FINAL
Compressed Course and Program Assessment Plan and Schedule for Fall 2011—Spring 2012
Directions: Complete one plan for each two (2) program outcomes to be assessed in an annual cycle.
Division: Business and Public Service
Program: Electronic Media
Course(s): MDIA 120, MDIA 150
Program Faculty Collaborating on Assessment: Jay Burks, Nichole Carie, Al Rerko, Phil Smith, Kevin Watson, Mike Woods, Tom Young, and
John Hitchcock (retired 7/2011).
#1: Due Sept. 1, 2011;
Submit to Program
Faculty, Div. Dean and
Div. Liaison
Program Mission (reflecting
goals and values for students)
and Program Student Learning
Outcomes. Identify plans for
sharing with stakeholders.
Mission Statement
The mission of the Vincennes University Electronic Media program is to prepare students to take creative ideas from
concept development to final product in the areas of on-air performance, audio and video production, broadcast
journalism, media sales and marketing, and management. Using state of the art audio and video equipment in studio
and field locations, students will learn foundational concepts, techniques, and skills to create content for broadcast,
web, and other media. Students will study the impact and interaction of media in a diverse community through media
research and identifying characteristics of a target audience for content creation and civic engagement. Graduates of
the program will be prepared for employment in electronic media professions and/or the pursuit of advanced
degrees.
Program Learning Outcomes
Students who complete the Electronic Media program will be able to:
•
produce an audio or video news story.
•
create informational/entertainment video projects.
•
create informational/entertainment audio projects.
•
organize a client consultation.
•
deliver a written and verbal client presentation.
•
value the role of a broadcast station in operating in “the public’s interest, convenience and necessity.”
•
design a plan to ascertain the needs of a community and to meet those needs.
The mission statement and outcomes were developed through a series of meetings with Electronic Media faculty,
adjunct faculty and staff.
This information will be shared with stakeholders through inclusion of the mission statement on the department’s
web site; in the Electronic Media Graduate Bulletin provided to radio stations, television stations, and other media
outlets throughout Indiana and those bordering in Illinois Michigan, Ohio, and Kentucky; in each department course
syllabus beginning in Spring 2012; and on posters which will be displayed in each department office and production
labs.
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#2: Due Sept. 15, 2011;
Submit to Program
Faculty, Div. Dean and
Div. Liaison
Program Student Learning
Outcomes and Course
Activities/Assignments to be
assessed. Identify the “who”
and “why” of the decision.
Outcome 1: Create informational/entertainment audio projects.
Students in BCST/MDIA 120 will demonstrate the ability to use the Adobe Audition software in a radio studio to
produce and properly save a :30 ad with voice, music, and sound effects.
Project A: Students will demonstrate their audio production skills including mixing and speaking skills, including
pronunciation, enunciation, and enthusiasm. Students will have good and consistent audio levels. The students will
read the script exactly as it is written.
Project B: A focus will be placed on the task of saving .wav and Adobe Audition session files and a mixdown file. Both
files are to be saved onto a Jump Drive.
Why: BCST/MDIA 120: These represent critical skills required to meet the industry standards for audio production.
Outcome 2: Deliver a written and verbal client presentation.
Students in BCST/MDIA 150, which focuses on preparing the beginning salesperson, will demonstrate an
understanding of preparing and delivering a client sales presentation.
Project A: This presentation will be prepared in written form and
Project B: The presentation will be presented verbally to the client. Emphasis will be placed on the specific step-bystep order of presentation material.
Who: The project was completed in collaboration by Jay Burks, Tom Young, Al Rerko, Phil Smith, John Hitchcock,
Kevin Watson, Mike Woods, and Nichole Carie.
Why: BCST/MDIA 150: These are the basic skills required for an effective sales presentation in written and oral form.
#3: Due Sept. 30, 2011;
Submit to Program
Faculty, Div. Dean and
Div. Liaison
At Least 2 Assessment
Measurement Instruments
(assessment tools such as
rubrics, reflective activities,
surveys, etc.,) and Success
Standards for EACH Direct
Measure
Outcome 1: Create informational/entertainment audio projects.
Project A: Students in BCST/MDIA 120 will read the script exactly as it is written and record a :30 ad with voice, music,
and sound effects.
Project B: Students in BCST/MDIA 120 will record and then save the Session File and Mixdown File on a Jump Drive.
Success Standards: 70% of the students will earn a 70% or better on the fundamental of Adobe Audition Software,
Recording and then Saving the Session File and Mixdown File on a Jump Drive. A rubric will be used. (Table 4.1)
Outcome 2: Deliver a written and verbal client presentation.
Project A: Students in BCST/MDIA 150 will be assessed using a rubric to score their written presentations. (Table 4.2)
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Project B: Students in BCST/MDIA 150 will be assessed using a rubric to score their verbal presentations. (Table 4.3)
Success Standards: 70% of the students will earn a 70% or better on both the written and verbal/oral presentation.
#4: Due Sept. 30, 2011;
Submit to Program
Faculty, Div. Dean and
Div. Liaison
Assessment Administration Plan:
What courses will be assessed,
sample size, due dates for
assessment and scoring, person
responsible for oversight, faculty
involved in assessment and
scoring, etc.
Outcome 1: Create informational/entertainment audio projects.
BCST/MDIA 120 Labs (3 sections) Total Enrollment - 34 students – Fall 2011
Due Date: Week of October 10-14, 2011
Faculty Oversight and Assessment: Jay Burks and Phil Smith
Outcome 2: Deliver a written and verbal client presentation.
BCST/MDIA 150 (1 section) Total Enrollment – 18 students – Fall 2011
Due Date for Written Presentation: Week of November 28 – December 2
Due Date for Verbal/Oral Presentation: December 5 – 9
Faculty Oversight and Assessment: Phil Smith
#5: Due Dec. 15, 2011;
Submitted to
program/department
members, Div. Liaison,
Div. Dean, and Amy
Hatton.
All student activities and scoring
results to be saved for analysis
and discussion
#6: Due Feb. 1, 2012:
Submit to
program/department
members, Div. Dean
and Div. Liaison
Analysis and summaries or
reports of analysis of student
results. Identify trends,
strengths, weaknesses.
Outcome 1: Submitted
Outcome 2: Submitted
Outcome 1: Create informational/entertainment audio projects.
Students in BCST/MDIA 120 will demonstrate the ability to use the Adobe Audition software in a radio studio to
produce a :30 Ad with voice, music, sound effects, pronunciation, enunciation and, enthusiasm.
Success Standards for Direct Measures: 70% of the students will earn a 70% or better on the fundamentals of Adobe
Audition Software; Recording and then Saving the Session File and Mixdown File on a Jump Drive.
Project A Results: More than 70% of students scored more than 80%. Only in recording correct music levels did less
than 70% of students fail to meet the targeted success standard.
12 of 21 students were able to record with correct music levels.
15 of 21 students were able to record with correct voice levels.
18 of 21 students were able to record with correct sound effect levels.
18 of 21 Students were able to record with appropriate pronunciation.
19 of 21 students were able to record with appropriate enunciation
20 of 21 students were able to record with appropriate enthusiasm.
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Strengths, Weaknesses, Trends: Analysis indicates strength in the areas of pronunciation, enunciation and overall
enthusiasm. This is the first time we have collected this specific data and the faculty had originally thought this would
be an area of weakness, particularly the pronunciation and enunciation. Weakness was identified in recording music
and voice levels.
Project B Results: 98% of students achieved a score of 98% or better.
21 of 21 students were able save the session file to a jump drive.
20 of 21 students were able to save the mixdown file to a jump drive.
Strengths, Weaknesses, Trends: Analysis indicates strength in students saving files in the correct file format and saving
correctly to jump drive. There were no weaknesses indicated by the data.
Overall Success Standard results: In both Project A and Project B, when combining and averaging scores, students far
exceeded the success standard of 70% achieving a 70% or better with an 85% success rate.
Outcome 2: Deliver a written and verbal client presentation.
Success Standards for Direct Measures: 70% of the students will earn a 70% or better on both the written and
verbal/oral presentation.
Project A Results: 100% of students scored 100% against the outlined success standard.
18 of 18 students were able to prepare a written sales presentation with sections in the appropriate sequence.
Strengths, Weaknesses, Trends: Analysis indicates excellent comprehension and preparation of a sales presentation
cover page and appropriate statement of the client’s Problem/Opportunity. No weaknesses were indicated by this
assessment method. This is the first time that this assessment framework has been used, including the rubric. Having
the rubric in place in advance of the assignment seemed to improve the students’ understanding of the requirements
of the project and the impact of those individual elements on their grade.
Project B Results: 72% of the students met the success standard at 70% or better.
16 of 18 students verbally presented their written presentation with emphasis placed on step by step order.
13 of 18 students were dressed in appropriate professional sales attire.
Strengths, Weaknesses, Trends: This is the first time that this assessment framework has been used, including the
rubric. Having the rubric in place in advance of the assignment seemed to improve the students’ understanding of the
requirements of the project and the impact of those individual elements on their grade. Analysis indicates strength in
the students’ verbal presentation of their prepared written presentations in a simulated client setting. Weakness was
shown in lack of appropriate sales attire worn by the students for a sales presentation. As outlined in Step #7 of this
Assessment Plan, the faculty have determined after reviewing the data that there may be underlying economic and
social barriers to students in the area of appropriate professional sales attire.
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Overall Success Standard results: In both Project A and Project B, when combining and averaging scores, students far
exceeded the success standard of 70% achieving a 70% or better with an 80% success rate.
#7: Due Feb. 1, 2012:
Submit to Program
Faculty, Div. Dean, and
Div. Liaison, and Amy
Hatton.
Strengths and weaknesses of
assessment methods, tools,
processes, and identify how to
make improvements for future
assessments.
Outcome 1: Create informational/entertainment audio projects.
Project A Summary: The instructors agree that the assessment activity accomplished the goal of demonstrating the
students’ ability to use Adobe Audition software in a radio studio to produce a :30 Ad with voice, music, and sound
effects with appropriate pronunciation, enunciation , and enthusiasm. A rubric was used for the first time in the Fall
2011 semester. By using this rubric, the students seemed to have a better understanding of expectations for them.
Previously, only verbal instructions had been given. The rubric allowed the students to see point values that would be
assigned to each portion of the recording project and allowed them to better understand the assignment.
Improvements: Improvements could be made by providing more assignments involving the use of mixing voice and
music levels with more emphasis on ways to set and check levels prior to final grading. The initial assessment tool only
provided one assignment for students to become proficient in this area. Faculty will continue to use this process
through the Spring 2012 semester and will again discuss the project to see if any changes need to be made.
Project B Summary: The instructors agree that the assessment activity did accomplish the goal of students being able
to save session files and a mixdown to a jump drive. A rubric was developed to show students the point value for each
step. While many students have an inherent strength in this area, as they have grown up with computers and are not
intimidated by the machine itself, the process of saving different types of files in a certain sequence was new to them.
The rubric helped as an instruction sheet for them to follow.
Outcome 2: Deliver a written and verbal client presentation.
Project A Summary: The instructors agree that the assessment activity of preparing a rubric to show the students the
value of each portion of the written presentation helped the class to understand the importance of each section and
the application of individual parts to the whole.
Improvements: The rubric provided seemed to help the student in understanding the project sequence, and
instructors will compare data from the Fall 2011 to the Spring 2012 semesters to see if the improvements continue.
Project B Summary: The instructors thought that, through the addition of the rubric, students had a better
understanding of how their grade would be calculated and the steps required. Students were required to dress in
professional sales attire and verbally present their written presentation to the client.
Improvements: A weakness in the assessment method did not account for professional vs. student casual attire.
Many students do not have suits and ties or skirts with appropriate business length in their wardrobe at school.
Instructors agreed accommodations should be made for those students.
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#8: Due Feb. 15, 2012:
Submit to Program
Faculty, Div. Dean and
Div. Liaison, and Amy
Hatton.
Improvement Plans for Fall 2012
or next time assessed course is
offered. Include plan for faculty
involvement, prof. development,
changed curricula (if any),
collaboratively agreed upon
instructional tools,
methodologies, etc.
Outcome 1: Create informational/entertainment audio projects.
Project A Summary: Instructors saw higher grades after presenting and discussing the rubric in advance of the project.
By adding practice assignments and spending more time on demonstration in class and lab settings, the students will
be able to practice more and be better prepared for the tests. Practice assignments will be distributed prior to tests
giving the student more time to practice and prepare. Plans also include placing more emphasis on proper sound and
recording levels during the lecture as well as posting an audio file on Blackboard demonstrating what a proper
mixdown sounds like.
Project B Summary: Instructors saw less of an issue with this portion of the project as the students, through life
experience, were already familiar with saving files. The instructors will demonstrate for the students the use of the
different types of files, such as session, mixdown and .pk and the way they work together for a complete finished
product. The instructors will also explain why these files and methods are important to the final product.
Outcome 2: Deliver a written and verbal client presentation.
Project A Summary: Improvement plans discussed and adopted by the instructors for the improvement of the
written portion of the sales presentation include having the instructor prepare a client presentation and present it to
the class as the class is expected to do. Students will then be able to take notes to make sure the components are in
the proper order.
#9: Due Feb. 1, 2013:
Submit to Program
Faculty, Div. Dean and
Div. Liaison
Results of Actions Taken to be
used in follow-up report
Project B Summary: Faculty agree that all students may not have or be able to afford appropriate business attire.
This portion of the project may be improved by including a written component following the verbal presentation of
the project, giving points for the student to write a paper assessing their dress during the presentation, and
addressing how their attire might be modified to meet current professional business standards. A picture of someone
wearing attire deemed to be appropriate would be included with the written paper to demonstrate the student’s full
understanding of what is expected in the business world.
As of May 21, 2013:
Outcome 1: Create informational/entertainment audio projects.
No significant impact has been noted.
Outcome 2: Deliver a written and verbal client presentation.
There seemed to be a negative impact, rather than a positive impact by offering students a choice to
better fulfill the dress code requirement of Project B.
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