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FSHNComm is an ad-hoc committee in FSHN
that has worked to enhance communication activities across all FSHN
curricula. With support through the ISU Miller Faculty Fellowship program,
the committee has many accomplishments, as described here.
- A needs assessment
was completed in Fall, 2001, including a summary of then-current communication
activities in FSHN courses; an evaluation of the desired communication
skills in courses from 100- to 400-level; identification of key courses
where these skills may be taught, practiced, and evaluated; and discussion
of how to evaluate students’ communication skills. Oral communication
skills were practiced to some degree in all undergraduate FSHN courses.
Most courses included interpersonal communication, individual presentations
to large groups, and/or work in teams with presentations to the class.
Instructors have identified more effective methods of infusing communication
experiences into their courses to maximize practice opportunities
without compromising disciplinary content.
- Three 6-hour workshops
about interpersonal communication, group/team communication, and public
speaking were presented by Dr. Denise Vrchota, Greenlee School of
Journalism and Communication, in August and September, 2001, for FSHN
faculty, staff, and graduate assistants. Basic concepts of communication
were presented and opportunities to practice specific communication
skills were provided.
- A notebook of resources,
“Learning to Communicate Professionally”, was prepared
by Dr. Vrchota for the workshops and was distributed to all participants.
Instructors in FSHN continue to use this notebook to assist in planning
and assessing communication activities in their courses.
- Individual consultations
were conducted by Dr. Vrchota with FSHN instructors to develop a communication
plan for his/her course(s). These plans were compiled into a resource
for use by other interested faculty.
- A comprehensive plan
to infuse various types of communication activities at various levels
of complexity into our undergraduate curricula continues to be developed
by the FSHN curriculum committee. These communication plans have been
revised and improved at faculty retreats in 2001, 2002 and 2003.
- A workshop on outcomes assessment
was presented by Dr. Mary Huba to FSHN faculty and staff in August,
2002. Assessment strategies and methods were discussed, and each participant
wrote specific outcomes statements for his/her course(s).
- Rubrics to identify
beginner, intermediate, and advanced levels of performance in oral
communication, written communication, problem-solving, and group interaction
have been prepared by FSHNComm and are available for use or modification
by all FSHN faculty.
- A portfolio class was
taught by FSHNComm faculty members (Jean Anderson, Anne Oldham, Cheryll
Reitmeier and Denise Vrchota) in spring 2002 and spring 2003 to members
of the 2002-2003 FSHN learning community and other student volunteers.
Students began their own portfolios that focused on communication
but included all aspects of professional development. Reflections
on their accomplishments and areas for improvement are key components
of the portfolios. This pilot program will be extended to all FSHN
students.
- Portfolio creation and development
has been incorporated into FSHN 110 (Orientation) by Anne
Oldham, course instructor in Fall 2003. As Anne is also the academic
adviser for all FSHN students during their first two years in the
department, she will assist these students individually with their
portfolio development.
- An electronic portfolio project
is in process during the 2003-2004 academic year. FSHN is part of
the eDoc project on campus in which models for electronic student
portfolios are being developed in collaboration with Academic Information
Technologies (AIT). Two model portfolios will be developed for FSHN:
one for all undergraduate majors and one for the dietetic internship
(DI). The FSHN learning community will test the undergraduate e-portfolio,
while the dietetic intern class will test the DI e-portfolio, in spring
2004.
Evaluation and assessment
The success of FSHNComm activities can
be partly determined by the following tallies:
- Number of FSHN courses with listed
student outcomes
- Number of FSHN courses with documented
communication plans
- Number of FSHN courses that identify
opportunities for students to produce and reflect on artifacts to
add to their portfolios.
- Documented curriculum plan with designated
communication-intensive courses
- Identified check points in specified
FSHN courses for evaluation of student performance
Additionally, and perhaps more importantly, students will be taught
and allowed to practice self-assessment and self-reflection skills
as they review their own communication skills, behaviors, and attitudes.
As students compile the evidence of their successes in their portfolios
and reflect on their accomplishments, we can evaluate not only the
students’ individual progress, but also the success of our project
from the students’ viewpoint.
Communication of efforts and accomplishments
The results of the efforts of FSHNComm have been and continue to be
disseminated to members of our professional associations, such as the
Institute of Food Technologists, the American Dietetic Association,
and the National Communication Association through papers submitted
for publication as well as presentations at national meetings. For a
complete list of these communications, click
here.
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