Section B:  Information About the Program

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​B-01.  Statement of Educational Philosophy, Goals of Program in PR Education
The Department of Communications offers one of the nation’s largest undergraduate programs in public relations. The curriculum provides students a rigorous balance of essential concept knowledge and relevant hands-on skills. This section of the CEPR Application provides the following information relevant to the undergraduate program in general and the Public Relations Concentration in specific:

  • Department of Communications Overview​ and Mission Statement
  • High-Impact Practice and Career Readiness
  • Educational Affordability, Campus Diversity, and Co-Curricular Opportunities
  • COVID-19 Impacts on the University and Department
  • Summary​

Department of Communications Overview

Since 1971, the Department of Communications [COMM] has been accredited by the Association for Education in Journalism and Mass Communications. The COMM curriculum is firmly grounded in the ACEJMC’s Professional Values & Competencies. A diverse, engaged faculty (most of whom have significant professional experience) proudly work with a diverse student body (many of whom are first-generation college students) in one of the world’s biggest media markets.

In Fall 2021, the Department enrolled 1,607 students. Public Relations Concentration students accounted for about a third of that total (497 majors, 39 minors).

​At CSUF, each undergraduate is able to obtain “a broad liberal education” through the University’s general education program. Building on that foundation, it is the Department’s goal not to just prepare students for public relations work, but to graduate lifelong learners and competent communications professionals who can make valuable contributions in a variety of fields and adapt to economic, cultural, social, and technological changes throughout their careers.

Mission Statement
​Effective ethical communications are essential for the well being of a democratic society. Thus, there is a need for persons trained in the theory and practice of informing, instructing, and persuading through communications media. The Department of Communications educational objectives are:
  1. To ensure that all majors receive a broad liberal education;
  2. To provide majors with a clear understanding of the role of communications media in society;
  3. To prepare majors desiring communications-related careers in the mass media, business, government and education by educating them in depth in one of the specialized concentrations within the department.

The Department of Communications offers a single undergraduate degree: a Bachelor of Arts that totals 39 units. Each student completing the B.A. degree must complete the Communications Core of 21 units, comprising 9 units of fundamental courses, a 3-unit elective, a 3-unit Principles course, a 3-unit Capstone course, and a 3-unit Internship. (The unit requirement was increased from 36 to 39 units effective in the 2018-2019 academic year. This increase was implemented to strategically deploy a new digital skills (COMM 317) course requirement for all majors.)

Each COMM undergraduate must select from one of four subject concentrations: Advertising, Entertainment & Tourism Communications, Journalism, or Public Relations. Each concentration requires completion of no fewer than 18 units of coursework in addition to the Principles and Capstone course. All Department of Communications prerequisite courses must be completed with a “C” (2.0) or better. The COMM Capstone course in each concentration must be completed with a “C minus” (1.7) or better. (Note: Students may not complete more than one concentration, nor can a COMM major complete a minor in the Department.)

COMM majors must complete 12 additional units through completion of a Department of Communications pre-professional certificate, a minor outside of COMM, or courses from a variety of undergraduate programs outside of COMM that are included on an approved list of “collaterals.”

To complete their CSUF degree, students must earn a minimum of 72 units outside the Department of Communications, plus must meet University General Education requirements.

Communications, Public Relations Concentration, B.A. (Link to archived catalog)

COMM maintains 100 percent compliance with ACEJMC’s 72-credit hour rule through use of the CSUF Titan Degree Audit [TDA]. This is utilized in conjunction with ongoing student advising from orientation through graduation, including a final review of students’ TDAs through a required graduation check and approval process. Students use their TDAs to track their degree progress. TDAs are also employed by the university to clear students for graduation during the degree conferral process. 

While the Public Relations Concentration is the largest subject area by enrollment, it is not the Department’s goal simply to graduate large numbers of “public relations people.”  The goal is to graduate students who, as the Mission Statement says, are well-educated critical thinkers who are prepared for a variety of life and career challenges. The faculty and staff encourage students to become thoughtful, ethical, civic-minded individuals because public relations is about being a good employer, partner, neighbor and citizen.

High-Impact Practice and Career Readiness

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The Department of Communications has a long history of commitment to high-impact practices (HIPs), and many COMM courses involve project-based learning. HIPs expert George Kuh recommends that every university student participate in at least two HIPs, and that one of the HIPs should occur in the student’s senior year. The Department of Communications curriculum exceeds this recommendation. The COMM curriculum provides a solid foundation in media understanding, written and oral communication, research methods and real-world content creation and problem solving.

Listed below are just a few of the COMM courses that develop students’ conceptual knowledge and practical skills throughout their undergraduate experience.

  • COMM 101 (Writing for Mass Media) is a common required course for all COMM students. In this course, students get their introduction to the world of media and are presented with opportunities to explore, critique, and create media content relevant across the advertising-journalism-public relations spectrum.
  • COMM 317 (Digital Foundations) is a required course for all COMM majors. In this course, students build their knowledge and skills in digital content creation. Students launch a digital portfolio that they will add to throughout their undergraduate program. Then, in the COMM capstone course, each student’s portfolio is reviewed and faculty feedback is provided. Thus, every COMM major has the opportunity to (and is expected to) leave CSUF with a portfolio of work samples to accompany the diploma.
  • COMM 361 (Principles and Ethics of Public Relations) allows students their first glimpse of the public relations world and the professional and ethical expectations of practitioners. Each COMM 361 student is required to complete a series of ethics modules from The Arthur Page Center to demonstrate an appreciation of common ethical challenges. This meets the CPRE’s 2017 recommendation that all PR programs include a mandatory ethics component.
  • COMM 410 (Principles of Communication Research) introduces students to the complexities of research methods and data analysis, so they can prepare for an increasingly complex, technological workplace in PR or other communications specialties.
  • Each COMM major must complete a COMM Capstone course. Public Relations students have the option of enrolling in COMM 464 (Public Relations Management) or in our award-winning student-run agency, COMM 474 (PRactical ADvantage Communications). Regardless of which option they choose, students learn public relations by doing public relations and thus are graduated with real-world skill sets that allow them easier entry into the increasingly competitive job market.
  • Essential professional knowledge and skills are developed in the COMM 495 (Internship) course, typically taken by PR students in their final year before commencement. The College of Communications internship program is one of the largest in all of higher education. COMM students have the opportunity to select from hundreds of internship opportunities in the media-rich Southern California marketplace. Or, students can complete an internship abroad.

Through these and other curriculum options, the Department of Communications provides PR students with a solid conceptual knowledge and workplace-relevant skills. There is a consistent focus across the curriculum on written, oral and visual persuasion skills, content creation, research methods, and marketplace-relevant problem-solving. COMM students learn to communicate even the most complex ideas clearly, simply, strategically, and persuasively, both in person and via traditional and social media.

Educational Affordability, Campus Diversity, and Co-Curricular Opportunities

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The educational philosophy of the Department of Communications is inseparable from the philosophy of the campus community. California State University, Fullerton is one of the most vibrant, diverse, and affordable universities in the nation. 

The Fall, 2021 student profile “fast facts” sheet is linked here.

CSUF is unmatched in its ability to provide a wealth of opportunities for students of all majors  to learn and develop professional skills both inside and outside of the classroom. The opportunities are especially relevant to first-generation students and those from economically disadvantaged backgrounds. The Department of Communications embraces diversity and social justice. Curricular and co-curricular opportunities for students are aligned accordingly. Section E-03 offers details.

Below are just a few of the national recognitions CSUF has earned in recent years:

COVID-19 Impacts on the University and Department

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Along with all institutions of higher learning, student instruction at California State University, Fullerton was significantly changed by the COVID-19 pandemic. Prior to the pandemic, more than 90% of all CSUF undergraduate courses were offered with face-to-face instruction. Within a ten-day timeframe in the middle of Spring 2020, the university transitioned to mandatory virtual instruction. By March 25, nearly all courses were offered via text- or video-based asynchronous or Zoom-based synchronous instruction. Academic and student services offices and functions had shifted to online delivery. All public gatherings were cancelled. Campus food service operations were closed. The Department of Communications office was closed; all staff and nearly all faculty worked remotely. Only a handful of courses met in person.

As the months went by and as the COVID-19 case count dropped, restrictions were eased somewhat. In Fall 2021, about 60% of all undergraduate courses were meeting in person. The remainder were either fully online or hybrid (part online and part in-person).

Although many Fall 2021 courses returned to in-person instruction, others were still offered virtually. According to Provost Carolyn Thomas, faculty were allowed “to continue to offer some courses virtually that were not normally approved for virtual instruction so as to assure flexibility in case health and safety guidelines required it.” Although at the time of this writing the campus community was warned to “be prepared to switch to virtual teaching if circumstances change,” Provost Thomas was anticipating in-person instruction in 80% of Spring 2022 courses. The remaining 20% would be offered online or hybrid.
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Regardless of the triggering influence of COVID-19, a shift from 90% in-person instruction to 80% in-person instruction in a period of just two years is a significant change for an institution of CSUF’s size. Throughout the pandemic, the Department of Communications faculty and staff worked hard to give students the best possible learning experience. Zoom-based courses relied on YouTube and Ted Talk videos, guest speakers, and other resources as substitutes for hands-on instruction. Public relations students were encouraged to seek out opportunities on their own to build their professional skill set. One example of this is our PRSSA Chapter’s “Tuff it Out” initiative. During the summer of 2020, PRSSA members donated their time to provide free public relations support for ten struggling small businesses in Orange County. “Tuff it Out” allowed PR students to continue building their knowledge and skills when classroom instruction was not possible. It also provided a valuable service to businesses in the campus community. The PRSSA chapter was honored for this work through receipt of the Community Service Award in the 2021 PRSSA Champions/Teahan National Chapter Awards.

Additional information on COVID-19 impacts on the University can be found here:
Titans Return Website
Academics / COVID-19
Pollak Library - Return
Campus Protocols and Safety Guidelines
Health and Wellness Resources
Program Advancements Since Last CEPR Certification
​The Department of Communications has made significant program changes to improve students’ career readiness. These changes, made since the last CEPR certification, include:
  • Launch of a new core course (COMM 317 Digital Foundations) that allows all COMM majors regardless of their concentration to receive the same high level of preparation in digital content creation concepts and skills.
  • Launch of a mandatory digital skills portfolio for all COMM majors. The portfolio assures that all COMM majors reach the end of their program with work samples to document their professional capabilities.
  • Launch of pre-professional certificates that complement the concentrations, offer students more professional development opportunities, and do not require more time to degree completion.
  • Revision of COMM 361 Principles and Ethics of Public Relations, adding a mandatory ethics component to align with the CPRE requirement that students receive more focused instruction in ethical concept knowledge that will be needed when entering the workplace.
Additional detail is presented in Sections D, E, and F of this application.

Summary

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The Department of Communications at California State University, Fullerton is a diverse, vibrant community of scholar-professionals committed to preparing the next generation for rewarding careers in public relations and related fields. A deep commitment to diversity and equality is evidenced throughout the curriculum. An equally deep commitment to ethically responsible, hands-on learning allows graduates of the program to emerge with the knowledge and skills needed for rewarding careers in the communications marketplace of the 21st Century.

B-02.  Assessment Criteria, Methods, Results, Summative and Formative Findings

The Department of Communications engages in a robust assessment of undergraduate student learning through a comprehensive assessment program that has been in place for more than ten years. This section of the CEPR Application details the assessment effort and related issues in the following order:

  • Assessment Plan / Competencies / Curriculum Map
  • Program Learning Outcomes
  • Concentration Learning Outcomes
  • Administration of Assessment Efforts
  • Assessment Cycle
  • Methods and Results
  • Digital Portfolio Graduation Requirement
  • Public Relations Course Assessment and Outcomes
  • Public Relations Principles Course (COMM 361) Restructuring
  • Assessment of Co-Curricular Engagement
  • Exit Surveys
  • Student Learning and Faculty Engagement During the COVID-19 Pandemic
  • Program Advancements Since Last CEPR Certification
  • Summary

Assessment Plan / Competencies / Curriculum Map

The Department of Communications Assessment Plan is overseen by a faculty Assessment Coordinator and the Department’s Undergraduate Curriculum & Assessment Committee. The content areas include:

  1. Competencies Alignments
  2. Curriculum Map
  3. Collection, Evaluation, Performance, and Assessment Schedule
  4. Pre-Professional Certificate Program Assessment
  5. Assessments Completed
  6. Co-Curricular Engagement

Program Learning Outcomes

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Assessment is built around eight Program Learning Outcomes (PLOs) and four sets of Concentration Learning Outcomes (CNLOs) that align with the College of Communications Interpretation of WASC 5 Core Competencies, the CSUF University-Wide Student Learning Goals [UPS 300.003], and the ACEJMC Professional Values and Competencies. 

​By degree completion, all Communications majors are expected to meet eight Program Learning Outcomes as shown in the Assessment Plan:
  • Demonstrate skills and knowledge for entry into professional practice. [PLO #1]
  • Apply critical thinking, research, and analysis to meet personal and professional goals. [PLO #2]
  • Demonstrate written and oral proficiency appropriate to the entry level of professional practice. [PLO #3]
  • Demonstrate effective use of communication tools and technologies appropriate to the entry level of professional practice. [PLO #4]
  • Apply appropriate concepts, models, and theories of communication to personal and professional situations. [PLO #5]
  • Exhibit awareness of social, economic, and cultural diversity as demonstrated through the mass media. [PLO #6]
  • Demonstrate a basic knowledge of historical, legal, and ethical issues that affect professional practices, and information literacy in such knowledge. [PLO #7]
  • Demonstrate awareness of the history and role of professionals within students’ chosen occupational area. At the same time, Communications students shall demonstrate current knowledge of and interest in their profession by active co-curricular engagement with professionals from outside of the classroom. [PLO #8]

Concentration Learning Outcomes

Each Communications major is expected to meet the Concentration Learning Outcomes or CNLOs for the student’s chosen concentration (Advertising, Journalism, Entertainment & Tourism Communications, or Public Relations). The CNLOs represent the ‘big picture’ learning outcome expectations in each of the concentrations.

The Public Relations Concentration Learning Outcomes (CNLOs) are contained in the document linked above and presented here:

In the Public Relations Concentration, students will:
  1. Demonstrate knowledge of campaign communication, along with ability to conduct a professional-level research-based communications campaign from start to finish. 
  2. Demonstrate the ability to conduct a client consultation, followed by development, administration, and evaluation of a professional communications effort that successfully addresses specific client needs.
  3. Demonstrate excellence in written communication and the ability to strategically use different media to communicate different types of informative and persuasive messages.

Administration of Assessment Efforts

The Undergraduate Assessment Plan is updated regularly throughout the academic year and is available to all Department of Communications faculty and staff via our Canvas Community. All other supporting files including assessment data reports and relevant inter-departmental communication are archived in a secure Dropbox managed by the Assessment Coordinator. The Undergraduate Curriculum & Assessment Committee oversees the process.

Supporting files include:
The Assessment Coordinator manages a Course Learning Outcomes document that identifies all undergraduate courses by name and number, with catalog description, faculty-approved Course Learning Outcomes, and notes from recent revisions. That document is also available to faculty and staff in the Canvas Community.

After review by the Department of Communications faculty, all results of assessment of undergraduate student learning are reported by the Coordinator to the CSUF Office of Assessment and Educational Effectiveness. The OAEE collects assessment reports via the platform AMS/Nuventive. Assessment reports are then subject to peer review by CSUF colleagues from outside the academic unit. The feedback to the Department of Communications has been valuable; it helps make sure that our methods, measures, and outcomes are in line with general expectations for assessment of undergraduate learning.

Assessment Cycle

The Assessment Plan operates on a three-year cycle during which seven core courses, four principles courses, six skills courses and nine capstone courses are subject to assessment. Instructors of courses being assessed have significant input in the collection of evidence, the reporting of results, and translation of knowledge about student learning into course revisions. Direct and indirect measures of assessment are used. Depending on the course, evidence is collected through pre- and posttesting, an embedded common assignment, a semester-long team project, or in the case of the internship course, student and employer surveys.

Methods and Results
An examination of assessments conducted during the period under review reflects that in most courses where assessments are conducted, students are meeting or exceeding learning outcome goals. Where goals are being met, and where they are not, Department of Communications faculty have readily identified areas for learning improvement, and actively work to “close the loop” by discussing and taking appropriate actions.

Sheet 2 of the Assessment Plan presents the PLOs that are assessed and the courses and evidence of student learning associated with each one. Condensed details of assessment reporting by faculty are offered.

Generally, the collection and reporting of data proceeds in this fashion:
  • At the beginning of the academic year, the faculty Assessment Coordinator identifies the courses in which assessment needs to take place. This identification comes about through review of the Assessment Plan and other supporting documents.
  • The faculty Assessment Coordinator communicates this information to the Department Chair and members of the Undergraduate Curriculum and Assessment Committee. Typically, a “to do list” is developed as a working document (such as those shown here).
  • The faculty Assessment Coordinator then communicates to the instructional faculty teaching the courses in which assessment needs to take place. Through that communication (either in person or via email) the coordinator makes sure the instructional faculty understand their role in the process and what actions they need to be responsible for. Here are some examples of how that plays out:
    • In the case of courses that have been assessed previously (with successful outcomes) the faculty are often “all on the same page” and will need little guidance from the Assessment Coordinator. Faculty members know what to do.
    • In the case of courses where there have been past challenges involving assessment (either in methodology or outcomes) a personal meeting is usually needed to hash out any disagreements and/or reset procedures for a new assessment effort. These meetings can result in agreement on assessment, postponement of assessment until a future semester, or a faculty working group established to revise the assessment methods. Sometimes the Assessment Coordinator steps in personally to conduct a meeting to get faculty “on the same page.” Here is an example of such a memo.
    • In some cases, the faculty members do not need to be directly involved in assessment. Typically this is any situation with a pretest/posttest administration (such as the “History and Role of the Professional” assessment in COMM 361, Principles and Ethics of Public Relations). The Assessment Coordinator administers the pre- and posttests and gathers the resulting data. In these situations, the Assessment Coordinator verifies with faculty that they’re aware of the procedures, that they don’t have any questions or concerns, and that they know the dates that collectors will open and close. 
  • After these communications take place, the faculty Assessment Coordinator reports back to the Department Chair and members of the Undergraduate Curriculum and Assessment Committee about the finalized plan for the semester/academic year. The plan is then carried out (with adjustments as needed, of course). The Assessment Coordinator reports regularly to the faculty as a whole in Department meetings, typically with a handout to document progress being made.
  • The reporting of assessment results from the instructional faculty will differ, of course, based upon the course being assessed and what the plan calls for in terms of data collected. In most cases, instructional faculty who are completing assessments will do so collectively (all instructional faculty in a particular course will collaborate on the writing of the report). The reports come to the Assessment Coordinator, who then shares the information with the Department Chair and members of the Undergraduate Curriculum & Assessment Committee. Information may be shared at a faculty meeting if it’s deemed necessary to do so.
  • After review by all parties involved, the Assessment Coordinator uploads the assessment data and relevant narratives into the University’s AMS reporting system.
  • Cal State Fullerton has an Office of Assessment and Institutional Effectiveness. As shown on the web page, that office works with the CSUF Academic Senate’s Assessment and Educational Effectiveness Committee. In addition, there is a large group of faculty members from the colleges who serve as assessment liaisons. Each year, several members of the committee and/or liaisons are appointed to review and offer feedback on the Department of Communications report of assessment.
    • Here are examples of feedback returned to the Department (2016-2017 and 2017-2018). There is an opportunity for the Department to provide feedback to the feedback, and occasionally that has taken place. This linked document shows an email exchange in regard to the 2016-2017 liaison review.
  • Throughout the academic year, other important communication takes place between the Assessment Coordinator and the faculty. Here are two examples.

Digital Portfolio Graduation Requirement

Included in the assessment effort is a digital portfolio graduation requirement for every COMM major. The digital portfolio links a common digital skills course required for all majors (COMM 317 Digital Foundations) with capstone course options (also required of all majors). Thus, COMM students begin, develop, complete, and take ownership of a Portfolium archive of digitally-centered communications work throughout their undergraduate experience. Department faculty and industry professionals are involved in the collection and review of evidence. The Department of Communications assessment plan allows for “closing of the loop” to continually improve curriculum and pedagogy based on what is learned through assessment.

Public Relations Course Assessment and Outcomes

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Because all assessment of student learning revolves around and is linked to ACEJMC’s 12 Professional Values & Competencies, most expectations for student learning center on the concept of “...appropriate to the entry level of professional practice.” In other words, it is expected that each undergraduate will be prepared with the concepts and skills needed to assume an entry-level position in the communication professions. At the same time, the undergraduate curriculum emphasizes the reality that communication professions are constantly evolving; concepts and technical skills needed to be successful are always in flux. COMM undergraduates should expect to engage in professional development throughout their careers.

As shown in Sheets 2 and 3 of the Undergraduate Assessment Plan, each COMM major is expected to meet eight PLOs. Most are subject to assessment in the Core, Principles, Writing, and Capstone courses.

Public Relations-specific courses are underlined in the list below.

  • Demonstrate skills and knowledge for entry into professional practice. [PLO #1]
    • COMM 449, COMM 451, COMM 464 (Public Relations Management), COMM 471, COMM 472, COMM 474 (Student-Run Agency), COMM 475 (Capstone courses)
    • COMM 495 (Public Relations Internship)
 
  • Apply critical thinking, research, and analysis to meet personal and professional goals. [PLO #2]
    • COMM 317 (Digital Foundations) + Additional Review in Capstone Courses
 
  • Demonstrate written and oral proficiency appropriate to the entry level of professional practice. [PLO #3]
    • COMM 101 (Writing for Mass Media)
    • COMM 201 (Digital Reporting and Writing)
    • COMM 351 (Writing for the Advertising Industry)
    • COMM 362 (Public Relations Writing I)
 
  • Demonstrate effective use of communication tools and technologies appropriate to the entry level of professional practice. [PLO #4]
    • COMM 201 (Digital Reporting and Writing)
    • COMM 317 (Digital Foundations)
 
  • Apply appropriate concepts, models, and theories of communication to personal and professional situations. [PLO #5]
    • COMM 410 (Principles of Communication Research)
 
  • Exhibit awareness of social, economic, and cultural diversity as demonstrated through the mass media. [PLO #6]
    • COMM 233 (Mass Communication in Modern Society)
    • International Education
 
  • Demonstrate a basic knowledge of historical, legal, and ethical issues that affect professional practices, and information literacy in such knowledge. [PLO #7]
    • COMM 407 (Communications Law)
 
  • Demonstrate awareness of the history and role of professionals within students’ chosen occupational area. At the same time, Communications students shall demonstrate current knowledge of and interest in their profession by active co-curricular engagement with professionals from outside of the classroom. [PLO #8]
    • COMM 346, COMM 350, COMM 361 (Principles and Ethics of Public Relations), COMM 370
    • Co-Curricular Engagement Reporting by Faculty and Student Organizations

Below are details of how the assessment plan addresses the eight PLOs.
This information is taken from the Assessment Plan, Sheets 2, 3, and 5.

COMM 449, COMM 451, COMM 464, COMM 471, COMM 472, COMM 474, COMM 475 (Capstone courses)

Evidence collected: Direct: Student writing/ creative work involving the ability to describe a complex situation and apply a theory or model to solve it. ADV, ETC, PR CAPSTONE courses involve a team-based project or client campaign. JOUR CAPSTONE involves collective student work such as a TV program, newspaper, or online content. Specifics of the capstone assignment may vary by course, but all sections of same-numbered courses shall have a common assignment or series of assignments agreed upon by the teaching faculty. The assignment shall be consistent with course learning outcomes.

Evaluation: Outside professionals shall evaluate student work, and a summary memo with quantitative and qualitative observations shall be drafted. Recommendations for improvement shall be included.

Performance standard: The general performance standard for the Department shall be applied here: 70% of students in all sections assessed shall participate in assessment, and 70% of the collective work shall be evaluated as “satisfactory or better.”

Assessment timetable: Capstone courses shall be assessed every third academic year.

Linked here is an example of a capstone assessment from COMM 464 (Public Relations Management) in 2017. This assessment involved eight industry professionals reviewing final campaign books from the course. Recommendations from this report were addressed in the following academic year.

COMM 495 (Public Relations Internship)

Evidence collected: Direct: Student work samples from internship experience showing ability to apply professional learning in a specific context. Indirect: Employer survey showing professional evaluation of student strengths and weaknesses.
Evaluation: The faculty supervisor of internships shall summarize evidence collected and provide that summary to the department assessment committee. All original documents and data shall remain with the internship program office.
Performance standard: At least 70% of students shall be deemed to have performed Internship at the level of "Satisfactory or better," as indicated by student and employer feedback.

Assessment timetable: Annual, as collected by the Director of Internships.

Linked here is an example of an assessment report from COMM 495 Internship (all concentrations). The document summarizes the results of the student written assignments, student survey, and employer survey during Academic Year 2017-2018 in which 704 students participated in the internship program. Note that the report discusses steps taken to “close the loop” in 2017-2018 on recommendations from the previous year’s assessment effort.

COMM 362 (PR Writing I)

Evidence collected: Direct: Student writing/ creative work involving the ability to describe a complex situation and apply a theory or model to solve it. All sections of the course have a common assignment that has been agreed upon by the teaching faculty. The assignment shall be consistent with course learning outcomes. In COMM 362, the assignment is “One-Page News Release.”

Evaluation: Teaching faculty shall evaluate student work, along with a small group of external professionals selected by faculty. The student evidence shall be reviewed, and a summary memo with quantitative and qualitative observations shall be drafted.

Recommendations for improvement shall be included.

Performance standard: The general performance standard for the Department shall be applied here: 70% of students in all sections assessed shall participate in assessment, and 70% of the collective work shall be evaluated as “satisfactory or better.”

Assessment timetable: Every third academic year.
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The COMM 362 course has been reviewed three times over the course of our assessment effort. A common embedded assignment (news release) is used in all sections. As this report shows, in Spring 2018 there were eight instructors, five sections, and 160 students enrolled in the course. Recommendations from the report will be adopted for the next assessment in COMM 362.

COMM 346, COMM 350, COMM 361 Principles and Ethics of Public Relations, COMM 370 (Principles Courses)

Evidence collected: Direct: Student pre and post-test involving specific questions about History and Role of a professional in the discipline. Questions were written by the faculty teaching each of the Principles courses. Online administration; all enrolled students in all sections shall be invited to participate. Incentives for student participation are at the individual discretion of the instructors. 

Evaluation: Data summaries shall be compared with past performance of students in each class. Instructors shall be presented with results and asked for recommendations for future improvement.

Performance standard: The general performance standard for the Department shall be applied here: 70% of students in all sections assessed shall participate in assessment, and 70% of the student response to the posttest shall be correct at the level of C or “satisfactory or better.” 

Assessment timetable: The Principles courses were grouped under this PLO ("History & Role of the Professional") in 2016, and assessment began at that time. Courses shall be assessed at least every third academic year. (*COMM 370 was formerly COMM 425 and had been assessed similarly several times under that course number.)

Public Relations Principles Course (COMM 361) Restructuring

All the Principles courses were subject to minor revisions in 2018, primarily to CSU System Executive Order 1071, as explained below.

COMM 361 (formerly Principles of Public Relations) underwent a more extensive revision to put that course in alignment with CPRE recommendations that all public relations students be subject to a required course on ethics. COMM 361 became “Principles and Ethics of Public Relations” with a mandatory ethics component involving students in individual review and self-assessment in line with the Arthur W. Page Center ethics modules.

COMM 361 and the other Principles courses were recategorized to meet CSU System Executive Order 1071 (January 2017). EO 1071 stipulated that a degree subprogram must represent less than 50% of the program requirements.

The redesign of The “History and Role of the Professional” pre/ post test assessments in the Principles courses is relatively new, and results have been mixed. The faculty continue to discuss how best to assure maximum participation from students in COMM 361 so we can meet assessment goals (See Undergraduate Assessment Plan, Sheets 2 and 5).

Linked here is an example of what the COMM 361 “History and Role” instrument looks like in student view. 
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A discussion began in 2019 with the instructional faculty about issues relating to response rates of the pre/ post tests used will continue post-pandemic. See documentation linked here.

Assessment of Co-Curricular Engagement

The Department of Communication conducts assessment of co-curricular engagement to help understand the professional development experiences students have that are ‘outside’ the curriculum. Guest expert speakers in classes or student organization meetings, field trips to media entities, professional conference attendance, job shadowing, off-campus networking and similar opportunities constitute co-curricular engagement.

Evidence collected: Indirect: Confirmation of student participation and involvement in co-curricular experiences during the past year; reflective analysis of observed strengths and weaknesses. Faculty members and /or leaders of student organizations responsible for hosting co-curricular learning opportunities shall submit information about those opportunities.

Evaluation: The Undergraduate Curriculum and Assessment Committee, Assessment Coordinator, and/ or other members of the faculty shall review information gathered.

Performance standard: The Department shall seek to have at least 100 reports of co-curricular engagement each year, including full reporting by faculty members and student organizations.

Assessment timetable: A report form is generated annually.

Documenting co-curricular engagement is important because the Department needs to be able to show how undergraduates are gaining important concepts and skills through experiences other than those strictly ‘classroom based.’ The Assessment Coordinator oversees the online report form through which faculty and student organizations report co-curricular activities. The 2020-2021 reporting form is linked here.

It is the Assessment Coordinator’s responsibility to communicate with faculty and make sure they understand what co-curricular engagement is and how to report the activities of their classes. The communication happens in person, in faculty meetings, and via email. Here is an example of that email message. Here is an example of a flyer distributed to faculty at the start of each academic year.

Exit Surveys

In 2017, CSUF launched an Undergraduate Exit Survey. The effort collects a wide variety of information on student learning curricular, and co-curricular experiences. The survey was administered again in spring 2019 and spring 2021, providing data of three cohorts of graduating students over five years. [Rate of response: 2017, n = 244; 2019, n = 202; 2021, n = 194.]
The survey incorporated college/department-specific questions in order to collect targeted information to support student success initiatives at the local level. The Department of Communications chose to focus on digital skills competencies and overall satisfaction in choosing Communications as a major. Data for graduating majors in Communications are shown below.
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Overall, the results reflect an increasing level of satisfaction among graduates of the conceptual and hands-on digital skills gained during the degree program. Results also reflect an increasing level of satisfaction with the choice of a COMM major.

Student Learning and Faculty Engagement During the COVID-19 Pandemic

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As a result of the COVID-19 pandemic, CSUF made the decision in March 2020 to swiftly move all courses to online instruction. Within three weeks, all courses that had been meeting face-to-face were required to shift to Zoom-based instruction. The Department of Communications faculty decided to cancel all pending assessment efforts during this time. In some cases, assessments would have been physically impossible to complete because they would have required in-person collaboration of students, faculty, or both. In all cases, assessment methodology did not sync with what had become the reality for undergraduate instruction beginning in Spring, 2020.

Although assessment efforts were put on hold, information was gathered about how undergraduate students were reacting to the shift to Zoom-based instruction. This section discusses and provides data from a Cal State Fullerton study of undergraduates asked to report how they were experiencing virtual instruction, what kind of support they needed, and what they wanted the university to know about the switch to all-virtual instruction during the COVID pandemic.​

After that, this section offers the results of a study of Department of Communications faculty conducted immediately after the shift to Zoom-based instruction. The COMM study asked faculty to report how their students were adapting to the new learning environment. It also asked faculty to report specific student strengths and weaknesses.

CSUF Virtual Student Instruction Survey

In fall, 2020, a campus-wide student survey was conducted to learn more about how the switch to online learning during the COVID pandemic impacted student learning, interpersonal communication and classroom enjoyment. Students from 193 undergraduate courses were surveyed.

Campus-wide, 15,267 responses were received (approximately a 37% response rate). Of those, 565 respondents (approximately 3%) were COMM majors. Across campus, students of all majors reported that the online instruction experience was about the same as they had expected.

By a small margin, COMM majors reported a better experience learning course material and communicating with instructors. Likewise, there were proportionately fewer responses of “worse or much worse” to all questions by COMM majors as compared to the student body as a whole.
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The survey also asked students about their unmet resource needs. As shown in the table below, by a small margin COMM majors reported less need for academic resources and support but a greater need for outreach (communication with instructors, mental health support, food / housing assistance).
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COMM Faculty-Student Engagement During Pandemic

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Approximately three weeks into the March 2020 transition to 100% online instruction, Department of Communications faculty were surveyed anonymously to gather information about how they and their students were adapting to new curricular and pedagogical realities. The results of that survey are summarized below.

A survey link was disseminated via email on April 14 to COMM faculty. Respondents were presented with an online instrument with ten questions. Quantitative responses were solicited about teaching load, students’ demonstrated adaptability and resilience, and students’ level of connection and engagement via Zoom. Respondents were encouraged to provide narrative responses addressing student learning and best practices utilized during the first weeks of ‘shelter in place’ teaching. The survey link was emailed to 35 full-time, 21 part-time, and 3 faculty early retirement program participants. The instrument did not ask faculty to identify themselves or their rank. Within two weeks, 52% of COMM faculty had responded (n = 31).
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Student proficiency, and problem areas – Faculty respondents reported that students were most proficient in acting and responding in emotionally appropriate ways (26 responses, or 83.8%), adapting to changing course expectations (24 responses, or 77.4%) and demonstrating the ability to keep up with course content, week by week (22 responses, or 70.9%).

The two most commonly reported problem areas were completing and submitting assignments on time (12 responses, or 42.8%), and demonstrating time management skills (10 responses, or 35.7%). Overall, there were three times as many individual responses to the “doing well” question set than to the “having problems” question set.
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Student engagement – About half of all respondents reported students ‘missing in action’ – from as few as one student to as many as 20 and 30. A review of the narrative responses reflect some faculty expressing confidence about student engagement learning, while other faculty expressing fatigue, discouragement and fears about students’ level of preparation for future COMM courses and, ultimately, the realities of the workplace.
 
Almost two-dozen narrative comments were offered about student learning; technical issues including online connectivity were commonly presented. A total of 32 narrative comments were offered in regard to teaching techniques working well or not working well. Some of those comments are shown below - first positive, then negative.

  • “The students have been very adaptable, and I've been impressed.”
  • “Almost all of my students across three classes said they wanted synchronous virtual instruction. I was told that it felt like they still had class and helped stay on track with assignments; it provided an outlet and engagement with people during a time when isolation has been tough on their mental health; and offering virtual sessions allowed for better communication about guidelines, expectations, questions, etc.”
  • “Asynchronous learning with short recorded lectures, A/V assignments, and weekly written assessments seems to be working fine. Flexibility and compassion are key.”
  • “I am very happy with my decision to teach asynchronously. I've had several students reach out to tell me that they appreciated this because it gave them some freedom to care for children/family, pick up extra shifts/new jobs, etc.”
  • “Transparency and open communication with students has been imperative. The support system has been strong between myself and the students, the students with me, and the students with each other. Open dialogue has been key in fostering that environment.”

  • “Students in our skills (prereq) courses are not being prepared for the challenges they will face later on. We are going to see the inadequacies ripple through our courses for years to come.”
  • “Students seem to be very "checked out" and disengaged.”
  • “I have three writing classes, and students in all three struggle with any assignment that requires interviewing by email or phone. Sources are just not available or are too busy to interact with student journalists.”
  • “Obviously an online course (with no prep) cannot replicate the in-person learning environment, which is curated with trust and shared energy.”
  • “Some students said they intentionally never take online classes because they have a bad history of staying accountable and working independently; being in a classroom at a designated time in a distraction-free environment is exactly what keeps them academically successful. Yet, here they are now, forced to repeat the scenario that had worked against them in the first place.”
  • “Zoom requires an internet quality of service (QOS) that some students simply don't possess, either because it's unaffordable or because the internet service is controlled by others, such as a parent or sibling.”
  • “I miss seeing students and colleagues. I think most people are getting through this pretty well and making the best of a difficult situation.”
 
It is hoped that the observations of COMM faculty will set the stage for deep, meaningful conversations in the near future about student learning in an educational environment that has been forever changed.

Program Advancements Since Last CEPR Certification

Since the 2013-2014 CEPR re-accreditation, the Department of Communications has made significant strides in the area of assessment of student learning:
  • Assessment strategies and methodologies are developed when new curriculum offerings are proposed, rather than after courses are already being offered. This allows a more thoughtful development of our goals for student learning.
  • Assessment actions are more routinely presented and discussed in faculty meetings, even when the information presented does not require a vote. In some cases (such as the revision of COMM 361 Principles and Ethics of Public Relations) issues are presented for a vote anyway, to allow for discussion and clear consensus.
  • Assessment planning includes more “recap” and “to do” lists distributed to faculty at different points in the academic year.
  • The Assessment Coordinator is making more use of technology (in particular, Google Drive) to share documents and allow faculty to provide written input on assessment plans when faculty are unable to meet in person.
  • Google Drive has been successfully used to allow professional review of student work as part of the capstone course assessments. Use of Google Drive allows professionals to be involved in the review and critique of student work without having to take time out of their busy days to come to campus.
  • Seventeen new faculty members have been hired, all as a result of searches that included ‘participation in assessment of student learning’ as a job requirement. As a result, the culture of assessment has changed. Faculty more readily identify assessment as an important research into student learning as opposed to an unfunded mandate requested by administration.

​Last but certainly not least - the Coronavirus pandemic has created significant opportunities for discussion (both formal and informal) about how the Department will proceed in a post-pandemic world. There has been much more sharing of ideas about what students have learned, where they learned it, and what course offering modalities best engage students to prepare for the workplace. The Coronavirus pandemic has not been a pleasant experience for anyone, but it has prompted the Department of Communications faculty to be much more cognizant of our role and responsibilities in the education of young people for success in a constantly changing world.

Summary

Beginning more than ten years ago, a complex, multifaceted Assessment Plan was developed; its administration is carried out by the faculty. The plan aligns with the College of Communications Interpretation of WASC 5 Core Competencies, the CSUF University-Wide Student Learning Goals [UPS 300.003], and the ACEJMC Professional Values and Competencies. The assessment of student learning frequently utilizes input from Southern California public relations professionals to make sure the curriculum and outcomes are in line with current professional expectations.
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Important changes since the last CEPR review include: Alignment of curriculum to meet the CSU System Executive Order 1071;  addition of a core requirement Digital Foundations course (COMM 317) with accompanying graduation requirement electronic portfolio; and, addition of a mandatory ethics component to COMM 361 (now named Principles and Ethics of Public Relations). While the Department could not effectively conduct assessment during the early months of the Coronavirus pandemic, extensive data were gathered on faculty experiences and student engagement that will inform strategic planning and assessment methodology revisions well into the future.

B-03.  Admissions and Retention Criteria for the University and Department

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As is the case with many of the 23 California State University System campuses, Cal State Fullerton is an impacted campus. This means the university receives many more eligible applications than can be accommodated. Even during the Coronavirus pandemic, the university received more than 45,000 applications for approximately 5,400 seats in the fall of 2021.

CSUF Academic Programs maintains a standard admissions process that does not allow for differential admissions by department or program. Therefore, the Department of Communications has no way to regulate its student enrollment. Two years ago, CSUF began exploring differential admissions requirements that could give academic units further discretion to better achieve selectivity, but no decisions have been reached.

The university has different sets of criteria for admissions. This section of the CEPR Application provides general information relevant to admissions and retention of first-time freshmen, “adult students” and transfer students.

  • First-Time Freshman Admissions​
  • “Adult Student” Admissions
  • Undergraduate Transfer Student Admissions
  • Students with Disabilities
  • Recruitment and Retention of a Diverse Population of Students
  • Program Advancements Since Last CEPR Certification
  • Summary

First-Time Freshman Admissions

Generally, CSUF applicants will qualify for consideration for first-time freshman admission if they meet the following requirements:
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  1. Have graduated from high school, have earned a Certificate of General Education Development (GED) or have passed the California High School Proficiency Examination (CHSPE); 
  2. Have a qualifiable minimum eligibility index (see “Eligibility Index”); and 
  3. Have completed, with grades of C- or better, each of the courses in the comprehensive pattern of college preparatory subject requirements also known as the “a-g” pattern (see “Subject Requirements”).

The eligibility index is the combination of the high school GPA and scores on either the ACT or the SAT. GPA is based on grades earned in courses taken during the final three years of high school. Included in the calculation of GPA are grades earned in all college preparatory “a-g” subject requirements and bonus points for approved honors courses.

Up to eight semesters of honors courses taken in the last three years of high school, including up to two approved courses taken in the 10th grade, can be accepted. Each unit of A in an honors course will receive a total of 5 points; B, 4 points; and C, 3 points. (The CSU eligibility index is subject to change on an annual basis.)

Subject Requirements

The CSU requires that first-time freshman applicants complete, with grades of C- or better, a comprehensive pattern of college preparatory study totaling 15 units. A “unit” is one year of study in high school. 
  • Two years of social science, including one year of U.S. history, or U.S. history and government 
  • Four years of English 
  • Three years of math (algebra, geometry and intermediate algebra; four years recommended) 
  • Two years of laboratory science (one biological and one physical, both must have laboratory instruction) 
  • Two years in the same foreign language (subject to waiver for applicants demonstrating equivalent competence) 
  • One year of visual and performing arts: art, dance, drama/theater or music 
  • One year of electives: selected from English, advanced mathematics, social science, history, laboratory science, foreign language, visual and performing arts or other courses approved and included on the UC/CSU “a-g” list

Provisional Admission

Cal State Fullerton may provisionally admit first-time freshman applicants based on their academic preparation through the junior year of high school and planned coursework for the senior year. Because CSUF is an impacted campus, all freshman applicants should anticipate needing to meet higher levels of competition than the minimum eligibility index required by the non-impacted campuses of the CSU.

“Adult Student” Admissions

As an alternative to regular admission criteria, an applicant who is 25 years of age or older may be considered for admission as an adult student by meeting the following conditions: 
  1. Possesses a high school diploma (or have established equivalence through either the General Educational Development or California High School Proficiency Examinations). 
  2. Have not been enrolled in college as a full-time student for more than one term during the past five years. 
  3. Have earned a 2.0 GPA or better in all college work attempted, as long as there has not been any college attendance for the past five years.
Consideration will be based upon a judgment as to whether the applicant is as likely to succeed as a regularly admitted freshman or transfer student and will include an assessment of basic skills in the English language and mathematical computation.

Undergraduate Transfer Student Admissions

Applicants who have completed fewer than 60 transferable semester college units (fewer than 90 quarter units) are considered lower-division transfer students. Applicants who have completed 60 or more transferable semester college units (90 or more quarter units) are considered upper-division transfer students.

Approximately 60% of the majors in the Department of Communications have come to the university as transfer students. Top community college ‘feeder schools’ include Fullerton College, Irvine Valley College, Orange Coast Community College, Saddleback Community College, and Santa Ana Community College.

Each year, more than 4,000 community college students transfer to CSUF. The university maintains an extensive network of support services for these students. In 2019, the university was recognized as a “Champion of Higher Education” for its efforts to accept, retain, and graduate students who transfer from a community college.

Students with Disabilities

CSUF encourages applications from students with disabilities. These students are encouraged to complete college preparatory course requirements. If a qualified applicant is judged unable to fulfill a specific course requirement because of a disability, alternative college preparatory courses may be substituted for specific subject requirements, as authorized on an individual basis after review and recommendation by an academic adviser in consultation with CSUF’s Disability Support Services.

Recruitment and Retention of a Diverse Population of Students

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Over the past decade, students from underrepresented minority groups [URM] have grown dramatically both in number and as a percentage of all recipients of the Bachelor of Arts in Communications.

  • In 2008-2009, the Department of Communications awarded 212 Bachelor’s degrees to URM students (28% of all undergraduate degrees awarded).

  • In 2018-2019, the Department awarded 309 Bachelor’s degrees to URM students, or 44% of all undergraduate degrees awarded. 

The College of Communications Student Success Team [SST] pictured above includes an associate dean, assistant dean, major advisors, retention specialist, graduation specialist, and career specialist. The team works to aid in recruitment and retention of a student population reflecting the diversity of the Southern California region. SST members participate in Tuffy’s Graduation Scholars program, which targets URM students and supports academic success and graduation goals by providing community, advising, and recognition. 

Through the SST, students are guided from enrollment to graduation. During a student’s first two years, a retention specialist provides regular advising, helping to maintain awareness of what the student must do each semester to graduate in four years. Upon reaching junior status, students transition from advising to regular meetings with a graduation specialist. 

The SST actually begins the advising process even before a student enrolls at the university and declares a Communications major. SST retention specialists participate in the university’s non-enrolled student project. This effort involves personal contact with eligible students to encourage them to enroll in a major in the College of Communications.

Program Advancements Since Last CEPR Certification

Working collaboratively with the College of Communications, the Department and individual faculty members endeavor to recruit and retain a student population reflecting the diversity of a region (Orange County) in which one-third of the population is Hispanic or Latino.

Below are some examples of the efforts, direct and indirect, that have accelerated dramatically since our last CEPR review:
  • Department of Communications public relations faculty are members of, and engaged with, OC/PRSA. Professionals from the chapter are frequent guest speakers in COMM classes and in PRactical ADvantage Communications. The OC/PRSA allows Cal State Fullerton students to attend chapter events - sometimes at no charge, and other times at a discounted rate. Engagement with OC/PRSA keeps the Department of Communications ‘top of the mind’ for local professionals who can refer prospective students to the department.​
  • The Department maintains a close relationship with the Journalism Association of Community Colleges. The JACC’s membership consists of approximately 40 California community colleges’ communications programs. The department hosts the association’s annual Southern California Regional Conference each fall. The department often provides faculty as workshop presenters for both the regional and state conferences. Working with the JACC gives the Department access to instructors teaching at the community college level and to the students studying there who aspire to transfer to CSUF.
  • The Latino Communications Institute is a workforce-preparedness program that supports the development of Latino cultural competency through coursework, research and other opportunities, and has a strong emphasis on public relations and the other COMM subject concentrations. The LCI sponsors COMM 304, Spanish Language TV News. In COMM 304, students prepare all aspects of the award-winning Spanish-language Al Día newscast. The goal is to give students the skill set that will make them competitive and employable in the current job climate. And, indeed, this is happening. In 2020, Al Día students received an Emmy Award - the Department’s first.
  • COMM 304 forms part of the LCI’s Spanish for Hispanic Media Certificate, a pre-professional certificate offered in collaboration with the Department of Modern Languages and Literatures. The certificate provides a pathway for students to become proficient in Spanish and prepare for careers in Spanish-language media. The LCI has been highly successful in placing students in competitive internships, and recent LCI graduates have found employment in national and major market newsrooms and at top public relations and advertising agencies. COMM students from all concentrations, including public relations, are encouraged to take part.
  • The College and the Department  also sponsor the Latino Journalists of CSUF, a student chapter of the National Association of Hispanic Journalists (NAHJ). The chapter promotes diversity within newsrooms and provides networking opportunities with professionals in journalism, from reporters to news directors to job recruiters. Events throughout the year are used to enhance journalistic and interpersonal skills of members. The club is open to students from all backgrounds and assists in the department’s recruitment and retention efforts.
(Student names and ID numbers removed)
Last but not least, since our last CEPR certification, Cal State Fullerton has developed and launched an extensive Student Success Dashboard that provides faculty a wealth of information about students. The dashboard identifies students by ethnicity and first-generation status. It can illustrate how students in the faculty member’s courses are performing in their academic work, and how that performance compares to the same class sections in earlier semesters. The wealth of information available to the faculty helps build understanding for students and their academic successes and challenges. It’s an ideal tool to have as faculty members work to help students learn and be retained in the program.

Summary

The Department of Communications operates in a challenging admission and retention environment. Many more students apply for admission to the university than can be accommodated. At the same time, the Department has no control over the admissions process. Those students who are accepted to CSUF and become Communications majors are excited about the learning experience and the opportunities that the career field presents. At the same time, 60% of these students come to the Department from a community college and often can complete their undergraduate degree in only two years.Department faculty work hard to provide as much conceptual knowledge and hands-on skills as possible in that short period of time. The College and Department have a wealth of curricular and co-curricular programs to support and engage students.

At the same time, many undergraduates are taking full course loads, are often working full- or part-time, and also frequently commute to CSUF from long distances away. First-generation students sometimes arrive with little or no family support for the educational pursuit. Despite all these challenges and many others, faculty and staff in the Department of Communications are committed to student success and will go ‘above and beyond’ to help Titans Reach Higher.

B-04.  Admissions Data for the Last Six Years

As previously noted, the Department of Communications does not have its own admissions unit, and has no direct control over CSUF admissions. Cal State Fullerton does not disaggregate its data, so it is difficult to offer specifics about numbers of students in the Communications major or the Public Relations Concentration. However, a wealth of data is available online in real-time by the CSUF Division of Academic Affairs.
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This section of the CEPR Application presents some general facts on student admissions, along with links to PDF documents and screenshots of Tableau tables containing additional information from the Division of Academic Affairs.

New Students Applied, Admitted, Enrolled

The Division of Academic Affairs, Office of Assessment and Institutional Research offers a wealth of data on students who have applied, been admitted, and enrolled.
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The four available “CSUF Quick Facts” PDF documents linked below show number of applications, number of undergraduate students by classification, total FTE, student gender/ethnicity, graduation rates, enrollment by college, and number of underrepresented vs. traditional students for the semesters shown.
A searchable table (in Tableau) allows self-guided searching for similar statistics of CSUF applications, admissions and enrollments by College from 2006 through 2021. 

First-time Freshman Applications, Admissions, and Enrollment in the College of Communications [CCOM]

This searchable Tableau table is shown below in screenshot and linked here.
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Upper Division Transfer Student Applications, Admissions, and Enrollment in the College of Communications [CCOM]

​This searchable Tableau table is shown below in screenshot and linked here.
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Full-Time Equivalent Students [FTES]

The Office of Assessment and Institutional Research also makes available undergraduate Full-Time Equivalent Student [FTES] data for the Department of Communications. The data show the following for the Department and the College. (The College total includes all four departments and graduate FTES.) This table shows the significant impact of Department undergraduate enrollment on College FTES.
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  • In AY 2020-2021, Department of Communications total undergraduate FTES was 35% of the total FTES in the College.
  • In AY 2019-2020, Department of Communications total undergraduate FTES was 36% of the total FTES in the College.
  • In AY 2018-2019, Department of Communications total undergraduate FTES was 38% of the total FTES in the College.
  • In AY 2017-2018, Department of Communications total undergraduate FTES was 38% of the total FTES in the College.
  • In AY 2016-2017, Department of Communications total undergraduate FTES was 41% of the total FTES in the College.
  • In AY 2015-2016, Department of Communications total undergraduate FTES was 42% of the total FTES in the College.​
Between AY 2015-2016 and AY 2019-2020, College of Communications total FTES decreased by 8%.

B-05.  Matriculation Data for Each of the Last Three Years

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The Division of Academic Affairs, Office of Assessment and Institutional Research offers​ the following information available in real-time from the public-facing website:
  • Degrees awarded by College
  • Degree Level
  • Sex (Male/Female/Non-Binary)
  • Underrepresented Status
  • Race/Ethnicity
  • First Generation to Degree
  • Pell Grant Recipient

http://www.fullerton.edu/data/institutionalresearch/student/degreesawarded/DegAwardEthnic.php