Section E: Information About the Curriculum
E-01. Minimum credits required for the degree
Minimum credit hours toward graduation required for students who majoring in Communications/ Public Relations is shown below:
6 units Communications Core Requirements
15 units Public Relations Concentration Requirements
15 units Related Courses, to include:
3 units, Core Elective
3 units, Breadth (Research) Requirement
3 units, Writing Elective
6 units, Public Relations Electives
36 units COMM major + 72 units outside COMM (GE + Collateral/ Double Major or Minor) + 12 additional units = 120 units required for degree completion
6 units Communications Core Requirements
15 units Public Relations Concentration Requirements
15 units Related Courses, to include:
3 units, Core Elective
3 units, Breadth (Research) Requirement
3 units, Writing Elective
6 units, Public Relations Electives
36 units COMM major + 72 units outside COMM (GE + Collateral/ Double Major or Minor) + 12 additional units = 120 units required for degree completion
E-02. Requirements and electives in the public relations program
Our degree program outline for majors is shown as Appendix E-02-A.
The degree program outline for minors is shown as Appendix E-02-B.
The degree program outline for minors is shown as Appendix E-02-B.
E-03. Curricular and extracurricular experiential learning opportunities
As already noted, our program has an intense focus on “hands-on learning” and we have a number of very active student organizations as well as many high-impact practices courses. (Below are some examples of Public Relations Concentration courses in which students obtain exceptional experiences that are relevant to development of valuable workplace skills.)
COMM 361 – In the Principles of Public Relations course, students are introduced to the profession and asked to begin identifying evidence of appropriate public relations practice. Here are some examples of assignments from different instructors that bring about these competencies. Appendix E-03-A is an assignment that asks students to attend a co-curricular event to identify examples of good communications practice. Appendix E-03-B is an assignment that involves students in a research-based scavenger hunt. Appendix E-03-C involves students in development of their first portfolio.
COMM 362 – In sections of PR Writing I, one instructor has students work in teams to perform a marketplace-based case study where they research and critique different organizational appropriates to communication with audiences and publics. Appendix E-03-D is an example of this project.
COMM 462 – In the Public Relations Writing II course, students are mastering more advanced writing and strategic planning skills. Appendix E-03-E is an example of an instructor's assignment that meets this goal by getting students involved in pitching a story to a “real” working journalist.
COMM 464 – In the student-run agency that serves as capstone course COMM 464A, students work in teams to conduct an integrated communications campaign for a ‘real world’ client. Appendix E-03-F is the outline of this project. Similar projects are undertaken in the COMM 464B non-agency sections. Appendix E-03-G is one example.
COMM 466T – A newly-approved course began being offered in Fall 2014. COMM 466T Variable Topics in Public relations is described in Appendix E-03-H. (Public Relations elective COMM 467 Agency Seminar has not been offered since the launch of our student-run firm. COMM 467 is still in the catalog and the faculty believes it is still a valuable course. At present, we are considering changing COMM 467 to include it under the umbrella of the Variable Topics course.)
COMM 495 – All COMM majors are required to complete a three-credit hour communications internship in which they demonstrate skills and knowledge gained in the classroom. Our internship program has earned significant professional recognition. Many of our more than 18,000 alumni are in a position to hire interns, and these alums clamor to have our students come and learn from them. Employers frequently report that our students are well prepared, have a minimal learning curve, are open to learning more, perform at optimal levels and often seek employment after completion of their internship. With more than 1,100 organizations in our internship employer database, there are ample choices for the students in a myriad of communications industries.
COMM 497 – For 14 years, Department of Communications students have had the opportunity to work as event planners in the Newport Beach Film Festival. The festival draws 50,000 people and screens more than 400 films in its eight-day run each year. One of the festival founders teaches COMM 497 and offers students a “red carpet” view of how to plan and conduct a successful world-class event.
Another section of COMM 497 is our COMM Week class, in which students plan and conduct the annual weeklong on-campus event in which a variety of professionals conduct lectures and workshops on communications topics.
The goals of COMM Week are:
Experiential learning challenges
We do not feel challenged in terms of our ability to connect students with industry professionals. We have thousands of Department of Communications graduates working in PR and the other communications/ media professions in Southern California – and there is certainly no lack of other communication professionals to draw from, to bring to campus and into our classrooms.
We do feel challenged by an academic structure that has decades-old curriculum silos in our Department, the College of Communications and across the campus. The public relations profession is realizing the reality of integrated communications, but our curriculum does not follow suit. Public Relations Concentration undergraduates would be well-served by a curriculum that allows them to take courses in marketing, management, information technology, organizational communication and the visual arts – and incorporate those courses seamlessly into a degree program. But these courses are sprinkled across other colleges, departments, and programs and do not offer realistic options for our students. We welcome input from the site visit team on this issue.
COMM 361 – In the Principles of Public Relations course, students are introduced to the profession and asked to begin identifying evidence of appropriate public relations practice. Here are some examples of assignments from different instructors that bring about these competencies. Appendix E-03-A is an assignment that asks students to attend a co-curricular event to identify examples of good communications practice. Appendix E-03-B is an assignment that involves students in a research-based scavenger hunt. Appendix E-03-C involves students in development of their first portfolio.
COMM 362 – In sections of PR Writing I, one instructor has students work in teams to perform a marketplace-based case study where they research and critique different organizational appropriates to communication with audiences and publics. Appendix E-03-D is an example of this project.
COMM 462 – In the Public Relations Writing II course, students are mastering more advanced writing and strategic planning skills. Appendix E-03-E is an example of an instructor's assignment that meets this goal by getting students involved in pitching a story to a “real” working journalist.
COMM 464 – In the student-run agency that serves as capstone course COMM 464A, students work in teams to conduct an integrated communications campaign for a ‘real world’ client. Appendix E-03-F is the outline of this project. Similar projects are undertaken in the COMM 464B non-agency sections. Appendix E-03-G is one example.
COMM 466T – A newly-approved course began being offered in Fall 2014. COMM 466T Variable Topics in Public relations is described in Appendix E-03-H. (Public Relations elective COMM 467 Agency Seminar has not been offered since the launch of our student-run firm. COMM 467 is still in the catalog and the faculty believes it is still a valuable course. At present, we are considering changing COMM 467 to include it under the umbrella of the Variable Topics course.)
COMM 495 – All COMM majors are required to complete a three-credit hour communications internship in which they demonstrate skills and knowledge gained in the classroom. Our internship program has earned significant professional recognition. Many of our more than 18,000 alumni are in a position to hire interns, and these alums clamor to have our students come and learn from them. Employers frequently report that our students are well prepared, have a minimal learning curve, are open to learning more, perform at optimal levels and often seek employment after completion of their internship. With more than 1,100 organizations in our internship employer database, there are ample choices for the students in a myriad of communications industries.
COMM 497 – For 14 years, Department of Communications students have had the opportunity to work as event planners in the Newport Beach Film Festival. The festival draws 50,000 people and screens more than 400 films in its eight-day run each year. One of the festival founders teaches COMM 497 and offers students a “red carpet” view of how to plan and conduct a successful world-class event.
Another section of COMM 497 is our COMM Week class, in which students plan and conduct the annual weeklong on-campus event in which a variety of professionals conduct lectures and workshops on communications topics.
The goals of COMM Week are:
- To expose the campus community to current communications issues;
- To provide communications students with an opportunity to learn how to plan special events;
- To provide campus students and faculty an opportunity to interact with communications professionals;
- To give CSUF and CSUF students greater visibility to the professional community;
- To provide a platform for professionals to discuss communications issues with classes of communications students and groups of CSUF students; and
- To provide a forum for interaction with alumni.
Experiential learning challenges
We do not feel challenged in terms of our ability to connect students with industry professionals. We have thousands of Department of Communications graduates working in PR and the other communications/ media professions in Southern California – and there is certainly no lack of other communication professionals to draw from, to bring to campus and into our classrooms.
We do feel challenged by an academic structure that has decades-old curriculum silos in our Department, the College of Communications and across the campus. The public relations profession is realizing the reality of integrated communications, but our curriculum does not follow suit. Public Relations Concentration undergraduates would be well-served by a curriculum that allows them to take courses in marketing, management, information technology, organizational communication and the visual arts – and incorporate those courses seamlessly into a degree program. But these courses are sprinkled across other colleges, departments, and programs and do not offer realistic options for our students. We welcome input from the site visit team on this issue.
E-04.
Statement of the inclusion of ethics, diversity
and global perspectives
in course content
California State University, Fullerton recently developed a new strategic plan. The preamble to that plan states, “Cal State Fullerton aims to become a model public comprehensive university, nationally recognized for exceptional programs that prepare our diverse student body for academic and professional success.” Several Department of Communications faculty members served on the committee that developed the strategic plan, and as a Department we are committed to what the plan calls for – particularly in the area of curriculum and global perspectives.
At the time of this writing, the Department of Communications was in the final stages of approving its own strategic plan that dovetails with the CSUF plan. The Department Strategic Plan (Draft) is shown as Appendix E-04-A.
The Department of Communications is taking action consistent with the CSUF strategic plan. Communications faculty have a longstanding history of support for strong, ethically sound, culturally diverse curriculum.
Goal 1 of the CSUF strategic plan, with its objectives and strategies reads:
Develop and maintain a curricular and co-curricular environment that prepares students for participation in a global society and is responsive to workforce needs.
Below are the Objectives for Goal 1, followed in bold by actions taken by the Department of Communications to meet each objective.
Implement a sustainable University-wide assessment process that includes curricular and co-curricular components.
The Department of Communications implemented an assessment plan in 2011 that links program and concentration learning outcomes to the university’s learning goals. Our assessment of student learning is extensive. It exceeds the standards set by the CSUF Office of Assessment and Educational Effectiveness, and received the University’s 2012 Advancement in Assessment Award. See Appendix E-04-B.
Ensure that at least 75% of CSUF students participate in an advising system that integrates academic, career and personal development components.
The Department of Communications faculty is presently engaged in conversation about mandatory academic advising, and a faculty task force on advising began meeting in September, 2014. At the same time, the University and the College of Communications have allocated extensive resources to improve academic advising. The Academic Advising Center on the sixth floor of College Park has been expanded, a new graduation specialist position has been created and filled, a new full-time academic advisor has been hired, and an additional full-time advising/ retention specialist position will soon be posted.
Increase by 25% the number of CSUF students participating in international, service learning, internship, community engagement or other innovative instructional experiences that prepare students for professional endeavors in a global society.
The Department of Communications supports the Maxwell Center’s goal of having 5% of College of Communications undergraduates participate in a study abroad experience. In the Department of Communications, all of our majors are required to participate in a media internship. In the Public Relations Concentration, all of our majors are required to complete a high-impact practices capstone course (COMM 464A or 464B).
Another important aspect of our Department’s commitment to diversity and inclusion is the Latino Communications Initiative (LCI) mentioned previously in this document. The initiative has been established to develop a qualified workforce that is ready for work in bilingual/ multicultural media by offering Latino-oriented communication studies courses. The coursework will equip CSUF students with cultural competency in Latino communication and provide added value in an increasingly competitive multicultural job market.
Several Department of Communications faculty members participated in the organization and creation of the Queer Studies Minor in association with the College of Humanities and Social Sciences. Queer Studies examines the dynamics of heteronormativity, sexual orientation, gender identity, gender roles, and embodiment, and the influence of these intersecting factors on our daily lives, cultural institutions, political discourses, media representations and within the arts.
A Queer Studies Minor designation on a student's transcript distinguishes the student affirmatively in application to graduate school across many fields. Additionally, it makes students more competitive for employment and internships in fields including social work, counseling, education, healthcare, social service, government, the law and nonprofit advocacy. In a private-sector job market with increasing demand for sensitivity and nuance to issues of diversity, social marketing, and critical/intellectual flexibility, a Queer Studies Minor positions CSUF graduates on the leading edge of cultural, social, political and scientific knowledge, and recognizes their specific expertise in one of the most culturally and politically relevant topics of our time.
As Californians, we have come to expect the kind of diversity that our campus and Department reflect and have been socially conditioned to think and act inclusively with respect to race and gender. Multi-ethnic and multicultural sensitivity is an integral part of our lives. Ethnic and cultural sensitivity is also an integral part of our curriculum. We cannot imagine a single course in the department that does not address at least some aspect of living in, and making professional contributions to, a diverse society.
At the time of this writing, the Department of Communications was in the final stages of approving its own strategic plan that dovetails with the CSUF plan. The Department Strategic Plan (Draft) is shown as Appendix E-04-A.
The Department of Communications is taking action consistent with the CSUF strategic plan. Communications faculty have a longstanding history of support for strong, ethically sound, culturally diverse curriculum.
Goal 1 of the CSUF strategic plan, with its objectives and strategies reads:
Develop and maintain a curricular and co-curricular environment that prepares students for participation in a global society and is responsive to workforce needs.
Below are the Objectives for Goal 1, followed in bold by actions taken by the Department of Communications to meet each objective.
Implement a sustainable University-wide assessment process that includes curricular and co-curricular components.
The Department of Communications implemented an assessment plan in 2011 that links program and concentration learning outcomes to the university’s learning goals. Our assessment of student learning is extensive. It exceeds the standards set by the CSUF Office of Assessment and Educational Effectiveness, and received the University’s 2012 Advancement in Assessment Award. See Appendix E-04-B.
Ensure that at least 75% of CSUF students participate in an advising system that integrates academic, career and personal development components.
The Department of Communications faculty is presently engaged in conversation about mandatory academic advising, and a faculty task force on advising began meeting in September, 2014. At the same time, the University and the College of Communications have allocated extensive resources to improve academic advising. The Academic Advising Center on the sixth floor of College Park has been expanded, a new graduation specialist position has been created and filled, a new full-time academic advisor has been hired, and an additional full-time advising/ retention specialist position will soon be posted.
Increase by 25% the number of CSUF students participating in international, service learning, internship, community engagement or other innovative instructional experiences that prepare students for professional endeavors in a global society.
The Department of Communications supports the Maxwell Center’s goal of having 5% of College of Communications undergraduates participate in a study abroad experience. In the Department of Communications, all of our majors are required to participate in a media internship. In the Public Relations Concentration, all of our majors are required to complete a high-impact practices capstone course (COMM 464A or 464B).
Another important aspect of our Department’s commitment to diversity and inclusion is the Latino Communications Initiative (LCI) mentioned previously in this document. The initiative has been established to develop a qualified workforce that is ready for work in bilingual/ multicultural media by offering Latino-oriented communication studies courses. The coursework will equip CSUF students with cultural competency in Latino communication and provide added value in an increasingly competitive multicultural job market.
Several Department of Communications faculty members participated in the organization and creation of the Queer Studies Minor in association with the College of Humanities and Social Sciences. Queer Studies examines the dynamics of heteronormativity, sexual orientation, gender identity, gender roles, and embodiment, and the influence of these intersecting factors on our daily lives, cultural institutions, political discourses, media representations and within the arts.
A Queer Studies Minor designation on a student's transcript distinguishes the student affirmatively in application to graduate school across many fields. Additionally, it makes students more competitive for employment and internships in fields including social work, counseling, education, healthcare, social service, government, the law and nonprofit advocacy. In a private-sector job market with increasing demand for sensitivity and nuance to issues of diversity, social marketing, and critical/intellectual flexibility, a Queer Studies Minor positions CSUF graduates on the leading edge of cultural, social, political and scientific knowledge, and recognizes their specific expertise in one of the most culturally and politically relevant topics of our time.
As Californians, we have come to expect the kind of diversity that our campus and Department reflect and have been socially conditioned to think and act inclusively with respect to race and gender. Multi-ethnic and multicultural sensitivity is an integral part of our lives. Ethnic and cultural sensitivity is also an integral part of our curriculum. We cannot imagine a single course in the department that does not address at least some aspect of living in, and making professional contributions to, a diverse society.
- We have demonstrated the ability to integrate advances in information technologies into learning environments and throughout our curriculum and instruction.
- We have developed curriculum and resources that provide rapid access to global information for international learning.
- Throughout our program, we guide students in the integration of knowledge with the development of values, professional ethics, and the teamwork, leadership and citizenship skills necessary for students to make meaningful contributions to society.
- We provide exceptional experiences in and out of the classroom that promote a global perspective.
- We capitalize on the uniqueness of our region, with its economic and cultural strengths, its rich ethnic diversity, and its proximity to Latin America and the Pacific Rim.
- We ensure that students of varying age, ethnicity, culture, academic experience and economic circumstances are well served.
- Last but not least, we provide an affordable education without sacrificing quality.
E-05. Faculty-student ratio for survey and skills classes, last three years
The data shown below were provided by the CSUF Office of for Institutional Research and Analytical Studies and represent the faculty-student ratio in key Public Relations Concentration courses for the past three years. As previously noted, Public Relations elective COMM 467 Agency Seminar shows 0 in recent semesters because that course has not been offered since the launch of our student-run firm. Elective course COMM 466T began being offered in Fall 2014.
E-06. Alumni – sample of 20, with e-mail addresses and telephone numbers
CSUF
keeps track of graduates from all the different academic programs. Appendix
E-06-A is the list of 800 Department of Communications graduates from 2011
(Bachelor’s and Master’s degree graduates), listed alphabetically, with degree
earned and e-mail address. Telephone numbers are not available.
E-07. Internship providers – with e-mail addresses and telephone numbers
A list of internship providers active with
the Department of Communications in 2013-2014 is shown in Appendix
E-07-A.
E-08. Employers of graduates – sample of 10, with e-mail addresses and
telephone numbers
|
Harriet Bouldin, Development Mgr.
The Fullerton Arboretum, Fullerton CA (657) 278-4798 hbouldin@fulleton.edu Martha DeSollar, External Affairs Manager Office of the City Manager, Anaheim CA (714) 765-5092 mdesollar@anaheim.com Nilo G, Owner & Creative Director Kapture Vision Event Planning Services (949) 334-3092 Nilo@kapturevision.com Nahla Kayali, Founder and Executive Director Access California Services (714) 917-0440 nkayali@accesscal.org Tony Lane, President and CEO The Growler Station, Irvine CA (949) 608-1791 tony@growler-station.com |
Linda Shipley Martin APR, Partner and Managing Director
Porter Novelli, Orange County CA (949) 439-3866 linda.martin@porternovelli.com Jordan Poblete, Founder and CEO Disney Examiner.com, Lake Forest CA (949) 331-5411 jpoblete@disneyexaminer.com Lela Randall, Vice President Hill+Knowlton, Orange County CA (714) 913-9945 lela.randall@hkstrategies.com Kim Sherman, Founder and CEO Echo Media Group, Tustin CA (714) 573-0899 kim@echomediapr.com Sara Sloan, Director, Citizen Relations, Orange County CA (949) 809-6856 sara.sloan@citizenrelations.com |
E-09. Faculty in other programs – sample of 10, with e-mail addresse and
telephone numbers
|
Dr. Marcia W. DiStaso
Associate Professor of Public Relations Penn State University (814) 863-9874 mwd10@psu.edu Dr. Sandra C. Duhe, APR, Fellow PRSA Chair, Division of Communication Studies Southern Methodist University (214) 768-1933 sduhe@smu.edu Betsy Hays, APR, Fellow PRSA Associate Professor, Department of Mass Communication & Journalism California State University, Fresno (559) 278-6154 bhays@csufresno.edu Dr. Julie K. Henderson, APR, Fellow PRSA Professor, Department of Journalism University of Wisconsin Oshkosh (920) 424-1105 henderso@uwosh.edu Dr. Dean Kruckeberg, APR, Fellow PRSA Professor, Department of Communication Studies University of North Carolina at Charlotte (704) 687-0770 dkruckeb@uncc.edu |
Dr. Charles Lubbers
Professor, Department of Media & Journalism The University of South Dakota (605) 677-6400 chuck.lubbers@usd.edu Dr. Juan-Carlos Molleda Professor and Chair, Department of Public Relations University of Florida Gainesville, FL (352) 273-1223 jmolleda@jou.ufl.edu Robert Scott Pritchard, APR, Fellow PRSA Instructor and PRSSA National Faculty Adviser University of Oklahoma (405) 325-1793 rspritchard@gmail.com Dr. Bey-Ling Sha, APR Professor and Interim Director School of Journalism & Media Studies San Diego State University (619) 594-0641 bsha@mail.sdsu.edu Dr. Don Stacks Professor, School of Communication University of Miami (305) 284-23598 don.stacks@miami.edu |
(E-10. through E-12. - CEPR Master's level category items not relevant to this application.)
E-13. Methods of measuring the achievements of program objectives
The Department of Communications endeavors to have a faculty governance structure and procedures that allow effective administration of our academic program and related services. There has been significant change in recent months. Here is a brief overview.
Department faculty members’ preference for Department Chair is determined through an election. Full-time faculty and staff members are enfranchised to vote. The vote results in a recommendation that is forwarded first to the Dean of Communications for concurrence. Upon approval of the Dean, the recommendation is forwarded to the University President, who then appoints the Department Chair. The normal term of service is three years, and there is no term limit. Within the California State University System, department chairs fall within the faculty bargaining unit and are not a part of management per se. The Department of Communications Chair has a three-unit teaching load each semester.
The Department of Communications has a Vice Chair who is elected by the faculty and serves at the pleasure of the Department Chair. The Vice Chair receives a three-unit course release each semester.
General faculty meetings are held monthly to conduct the business of the Department that requires faculty approval. All full-time faculty members regardless of rank are expected to attend and are enfranchised to vote. Part-time faculty members annually elect a representative who attends the meeting to represent the interests of the temporary faculty. (Part-time faculty members are hired on an as-needed basis but are accorded rehiring rights upon completion of a specified number of units in accordance with the collective bargaining agreement.) A student representative is appointed to attend and participate in discussion.
The Department of Communications has traditionally been focused around the five subject concentrations. Decisions about course scheduling, curriculum direction, and hiring of part-time faculty have been made in the concentrations and overseen by faculty coordinators who received a three-unit release each semester to conduct this business. However, by 2012 this became problematic. The subject concentrations were intended to be simply an issue of convenience for governance; they were never intended to be “mini departments,” although some were acting that way. At the very least, this was problematic due to the great inequity among concentrations by size (the Public Relations Concentration being the largest with an enrollment of more than 700, and the Photocommunications Concentration being the smallest with an enrollment of about 55). Protracted disputes developed between concentrations. Important curriculum and hiring decisions that would have been beneficial to the Department as a whole were hindered. The ongoing dissent within the Department resulted in the resignation of the elected Department Chair at the end of 2013, the appointment of an Acting Chair for the first eight months of 2014, and the election of a new Department Chair who took office in Fall 2014. The Department went through a tremendous amount of turmoil and administrative change in a very short period of time.
Beginning with actions initiated by the Department Chair in 2012, the Department began to address the unfounded turmoil through a change in its philosophy of governance. That change continues, and great progress has been made toward the development of an academic unit that acts more holistically.
During early 2014, the Department held a series of open forum meetings to gather ideas for a new structure of governance. Although there was an initial burst of indignation by a small minority of faculty members, those faculty members did not attend the open forum meetings. The overwhelming majority of faculty did not express opposition to a shift away from concentration ‘silos’ and toward a more unified governance structure. Thus, the Acting Chair took a series of initiatives that have continued and expanded upon by the Chair elected in 2014. These initiatives include:
The Department of Communications has faced many challenges in recent years. But we believe that the actions taken since 2012 have allowed for a clearer focus and sense of direction. Individual faculty will be much more accountable for their actions in terms of service to the Department. The Department as a whole will be much more accountable to its many constituents, including the College of Communications, the University administration, our students, and the community at large.
Department faculty members’ preference for Department Chair is determined through an election. Full-time faculty and staff members are enfranchised to vote. The vote results in a recommendation that is forwarded first to the Dean of Communications for concurrence. Upon approval of the Dean, the recommendation is forwarded to the University President, who then appoints the Department Chair. The normal term of service is three years, and there is no term limit. Within the California State University System, department chairs fall within the faculty bargaining unit and are not a part of management per se. The Department of Communications Chair has a three-unit teaching load each semester.
The Department of Communications has a Vice Chair who is elected by the faculty and serves at the pleasure of the Department Chair. The Vice Chair receives a three-unit course release each semester.
General faculty meetings are held monthly to conduct the business of the Department that requires faculty approval. All full-time faculty members regardless of rank are expected to attend and are enfranchised to vote. Part-time faculty members annually elect a representative who attends the meeting to represent the interests of the temporary faculty. (Part-time faculty members are hired on an as-needed basis but are accorded rehiring rights upon completion of a specified number of units in accordance with the collective bargaining agreement.) A student representative is appointed to attend and participate in discussion.
The Department of Communications has traditionally been focused around the five subject concentrations. Decisions about course scheduling, curriculum direction, and hiring of part-time faculty have been made in the concentrations and overseen by faculty coordinators who received a three-unit release each semester to conduct this business. However, by 2012 this became problematic. The subject concentrations were intended to be simply an issue of convenience for governance; they were never intended to be “mini departments,” although some were acting that way. At the very least, this was problematic due to the great inequity among concentrations by size (the Public Relations Concentration being the largest with an enrollment of more than 700, and the Photocommunications Concentration being the smallest with an enrollment of about 55). Protracted disputes developed between concentrations. Important curriculum and hiring decisions that would have been beneficial to the Department as a whole were hindered. The ongoing dissent within the Department resulted in the resignation of the elected Department Chair at the end of 2013, the appointment of an Acting Chair for the first eight months of 2014, and the election of a new Department Chair who took office in Fall 2014. The Department went through a tremendous amount of turmoil and administrative change in a very short period of time.
Beginning with actions initiated by the Department Chair in 2012, the Department began to address the unfounded turmoil through a change in its philosophy of governance. That change continues, and great progress has been made toward the development of an academic unit that acts more holistically.
During early 2014, the Department held a series of open forum meetings to gather ideas for a new structure of governance. Although there was an initial burst of indignation by a small minority of faculty members, those faculty members did not attend the open forum meetings. The overwhelming majority of faculty did not express opposition to a shift away from concentration ‘silos’ and toward a more unified governance structure. Thus, the Acting Chair took a series of initiatives that have continued and expanded upon by the Chair elected in 2014. These initiatives include:
- Reactivating the stalled strategic planning process to complete a strategic plan for the Department that aligns with the strategic plans for the College and University. See Appendix E-13-A.
- Development of a Department of Communications diversity and inclusion to align with the diversity initiatives of the CSUF Office of Human Resources, Diversity & Inclusion. See Appendix E-13-B.
- Elimination of assigned time release for concentration coordinators.
- Centralization of all part-time faculty hiring decisions within the Department Office (Chair and staff) upon collaboration with teaching faculty in the subject areas.
- Centralization of all course section scheduling within the Department Office (Chair and staff) upon collaboration with teaching faculty in the subject areas.
- Restructuring of the Department of Communications committees to be more responsive, and to assure committees will actually perform their assigned work and report on what took place. This will allow committees to assume many of the responsibilities formerly parceled out to the concentrations. See Appendix E-13-C.
- Restructuring the Curriculum Committee as the Curriculum and Assessment Committee, to forge a stronger link between these two important tasks areas. (See Section B-1 for a complete report on the progress of our Assessment Plan.)
- Development of a position description for the Vice Chair so that the Vice Chair can assume some of the lesser-important duties that would otherwise fall to the Chair. See Appendix E-13-D.
- Launch of a faculty research luncheon series to promote greater collaboration about research activities and interests. See Appendix E-13-E.
- Hiring of eleven new part-time faculty members to assist the Department in making up for newly-retired faculty, and to teach courses that have been difficult to staff.
The Department of Communications has faced many challenges in recent years. But we believe that the actions taken since 2012 have allowed for a clearer focus and sense of direction. Individual faculty will be much more accountable for their actions in terms of service to the Department. The Department as a whole will be much more accountable to its many constituents, including the College of Communications, the University administration, our students, and the community at large.
