"...we are a school of electronic communication committed to preparing students to be creative and critical media professionals and productive responsible citizens in a global, multicultural, and technologicallly changing environment" (Five Year Plan, January 1994).

This report outlines the instructional tools used by the School to accomplish program goals. They include academic classes, co-curricular tools, and technological tools.

Assessing Student Learning

This report relies on multiple measures such as external reviews, focus groups, and surveys. Methods and processes for assessment include: surveys of in-coming freshmen, exit interviews, end-of-year interviews with freshmen, sophomores, and juniors, student involvement surveys, employment surveys, and transfer data.

5. Change in student involvement surveys. Used to assess the importance and satisfaction of students with regards to the academic programs of the School provided by the Office of Institutional Research.

6. Employment surveys. Used to assess the School’s effectiveness in preparing students for the job market, conducted by the Office of Institutional Research.

7. Admissions and transfer data. Data was compiled by the administrative staff of the School with assistance from the Office of Admissions and the College of Communication in determining enrollment and transfer increases and attrition factors.

Freshmen Surveys. Surveys of freshmen were conducted by the School of Telecommunications at the end of their first quarter at Ohio University in an effort to obtain early feedback on the School’s performance, and to begin tracking their performance up until graduation.

Freshman, Sophomore, and Junior Focus Groups. At the end of the academic year, the School of Telecommunications conducted focus groups with freshmen, sophomores, and juniors in the program in an effort to obtain feedback on program performance. Graduate students served as facilitators of the focus groups.

Academic Involvement Study. A study by the Office of Institutional Research was added to this year’s report to aid in assessing the overall importance and satisfaction of instruction and advising in the School of Telecommunications.

Transfer Data. One of the measures of a program’s success is its ability to attract students. The number of transfer students entering the School has increased significantly over the past year, and the will continue to compile the data for assessment and program planning purposes.

Enrollment figures for the School of Telecommunications continue to grow and have grown for the past two years. Of the 89 students entering as freshmen this year, 86 are still in the program. A survey conducted in the freshmen experience course this past fall indicated that students chose the School of Telecommunications over some of the top communications schools in the US, including Syracuse University, Indiana University, New York University, and the University of Southern California to name a few. The primary reasons for choosing the Telecommunications School was national reputation, quality facilities and equipment, the opportunity for hands-on experience with technology, and the ability to produce.

Telecommunications production students won five top video production awards for outstanding producing and directing in international film and video festivals this year. Three music CD’s produced and engineered by audio majors were accepted by major recording labels for international distribution. A telecommunications video major received outstanding reviews as a crew member by the CBS Television Network for his work at the 1998 Winter Olympics in Nagano, Japan. Five majors were recognized by Ohio University for outstanding production work as senior crew personnel for regional coverage of Ohio University football and basketball. The Telecommunications Center chose twenty telecommunications majors to serve as crew personnel for a Town Hall Meeting with the Reverend Jesse at WOUB-TV studios, which was distributed to major media outlets nationally. The program drew praise from the general public and the media community nationally. Telecommunications students also received superior reviews from the League of Women Voters of Athens County for the production of two regional political forums this year.

The School conducted exit interviews with graduating seniors during the last week of classes. Students were selected from the audio production, video production, media studies, and management sequences. They were asked questions concerning the curriculum, career-related activities, the notion of tranfering out of the program, the School’s role in job preparation, and what they would keep or change in the program.

When asked if the students felt they were a part of a community, most students felt they were, except for media studies students who felt detached due to a lack of involvement in professional experiences. Students felt generally positive about professional experiences, but felt that the internship program and the job search effort could improve. Even with the hiring of the internship coordinator, students were not completely clear about her role in the School. Concerning the core, students had mixed feelings. Many felt that the Media Perspectives course, TCOM 170, was not relevant to their education. The course has been removed from the core to make way for new core courses. Some expressed satisfaction with the writing and technical components of the Writing and Production course, TCOM 200A. When asked about sequences, most felt they had made the correct sequence choice. Some would have preferred the choice of multimedia, an area that the School is developing. Some video majors chose the video sequence because of the absence of an undergraduate film program at the University. Several video students also felt that the video sequence was splintered between single and multi-camera production. A few of the management majors considered transfering into the College of Business, while others from other sequences considered majors such as English, Creative Writing, and Journalism. Most felt that advising needed major improvement. Some felt their advisor was not interested in seeing them at all. The remodeling of editing labs and the restructuring of labs created conflicts for video students and hindered, on many occasions, their ability to complete editing assignments. When asked if the School prepared them for their first job, the majority of students answered yes. When asked what changes should be made in the program, audio majors felt that there should be more audio instructors, more sections of required audio courses, and more focus on maintenance and electrical engineering. Management students requested more specifics to the sequence, more hands-on opportunities, and more focus and attention to the sequence. Media Studies majors indicated that there should be increased access to equipment and facilities, that a writing sequence should be added, and that increased emphasis should be placed on audience research. And, finally, when asked what they would keep in the program, students indicated that they would keep the professors and all of the hands-on classes. Overall, the seniors were generally satisfied with the program.

The School interviewed a number of freshmen, sophomores, and juniors at the end of the academic year to assess the programs performance. Freshmen commented on the effectiveness of the Freshman Experience course, but felt it was a bit in-depth for a freshman course. The added that the introduction of global communications and media effects on people and cultures in the course forced them to think. They also felt that career-related activities like ACRN, AVW, and WOUB helped generate a sense of community among students. Sophomores also found the career-related activities to be an important part of their academic experience, but experienced problems getting into required courses, and with arranging meetings with advisors. Most sophomores felt that they were in the sequence of choice. Juniors felt they were a part of a community as a result of the career-related activities, but also found it difficult to get into required courses. Some felt that material described in the course descriptions of core courses were not covered sufficiently in core courses. Most were satisfied with their sequence of choice. Overall, freshmen sophomores, and juniors were satisfied with the program.

Career-related activities

Because of the wide variety of media outlets and the high demand for our students by these outlets, telecommunications majors regularly take part in career-related activities. Students continue to serve as on-air announcers, writers, producers, directors, multimedia designers, and media managers for numerous organizations including ACRN, AVW, WOUB Radio and Television, WATH-AM and WXTQ-FM radio stations. Managers and senior production personnel from the Telecommunications Center and other media agencies at Ohio University assist faculty in evaluating the work of students. The School has been successful over the years in helping students plan projects using students from other academic units on campus such as dance, film, journalism, music, theater, and sports sciences.

For the second straight year, telecommunications majors have received outstanding reviews from internship supervisors and a majority of interns received superior scores. Employers commented on the strong writing and verbal communication skills of majors, including their knowledge and skill in working with technology. All would rehire the students if given the opportunity, and most felt that the students came to the internship with an exceptional knowledge of the industry. Some of the most notable media companies accepting our students were ESPN, Chicago, the Federal Communications Commission, Washington, D.C. the Food Network, Chicago, Mills James Productions, Columbus, Ohio, NBC’s Today Show, New York City, MCI, Washington, D.C., Leo Burnett Advertising Agency, Chicago, Hening/Elite Recording Studio, Nashville, and Sondelux Showorks, recording studio, Orlando. Florida.

A survey on changes in student involvement from the freshman to senior year conducted by the Office of Institutional Research revealed that the majority of telecommunications majors felt that academics became more important over time and that they were satisfied with academic life at the university. The results below present the percentages of those students who marked "very" or "somewhat" important and "very" or "somewhat" satisfied.

First-year Senior %Change

Instruction in My Major Courses

%Important 96% 96% 0%

%Satisfied 74% 78% 4%

Faculty Availability Outside of Class %Important 80% 91% 11%

%Satisfied 48% 59% 11%

Academic Advising %Important 86% 91% 5%

%Satisfied 46% 50% 4%

instruction at Ohio Univerisity? %Very or

Somewhat Satisfied 90% 90% 0%

Students from the School of Telecommunications continue to be satisfied with their major courses and with the way they have been prepared for their career goals though there is a slight decline in this category. (See Table 2A: increase in satisfaction with major courses, and preparation for career goals.) In addition, their employment status as compared to the University as a whole remains high. (See Table 2B: comparison of employment status for School of Telecommunications alumni from 1991 through 1996 and the University as a whole.)

Our students are satisfied with their course of study and, because of their experience in the School, they are finding employment.

91 92 93 94 95 96

Extremely Satisfied 10% 8% 11% 8% 13% 6%

Very Satisfied 30% 38% 30% 46% 37% 43%

Somewhat Satisfied 43% 42% 45% 36% 38% 39%

Not at All Satisfied 17% 11% 14% 13% 17% 6%

Extremely Well 8% 8% 14% 13% 17% 6%

Very Well 41% 40% 54% 56% 42% 43%

Somewhat Well 47% 47% 26% 29% 40% 43%

Response Rate n=96 n=84 n=86 n=71 n=65 n=57

(55%) (46%) (59%) (54%) (55%) (54%)

Satisfaction with courses in the major ("extremely" or "very satisfied") have increased from 40 percent in 1991 to 50 percent in 1995 and 49% in 1996. Preparation for career goals ("extremely" or "very well") increased from 49% to 59% in 1995. Unfortunately there was a notable decline in these numbers for 1996 back to 49%. Last year was the first we included these in the Assessment Report and we will continue to monitor this information. These numbers are not acceptable and represent one of the areas to receive continued attention.

"Employment Status" also reflects the success of graduates from the School. Table 2B compares the employment status of University graduates and those from the School of Telecommunications.

91 92 93 94 95 96

Employed 83% 79% 83% 81% 82% 82%

Full-time (%of Total Employed) (74%) (77%) (78%) (82%) (84%) (85%)

Part-time (% of Total Employed) (26%) (23%) (22%) (18%) (16%) (15%)

Unemployed and in School 7% 7% 6% 4% 2% 0%

Unemployed and Not in School 10% 11% 10% 10% 6% 7%

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91 92 93 94 95 96

Employment Status

Employed 81% 79% 83% 81% 82% 82%

Full-time (%of Total Employed) (80%) (81%) (85%) (85%) (84%) (88%)

Part-time (%of Total Employed) (20%) (19%) (15%) (15%) (16%) (14%)

Unemployed and in School 10% 11% 10% 12% 12% 13%

Unemployed and Not in School 9% 10% 7% 7% 6% 5%

(53%) (48%) (60%) (60%) (59%) (56%)

Students from the School of Telecommunications continue to find employment at a rate higher than the university-wide standard. Unlike past years, those who responded to the survery are not enrolling in graduate programs though several reported seeking further certification.

Graduates of the program in 1996 have found employment at a wide range of media corporations; IBM, O’Plenty Animation, Ameritech, J. Walter Thompson of Denver, Ohio News Network, MTV, Disney World, the Dayton Opera, and Horizon Productions. In addition our former students are employed in

independent production houses, recording studios, and radio and television.

Transfer student enrollment increased from 107 last year to 135 this year. The School has had a history of attracting significant numbers of transfer students within the University, and many students make decisions to transfer into the program after taking freshmen and sophomore telecommunications courses. Last year, 42 students transfered out of the program, and only 15 transfered out this year.

Freshman Surveys. Surveys of freshmen were conducted by the School of Telecommunications at the end of their first quarter at Ohio University in an effort to obtain early feedback on the School’s performance, and to begin tracking their performance up until graduation.

Freshman, Sophomore, and Junior Focus Groups. At the end of the academic year, the School of Telecommunications conducted focus groups with freshmen, sophomores, and juniors in the program in an effort to obtain feedback on program performance. Graduate students served as facilitators of the focus groups.

Academic Involvement Study. A study by the Office of Institutional Research was added to this year’s report to aid in assessing the overall importance and satisfaction of instruction and advising in theSchool of Telecommunications.

Transfer Data. A measure of a program’s success is its ability to attract students. The number of transfer students grew from 107 last year to 135 this year.entering the School has increased dramtically in the past year, and the School has formally begun compiling data to aid in program planning and future assessment reports.

Restructured core curriculum

The core curriculum was restructured to include two new courses focusing on media, culture, and technology. The two sophomore level courses will have strong writing and research components, and should prepare students for the rigors of upper level courses. The core includes a freshman experience course designed to orient new students to the telecommunications field and the School. The core also includes a restructured writing and production planning course, a world broadcasting course, and a telecommunications law and regulations course.

The School’s new office complex is near completion. The complex gives the School a more formal presence in the Radio-Television Communication Building, and has already improved administrative operations and student, faculty, and staff communications. A computer lab has been established for undergraduate and graduate majors, and the digital editing suite has been completely remodeled creating a more professional working environment for students.

Enhanced website

A newly designed website was completed at the end of spring quarter, and should serve as an effective information source for students, alumni, and other interested parties.

The College of Communication hired an internship coordinator to assist with internship efforts in each of the College’s academic units. The coordinator has already become the principal source of internship information for the School, and regularly conducts formal internship preparation sessions which include resume’ design and interviewing techniques.

The production studios of the ACRN student radio facility were upgraded completely with state-of-the-art radio production equipment.

To accommodate the growing number of audio students entering our program, the School purchased five digital audio recorders for field production.

The School recently hired a technology specialist to assist faculty in the planning and development of media facilities, and will schedule, maintain, and conduct technology training workshops for faculty and students. This person will also teach audio and video production courses.

Major sequences. The School’s five year plan calls for the evaluation and possible restructuring of the major sequences in the program. The undergraduate committee has already begun the process, and recommendations for changes will be made in the next academic year.

Facilities Improvement. The School will continue to upgrade facilities, including the entrance way to the School’s offices and hallways leading to faculty offices and editing labs. The remodeling of editing labs will continue this summer.

Telecommunication Center Training Program. The School will play an active role in working with the Telecommunications Center’s staff in restructuring its student training program. The goal is to better serve our students and other students in the College of Communication by providing them with more advanced management and production opportunities. This effort will also include the possible integration of ACTV-7 into the operations of the School.

Funding for Student Projects. The School has had a long history of providing support for projects produced by students working for AVW, ACTV-7, and WOUB. The School will work with the Telecommunications Center and the College of Communication in developing ways to generate funds for advanced media projects.