultation with Dr. Marilyn Schultz.


Students were clearer in the expectations of individual assignments and the courses through the use the rubric. As a result of this, their work was more consistent. Since faculty used the rubric their grading was also more consistent and allowed for more consistency in department goals.


The Analysis Team decided to weigh some elements such as target language proficiency slightly higher than historical context.

Individuals on the Analysis team decided to admit foreign students proficient in the target language to ameliorate their English skills and also benefit by direct contact the students studying the target language.






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