ACE 10 Overview
Communication Studies 495 satisfies the ACE 10 requirement through the completion of an individual, original research project.
Projects are evaluated based on:
1. Adherence to formatting guidelines (20 pts) 2. Rationale for the study (75 pts) 3. Communication focus (75 pts) 4. Procedures and Analysis (75 pts) 5. Conclusion (75 pts) 6. Use of APA reference form (20 pts)
Project Total = 340 points
We explored the following question:
To what extent have graduating seniors in Communication Studies mastered the intellectual competencies necessary to carry out meaningful communication research?
 Student Work that Satisfies ACE 10
Method of Analysis
Selected Projects
Findings
Improving ACE 10 Learnin

Baker, Sara

Lee, Ronald

English

UNL | Libraries

University of Nebraska - Lincoln
DigitalCommons@University of Nebraska - Lincoln
Quality Initiative Accreditation
2014
Communica)on, Collabora)on, & Community:
Capstone
Ronald Lee
University of Nebraska-Lincoln, rlee1@unl.edu
Sara Baker
University of Nebraska-Lincoln, sjbaker@huskers.unl.edu
Follow this and additional works at: http://digitalcommons.unl.edu/accredqi
This Article is brought to you for free and open access by the Accreditation at DigitalCommons@University of Nebraska - Lincoln. It has been accepted
for inclusion in Quality Initiative by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln.
Lee, Ronald and Baker, Sara, "Communica)on, Collabora)on, & Community: Capstone" (2014). Quality Initiative. 11.
http://digitalcommons.unl.edu/accredqi/11
Communica)on,	  Collabora)on,	  &	  Community:	  Capstone	  
Communica*on	  Studies	  495	  
Ronald	  Lee	  &	  Sara	  Baker	  
Selected	  Projects	  
Student	  Work	  that	  Sa)sfies	  ACE	  10	  
Improving	  ACE	  10	  Learning	  
ACE	  10	  Overview	   Method	  of	  Analysis	   Findings	  
Communica)on	  Studies	  495	  sa*sfies	  the	  ACE	  10	  
requirement	  through	  the	  comple*on	  of	  an	  individual,	  
original	  research	  project.	  	  	  
Projects	  are	  evaluated	  based	  on:	  
1.  Adherence	  to	  formaFng	  	  guidelines	  (20	  pts)	  
2.  Ra*onale	  for	  the	  study	  (75	  pts)	  
3.  Communica*on	  focus	  (75	  pts)	  
4.  Procedures	  and	  Analysis	  (75	  pts)	  
5.  Conclusion	  (75	  pts)	  
6.  Use	  of	  APA	  reference	  form	  (20	  pts)	  
	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  Project	  Total	  =	  340	  points	  
We	  explored	  the	  following	  	  ques*on:	  
To	  what	  extent	  have	  gradua)ng	  seniors	  in	  
Communica)on	  Studies	  mastered	  the	  intellectual	  
competencies	  necessary	  to	  carry	  out	  meaningful	  
communica)on	  research?	  
How	  will	  the	  department	  use	  the	  findings	  to	  improve	  
student	  learning	  of	  the	  ACE	  10	  outcome?	  
1.  The	  department	  will	  discuss	  whether	  the	  
individual	  student	  research	  project	  is	  an	  
appropriate	  and	  important	  indicator	  of	  what	  
students	  learn	  in	  the	  major.	  
2.  How	  can	  we	  teach	  students	  to	  make	  more	  
compelling	  arguments	  based	  on	  a	  careful	  reading	  
of	  the	  literature?	  
We	  asked	  our	  departmental	  colleagues	  to	  evaluate	  a	  
sample	  of	  student	  work	  from	  the	  Fall	  2013-­‐2014	  
semester	  using	  our	  grading	  rubric.	  
We	  selected	  six	  papers	  that	  reflected	  our	  two	  most	  
popular	  types	  of	  projects:	  qualita*ve	  thema*c	  
analysis	  and	  rhetorical	  cri*cism.	  	  
Six	  reviewers	  (3	  for	  each	  method)	  were	  given	  papers	  
that	  earned	  A	  (demonstrates	  insighZul	  engagement),	  
B	  (beyond	  requirements	  and	  engaged	  in	  cri*cal	  
reflec*on),	  and	  C	  (meets	  the	  basic	  requirements)	  
grades.	  	  
Thema)c	  Analysis	   Rhetorical	  Cri)cism	  
Students	  have	  two	  op*ons	  for	  their	  research	  inquiry.	  	  
They	  may	  choose	  to	  complete	  an	  empirical,	  data-­‐based	  
study	  or	  a	  cri:cal	  rhetorical	  analysis.	  
Each	  op*on	  requires	  students	  to	  demonstrate	  
theore*cal-­‐conceptual	  knowledge,	  wri[en	  and	  oral	  
presenta*on	  proficiency,	  and	  analy*cal	  skills.	  
demonstrates	  	  
insighZul	  cri*cal	  engagement	  of	  the	  intercultural	  communica*on	  topic.	  This	  means	  that	  you	  go	  beyond	  simply	  “plug	  and	  chug”	  (i.e.,	  complying	  with	  the	  specifics	  of	  the	  assignment)	  and	  really	  think	  about	  the	  implica*ons	  	  
1.  How	  Children	  Learn	  
to	  Love	  by	  Observing	  
their	  Parents.	  
2.  Exploring	  Minority	  
Religions/Non-­‐
Religions	  in	  a	  
Chris*an	  Dominant	  
Academic	  
Organiza*on	  
3.  Dressing	  for	  Success	  	  
-­‐-­‐	  Workplace	  and	  
Conversa*on:	  Effects	  
of	  Dress	  on	  Work	  
Communica*on.	  
1.  Missing	  Man	  
Forma*on:	  The	  
Incomplete	  Portrayal	  of	  
Single	  Fathers	  in	  Film	  
and	  Television.	  
2. Leadership	  and	  Media	  
Framing:	  An	  
Examina:on	  of	  Media	  
Coverage	  of	  the	  Syrian	  
Conflict.	  
3. Image	  Restora:on	  and	  
Tiger	  Woods.	  
Rhetorical	  
Cri)cism	  
Thema)c	  
Analysis	  
Format	   94%	   95%	  
Ra*onale	   86%	   89%	  
Focus	   87%	   86%	  
Analysis	   89%	   92%	  
Conclusion	   86%	   92%	  
APA	   98%	   93%	  
Total	   88%	   90%	  


Communica)on, Collabora)on, & Community: Capstone

DigitalCommons@University of Nebraska

University of Nebraska - LincolnDigitalCommons@University of Nebraska - LincolnQuality Initiative Accreditation2014Communica)on, Collabora)on, & Community:CapstoneRonald LeeUniversity of Nebraska-Lincoln, rlee1@unl.eduSara BakerUniversity of Nebraska-Lincoln, sjbaker@huskers.unl.eduFollow this and additional works at: http://digitalcommons.unl.edu/accredqiThis Article is brought to you for free and open access by the Accreditation at DigitalCommons@University of Nebraska - Lincoln. It has been acceptedfor inclusion in Quality Initiative by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln.Lee, Ronald and Baker, Sara, "Communica)on, Collabora)on, & Community: Capstone" (2014). Quality Initiative. 11.http://digitalcommons.unl.edu/accredqi/11Communica)on,	  Collabora)on,	  &	  Community:	  Capstone	  Communica*on	  Studies	  495	  Ronald	  Lee	  &	  Sara	  Baker	  Selected	  Projects	  Student	  Work	  that	  Sa)sfies	  ACE	  10	  Improving	  ACE	  10	  Learning	  ACE	  10	  Overview	   Method	  of	  Analysis	   Findings	  Communica)on	  Studies	  495	  sa*sfies	  the	  ACE	  10	  requirement	  through	  the	  comple*on	  of	  an	  individual,	  original	  research	  project.	  	  	  Projects	  are	  evaluated	  based	  on:	  1.  Adherence	  to	  formaFng	  	  guidelines	  (20	  pts)	  2.  Ra*onale	  for	  the	  study	  (75	  pts)	  3.  Communica*on	  focus	  (75	  pts)	  4.  Procedures	  and	  Analysis	  (75	  pts)	  5.  Conclusion	  (75	  pts)	  6.  Use	  of	  APA	  reference	  form	  (20	  pts)	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  	  Project	  Total	  =	  340	  points	  We	  explored	  the	  following	  	  ques*on:	  To	  what	  extent	  have	  gradua)ng	  seniors	  in	  Communica)on	  Studies	  mastered	  the	  intellectual	  competencies	  necessary	  to	  carry	  out	  meaningful	  communica)on	  research?	  How	  will	  the	  department	  use	  the	  findings	  to	  improve	  student	  learning	  of	  the	  ACE	  10	  outcome?	  1.  The	  department	  will	  discuss	  whether	  the	  individual	  student	  research	  project	  is	  an	  appropriate	  and	  important	  indicator	  of	  what	  students	  learn	  in	  the	  major.	  2.  How	  can	  we	  teach	  students	  to	  make	  more	  compelling	  arguments	  based	  on	  a	  careful	  reading	  of	  the	  literature?	  We	  asked	  our	  departmental	  colleagues	  to	  evaluate	  a	  sample	  of	  student	  work	  from	  the	  Fall	  2013-­‐2014	  semester	  using	  our	  grading	  rubric.	  We	  selected	  six	  papers	  that	  reflected	  our	  two	  most	  popular	  types	  of	  projects:	  qualita*ve	  thema*c	  analysis	  and	  rhetorical	  cri*cism.	  	  Six	  reviewers	  (3	  for	  each	  method)	  were	  given	  papers	  that	  earned	  A	  (demonstrates	  insighZul	  engagement),	  B	  (beyond	  requirements	  and	  engaged	  in	  cri*cal	  reflec*on),	  and	  C	  (meets	  the	  basic	  requirements)	  grades.	  	  Thema)c	  Analysis	   Rhetorical	  Cri)cism	  Students	  have	  two	  op*ons	  for	  their	  research	  inquiry.	  	  They	  may	  choose	  to	  complete	  an	  empirical,	  data-­‐based	  study	  or	  a	  cri:cal	  rhetorical	  analysis.	  Each	  op*on	  requires	  students	  to	  demonstrate	  theore*cal-­‐conceptual	  knowledge,	  wri[en	  and	  oral	  presenta*on	  proficiency,	  and	  analy*cal	  skills.	  demonstrates	  	  insighZul	  cri*cal	  engagement	  of	  the	  intercultural	  communica*on	  topic.	  This	  means	  that	  you	  go	  beyond	  simply	  “plug	  and	  chug”	  (i.e.,	  complying	  with	  the	  specifics	  of	  the	  assignment)	  and	  really	  think	  about	  the	  implica*ons	  	  1.  How	  Children	  Learn	  to	  Love	  by	  Observing	  their	  Parents.	  2.  Exploring	  Minority	  Religions/Non-­‐Religions	  in	  a	  Chris*an	  Dominant	  Academic	  Organiza*on	  3.  Dressing	  for	  Success	  	  -­‐-­‐	  Workplace	  and	  Conversa*on:	  Effects	  of	  Dress	  on	  Work	  Communica*on.	  1.  Missing	  Man	  Forma*on:	  The	  Incomplete	  Portrayal	  of	  Single	  Fathers	  in	  Film	  and	  Television.	  2. Leadership	  and	  Media	  Framing:	  An	  Examina:on	  of	  Media	  Coverage	  of	  the	  Syrian	  Conflict.	  3. Image	  Restora:on	  and	  Tiger	  Woods.	  Rhetorical	  Cri)cism	  Thema)c	  Analysis	  Format	   94%	   95%	  Ra*onale	   86%	   89%	  Focus	   87%	   86%	  Analysis	   89%	   92%	  Conclusion	   86%	   92%	  APA	   98%	   93%	  Total	   88%	   90%	  

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Communica)on, Collabora)on, & Community: Capstone

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