Meaningful marketing systems that provide useful data, and quality advertising and promotional materials that highlight program and college-wide benefits, are no longer just a nice thing to have—they  are a requirement for the “business realities” of today’s community college.

• Enhancing a Culture of Completion and Academic Achievement
• Supporting Student, Faculty and Staff Success
• Using Data-Informed Processes for Continuous Improvement
• Maximizing Resources to Support Student Learning
• Enhancing a Culture of Inclusiveness

On January 9, 2015, a diverse group of administrators, workforce professionals, faculty and others, gathered in Yuba City at the “Region A-Regional College Conversation to Inform the BOG Task Force on Workforce, Job Creation and a Strong Economy.” Of the five overarching themes that the group brainstormed, deliberated and ultimately sent forth, was “Marketing and Outreach.” Also revealed at that meeting, apparently other Regional areas presented the same theme. A strategic approach to marketing, advertising and promotion is timely and relevant.

Although we are not considered developmental education, a recent report funded by the Lumina Foundation entitled “Bringing Developmental Education to Scale: Lessons from the Developmental Education Initiative” (Quint, Jaggars, Dyndloss, & Magasinnik, 2013), observed in the executive summary that in terms of target numbers for students served by individual strategies, most institutions in the study did not meet the intended goals. The study goes on to say that “Resource adequacy, communication, and engagement were three important factors promoting large-scale implementation of the focal strategies” (p.4). Very specifically, and in direct support of our Program Review and previous Unit Plan requests, “Colleges also learned the importance of marketing the focal strategies to students, they used a variety of media to do so, from brochures to videos to social networks” (p.4). With increased competition stemming from the ADT degrees offered in the North State, our former position of having the only fully articulated Communication Studies AA degree is no longer unique. However, we have opportunity to “make hay while the sun shines” by attracting students to the job-skills and General Education Transfer focus our degree provides. We may also be able to increase out-of-state enrollments by capitalizing on outreach to high schools and promoting our relationship with the nationally acclaimed forensics program of the “Mother-ship.” And, if human capital were not an issue, with our increasing Hispanic student population, a “rural debate league” (like the Urban Debate League), might serve to reduce disproportionate impact for transfer and completion while delivering the mentoring and outreach that is reported to work remarkably well. 

Finally, the uncertainty of online education and its potential to impact enrollment and funding makes the timing more critical to differentiate the values and benefits we offer students. This focus on program and college-wide values and benefits also aids in faculty-to-student dialogue and it serves as a launching point for culturally embedded department practices that encourage that dialogue. A variety of methods and materials are needed in order to bring students and faculty together that invites student inquiry about our program, and enhances the likelihood of persistence and achievement associated with early educational goal identification, and eventual completion (See PROD report showing 9 units in a program of study).

Here is a list of ideas (not exhaustive) we believe will have strong ROI:

1. We request “in-marketing” to determine effective growth strategies for high-school recruitment both locally and out-of-state.
2. We request high-quality brochures.
3. We request high-quality educational and job-related materials.
4. We request time-on-task for webpage, Facebook and other mediated communication and consistent messaging with our current, former, and future students and educational and business partners.
5. We request stipends for faculty to engage in promising outreach practices for public spheres pedagogy (Great Debate), and for forensics assistant coaches with specific targets of high-school speech and debate tournaments and intramurals along with supporting the existing director, who is coaching 13 different events (Supported by Validation Report Feb. 2014).

We do well, but we could do better and we could offer our students more.

• Enhancing a Culture of Completion and Academic Achievement
• Supporting Student, Faculty and Staff Success
• Maximizing Resources to Support Student Learning
• Enhancing a Culture of Inclusiveness

Healthcare Practitioners: The possibility of a Certificate for “Effective Communication for Healthcare Practitioners,” was presented to Nursing Instructors (Susan Craig, Shaaron Vogel) and Respiratory Therapy and EWD representative, Donna Davis. They were extremely enthusiastic and expressed a strong need for such a program. Researching availability of other programs showed that most such certificates were geared toward Public Health Administration and are upper division in nature.

Other CTE Programs: Since 2011, several CTE programs expressed keen interest in CMST alignments, including CSCI, Ag and Welding. We daresay the need still exists as highlighted by the Chancellor’s Office latest grant addressing “soft skills.”

Noting the challenge of limited seats we need to be innovative and creative with scheduling and that requires “in-marketing.” Therefore, we seek funding and assistance to research best times/days/approaches and which specific courses to offer. Once identified, we then seek support to offer cohort specific sections for the “workforce” professionals’ certificates series Fall 2016.

Online Course Development: This would benefit our existing program, future OEI, and certificate programs discussed above. We seek funding for training and development stipends for all faculty, once policy is departmentally vetted and approved. 

Forensics, Public Sphere Pedagogy, High School outreach and pathway to CSUC: With the success of our participation in recent semesters with the “Great Debate” in collaboration with CSUC, we seek ongoing funding for the coordination of this effort and also funding for faculty associated with it. This supports “deep” student learning, and aligns us directly with CSU Chico, providing a very visible and truly authentic learning outcome and collaborative pathway for our transfer students. The changes to our curriculum, specifically adding the “public events” component per the C-ID requirements for CMST 12, and the research on student retention and success for this pedagogy with CSUC Public Speaking and Small Group Communication classes make an enticing argument for further expansion.

We seek funds as follows: Allocate stipends similar to athletics Track and Field to provide for the 13 different events within forensics and to accommodate the growing emphasis of public spheres pedagogy, outreach and recruitment.

Stipend assistant coaches, both level II.  1 coach would coordinate the Great Debate and faculty community associated with an emphasis on CSUC pathway. The other would support the director of forensics for team-coaching and for outreach to local high-schools for recruiting. With 13 different events and a competitive season from August to April and coordination of public events, this is a must for health, safety, and sanity—not to mention student success! Here’s the Program Review Validation Team recommendation:   “The team recommends that the budget for the Forensic Team be increased to provide stipends for additional events coaches.   Because of safety concerns, the team recommends that Butte College provide a driver for the Forensic Team when they travel to tournaments.   The Validation Team appreciates that Administration has funded the Forensics Team on an ongoing basis and supports continuance of this ongoing status.” 

Student Learning Outcomes Assessment: Our focus on Communication Anxiety (CA) and additional related research (see our SLO Reports) calls for us to develop a short course for students with severe CA or very low willingness to communicate. In order to adequately address this truly widespread student success issue, we would need some way to assess new students for placement. There are several reliable tools, but we would need institutional support for both the assessment and the introduction of a low-unit course.

Hispanic Students:  With the increase of Hispanic students and with CSUC about ready to become a Hispanic Serving Institution, developing a Spanish language Public Speaking or Small Group Communication class holds promise for innovations with our curriculum and possible remedy to disproportionately impacted students.  When we originally suggested this idea, we had a Spanish language faculty among our ranks. We no longer have that talent. So, we would need to investigate this further because this seems like a growing opportunity.

Technology: Yesterday, Today and Tomorrow

• Modeling Sustainability
• Enhancing a Culture of Completion and Academic Achievement
• Supporting Student, Faculty and Staff Success
• Maximizing Resources to Support Student Learning

As electronically mediated communication becomes more the norm than the exception, current technologies must be available to our faculty and our students. One area of growing importance to our assessment practices calls for sustainable methods, such as using Blackboard for assessment in all sections of a course. Furthermore, we need to develop a webpage, a Facebook presence, and other social media current in our discipline, but our full-time faculty are tapped-out in terms of time and commitment, and our wonderful administrative assistant is taxed with multiple complex functions of also being support for two majors departments-LEAD and English, and others.

Travel and Conference:  We seek funds for one full-time faculty to attend a conference on effective practices for using technology specifically within the CMST discipline. 

Training: We request a stipend to fund the development of and training related specifically to Communication Studies and technology. We need to standardize best practices and processes for several key student learning outcomes and faculty competencies, such as video recording speeches for students’ self-evaluations and peer-assessment, standardized use of Blackboard for consistent student experiences, digital literacy, and so forth.

Technology Tools: After discussion with full-time faculty on 1.31.2015 and reviewing our list of technology requests from November, we determined the following updates:

Apple iPad Air 2 16GB Wi-Fi (21 total= 10 Main Campus; 10 Chico Center; 1 Glenn Center)

Justification:The iPads will be used for practicing speeches, debates, etc. during class. Students will be able to work in peer groups to video each other and immediately play-back the presentation in order to provide constructive feedback. This is a tool that we currently do not have and it will be an invaluable and unique experience for the speaker to “see” what the audience sees and watch the speech with their peers while receiving immediate critiques.

Sony HDRPJ275 8GB HD Flash Memory Camcorder Black

 Justification: The Sony video cameras will be used for the recording of speeches, debates and seamless projection of captured footage onto a projector screen for peer-group review and analysis sessions. Students will be provided copies of the video so that they will be able to review their presentations at home.  This is a significant learning tool, allowing speakers to “see” what the audience sees. It allows them to evaluate what worked well and what they need to work on for the next speech. Also, some instructors require written self-analyses of the speeches, based on the video recordings.

 Equipment and Furniture

Portable White Board for LRC 137

Justification: When using the projector, there is little to no room to write on the white board. The white board should be portable (on wheels) so that it can be stored in the closet when not in use and easily moved by faculty.  This is supported by faculty, students and the dean.

Wall mounted dry-erase boards 60 x 36 for 3 side rooms attached to LRC 137

Justification: Students frequently form small groups for brainstorming, or individual or dyadic sessions. Dry-erase boards would enhance this experience and support sustainability.

 Information and Technology

Computers for Forensics Squad Room/for students to take to Speech and Debate tournaments and local public spheres pedagogy events:

Justification:  Forensics team members use computers every day in class and at every tournament they attend. Some students do not have/cannot afford laptops, which puts them at an educational and competitive disadvantage. Some forensics tournaments require that students do research live at their respective events, thus resulting in each student needing to supply his/her own device in order to compete for the college.

 Clickers for Argumentation and Debate classes, and live presentations of all kinds

Justification: Supports active student-centered participation and current pedagogy and assessment practices for in-class events and on campus events for real-time measurement of outcomes.

Printer and toner cartridges for the Forensics Squad Room

Justification: The Forensics students need to print search results and evidence that they use at Speech and Debate competitions representing Butte College.  Forensics research is continually updated in order to remain relevant and timely in academic debate, requiring students to routinely update and print their files with current news, findings, data, reports, etc.  

Finally, a dedicated computer lab or dedicated computer lab time for our students is an area in need of investigation.

All levels of outcomes need to be attended. Student learning is just one, and the most important, but there are other assessments that require attention, time on task, evaluation, follow up and change.

• Modeling Sustainability
• Enhancing a Culture of Completion and Academic Achievement
• Supporting Student, Faculty and Staff Success
• Using Data-Informed Processes for Continuous Improvement
• Maximizing Resources to Support Student Learning
• Enhancing a Culture of Inclusiveness

In addition to creating sustainable methods via technology for assessments, the unique practices of assessing oral communication demands sessions for faculty rubric discussion, norming to standards, and finally, assessment teams. Thus, stipends for associate faculty are needed for participation in this time-consuming but worthwhile effort. Additionally, for the purposes of ongoing assessment of oral presentation classes, new equipment for recording student work is needed. As our methods of assessing become more sophisticated, the need for training and re-training will increase (Discussion and evidence is found in the CMST 2013/2014 Program Review Self-Study).

We also see the need for, or at least investigation into, a campus-wide approach to oral communication motivational dimensions assessment for new students. Here are the issues that "suggest" a stronger early intervention might be needed:

The CMST two year assessment shows that students are coming to Butte with slightly higher than average levels of communication apprehension but significantly lower than national average levels of willingness to communicate. While they make strides to reduce the anxiety by the end of term in oral communication classes CMST 2 or CMST 4, they are not making headway in the other dimension. Our assessments included hundreds of students for four semesters. But that's not all we are basing our request for institutional interest, attention and support for this student success interventional strategy. Consider these findings as noted in several presentations by Les Jauron and as written in the 2014 Demographic Snapshot:

CCCSSE findings: Of the five areas noted where Butte College did the best, one was "Making class presentations." However, among the lowest were, "Asking questions or contributing to class discussions" and "Discussing grades or an assignment with an instructor."  The first speaks to students with communication apprehension being placed into a situation where they must give an oral presentation and are ill-prepared to deal with anxiety. Anecdotally, several instructors have informed us that they have had students drop the class or do poorly because of the oral presentation component. The other side, however, is not anecdotal. The CMST assessment outcomes align with the CCCSSE findings directly. This lack of willingness to communicate may have bigger implications where high-stakes communication competencies such as making educational or career choices are needed.

No need to cite the abundance of research that speaks to the level of faculty and student contact and the corresponding increase or decrease of student success. However, novel evidence from the CMST learning outcomes does need voicing! We see student need for increased associate faculty office hours!

• Enhancing a Culture of Completion and Academic Achievement
• Supporting Student, Faculty and Staff Success
• Maximizing Resources to Support Student Learning
• Enhancing a Culture of Inclusiveness

Use Student Equity Data to propose strategies to improve outcomes for "dashboard " students that also pay associate faculty for intervention that takes time.

CMST Assessment Outcomes: For two years, we assessed two dimensions of communication competency—the negative dimension, communication apprehension, and the positive dimension, willingness to communicate. Our findings reveal student progress in reducing communication apprehension, and part of this is due to the interventions of highly-skilled faculty and our intentional in-class focus of utilizing successful strategies. However, our findings for the other motivational dimension, willingness to communicate, reveals that our students are coming in well-below the national average and making little gains toward improvement. Specifically the sub-area of greatest concern is in relational communication, namely, interpersonal. As we do not directly address interpersonal communication in the public speaking or small group communication classes, where our assessment took place, it does makes sense that there was little gain. However, because the starting point compared to the national average was so low, we do see potential for intervention in general. To that end, we suggest a focused interventional strategy of requiring dyadic moments between students and  trained faculty members. However, not all faculty have time for one-on-one interchanges (Please see the Assessment strategy herein or our formal assessment outcomes report in CurricuNET). 

 We request increased office hours based on this formula:

 Fulltime faculty require 5 hours per week x associate faculty 'average' load of 60% = 3 hours per week x number of weeks in Fall/Spring (34) x average. number of associate faculty (15) =subtotal 1530

 PLUS

 Summer session at 1 hour per day x 4 days x 6 weeks x ALL sections (9) (FT also) = subtotal

 216

 Winter session 1.5 hours per day x 4 days x 3 weeks x ALL sections (4) (FT also) = subtotal

 72

 ($25 hour x 11.09%=29.52)

/x 1818 hours for year

Total amount for year 2015 $53,667.00

Present budget $1367.00...seriously, that's all.

7 fulltime faculty (That's less than $200 per full-time faculty and adding in associate faculty $1367/22=$62.14) OUCH!

 Remember the Titans, "You're killin' me Petey!"

• Enhancing a Culture of Completion and Academic Achievement
• Supporting Student, Faculty and Staff Success
• Maximizing Resources to Support Student Learning
• Enhancing a Culture of Inclusiveness

Ranked 7th in FTES generation and enrollment for the college.

Supported by Feb. 2014 Program Review Validation Report:

"The CMST Department is drastically underfunded.   Its current operating budget stands at $1,367 yearly, which is in stark contrast to allocations for other academic departments of similar size.   The department has concrete student-centered plans that more proportional funding would support.  These include the Great Debate and public sphere pedagogy, technology for student use and to demonstrate communication modes, conference opportunities and associate faculty training, as well as marketing efforts to publicize and grow the program.   The Validation Team emphasizes that the Forensics budget must be a separate consideration, since this is an activity along the lines of sports teams or the Honors Society.   Forensics should not be conflated with the department budget, unless the same applies to these other activities."

Educate faculty on new funding now available with professional development. Below is a list of potential conferences.

• Supporting Student, Faculty and Staff Success
• Maximizing Resources to Support Student Learning
• Enhancing a Culture of Inclusiveness

• National Communication Association (NCA) conference
  
• White Privilege Conference
  
• On Course National Conference
• National Conference on Race and Ethnicity (NCORE)
• As yet unidentified conference on effective practices for assessment of oral communication in digital world

Please see justification submitted previously. I understand this strategy is a placeholder.

• Enhancing a Culture of Completion and Academic Achievement
• Supporting Student, Faculty and Staff Success
• Maximizing Resources to Support Student Learning
• Enhancing a Culture of Inclusiveness

Reduces bottlneck, increases access, improves student outcomes.