Master of Arts in Communication Document

2013-09, CALIFORNIA BAPTIST UNIVERSITY: MASTER of ARTS COMMUNICATION STUDIES (Online) Note-I made a few changes here but I know this is Morris’s area. I have hi-lighted the areas you asked me to complete. Let me know if we need to change anything.

Section I: Institutional and Program Overview A. Program Overview 1. Name of degree or program proposed.

The Division of Online and Professional studies (OPS) http://www.cbuonline.edu/ops/about/ proposes a distance education program for the Master of Arts in Communication Studies.

2. If this is the first degree program at this level, provide the rationale for the change in degree level and description of what the institution has done to build a culture at that level.

This is the first degree program at the master’s level. The Communication Studies Bachelor of Arts major has been offered on main campus to traditional students and online to Online and Professional Studies students.

3. Percent of program being offered via distance education and/or off-campus, if applicable.

Courses have been designed so that 100% of the program can be offered online. Where there is sufficient demand for a face-to-face or hybrid course within a cohort, courses would follow their current format or be slightly modified to blend the online and face to face versions into a robust hybrid offering that best met the needs of the particular cohort for that particular class.

4. Geographic scope of the program. Where will you market the program?

The program will be marketed to local students and distance learners across the country.

5. Projected number of students.

The Communication Studies program has a goal of 100 students as a short term goal and a long term goal of 200-300 students.

6. Type of student the program geared for, i.e. adult learners, part-time or full-time.

The Communication Studies program is designed to accommodate adult learners with asynchronous courses designed to offer rigorous coursework in a format that is manageable for working adults.

7. Initial date of offering.

The program is projected to begin in fall of 2013 pending WASC approval.

8. Anticipated life of the program, i.e., one time only or ongoing? Cohort model or rolling admissions? Independent study?

This program is designed around three admission entry points of fall, spring, and summer (September, January, and May). A rotation of courses for students selecting part time or fulltime is provided for each entry point of the academic year. Enrollment numbers are expected to increase as the market opportunities reach potential new students seeking a faith based Communication Studies program that is offered online, thus this is expected to be an ongoing program.

9. Describe the external and/or internal partners contributing and/or participating in this proposal, if applicable. Attach any Memoranda of Understanding (final and signed) between the requisite parties. If more than 25% of the program will be delivered under contract with an institution or organization not certified to participate in Title IV, HEA programs, please see WASC's Policy for Contracts with Unaccredited Organizations and explain how this arrangement conforms with the policy.

OPS uses a web-based tool, SmartMeasure, that assesses a learner's likelihood for succeeding

in an online and/or technology rich learning program, is used for our incoming students.

SmartMeasure indicates the degree to which an individual student possesses attributes, skills and knowledge that contribute to success including: • Self-motivation • Time-management skills • Self-discipline • On-screen Reading Rate and Recall • Persistence • Availability of time • Ability to use a laptop, printer, software, and the Internet • Typing speed and accuracy The tool provides an immediate score and diagnostic interpretation of results to the student and to their prospective school. It serves as an early warning device to identify students who may be deficient in the skills and attributes necessary for successful distance and it provides an immediate score and diagnostic interpretation of results to the student and the school of choice.

This program will not be partnering with any unaccredited organizations.

B. Descriptive Background, History and Context 1. Brief description of the institution including the broader institutional context in which the new program or change will exist. Connect the anticipated substantive change with the mission, purpose, and strategic plan of the institution.

California Baptist University is a Christian liberal arts institution founded by Southern Baptists to serve the world. The University is composed of the Division of Online and Professional Studies, Dr. Bonnie G. Metcalf School of Education, the Shelby and Ferne Collinsworth School of Music, the Dr. Robert K. Jabs School of Business, the School of Behavioral Sciences, the School of Christian Ministries, the School of Nursing, the School of Engineering, the College of Allied Health, and the College of Arts and Sciences. With a student body of over 5400, CBU offers three baccalaureate degrees in more than 90 majors and concentrations as well as 25 graduate programs.

California Baptist University is accredited by the Western Association of Schools and Colleges (WASC). The University’s teacher preparation programs are approved by the State of California Commission on Teacher Credentialing. The Jabs School of Business is nationally accredited by the Association of Collegiate Business Schools and Programs. The Collingsworth School of Music is accredited by the National Association of Schools of Music. The School of Nursing is accredited by the California Board of Registered Nurses.

The University holds memberships including the Association of Independent California Colleges and Universities, the Association of Southern Baptist Colleges and Schools, and the Council for Christian Colleges and Universities, and the Service Members Opportunity Colleges. All women graduates are eligible for membership in the American Association of University Women.

California Baptist University opened in El Monte, California in 1950 with 120 students. After four years of growth, the college relocated to larger facilities in Riverside which today house classrooms, campus housing, a library, offices, and maintenance and athletic facilities on the 105 acre campus. The college achieved university status and became California Baptist University in 1998.

As a "University committed to the Great Commission," CBU seeks to provide students with “spiritual formation, personal development, vocational preparation, and a sound, academic, liberating education [which will lead them to] investigate, practice, and refine their aesthetic, moral, social, and spiritual values in order to prepare themselves to make substantial contributions to the cause of Christ as skilled professionals, thinking citizens, and educated persons” (CBU Philosophy Statement).

2. To demonstrate prior experience, list the number, variety and longevity of other

programs at the proposed degree level, and include a summary or profile of one of these programs.

As the WASC accreditation history demonstrates, California Baptist University has offered degrees at the Bachelors level since 1950 giving the institution well over 50 years of experience in developing and implementing programs that are effective, sustainable, and well received by our constituency. With Bachelor degrees related to psychology, health-care, education, English, communications, business, journalism, marketing and many others http://www.calbaptist.edu/majors/default.aspx the culture for excellent programs has been well established. Approval for two OPS programs, a Bachelor of Arts in Business Administration and a Bachelor of Arts in Early Childhood Studies, also to be delivered in an online format (see below for documentation), were approved on 17 August 2011.

The University is not new to distance education. Within the School of Education, a successful program, Educational Leadership for Faith-Based Schools, has been operating for many years. Numerous cohorts have been trained including students from across the United States.

Individual classes are regularly taught using a wide variety of online strategies including BlackBoard, Jenzebar, Live Text, Elluminate, WebCT, and Second Life. Faculty members are familiar with many of the above. Some develop their own web pages for the delivery of online content. Students have become accustomed to submitting assignments via BlackBoard or Live Text, responding to weblogs, and of course the use of e-mail is routine. In support of our satellite campuses, we offer ETC 305/505 Educational Technology Level 1, 12-20 times per academic year. These courses, too, have evolved into well-run, asynchronous courses.

C. Institutional Accrediting History Relevant to Substantive Change 1. Brief response to issues noted in prior substantive change reviews since the institution’s last comprehensive review.

2. Institutional response to issues noted in prior Commission or other Committee action letters or visiting team reports that are relevant to the proposed substantive change.

The Educational Effectiveness Review Team devotes an entire section of the EER Team Report to their findings relative to OPS and plans for development of online programs (pgs 27-29). The team concluded their remarks by commending OPS "for presenting a reasonable plan for growth...." It is with this encouragement that we move forward with the activities affirmed by the EER team and present this substantive change proposal.

3. If the proposed program is within a school accredited by a professional accrediting agency, or is related to a program that is accredited by a professional accrediting agency, list the agency, year accredited, and include a copy of the executive summary to the most recent team evaluation report and agency action. Also, indicate whether the specialized agency needs to review and approve the proposed program prior to implementation.

Attachments This is where I really began. MAPv Section II: Program Need and Approval A. Program Need 1. Program need/rationale framed by the institution's mission and strategic goals.

California Baptist Mission Statement reads: "The primary purpose of this corporation is to conduct regular four-year college courses in education, music, sciences and the liberal arts, and to grant certificates, diplomas and any and all degrees evidencing completion of any course of training, together with any and all honorary degrees and to provide training for Baptist youth and others desiring to be affiliated with Baptist theology and theological instruction and such other instruction as may be needful and advantageous in preparing and qualifying ministers and others for Christian work." (Articles of Incorporation of California Baptist College, 1954.)

Although this was written in 1954 before Distance Education (DE) was such a ubiquitous enterprise, it is evident by the philosophy statement below that CBU continually strives to reach

high standards of scholarship regardless of geographic limitations through an offering of online degrees. The focus for online degree availability is also consistent with the University Student Outcomes (USOs) that include the demonstration of spiritual literacy, including biblical Christian faith and practice, Baptist perspectives, and the Christian’s role in fulfilling the Great Commission.

California Baptist Philosophy statement reads: California Baptist University is a Christian liberal arts institution founded by Southern Baptists to serve the world. As such, the university community provides an accepting, caring Christian atmosphere in which the growth of individuals is enhanced by spiritual formation, personal development, vocational preparation, and a sound, academic, liberating education. In the midst of the pursuit of truth, individuals are encouraged to investigate, practice, and refine their aesthetic, moral, social, and spiritual values in order to prepare themselves to make substantial contributions to the cause of Christ as skilled professionals, thinking citizens, and educated persons.

OPS was established for the specific purpose of serving the needs of an increasing number of adults and non-traditional students seeking higher education. Online and Professional Studies (OPS) develops degree programs in fully online and hybrid formats at both the undergraduate and graduate levels. All programs incorporate a Christian perspective, and a year-round trimester system speeds students toward graduation.

OPS desires that each student acquire certain knowledge, skills, values, and aspirations during their collegiate experience. The University seeks to provide academic programs that prepare students for professional careers, as well as co-curricular programs that foster an environment supporting the intellectual, physical, social and spiritual development of each student. Within these arenas of the student experience, the University, through its faculty and administration, has identified University Student Learning Outcomes as desirable and reflective of the impact it seeks to have in the lives of its students. OPS uses these outcomes as a compass for designing program (SLO's) and course objectives in order to stay within the University's mission and goals.

The relevance of offering a fully online Communication Studies Master’s degree is crucial to the mission of the university as well as to the need of the non-profit and public professional arenas.

Effective communication skills and an understanding of the theory and research on communication are of key importance in preparing students for work in the public and private sector. Graduates of the traditional communication studies program have gone on to seek careers in higher-level leadership roles in politics, journalism, education and public service.

2. Process and results used to establish the need. Please provide a summary of the findings, not the full study.

Research was conducted to establish a need for this program and according to Department of Labor Bureau of Labor Statistics there is a great need for communication studies graduates. http://www.bls.gov/oco/ocos086.htm The DOL projections also report that opportunities should be best for college graduates who combine a degree in public relations, journalism or another communications-related field with a public relations internship or other related work experience. The need for good communicators in an increasingly competitive business environment should spur demand for these workers in organizations of all types and sizes, the DOL further predicts. Those with additional language capabilities are expected to be in great demand.

Additionally, market studies conducted by the marketing and communication division have revealed a great interest in this major. The growth of the traditional and online Bachelor of Arts in Communication studies has been consistent with numbers of majors reaching over 200 students in recent semesters.

3. Evidence (surveys, focus groups, documented inquiries, etc.) used to support enrollment projections and to support the conclusion that interest in the program is sufficient to sustain it at

expected levels. If the program is planned to be offered for a finite period, provide the enrollment data for the length of the program. If the program is planned to be offered continuously, then provide enrollment projections for the first three years. These enrollment projections should be reflected in the budget.

The Communication Studies program on main campus has experienced steady growth.

Additionally, there are approximately 50 journalism majors and 30 public relations majors. There are approximately 40 Bachelor of Arts in Communication studies majors enrolled at OPS as well as 24 Bachelor of Arts in Public Relations majors. Research indicates that the communication studies major would be of great interest to students who prefer distance education. The research conducted indicated a need for this program and according to Department of Labor, Bureau of Labor Statistics there is a great need for communication studies graduates. http://www.bls.gov/oco/ocos086.htm Market studies conducted by the marketing and communication division have revealed a great interest in this master’s degree. The growth of the traditional Bachelor of Arts in Communication studies has been consistent with numbers of majors reaching over 200 students in recent semesters

4. Attach the recruitment and/or marketing plan for the program. Note that all materials regarding this program should clearly state, "Pending WASC approval" prior to Commission approval.

Marketing Strategy Mission: CBU’s Online & Professional Studies division mission is to respond to the non-traditional student that balances professional and family responsibilities while advancing their education through market driven degree programs, utilizing the latest technology in distance education, through faculty who are committed to student’s academic, professional, and spiritual success. This is resonated in all marketing efforts. The intention of this marketing plan then, is to clarify the message and mode of communications to the right audiences.

A. Marketing Avenues – CBU’s Online & Professional Studies division’s major marketing avenues include print ads, direct mail (postcards and letters), web optimization, social media, radio, outdoor (billboards) and special events (hosted on campus and sponsored off-campus).

1) 2) 3) 4) 5) 6) 7) 8)

Advertising Newspaper and radio will be used to introduce the MAC Collateral Material Application packet and catalog, MAC brochure, e-flyer Fairs and Conferences Public Relations Activities Announcements and participation at community events CBU Online Website As the primary source for specific program information for all programs, the MAC will have a designated page with application and course information (pending WASC approval) Search Engine Optimization (SEO) marketing strategies of the program’s website and key word search campaigns will be managed in-house Social Media Facebook, LinkedIn, Twitter, InfoGraphics, daily monitoring Associated Markets Individuals who are influencers or indirectly connected to the target markets. They include current students, alumni, faculty, and local business leaders.

B. MAC Marketing Objective, Target Markets, and Strategies for 2013 a. Objective: To introduce CBU’s new Masters degree program to local and national communities b. Target Markets: i. New graduates with Bachelor’s degree in Communication ii. Alumni iii. Business community and leaders iv. Military, spouses and families c. Strategy

i. ii. iii. iv.

Print collateral for direct mail and email Career and graduate school fairs Social Media presence Budget – (for all online & professional studies programs, adjusted to include MAC, pending WASC approval) pending 2013-14

B. Planning/Approval Process 1. Description of the planning and approval process within the institution (and system, if applicable), indicating how the faculty and other groups (administrators, trustees, stakeholders, system office, etc.) were involved in the review and approval of the new site or program. Attach documentation of necessary approvals.

The process by which evidence was collected to create all the necessary components that make up a Masters of Communication (MAC) program and determine demand included diligently searching top 10 communication programs throughout the country, in addition to private colleges, and online programs. Based off our market research we found a trend in the most commonly offered courses by top communication programs, we included these courses we know are essential to include in the MAC program to be competitive. In addition to the courses we offer, the MAC program stands above other online programs, in that it can be completed in one year. The field of communication studies has grown exponentially in the past five years; there is a new and increasing demand for communication experts, specifically related to digital media.

The birth of CBU’s new and cutting edge program stemmed from the demand on CBU main campus. There is a great deal of interest, specifically from undergraduate communication and public relations students here at CBU. The field of communications will continue to evolve as will the program and curriculum to meet the increasing demand of students pursuing a master’s degree in communication studies locally and globally.

Section III: Program Description and Evaluation A. Curriculum 1. Overall description of the program including the alignment of the program philosophy, curricular design, and pedagogical methods with the target population and degree nomenclature selected.

The Master of Arts in Communication equips students with critical thinking and professional practice skills including social media strategies while challenging them to integrate biblical thought with contemporary cultural concepts. Graduates of the Masters in Communication will exhibit creativity, confidence, and competence as they research, plan and execute communication practices.

Graduates will uphold high ethical standards as they strive to enhance organizations and business through on-ground and online communities domestically and globally.

Master of Arts in Communication Learning Outcomes Program Objectives (SLOs) 1. Students graduating with the Master of Arts in Communication degree will apply critical thinking and biblical thought in written and verbal communication. (All courses) Students will be able to: 1.1. research and analyze data 1.2. present findings in a clear and logical manner 1.3. demonstrate critical thinking with a Biblical, Christian perspective 1.4. demonstrate excellent presentation and communication skills (e.g., demonstrates confidence and poise through body language, eye contact, vocal tone).

2. Students graduating with the Master of Arts in Communication degree will communicate effectively using traditional and social media (All courses) Students will be able to: 2.1. analyze communication and apply a common sense approach to preparing and delivering messages through social and traditional platforms.

2.2. evaluate traditional and social communication campaigns 3. Students graduating with the Master of Arts in Communication degree will to research and evaluate various components of communication to determine the success and the modifications needed to accomplish effective communication. (All courses) Students will be able to: 3.1. demonstrate an understanding of ethical practices that guide the field.

3.2. synthesize research, data and feedback from various sources to inform communication policies.

4. Students graduating with a Master of Arts in Communication degree will understand the history and theories of communication . (COM 505, COM 550, COM 555) Students will be able to: 4.1. articulate a foundational understanding of communication theories.

4.2. analyze the historical approaches and consider how they impact Internet and Web promotions including social media communication.

4.4. demonstrate critical thinking including synthesis and understanding of the ethical implications and the Christian worldview and how these principles apply to the field of communication .

5. Students graduating with a Master of Arts in Communication will analyze and synthesize legal, social, and ethical communication practices. (COM 505, COM 525,COM 550, COM 560) Students will be able to: 5.1. describe and synthesize communication practices 5.2 synthesize scriptural principles that influence ethical guidelines for the communication industry.

6. Students graduating with a Master of Arts in Communication degree will analyze industry standards of communication in mass media including media effects. (COM 525, COM 535, COM 560) Students will be able to: 6.1. analyze the components of effective communication practice for internal and external communication.

6.2. analyze and explain the practice of interpreting feedback and problem/conflict resolution.

7. Students graduating with a Master of Arts in Communication degree will be able to synthesize rhetoric and critique rhetorical theories. (COM 520, COM 530, COM 560) Students will be able to: 7.1. analyze theories regarding rhetoric 7.2 critique rhetoric as it appears in mass media 8. Students graduating with a Master of Arts in Communication will be identify and analyze communications theories related to interpersonal communication. (MPA 530,COM 560, 565) Students will be able to: 8.1. identify the elements of effective interpersonal communication.

8.2. analyze the problems in interpersonal communication.

8.3. describe the changing platform of interpersonal communication including the impact of social media.

9. Students graduating with a Master of Arts in Communication will demonstrate understanding and synthesis of international communication including diverse cultural perspectives and norms of various cultures in this age of globalization. (COM 525, COM 535,COM 550, COM 555, COM 565, COM 568) 9.1 identify the various theories of international communication.

9.2 describe communication practice and political communication in this age of globalization.

9.3 evaluate inter-ethnic social and physical communication campaigns in the global community.

10: Students effectively communicate both orally and in writing and demonstrate proficiency in the use of information technology (All coursework) 10.1. present information in an organized, clear and concise manner.

10.2. use acceptable paragraph and sentence structure, with minimal grammar, punctuation, and spelling errors, and demonstrate appropriate word choice, tone, and format.

10.3. demonstrate acceptable presentation skills 10.4. demonstrate acceptable use of visual aids to present information in an appropriate and sophisticated manner, including design templates, color and animation schemes, custom animation, and importation of relevant charts, tables, and graphics.

10.5 formulate and define an information need clearly.

10.6.use the Internet to conduct effective and efficient information search using public library web sites and Internet search engines such as Google.

10.7.use electronic communications such as MS Outlook to send, receive, and organize information in a manner that increases both individual and group productivity.

10.8 understand the ethical, legal, and social issues surrounding the use of information, and access and use information ethically and legally. (All Coursework)

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Courses

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COM 510

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COM 520

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COM 505

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COM 525

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I: Reading, lectures P: Discussio ns, reflection essays D: Use social media to interact w/ course mates

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I: Reading, Lectures P: Essays, discussio n boards

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COM 535

COM 550

COM 555

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I: Reading, lectures P: Discussio ns, reflection essays D: Use social media to interact w/ course mates

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D: Final Research paper

Final Research paper, presentat ion

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COM 560

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COM 565

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4. List of courses, identifying which are required.

Master of Communication studies (30 units) 505 510 520 525 530 535 550 555 560 565

Communication Theory Communication Research and Evaluation Strategic Communication and Leadership Media Effects on Communication Behavior Rhetorical Criticism Risk Communication Global and Intercultural Communication Communication in the Digital Age Communication Ethics Graduate Communication Project

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2. Program learning outcomes that articulate what the student will be able to do after he/she completes the program and are appropriate to the level of the degree.

3. Curricular map articulating the alignment between program learning outcomes and course learning outcomes and demonstrating the progression from introductory to advanced levels.

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Course Descriptions COM 505 Communication Theory (Three Units) This is a graduate-level course that provides an introductory survey of theoretical perspectives on communication including a broad history of millstones and current theoretical models. This course is designed to expose students to communication theory through readings, discussion, research, and writing. Students will learn how communication theories are developed, analyzed, evaluated and applied.

COM 510

Communication Research and Evaluation (Three Units)

Students will learn the basics of research, design and strategy, including methods, experiments, content analysis, and focus groups. Students will also learn how to identify problems in research methods and evaluate current research about these problems. This course will provide students with basic tools to conduct their own research.

COM 520

Strategic Communication and Leadership (Three Units)

Students enrolled in this course will learn leadership theories as they relate to strategic communication. The course is reviews methods and practices and provides a framework for evaluating communication research in strategic communication campaigns.

Students will learn to use social media tools and techniques and leadership theories including team building, servant leadership and transformational leadership. Students will create communication plans for conflict resolution in businesses and non-profits.

COM 525

Media Effects on Communication Behavior (Three Units)

Media’s social, political and cultural effects have been shown to influence peoples knowledge, thoughts, and behaviors including interpersonal communication. Media including those who produce it have the power to influence society. Students will be able to critically approach media effects theory and understand how media influences people. This course will focus on the complex interrelationships between consumption of media content and the motives beliefs, feelings, and behaviors of people. Students will also critically analyze theories and apply them to current media coverage and think about the future of media effects.

COM 530

Rhetorical Criticism (Three Units)

In this course students will explore the purpose of rhetorical criticism including the various ways to practice rhetorical criticism. Students will learn the role of the critical act in culture and society.

Rhetorical criticism is a method of inquiry and way in which we can view discourse. Students will learn various models used in rhetorical criticism, be familiar with seminal exemplars of criticism and develop their own skills as critics.

COM 535

Risk Communication (Three Units)

The goal of this course is to explain how communication professionals can create and implement communication plans related to either possible or actual hazards. Students will examine how risk and crisis communication research applies to the information learned. In addition this course will cover extensive health communication research, and the ethical role Christian communication specialist have in this age of instant and digital information.

COM 550

Global and Intercultural Communication (Three Units)

The purpose of this course is to examine the meaning and importance of intercultural communication as it applies to individuals, groups, organizations, and nations. Students examine the meaning of “culture” and how “culture” can affect personal, national, and international understanding and communication, beliefs, and behaviors. Students will investigate the various ways in which cultures differ and the necessity of understanding and respecting other cultures.

The course assists communication professionals to be more effective with external communication campaigns in other countries and internal communication within a diverse workplace. The course emphasizes clear and logical spoken and written expression to enhance individual ability to interact effectively with people of different cultures.

COM 555

Communication in the Digital Age (Three Units)

The shift from print to digital media is an ever-evolving phenomenon. The impact of new communication technologies has changed political mobilization, digital divides, social networks, public opinion, deliberation government and so on. This course will enable students to understand the kinds of analyses applied to digital communication and apply methodologies to contemporary questions about media, technology, sociality, and society in a variety of settings. Students will establish both theoretical and experiential foundations for making personal decisions and judgments regarding the relationship between mediated communication and community. Students will know how digital media practices affect self and community. In addition students will discuss legal and ethical questions raised by digital media and their effects on society and individuals, including a Christian worldview.

COM 560

Communication Ethics (Three Units)

This course is an extensive study of the philosophy and practice of ethics in communication.

Students will learn to analyze and evaluate ethical problems and gain skills to approach these situations with honesty, sincerity, and confidence. Special emphasis is given to public relations ethics for communication in the digital age.

COM 565

Graduate Communication Project (Three Units)

Student will write a 25-page paper that identifies a communication theory in practice observed in a case study. This cohesive paper is driven by theory and practices learned through the course work. A minimum of four of the courses content areas should be reflected in the paper.

5. Process by which syllabi are reviewed and approved to ensure that 1) course learning outcomes are described and are linked to program learning outcomes; 2) materials are current; 3) pedagogy is appropriate for the modality of the course.

Syllabi are converted from a face-to-face format to an online format via the process discussed in Section II. Once a syllabus has gone through this structured process, it becomes the syllabus that is used each time the course is offered. The director and lead faculty course designer within the program will regularly review the syllabi to assure alignment between course objectives and student learning outcomes, insure textbooks are current, and the pedagogy is relevant and appropriate to distance learning. While it is anticipated that individual professors will add their personal expertise and experiences to the courses, they are required to adhere to the given requirements in the approved syllabi.

6. Attach three sample syllabi that are representative of the program and attach the capstone/thesis or culminating experience syllabus (if applicable). Syllabi should include specific student learning outcomes for the course, be adapted to the modality of the course, and be appropriate to the level of the degree. Syllabi should also reflect information literacy requirements (WASC Standards 2.2 and 3.6) and use of the library.

Three syllabi will be attached. COM 505 –P. Hernandez is working on it. It will be fully built in BB. I have copes of COM 550 and COM 565.

Library report will be sent by Matthew Goddard by Monday.

7. Internship requirements and monitoring procedures, if an internship is required.

No internship is required. Students may take an internship for elective credit. There is a process in place through the main campus career services office-Liz Jordan.

8. Special requirements for graduation, i.e. comprehensive examination, service learning, etc.

B. Schedule/Format

Master of Arts Communication Studies (30 units) 1. Length of time that the typical student is expected to complete all requirements for the program.

The program can be completed within one year. Students may elect to take courses at a slower pace but it is designed to be completed in one year.

2. Description of the cohort or open registration model being used. Minimum attendance/participation requirements and the provisions made for students to make-up assignments or for students who have to drop out of the cohort for a short period of time.

OPS uses an open registration model with a maximum goal of 25 students in a given course.

The number of sections for each course in each eight -week session is contingent upon the number of students registered for the respective scheduled course(s). Students can look ahead and see the offering of courses via the web page for OPS. Attendance and participation is based upon requirements for each course. With a weekly 1200 minute investment, a typical course requires the student to read chapter(s) from a text, articles from current journals, conduct regular

research to substantiate opinions when participating in a class discussion via blackboard, journaling, blogging, and completing analytical and integrative assignments. Make up work is not offered in lieu of stated requirements, but a professor may choose to accept late work.

Acceptance of late work is subject to instructor policy. A typical late policy would allow the student an extra week to turn in the assignments. If a student falls too far behind due to an illness or emergency, he/she is given the opportunity to ask for an incomplete. The incomplete allows the student an extra 6 weeks from the last day of the course to make up missing work. A student who requires time away from the program will be advised that stepping out of the cycle of course offerings may impact their ability to complete the program in a timely manner.

3. Timeframe of courses, i.e. accelerated, weekend, traditional, etc. If the course timeframe is abbreviated, an institution must allow adequate time for students to reflect on the material presented in class. Faculty using the accelerated course format should be expected to require pre- and post-course assignments, as appropriate. The Committee will expect course syllabi for accelerated courses to be adjusted accordingly to reflect the pre- and post-course assignments, and the accelerated nature of the curriculum.

All courses are in an 8-week format and will not be offered in an further abbreviated timeframe.

4. Attach the institution's credit hour policy.

5. For programs that contain courses that include requirements other than traditional seat time (i.e., laboratory work, internships, practica, studio work, hybrid courses, online courses, and other academic work leading to the award of credit hours), please identify these courses and explain how the time requirements are equivalent to the credit hour requirements as described in WASC's Policy on the Credit Hour.

6. How will the institution ensure that timely and appropriate levels of interactions between students and faculty, and among students are maintained?

The use of an Effective Communication Policy has proven to create appropriate levels of interaction between students and faculty. All OPS faculty have been held to this standard and it has become part of the ongoing training that OPS faculty receive. The use of this policy has allowed the students a sense of security knowing that the instructors are available and will respond in a timely manner.

7. Sample schedule of courses for a full cycle of the program with faculty assignments, if available.

Master of Arts Communication Studies (30 units) We are projecting Fall –Semester session and year Fall 12- Spring 14 C. Admissions 1. Admissions requirements. http://www.calbaptist.edu/admissions/degree-completion/applying/

2. Identification of the type of student targeted and qualifications required for the program.

3. Credit policies including the number of credits that students may transfer in.

4. Process for awarding credit for prior learning (applicable only to undergraduate level).

5. Residency requirements, if applicable.

None.

6. Sample brochure or admissions material. Note that these materials must clearly state "Pending WASC approval" prior to Commission ratification.

D. Plan for Evaluating Educational Effectiveness 1. Plan for assessing the program at various stages in the first year including achievement of student learning outcomes and how findings from the review will be used to improve the program.

Attach the assessment plan.

2. Plan for incorporating assessment of this program into the school and/or institution’s existing program review process.

The BA Communication Arts will follow the University Assessment Plan established for existing programs at CBU. Detailed program reviews are conducted every five years, and both long range and short-range goals are included in the Comprehensive University Plan (CUP). Program review is the tool with which we determine the need for new programs; enhance the quality of existing programs, clarify the purpose of the programs, determine appropriate assessment methods for measuring the degree to which those purposes were achieved, identify strengths and weaknesses of the program based on assessments and evaluations, and revise and develop departmental goals and objectives. In addition to measuring successful completion of SLOs, educational effectiveness is measured by other indicators such as student satisfaction with online services and course evaluations.

For assistance completing the educational effectiveness items, please refer to the Educational Effectiveness Framework.

Section IV: Resources A. Faculty Curriculum Vita Mary Ann Pearson, Ed.D 290 Cowan Street Colton, Ca 92324 E-mail: mpearson@calbaptist.edu Cell: (909) 709-9612 Office: (951) 343-3967 Professional Summary: Talented and experienced professor, curriculum specialist, writer and mentor with expertise in writing; academic and journalistic, leadership and online education. Over twenty-five years of experience in public relations, journalism, education at the elementary and university level including educational leadership. Extensive experience and expertise in online and hybrid education including curriculum and program development.

Teaching Experience California Baptist University, Riverside, CA 8/05-present Associate Professor of Communication Studies and Education 2011-Present-Program Lead-Communication Studies and Public Relations-Oversee Bachelor of

Arts in Public Relations, Communication Studies and the Master of Arts In Communication Studies along with Master of Arts in Public Relations 2005-2012-Program Director/Faculty adviser for the student publications- "The Banner" newspaper, "The Angelos" yearbook and "Pursuit" magazine Taught: Education/Reading, Journalism, PR and Co. courses Example of Courses taught: COM 113 Public Speaking COM 300 Public Relations COM 308 Interpersonal Communication COM 333 Oral Interpretation COM 425 Organizational Communication JRN 170 Introduction to Journalism JRN 215 Newspaper Production JRN 212 Yearbook Production JRN 412 Advanced Yearbook Production JRN 253 Newspaper Editing and Design JRN 320 Ethics in Public Relations and Journalism JRN 349 Copy Editing for newspapers, magazines and presentations JRN 420 Public Relations Campaigns, Strategies and Writings JRN 371 Applied Journalism Production (writing for web and convergent media) PRL 510 Public Relations Research and Evaluation PRL 515 Legal, Ethical and Social Foundations of Public Relations PRL 520 Specialized Writing in Public Relations PRL 580 International Public Relations RDG 535 Reading Diagnosis EDU 515 Reading Across the Content Areas PRL 570 Strategic Marketing and Communication Programs * Note-many more Communication, Public Relations and Journalism courses researched, developed and taught.

Elementary Teaching Experience Elementary School Teacher, 1999-2005 Colton Joint Unified School District Courses: K-12 Public Relations Specialist and Journalist, 1985-1999 Elkor Properties Walter’s Management Upland Vistas Properties

Education ED.D La Sierra University, 2010 Concentrations: Leadership and Administration Dissertation: A PHENOMENOLOGICAL STUDY OF JOURNALISM STUDENTS’ PERCEPTION of THEIR EDUCATION M.S. Education, California Baptist University, Riverside, CA, 2003 Concentration: Teaching B.A, Liberal Studies, California Baptist University, Riverside, CA, 1999 Licenses and Certificates:

Multi- Subject Teaching Credential Reading Specialist Certificate Administrative Credential College Media Advisers-New Adviser Certification Numerous Public Relations workshops, seminars and training events Online Teaching and Learning Certificate-CBU/OPS Affiliations PRSA – Member; since 2007, Board Member 2012-2013 Associated Collegiate Press – Member; since 2007 College Media Advisors – Member; since 2007 Publications/Research Projects Pearson, M. (2011) Get This Generation Going. College Media Review Pearson, M. Journalism Training Handbook, 2007, 2008, 2009, 2010, 2011 Pearson, M. (2007) Building an Effective Journalism Program. College Media Review

Presentations Pearson, M. (2012). In J. Bucholz (Chair). Personal Branding, Paper presented at the American Scientific Association 67th annual meeting: Science, faith and the media: communicating beyond books.

Pearson, M. (2012) Presented at ACP Conference in Seattle, Wa., Internships and Mentoring Pearson, M. (2011) Presented at ACP Conference in Hollywood, Ca. What do Employers Want?

Pearson, M. (2010) Presented at ACP Conference in Phoenix, Az. Building an Effective Team of Student Journalists Pearson, M. (2009) Presented at ACP Conference in San Diego, Ca. Tools to Make Student Journalism More Effective Pearson, M. (2008) Presented at CMA Conference in New York, New York, Recruiting an Excellent Team Pearson, M. (2007) Presented at ACP Conference in St. Louis, Mo., Easy, Breezy Journalism Lessons Pearson, M. (2007) Presented at CBU Faculty Retreat, Social Media and Millineals Pearson, M. (2006). Presented at College Media Conferences in New York, Recruiting, Training and Retaining a Publication Team

Awards Third place Best in Show for Angelos Yearbook, Associated Collegiate Press – Fall , 2012

Tenth place Best in Show for Pursuit Magazine, Associated Collegiate Press – Fall, 2012 Fifth place Best in Show for The Banner Newspaper, Associated Collegiate Press - Spring, 2011 Yearbook Pacemaker Finalist Award for Angelos Yearbook, Associated Collegiate Press, 2011 Seventh place Best in Show for Pursuit Magazine, Associated Collegiate Press –Fall, 2011 Second place Best in Show for The Banner Newspaper, Associated Collegiate Press- Fall, 2011 Fifth place Best in Show for Angelos Yearbook, Associated Collegiate Press – Fall, 2011 Third Place in The Best of Collegiate Design 19, The Banner Feature Page Third place Best in Show for The Banner Newspaper, Associated Collegiate Press- Spring, 2011 First place Best in Show for The Banner Newspaper, Associated Collegiate Press- Spring, 2010 Numerous 1st, 2nd and 3rd Place Awards for The Banner Newspaper and The Angelos Yearbook, Baptist Press Collegiate Journalism Conference, Fall, 2007-Fall, 2010 Numerous Presidents’ Circle Awards, Angelos Yearbook, Walsworth Publishers, Fall 2006-Fall, 2012 .

Curriculum Vitae January, 2013 Patricia (Trisha) A. Hernandez Mass Communication & Public Relations 608 354 3766 hernandeztrisha@gmail.com Faculty Position Assistant Professor of Communication – August 2012 - Present California Baptist University, Riverside CA Undergraduate Courses Taught: Public Relations, Interpersonal Communication, Forensic workshop, Rhetorical Criticism, Organizational Communication, Communication Theory.

Graduate courses: History & Theory of Public relations, Public Relations Research and Evaluation, Critical Thinking & Crisis Management, New Media Strategies Course Development: History and Theory of Public Relations, Critical Thinking and Crisis Management, News Media Strategies, Public Relations Social and Physical Campaigns HIGHER EDUCATION PhD. 2007 – 2012 Mass Communications, University of Wisconsin – Madison Concentration: How media shapes attitudes about people of different races and ethnicities in response to the emerging and changing global social culture.

Dissertation: Media perceptions of minorities: Muslim American youth and Media- Exploring the hostile media phenomenon, ethnic identity, and self esteem M.S. 2005 – 2007 Life Sciences Communication, University of Wisconsin - Madison Thesis: Online Interactive Cancer Communications Services and Positive Health Outcomes in Women with Breast Cancer B.S. 2002 – 2005 Management of Health and Fitness, Northern Michigan University RESEARCH POSITIONS Project Assistant, 2008 – 2011

Health Sciences Institutional Review Board, University of Wisconsin Madison Research Assistant, 2010 Raj Patel, PhD (is a visiting scholar at University of California Berkley) San Francisco, California Gathered latest research to help Dr. Patel prepare for interviews, talks, journal articles, and his next book. Topics include the following: Malawi famine, British Petroleum spill, G20 and G8, food security and safety. Web maintenance Project Assistant, 2010 Communication Arts, University of Wisconsin - Madison Professor Louise Mares Topic: Students' Perceptions of Social Groups (SE-2010 – 0081) And Tween Sitcom Follow up (SE-2010 – 0082) Assistant Researcher, 2009 Communication Arts, University of Wisconsin - Madison Professor Louise Mares Topic: Tween Sitcom Research Assistant, 2005 – 2008 Comprehensive Health Enhancement Systems Study, University of Wisconsin – Madison Writing and disseminating latest cancer research and news to cancer patients to help patients manage their condition via online interactive cancer communication system.

TEACHING EXPERIENCE Digital Studies Initiative Instructional Development, 2010 – 2011 Communication Arts University of Wisconsin - Madison Digital Studies, 100 Grader for Professor Louise Mares, 2010 Communication Arts, University of Wisconsin – Madison Communication and Interethnic Behaviors, 565 Course Instructor, 2009 – 2010 Life Sciences Communication, University of Wisconsin – Madison Communication: Inquiry & Exposition, 100 Teaching Assistant, 2006 Cancer Communication, University of Wisconsin – Madison Teaching Assistant, 2005 Personnel Wellness, Northern Michigan University Invited Presentations Interactive Course Design Blackboard Teaching and Learning Conference, UCLA November, 2012 Media and Public Relations Panel PRSSA meeting at California Baptist University, September, 2012 Israel: Cultural Diversity, 2008

Queen of Peace, Madison, Wisconsin Israeli Media and Society, 2007 Global Life Sciences Communication, University of Wisconsin – Madison Exercise and Diabetes, 2005 Bay De Noc Community College, Escanaba, Michigan Sports Programming in Rwanda, 2005 Health Education, Northern Michigan University Technology to Enhance Learning, 2005 Undergraduate Research Symposium, Northern Michigan University

SCHOLARSHIPS AND AWARDS Nelli McCannon Life Sciences Communication Award University of Wisconsin – Madison, 2010 Jean W. Fewster Award Communication and International Development, University Madison – Wisconsin, 2010 Israel Experience College Scholarship Media Relations, 2007 Undergraduate Health Educator of the Year Award American Alliance for Health Physical Recreation and Dance, Chicago, IL, 2005 Technology to Enhance Learning Award Northern Michigan University, 2005 Outstanding Undergraduate Student Northern Michigan University, 2005 Travel Grants Conference presentation travel award Wisconsin Agriculture & Life Sciences Alumni Association - University of Wisconsin-Madison, 2007 PUBLICATIONS Mares, L., Braun, M. and Hernandez, P. (2012) Pessimism and anxiety: Effects of tween sitcoms on expectations, feelings, and moral reasoning about peer relationships in school. Media Psychology (forthcoming).

Shaw, B., Han, J.Y., Kim, E., Gustafson, D., Hawkins, R. P., Cleary, J., Mctavish, F., Pingres, S. Eliason (Hernandez), P. and Lumpkins, C. (2007) Effects of prayer and religious expression within computer support groups on women with breast cancer. Psycho – Oncology, 16(7) 676-8 CONFERENCE PAPERS/PRESENTATIONS Cacciatore, M., and Hernandez, P. (November, 22, 2008) The role of emotions on information processing: Biofeuels. MAAPOR, Chicago, IL Hernandez, P. (May14, 2008) Online interactive cancer communication services and positive health outcomes in women with breast cancer. AAPOR, New Orleans, LA

Hernandez, P. and Cook, A. (April, 14, 2005). Relationship between the first year experience program and college students’ perception of social support. AAPHERD, Chicago, IL Hernandez, P. (September, 2007). Israel Media Landscape. University of Wisconsin Madison, Madison, WI SERVICE AND OUTREACH Global Graduates and Partners Program, Madison WI Peer mentor for international graduate students Healthy Classrooms, Madison WI The foundation works with communities to bring public health education into the classroom to help students make smart decisions about nutrition, fitness, environmental responsibility, and their developmental well being Buckets for Hunger, Oregon, WI An organization combining a love for sports and a passion to feed the hungry. Assisted the organization in coordinating Wisconsin’s Best. In 2006, Buckets for Hunger hosted Kareem Abdul-Jabbar, Jerry Kramer, Pat Richter, Al Toon, Bret Bielema, Terrel Fletcher, Mike Eaves, Clyde Gaines, Adam Burish, and Nicki Burish for a night of Wisconsin sports memories. With the generosity of the celebrity guests and those in attendance, the evening was enjoyable and a huge success in raising the funds necessary to wipe away the tears of hunger.

Professional Association Membership International Communication Association Association for Education in Journalism and Mass Communication American Association for Public Opinion Research Palestinian American Research Center RELATED PROFESSIONAL SKILLS Graduate Course Work Life Sciences Communication Issues in Science and Technology Communication Public Opinion of Life Sciences Issues Communication Research Methods Research Methods Effects of Mass Communication Journalism and Mass Communication Cancer Communication Science, Environment, and Health Communication Intro to Communication Theory and Research International Communication on War Critical and Cultural Approaches to Mass Communication Mass Media and Youth Population Health Sciences Health Risk assessment of Global Environment Change Global Public Health and Human Rights: Vulnerable Children Health and Disease in Rwanda Communication Arts Communication and Interethnic behavior Political Science Global War on Terror Political Theory: International Law & Politics of Post World War II. Israeli Politics and Society Misc Stats for sociologist First Semester Arabic

Statistical Methods Applied to Education II Information technology Microsoft Office, Word Press, Blogger Foreign language Spanish – Basic reading and comprehension Arabic – Basic reading and comprehension – working knowledge

Sarah K. Robblee Lecturer in English and Communications California Baptist University Division of Online and Professional Studies E: srobblee@calbaptist.edu T: 951-343-3946

EDUCATION - (in-progress ) Ph.D. Technical Communication and Rhetoric (Emphasis in Rhetoric, Composition, and Technology). Texas Tech University, Lubbock, Texas. Anticipated June 2015.

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M.A. English (Emphases in Rhetoric and Composition, World Literature). Cal Poly Pomona, Pomona, California. June 2010.

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B.A. English Language and Literature (Minor in Communication Arts). Gordon College, Wenham, Massachusetts. May 2008.

ACADEMIC EMPLOYMENT - Lecturer, Department of Communications, Online and Professional Studies program, California Baptist University, February 2012-Present

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Lecturer, Department of English, Chapman University, Fall 2011-Present

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Adjunct Faculty, Department of Communications, Online and Professional Studies program, California Baptist University, September 2011-February 2012

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Communications Specialist, Academic Support Center, Gordon College, Fall 2010-Spring 2011

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Teaching Associate, Department of English and Foreign Languages, Cal Poly Pomona, Fall 2009-Spring 2010

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Editor, Department of Business Administration, Cal Poly Pomona, Spring 2010: Edited a paper for the Journal of Cross-Cultural Psychology on the representation of selfconstruals for Dr. Jae Min Jung.

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Teacher, English as a Second Language, FLS International at Citrus Community College, Summer 2009

COURSES TAUGHT - JRN420 Public Relations Writing, Campaigns, and Strategies, Undergraduate, California Baptist University, Fall 2012

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ENG 113 Composition, Undergraduate, California Baptist University, Fall 2012, Spring 2013

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ENG123 Intermediate Composition, Undergraduate, California Baptist University, Fall 2012

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ENG353 Children’s Literature, Undergraduate, California Baptist University, Fall 2011, Spring 2012, Summer 2012

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COM113 Oral Communications, Undergraduate, California Baptist University, Spring 2012

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COM300 Public Relations, Undergraduate, California Baptist University, Fall 2011, Spring 2013

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FFC49, FFC50 Ethics in Technical Communication, Undergraduate, Chapman University, Fall 2012

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ENG103 sections including Writing in the Academic Environment (Fall 2011), Writing about Commerce and Technology (Fall 2011), Writing for Community (Spring 2012), Writing for Electronic Environments (Spring 2012), Undergraduate, Chapman University

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ENG305 Business Writing, Undergraduate, Chapman University, Spring 2013

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ENG208 Composing the Self, Undergraduate, Chapman University, Spring 2013

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ENG206 Critical Literacies and Community Writing, Undergraduate, Chapman University, Winter 2012

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ENG105 Freshman English II, Undergraduate, Cal Poly Pomona, Spring 2010

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ENG104 Freshman English I, Undergraduate, Cal Poly Pomona, Fall 2009-Winter 2010

HONORS AND AWARDS - Texas Tech Graduate Student Scholarship for summer 2012, $3,000

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Sigma Tau Delta International Honors Society member with graduate GPA of 3.98, Rho Xi Chapter at Cal Poly Pomona

PUBLICATIONS - Smith, S. K. (2012, May). [Review of the book “The public work of rhetoric: Citizenscholars and civic engagement” by Ackerman, J.M., and Coogan, D.J.]. Technical Communication, 59(2), 169-170.

CONFERENCES AND PRESENTATIONS - “Everything (And We Mean Everything) We Know about Editing: A Review of

Contemporary Research Studies in Technical Editing” by Angela Shaffer, Alison Cope, Jennifer Freytag, Timothy Elliott, Brandon Strubberg, and Sarah Robblee. Society for Technical Communication’s Technical Editing Virtual Conference. October 2012.

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“Encouraging College Literacy: Guided Strategies to Promote Students’ Reading Skills and Engagement.” Paper accepted and presented. College Reading and Learning Association. November 2011, San Diego, California.

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Attended the University of Connecticut’s 23rd Annual Postsecondary Disability Training Institute (PTI). Sessions I attended included topics on disability law in higher education, ADHD documentation, and students with Asperger’s Syndrome. June 2011, Portland, Maine.

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“Levels of Engagement in Group Work Tasks.” Paper presented. Annual TESOL Convention. Graduate Student Forum. March 2009, Denver, Colorado.

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“‘What Does ‘X’ Do?’ in First-Year Composition.” Paper presented. Cal Poly Pomona Annual Graduate Symposium. June 2009, Pomona, California.

MEMBERSHIPS - National Council of Teachers of English

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Conference on College Composition and Communication

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Society for Technical Communication

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Public Relations Society of America

TECHNICAL SKILLS WebEx, iLinc, MOO, Moodle, Blackboard, Prezi, Google docs, YouTube REFERENCES John Edlund, Ph.D. jredlund@csupomona.edu Professor, English and Foreign Languages (909) 869-3873 former Director of University Writing Center Cal Poly Pomona 3801 W. Temple Avenue Pomona, CA 91768 Donald Kraemer, Ph.D. djkraemer@csupomona.edu Professor, English and Foreign Languages (909) 869-3829 Cal Poly Pomona 3801 W. Temple Avenue Pomona, CA 91768

J

A M E S

R.

C

I C H O R A C K I

7024 Oakhurst Street ♦ Eastvale, California 92880 ♦ 909-641-4106 jamesr@cichoracki.com VISION Teaching is my passion.

Teaching is a celebration of the possible. Encouraging others to see their own potential and helping them move toward that potential by pointing the way through mentoring, modeling, and instruction is one of my greatest joys in life.

Rhetoric is my vocation.

Effective communication is an art, not a technique. In all my writing and speaking, I strive for excellence marked by correctness, clarity, and elegance. With Isocrates, I believe that the aim of rhetoric is not simply persuasion; instead, rhetoric should inspire others to virtuous behavior.

Virtue is my endeavor.

The merely eloquent or solely wise person is not praiseworthy. Following Quintilian, I believe that the rhetorical ideal is vir bonus dicendi peritus—“the good person speaking well”—with the end of accomplishing beneficial things through social action.

E D U C AT I O N Michigan Technological University Houghton, Michigan Ph.D. Rhetoric and Technical Communication (with distinction) 1998 Emphases: Classical Rhetoric, Composition Theory, Technical Writing Dissertation: “Mystery, Magic, and Metaphor: The Eucharist and the Epideictic Ideal” M.S. Rhetoric and Technical Communication 1990 —— Mathematics (M.S. pursued) —— B.S. Electrical Engineering (with honor) 1986 TEACHING EXPERIENCE Undergraduate Studies, Argosy University Adjunct Faculty

Orange, California 2013

Online & Professional Studies, California Baptist University Adjunct Faculty

Riverside, California 2012-13

Dept. of English, Biola University Adjunct Faculty

La Mirada, California 2006-08

Dept. of English, California State University, Chico Lecturer 1998-99

Chico, California

TEACHING EXPERIENCE (CONT’D) Dept. of Humanities, Michigan Technological University Teaching Assistant

Houghton, Michigan 1988-91

Dept. of Mathematical Sciences, Michigan Technological University Teaching Assistant

Houghton, Michigan 1987-88

COURSES TAUGHT Undergraduate Studies, Argosy University Orange, California ♦ Communication, Gender, and Culture (COM 450)— Spring 2013 Online & Professional Studies, California Baptist University Riverside, California ♦ Public Speaking (COM 113)—Summer 2012; Fall 2012; Spring 2013 ♦ Forensics (COM 110)—Summer 2012 ♦ Advanced Forensics (COM 310)—Fall 2012 Dept. of English, Biola University La Mirada, California ♦ Critical Thinking and Writing (ENG 100)—Fall 2006 ♦ Critical Thinking and Writing (ENG 110A)—Spring 2007; Fall 2007; Spring 2008 Dept. of English, California State University, Chico ♦ Rhetoric & Writing—Fall 1998 ♦ First-Year Composition—Fall 1998; Spring 1999 ♦ Advanced Composition—Fall 1998; Spring 1999 ♦ Graduate Seminar in the History of Rhetoric—Spring 1999

Chico, California

Dept. of Humanities, Michigan Technological University Houghton, Michigan ♦ Technical Communication—Spring 1990; Summer 1990; Fall 1990; Spring 1991 ♦ First-Year Composition—Fall 1988; Summer 1989; Fall 1989 ♦ Writing from Sources—Winter 1989; Spring 1989; Winter 1990; Winter 1991 ♦ Verbal and Nonverbal Communication—Winter 1991; Spring 1991 Dept. of Mathematical Sciences, Michigan Technological University ♦ PreCalculus—Winter 1988; Spring 1988; Summer 1988 ♦ Trigonometry—Fall 1987 ♦ Algebra—Fall 1987

Houghton, Michigan

TEACHING RESPONSIBILITIES ♦ ♦ ♦ ♦

Designed course syllabi and developed lesson plans Managed classes of 25-50 students (classroom setting, small groups, and one-on-one) Evaluated student performance and assigned grades Developed innovative and creative teaching approaches to encourage and challenge students ♦ Incorporated real-world writing situations into technical writing courses T R A D E P U B L I C AT I O N S All articles below were written by James R. Cichoracki, although some are attributed to others due to corporate marketing objectives.

Pharmaceutical Industry—all refereed journals “Subject Recruitment: Process Development and Measurable Performance Monitoring.”

Applied Clinical Trials, June 1997.

“Biochemical Markers: Maximizing Their Use in New Drug Development.” Applied Clinical Trials, March 1995.

“Computerization and Computer Validation: Promises and Pitfalls.” Applied Clinical Trials, Dec. 1993.

“Intellectual Property Rights.” Applied Clinical Trials, June 1993.

“The Profits and Pitfalls of Globalization.” Pharmaceutical Executive, March 1993.

“Coming to Terms with Overseas Contracts.” Applied Clinical Trials, Jan. 1993.

“Importing Clinical Trial Supplies into the United Kingdom.” Applied Clinical Trials, Oct. 1992.

“Criteria for Research Facilities in the United Kingdom.” Applied Clinical Trials, Sept. 1992.

“Safety and Effectiveness of the CTX Process in the United Kingdom.” Applied Clinical Trials, July/Aug. 1992.

“Benefits of Conducting Clinical Trials in the United Kingdom.” Applied Clinical Trials, June 1992.

“Conducting Clinical Trials in the United Kingdom.” Applied Clinical Trials, May 1992.

Cosmetics and Household Products Industry “Product Safety and Claim Substantiation: An Industry Comparison.” Cosmetics & Toiletries Manufacture Worldwide, 1995 Annual.

“Product Safety Evaluations: Methodology for the Human Clinical Alternative.” Cosmetics & Toiletries Manufacture Worldwide, 1994 Annual.

“A Look at Human Clinical Studies.” HAPPI, May 1993.

“Industry Peace of Mind: Testing for Safety.” Cosmetics and Toiletries, Sept. 1992.

Food Industry “Food Safety and Health Claims: The Need for Clinical Research.” Food Technology, May 1994.

Agronomic Industry “Compare Your Soil Scores: Matching Results with Others Can Help You Gauge Your Soil’s Health.” Farm Industry News, March 1997.

“Purple Corn Syndrome: Getting to the Root of the Problem.” Ag Retailer, Feb. 1997.

“Reduced Tillage Requires Tighter Nutrient Management.” Custom Applicator, May 1996.

“Stratification in Reduced Tillage.” Farm Industry News, March 1996.

“Soil Testing with GPS Technology.” Custom Applicator, March 1996.

“Boring, Coring, and Storing: New Technologies Place Old Task in the Limelight of Data Collection.” Farm Chemicals, March 1996.

“Increasing Yields: Beyond Nutrient Management.” Custom Applicator, Feb. 1996.

“Manage Lime Applications for Positive Yields.” Custom Applicator, Jan. 1996.

“Plant Food Management: Soil pH Affects Nutrient Availability.” Custom Applicator, Oct. 1995.

P R E S E N T AT I O N “Ethos and Technical Writing: Enculturating Students through Declamation.” Paper presented at the Penn State Conference on Rhetoric and Composition, July 1991.

INDUSTRY

AND

NONPROFIT EXPERIENCE

Budway Enterprises, Inc. Fontana, California Budway is the nation’s premiere rail-transloader, providing high-volume transloading services for industrial products shipped by rail to California and distributing those products locally by truck.

Vice President, Marketing Director of Finance 1999-2002

2007-2012

Responsibilities Marketing ♦ Created corporate marketing plans and set strategy ♦ Supported sales efforts by crafting presentations, writing RFPs, and developing other sales tools ♦ Developed company branding strategy and created internal training to support branding efforts ♦ Created company website in its entirety (from concept to copy and from design to implementation) ♦ Wrote press releases and coordinated promotional activities ♦ Organized and hosted marketing events for key clients ♦ Built key client relationships Accounting and Finance ♦ Managed accounting staff and collections personnel ♦ Created corporate accounting systems and processes ♦ Set budgets and measured performance to budget ♦ Analyzed revenue trends and forecasted corresponding budgets and cash flow ♦ Set strategy for corporate expansion plans ♦ Oversaw all aspects of corporate insurance coverage Human Resources ♦ Managed human resources staff ♦ Created corporate human resources systems and processes ♦ Managed employee benefits, including health insurance, 401(k) program, and life insurance ♦ Supervised all management activities for compliance with state and federal regulations, including hiring, progressive discipline, and terminations ♦ Oversaw all aspects of payroll processing ♦ Organized and hosted employee recognition events Safety and Compliance ♦ Managed safety director and safety personnel ♦ Ensured compliance with all state and federal safety requirements ♦ Developed safety training and monitoring plans ♦ Wrote and implemented standard operating procedures ♦ Supervised company drug-testing policies and procedures ♦ Monitored injuries and accidents, including handling of workers’ compensation claims ♦ Developed innovative STAR program to encourage managers to promote safety objectives company wide

INDUSTRY

AND

NONPROFIT EXPERIENCE (CONT’D)

Inland Hills Church Chino, California Inland Hills Church is a young, growing church focused on reaching irreligious people and helping them become authentic followers of Christ. IHC serves more than 2,300 people each weekend.

Director of Operations & Marketing

2003-2007

Responsibilities ♦ Developed leaders and volunteers ♦ Oversaw all day-to-day campus operations, including church and children’s center ♦ Managed director of children’s center, facilities and grounds supervisor, office manager, bookkeeper, graphic designer, and other administrative staff ♦ Oversaw all aspects of print and electronic communications and marketing efforts ♦ Created church website from concept to copy; directed design, photography, and implementation ♦ Directed church-wide programs for small groups and all ministries (e.g., 40 Days of Purpose) ♦ Wrote and designed church-wide small group Bible study guides and small group leader guides ♦ Developed and implemented processes and systems to improve excellence and effectiveness ♦ Ensured good stewardship of church resources, including campus security, facility and equipment use, and insurance coverage ♦ Assisted senior pastor on major projects, planning, ministry leadership, and campus expansion ♦ Coordinated and oversaw $2 million campus expansion project including the design and construction of a new worship venue and administrative offices MDS Harris Lincoln, Nebraska MDS Harris is an international contract-research organization providing clinical and analyticallaboratory research services to the pharmaceutical, consumer-product, and agronomic industries.

Creative Director 1996-97 Manager of Technical Communication Technical Writer/Copy Writer

1992-96 1991-92

Responsibilities ♦ Managed creative team and support staff ♦ Created and supervised advertising, marketing, and public relations projects from concept to final materials: international advertising campaigns, print and broadcast ads, technical and trade articles, press releases, direct mail, symposia, tradeshow promotions, tradeshow booth design, and major collateral pieces ♦ Developed and maintained global positioning for international marketing efforts ♦ Designed and launched comprehensive marketing strategy for new corporate ventures in Beijing, China and Belfast, Northern Ireland ♦ Set annual marketing objectives and tactics with vice president of marketing ♦ Researched, wrote, and produced company marketing plans ♦ Measured and reported attainment of marketing objectives and sales goals ♦ Edited all materials, ensuring accuracy, uniform style, and message continuity ♦ Wrote numerous trade journal articles to establish company as an industry thought leader

♌ Worked closely with division heads to develop materials and marketing strategies

PROFESSIONAL SERVICE Member, Composition Committee Department of English, California State University, Chico

1998-99

President, Rhetoric and Technical Communication Graduate Students Association Michigan Technological University

1989-90

Department Representative, Graduate Student Council Michigan Technological University

1988-90

Copy Editor Schilb, John, Elizabeth Flynn, and John Clifford. Teacher’s Guide to Constellations: A Contextual Reader. New York: Harper Collins, 1991.

1990-91

Associate Editor Assistant Editor Reader: Essays in Reader-Oriented Theory, Criticism, & Pedagogy

1990-91 1987-89

Assistant Editor Computers & Composition

1987-88

Copy Editor Selfe, Cynthia L. Creating a Computer-Supported Writing Facility.

Houghton, MI: Computers & Composition. 1988.

1987-88

Contributing Bibliographer Lindemann, Erika, ed. CCCC Bibliography of Composition and Rhetoric.

Carbondale: Southern Illinois UP, 1989.

1987-88

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Suzanne Marie Uhl, PhD 3817 Northampton Avenue Claremont, CA 91711 (909) 917-4182 Email: bsuhl1@verizon.net Education:

2002-2006 1986-1989 1988-1989 1983-1986

Doctor of Philosophy, Communication and the Arts Regent University, Virginia Beach, VA, GPA 3.8 Master of Arts, Speech Communication San Diego State University, Honors, GPA 3.8 Graduate Certificate, Instructional Design San Diego State University Bachelor of Arts, Speech Communication, minor-

Telecommunication San Diego State University, Honors, Major GPA 3.8 Experience: 2000-present, tenure track, full-time professor, Mt. San Jacinto College Department co-chair; coordinator for Communication Studies Center, as well as core faculty member; currently serving as C-ID course reviewer for state Chancellor’s office • Department chair duties includes scheduling, budgeting, curriculum and program development, program review, instructional design, textbook and purchase requisitions, and faculty advisor for student club.

• CSC coordinator duties include scheduling lab monitor hours, oversee tutoring, media library, technological oversight & planning.

• Teaching duties include lectures, facilitating student learning, office hours etc (Courses: public speaking, interpersonal, intercultural, survey, media, etc) 2012-present, Adjunct Instructor Cal Baptist University Teaching in Online Professional Studies division (Interpersonal, Public Relations, Organizational etc) 2012-present, Adjunct Instructor, Citrus Community College Teaching basic Public Speaking & Interpersonal Communication courses 1986-2000, Adjunct Instructor at several institutions (teaching basic courses) Mt. San Antonio College: 1989-2000; Pasadena City College: 1991-2000; Citrus College: 1994-2000; Riverside Community College: 1995-2000; Cal State University Fullerton: 1989-1991; San Diego State University: 1986-1989 Honors:

Multiple conference presentations; Outstanding Adjunct faculty member; Outstanding Students of America; Student of the Year; Forensic awards for Persuasion, Informative, Reader's Theatre, and Communication Analysis

Affiliations:

National Communication Association, Faculty Association Representative Council Member, American Association of Women in Community Colleges, Western Speech Communication Association, and Christian Student Association

1.

Number and type (full-time, part-time, tenured, non-tenured) of faculty allocated to support the program in terms of developing the curriculum, delivering instruction to students, supervising internships and dissertations, and evaluating educational effectiveness.

There will be three fulltime faculty members in the fall of 2013. Dr. Mary Ann Pearson is an associate professor on tenure track. She has worked at California Baptist University since 2005. Dr. Patricia Hernandez is a fulltime Communication Studies professor who joined the CBU Online and Professional Studies faculty in the fall of 2012. Sarah Robblee joined the CBU faculty as a Communications Studies lecturer in the fall of 2012 and she

will be promoted to a fulltime professor position in the fall of 13. Robert Hayden is a communication studies lecturer and we have also included Vitae for two adjunct faculty members; Suzzane Uhl and James Chichoracki.

2. Information about the balance of full- and part-time faculty members involved, and how that balance will ensure quality and consistency in instruction and advising.

Almost all of the faculty have a doctorate or are working on their dissertations. Bob Hayden has a master’s degree and is applying to doctoral programs.

3. Analysis of the impact that the proposed program or change will have on faculty workload for all involved in the program, including teaching, research, and scholarship. Who will teach courses no longer being taught by the faculty reassigned to this program? What will be the maximum number of students that each faculty member can advise?

The impact of this major will be manageable as we have three fulltime faculty members and a lecturer. We also have adjunct faculty member who are qualified to teach in the program.

4. Overview of the key credentials and experience of primary faculty responsible for the program.

Include abbreviated vitae (3-5 pages) that demonstrate the most current activities in relationship to the program (scholarship, teaching, etc.).

B. Student Support Services 1. Assessment of student support needs including, but not limited to: a. Ongoing academic advising and academic support Timely and appropriate interactions between students and faculty and staff take place through a series of established mechanisms including telephone and mail, regular Information Sessions, Orientation Sessions, and ongoing counseling and advising at both the institutional and program level.

Students are apprised via e-mail, post card, and CBU web-site announcements well in advance of registration dates for the upcoming semester and may make appointments with the Enrollment Advisor and their Faculty Advisor at any time during the registration period. Actual registration for classes takes place via WebReg, so the online student would approach this task in essentially the same way as the student attending classes on campus. The Faculty Advisor and the Enrollment Advisor work cooperatively to assure that the student’s goals and needs are met, and scheduling changes to accommodate staggered schedules for these support personnel would parallel those made for other services as discussed below. The Faculty Advisor guides the student to program components that best meet the student’s goals for professional and academic growth. Counseling on matters of professional interest or concern as well as career placement options are frequently dealt with in these sessions, and faculty are available during regular office hours and by appointment to meet students’ needs. The Enrollment Advisor keeps the student on track for successful completion of program requirements for graduation and assists with problems relating to student service matters. Students who are not maintaining appropriate program standards are notified by letter of unsatisfactory progress at the end of each semester and are not permitted to return. The Program Director receives a copy of this letter. A student may petition for re-entry to the program. A student wishing to do so must have reasonable cause that their performance could have been affected by a temporary hardship or life circumstance that prevented them from maintaining success in the program. In the case of petition, the student must develop a plan for future success for re-admission. The student must submit this written plan along with a letter explaining the situation and petition to the Academic Dean and Director of Program Administration for consideration of re-instatement. If granted, the student is permitted to register for classes in the upcoming semester. b. Financial aid advising

The OPS Admissions Office, Enrollment Advising, Financial Aid Department, and Registrar’s Office assist the prospective student in completing the admissions process. All offices have evening hours during the week to accommodate students and it is hoped that these hours would also be able to help accommodate students in time zones to the west of us. Staggered hours may need to be added to accommodate international students, and discussions are beginning with Student Services about what that might look like.

Orientation is held at the beginning of each semester, both in person and online, to provide the student with further assistance and information about such matters as registration, financial aid, or student services and to connect them with fellow students. Web Ex, Tamborg, and high definition video is used for remote advising c. Career placement services The Career Services website offers a variety of resources that include resume writing workshops and career fairs. This is an on campus resource, therefore plans to create online tutorials have begun.

2. Availability of support services for students and faculty including helpdesk hours.

Student services support availabity is discussed above. Faculty have direct links to OPS via email and telephone. Blackboard support for technology issues are available 24/7 every day of the year.

C. Information Literacy and Library Resources 1. Description of the information literacy competencies expected of graduates (applicable only at the undergraduate level, CFR 2.2a) and how they will be evaluated.

2. Description of how library resources will be used in the curriculum.

The Annie Gabriel Library at CBU recognizes that students need ready access to current information that supports the program’s curriculum. In order to meet this need the library compliments its print holdings in this area with subscriptions to several databases that provide access to this needed information, including Business Source Elite (which provides full-text coverage of 1,130 business journals, 450 of which are peer reviewed) and Datamonitor 360 (a comprehensive collection of current company, industry, and country information used by many major corporations). These materials are available to students whether they are located on- or off-campus. Online chat research and reference assistance is provided by professional librarians in support of student use of these resources.

Cooperative relationships with other libraries provide students and faculty with access to materials from dozens of public, academic, special, and other libraries through local library organizations and loan networks. Such relationships include the Inland Empire Academic Libraries Cooperative (IEALC), an agreement between 18 San Bernardino, Riverside and eastern Los Angeles County libraries; the Statewide California Electronic Library Consortium (SCELC), a consortium of 109 academic libraries; and San Bernardino Inyo Riverside Counties United Library Services (SIRCULS), a multi-type library cooperative with 10 current members. Students and faculty can request materials from cooperating libraries in-person, through online forms on the library Website, or even from within many of the library’s individual online journal databases. An IEALC Card is available to students at the Access Services Desk in the library. This card allows students to visit participating local university and college libraries, where they have borrowing privileges.

Along with the Annie Gabriel Library’s print collection and associated services, CBU students have access to a variety of online library resources through the library Webpage. These resources include more than 50,000 electronic books, online access to the library catalog, access to 50 electronic databases, a document delivery service that ships items from the library’s print collection to students living outside of the Riverside area, an interlibrary loan program that locates and obtains books and journal articles that are not part of the Annie Gabriel Library collection, and online support provided by library professionals for all of these services and resources.

California Baptist University - Online and Professional Studies Library Impact Statement Assessment of Current Library Resources and Proposed New Resources for the Proposed Program in Communication Please collaborate with the library representative on the OPS Curriculum Committee to complete the following Impact Statement. After being contacted by the department the library staff will complete Section I, and after that section is finished it will be forwarded to the department for the completion of Section II. Once the statement is completed, please include it in your submission to the appropriate curriculum committee, and also send a copy of it along with proposed syllabi for the new program to the library representative on the OPS Curriculum Committee. This Impact Statement is to be initiated by the department that proposes the new program.

Section I (to be completed by the library):

1. Does the library already collect in this area?

Yes, in support of existing communication programs.

2. Summarize the current resources offered by the library in the proposed program area: A. Books and E-Books: 406 – Communication and mass media (incl. interpersonal and oral communication, speech) 155 – Style, composition, rhetoric, discourse analysis 5 - Nonverbal communication

B. Journals and E-Journals: 78 – Communication and mass media http://bc8vs6ds4b.search.serialssolutions.com/?

V=1.0&L=BC8VS6DS4B&N=100&SS_searchTypeJournal=yes&S=SC&C=070076

C. Databases: American Rhetoric: contains over 5,000 speeches, debates, sermons, and lectures throughout history in full text, audio, and video. http://www.calbaptist.edu/library/databases/subject/COM.aspx

D. Other (DVD’s, music, other electronic resources, etc., as applicable to the proposed program): Media history, VHS He said, she said: gender, language, communication, VHS Violence in the media, DVD Icons & symbols: the power of persuasion, VHS Section II (to be completed by the department): 1. What is your evaluation of the resources described above and their ability to provide adequate support for the proposed program?

The resources listed above are more than adequate and will serve our majors very well.

2. What new resources do you recommend that the library acquire in support of the proposed program (if possible please differentiate between essential resources and recommended resources for each of the categories below)?

A. Books and E-Books (feel free to list subject areas instead of, or as well as, specific titles): Risk Management and Health Communication, Digital Media, Public Opinion Quarterly, Communication, Culture and Critique B. Journals and E-Journals: Journal of Mass Com. Risk Management and Health Communication, Digital Media

C. Databases: D. Other (videos, music, other electronic resources, etc., as applicable to the proposed program):

E. New Library Services, such as new tutorials or instruction sessions, etc.: We would like to place a textbook for each course on reserve in the library for students to use while in the library.

3. Description of what staffing and instructional services have been put in place and what library and informational resources are available to students and faculty in support of this program including a description of the library's information literacy program.

The library is served by a staff of four faculty librarians, including a Director of Library Services, a Reference and Serials Librarian, a Digital Services Librarian, and a Technical Processes and Cataloging Librarian, and a Collection Development Librarian. Each of these librarians holds an M.L.I.S. degree, and in addition two of them hold the Ph.D. Three experienced and well-qualified paraprofessionals serve the library in the areas of Access Services and Technical Services. The library also employs a part-time Archivist who oversees the California Baptist University Archives as well as a special collections archive (the Southern Baptist Depository and Archive). The librarians offer information literacy instruction to students in several contexts. The library Website provides a series of information literacy tutorials that are designed to teach basic concepts in university-level research to students. Also, in the context of Intermediate Composition classes all students at CBU receive from a librarian an intensive, week-long introduction to information literacy skills, including the identification of an information need, how to find information sources that meet that need, the evaluation of information sources, how to use information sources to produce a desired outcome, and how to use information sources in an ethical manner. Finally, librarians work with individual faculty members to provide advanced information literacy instructional sessions on a class-by-class basis as needed. This information literacy program is formally assessed on an annual basis.

4. If additional information literacy and library resources are deemed necessary, specify what these resources are and detail the institution's long-term financial commitment to implement this

program.

Library personnel have determined that current resources are sufficient to support the program in its online modality. No additional resources are deemed necessary at this time, although the collection will be monitored as additional electronic resources for the program become available.

5. Access to library systems (local, national, or global), electronic services, Internet, information utilities, service providers, and document delivery services for both faculty and students.

Online Access to the Annie Gabriel Library’s Website functions as the electronic version of the library, to the extent that it offers access to the online catalog, numerous scholarly research databases, handouts and tutorials, and selected, high-quality Internet sites. Students can search the library’s entire collection of books (including e-books), audiovisual material, and periodical titles. The Website offers many of the same services to students online that they can receive within the library, including explanations of copyright essentials, reference guides to the various citation styles, and contact information to all library staff. Additionally, all the online databases of journals and scholarly material are organized on the Website.

6. Staff and services available to students and faculty for instruction on how to use, access, and support information resources, on-site and remotely, as applicable.

5. Description of how the student's ability to succeed in distance education programs will be addressed and linked to admission and recruiting policies and decisions.

As mentioned earlier, the Dean of Enrollment Services and the Communication Studies Program Director discuss each student's file and assess the applicant’s likelihood for success in an online program based on the prior undergraduate degree, the Smart Measure results, and professional experience. In addition, thorough information is provided for understanding the minimum technology requirements for computer hardware and software.

6. Procedures to evaluate teaching effectiveness in the distance education modality.

The process for assessing the Communication Studies degree will consist of three distinct instruments. (1) The instructor of each course will complete a course evaluation that has been created using the 2011 Blackboard Exemplary Course Rubric as a guideline (see above). This evaluation will allow the instructor to be a reflective practitioner and participate in ongoing evaluation of the course and its usability for both the student and instructor. (2) A critical assignment is established for each course with an accompanying rubric that links course and program objectives to specific expectations of the assignment. This step gives a closer look into the effectiveness of the curriculum and instruction. The instructor of each course will report the data from the critical assignment to the assessment coordinator. (3) The students will complete a CBU Course Evaluation at the end of each course. The evaluation looks at the perceptions of the students and their experience in the course with both the curriculum and the instructor. The results will be given the to assessment coordinator.

D. Technology 1. Description of the institution’s technological capacity to support teaching and learning in the proposed program.

As a new division established in 2010, OPS is using the latest technology to support teaching and learning. Utilizing a convergence model, OPS built a pure IP infrastructure supporting voice, video, and data. The OPS infrastructure consists of the newest Cisco 3750X switches, Cisco Call Manager, Unity, PIX firewall, VPN, wireless (802.11a/b/g/n), and category 6/fiber cabling plant designed for 10 gigabit throughput. We are also using Cisco Webex and Telepresence technologies that provide HQ and HD video capabilities for faculty and students to collaborate online. Additionally, our LMS platform is Blackboard 9.1 in a managed hosted environment. Our course system and active directory have been integrated with Blackboard to provide seamless account authentication and course creation. Training programs and procedures have been established to assist faculty with the latest technologies. An instructional designer was also hired to assist with this process. Please see the Technology Planning and Advisory Report for capacity and support for OPS and the University. Also, please the Distance Education

Response to the protocol for the review of Distance and Correspondence Education programs.

2. Description of the institution’s provisions for students in the proposed program to gain full access to course materials.

A managed hosted version of Blackboard 9.1 is used as the Learning Management System. A production environment and a test environment are used as part of the full complement giving access to course materials to students and faculty. Additional resources for students are provided through the library web site as well as the LancerNet portal. OPS also created a stand alone web site called cbuonline.org to provide students and faculty with the latest news and training materials.

3. Description of the level of technology proficiency expected of students and faculty.

Faculty and students are expected to have proficiencies in the use of Blackboard 9.1, Microsoft Office, e-mail, web browsing, and Webex/Telepresence for those that require synchronous web collaboration tools. Ongoing face-to-face training, online video tutorials, and workshops are part of a suite of services offered to faculty and students.

4. Description of how students will receive training on how to utilize program required technology.

A special Training Center web page was developed to assist with training (http://www.cbuonline.org/cbuonline/faculty/trainingcenter/) as well as a technical support phone number and email.

5. Description of how the institution will ensure business continuity during system failures (major or minor) or scheduled service interruptions.

The Learning Management System, Blackboard 9.1, is a managed, hosted environment that provides 99% availability or better. As for internal systems, certain redundancies have been established to help curtail downtime such as UPSs (uninterrupted power supplies), redundant active directory servers used for student and faculty authentication, and a complement of IT staff to assist with technical issues. Additionally, the University has created a technology plan that addresses core infrastructure redundancies designed to enhance and promote business continuity.

E. Physical Resources 1. Description of the physical resources provided to support the proposed program(s) and the impact of the proposed change on the physical resource capacity of the institution. This includes, but is not limited to the physical learning environment, such as classrooms, study spaces, student support areas Given the online nature of the program, the need for classroom space will be minimal. A new area for the office of Online and Professional Studies was obtained and currently houses the Vice President of OPS, Dean of Enrollment Services, Academic Dean, Assistant Academic Dean, Registrar, Financial Aid, Enrollment Services, Advising, Senior Director of Marketing, Dean of Technology, Instructional Designer, Web Applications Developer, and support staff and faculty.

This new area, described in the WASC EER Team Report as "well designed," is located 3 miles from the main campus: close enough to be accessible, but separate enough to minimize impact to the space needs of the traditional programs.

F. Financial Resources 1. Assessment of the financial viability and sustainability of the program including: a. Narrative describing all start-up costs for the institution and how the costs will be covered (including direct program cost and institutional indirect cost). Costs for licensing, hardware, software, technical support, training for faculty and students, and instructional design should be included.

b. Total cost of the program to students, including tuition and any special fees. c. Financial impact of the change on the institution including evidence that the institution has the capacity and commitment to absorb start-up costs. If the institution has incurred a deficit in the past three years, supplemental information describing the financial capacity of the institution to start and sustain the new program(s) is required. d. Statement of the minimum number of students per year necessary to make the program financially viable. The budget should reflect anticipated attrition and should include plans to respond to low enrollment. e. Budget projection, for at least the first three years of the proposed program, based on the enrollment data in the market analysis and including projected revenues and costs. The budget should include all budgetary assumptions. (The attached budget template is provided as a model of the level of detail the Committee expects, but is not required. The template may be modified as appropriate.)

Attachments • Budget_template.xls • CBU_Management_Letter_FY_2010.pdf • 2f4pRUrc_Zum7fC69_CBU_Audit_Report_FY_2010_Final_10.4.10.pdf Section V: Teach-out A. Teach-out 1. Teach-out plan detailing how students who begin this program will be able to finish if the institution determines that the program is to be closed. Please see WASC's Policy on Teach-Out Plans and Teach-Out Agreements.

While the University intends for all of its programs to remain viable for a long period of time, it would be irresponsible not to have a contingency should a program fail to meet expectations and need to be closed. To meet such contingencies, CBU has set guidelines for terminating programs which outlines steps to be taken as academic units sense a program may be in jeopardy of not meeting expectations.

1. The academic unit in which the program is housed must first conduct a program review that looks at potential contributing factors such as, but not limited to, the following: demographic shifts, regional shifts, professional shifts, external agency requirements, enrollment trends, financial considerations.

2. Once it is determined that termination of the program rather than some other action to revise the program is the best course of action, the academic unit submits a proposal for termination to the appropriate Curriculum Committee (made up of academic deans, department chairs and program directors) for discussion and consideration. Such a proposal should contain the appropriate market or other research to support the decision; a timeline and curriculum plan for the teach-out; and a plan to notify stakeholders, including students, internal constituents, and external regulatory bodies (U.S. Department of Education, California Commission on Teacher Credentialing, WASC, etc. ). If the program is offered in partnership with another accredited institution, evidence of appropriate communications with the partnering institution as well as with WASC must be included.

3. Of particular concern is that students be notified as early as possible in writing of a date for program closure and of any additional costs related to the program closure. Stuents are to be provided a clear listing of course offerings needed for program completion and a timeline in which whose courses will be offered. The University will make every reasonable effort to offer the courses needed and to support students through program completion in a timely manner. As

individual needs might require, independent study plans may be developed to assure that the students can meet the goals of their degree plans and be able to graduate in as timely a manner as possible. Students are further informed that those who opt out of the teach-out schedule are not guaranteed course availability in the future.

4. Upon approval of the proposal by the Curriculum Committee, that Committee makes a recommendation to the Executive Committee (See Organizational Diagram below) for program termination. Approval by the Executive Committee is forwarded as a recommendation to the Board of Trustees if the program involved is a major.

Attachments • Executive_Council.bmp