Communication Degrees Online

Director: Nesterenko. Professors: Ellis, R., Morse, Nesterenko, Perrine, Rathbun; Associate Professors: Anton, Bell, Helgert, Libman, Mayberry, Pednekar-Magal, Philbin, Roberts, Roos, Sheffield, Thompson; Assistant Professors: Beery, Mansolino, Penning, Peterson, Schmit, Swieringa, Veenstra, Weinstock, Wiese, Winegar.

For additional information about opportunities your college offers, please refer to your college’s section in this catalog.

Communications is a multidisciplinary liberal arts and professional field. At Grand Valley a student may choose a major in communication studies or one of seven specialized majors.

Communication Arts includes majors in film and video production, photography, and theatre. In these fields communication is seen primarily as the creation of meaning in both original work and performance. Besides language, these fields emphasize communication by means of images, movement, and dramatic action.

Studio programs in this area are accredited by the National Association of Schools of Art and Design.

Mass Communications includes majors in advertising and public relations, broadcasting, and journalism. These fields deal with the communication of information to mass audiences. Studies emphasize verbal and nonverbal messages and the constantly developing technology used in these specialties.

The Health Communication major was developed in direct response to a growing need for professional communicators in the health care fields. Health communication majors are educated across a wide range of content in advertising, public relations, writing, marketing, and the health sciences.

Communication Studies draws on the resources of both communication arts and mass communications. To these it adds the rhetorical tradition that emphasizes discourse—both person to person and to audiences, by public address, argumentation, persuasion, and dialogue.

In all major fields students will be expected to acquire the theoretic insights and practical skills appropriate to related professions.

In order to create a common experience for students in the School of Communications, a common core of coursework is required of all majors. By integrating diverse disciplines and traditions, these courses help students understand the nature of human communication.

Internships
The School of Communications faculty believe that an internship can be a significant part of the individual’s undergraduate program. Students may elect to take multiple internships. Students are strongly urged to work closely with their faculty advisor or internship coordinator in identifying internships that best suit their interests and career ambitions.

Associate Professor Anne P. Hubbell, department head

Professors Hacker Associate Professors Lindsey, Assistant Professors Morgan, Verser College Assistant Professors Brown, Buker, Messal

(575) 646-2801
DEGREE: Bachelor of Arts
MAJOR: Communication Studies
MINOR: Communication Studies

The communication studies program is designed to enhance students’ interpersonal skills, presentational skills, and critical thinking skills. Thus the successful graduate should be able to work effectively with people, assimilate, organize and analyze information, solve problems, make effective presentations, and show potential for leadership. The program prepares students for careers in several professions, such as training and development, public relations, law, advertising and sales, government service, mediation, customer relations, human resources, international service, fund raising, and the ministry.

MAJOR: Communication Studies
In addition to completing the general education requirements of the university and the college, students majoring in communication studies are required to complete 18 credits of core COMM courses and 18 credits of COMM electives for a total of 36 credits. Any exception to these policies requires department head approval.

All COMM courses must be completed with a grade of C or better.
Communication Studies Core Courses (18 credits)COMM 265G, Principles of Human Communication 3
COMM 285, Survey of Communication Theory 3
COMM 305, Communication Research Methods 3
COMM 370, Organizational Communication 3
COMM 376, Communication and Culture 3
COMM 384, Interpersonal Communication 3

Communication Studies Elective Courses (18 credits)
To reach a total of 36 credits, students must complete successfully an additional 18 COMM credits of their choosing.

MINOR: Communication StudiesCOMM 265G, Principles of Human Communication. 3Two of COMM 370, Organizational Communication; COMM 376, Communication and Culture; and COMM 384, Interpersonal Communication. 6

Three of COMM 253G, Public Speaking; COMM 285, Survey of Communication Theory; COMM 305, Communication Research Methods; COMM 351, Persuasion Theory and Practice; COMM 353, Advanced Public Speaking; COMM 377, Conflict Management; COMM 425, Small Group Communication; COMM 435, Psychology of Human Communication; COMM 440, Political Communication; COMM 450, Technologies of Human Communication; COMM 465, Nonverbal Communication; COMM 470, Leadership Communication; COMM 475, International Communication; COMM 480, Health Communication; COMM 490, Independent Study; COMM 491, Selected Topics

Professor Robert Rhodes, department head
Professors De Leon, Gallegos; Associate Professors Brown, Chinn, Derer, Lopez, Stout; Assistant Professors Brobeck, Duseau, Klasner, Poel, Rhein, Salas, J. Wood

(575) 646-2402
DEGREE: Bachelor of Science in Education
MAJOR: Special Education Communication Disorders

The Department of Special Education/Communication Disorders offers two undergraduate programs that prepare professionals to work with exceptional populations in school, community, hospital, and residential settings. The Special Education program prepares students to provide appropriate educational services to individuals with disabilities. The Communication Disorders program provides training for students interested in speech-language pathology or audiology.

MAJOR: Special Education
The undergraduate program is designed to prepare students for licensure in special education. Students receive training in a broad based curriculum appropriate for teaching and other career options related to special education and developmental disabilities. In addition to special education course work, students complete an academic teaching field and may elect to pursue course work in a variety of focal areas including early childhood special education, developmental disabilities, or counseling and educational psychology. Dual licensure in special and regular education (elementary or secondary) may be obtained.

General education requirements are similar for all degree programs in the College of Education. Students should meet with an adviser to plan appropriate general education courses for a special education major. Students may get a dual license in special education and elementary education or in special education and secondary education.

Professional Education Courses (34 credits) SPED 350, Survey of Programs for Exceptional Learners 3
SPED 360, Curriculum, Methods, and Materials for Special Education 3
SPED 459, Approaches to Classroom Management for Exceptional Learners 3
SPED 463, Assessment of Exceptional Learners 3
SPED 470, Life Span Development and Transitions in Special Education 2
SPED 481, Practicum in Special Education 2
Two of the following courses: SPED 458, Intellectual Disabilities: An Introduction; SPED 466, The Learning Disabled Student; SPED 467, Behavior Disorders 6
SPED 482, Student Teaching 12
All special education students will choose a developmental psychology course (C EP 110G) and EMD 101.

OPTIONS:
All special education students must choose one of the following options:
Dual License in Elementary Education (50 credits) Complete the Language Arts Teaching Field or Requirements for Elementary Education majors 24
Complete the Elementary Education Major Requirements 18
C D 365, Language Acquisition for Non-Communication Disorders 3
EDUC 489, Elementary School Practicum 3
RDG 371, Instruction for Special Reading Needs 3

Dual License in Secondary Education (48 credits) Complete first teaching field requirements in one area 36 (min.)
C D 365, Language Acquisition for Non-Communication Disorders 3
EDUC 460, 461, 462, 463, 464, 465, 466, or 467, Secondary Methods (take course appropriate for teaching field 3
EDUC 489, Secondary School Practicum 3
RDG 371, Instruction for Special Reading Needs 3

Special Education and Focal Areas (Early Childhood-Special Education, Developmental Disabilities, or Counseling and Educational Psychology) (48 credits)

For detailed course work, see the Advisement Center.
Complete a second teaching field 24 (min.) C D 365, Language Acquisition for Non-Communication Disorders 3
RDG 371, Instruction for Special Reading Needs 3
Additional course work in one area of ECED-SPED, DD, or C EP. (See an adviser for details.) 24

General Requirements
See “General Requirements” in the “College of Education” section. Students must be admitted to the Teacher Education Program as a condition for enrolling in courses that lead to licensure.

MAJOR: Communication Disorders
The Communication Disorders curriculum provides specialized preparation for students who plan to enter a graduate program to become speech-language pathologists or audiologists. Students supplement their academic study of normal communication, communication disorders, and clinical management with observation and supervised clinical experience in the department’s Speech and Hearing Center. To begin the clinical practicum sequence (C D 321, C D 462,) a student must have a minimum 3.0 GPA.

The undergraduate program provides approximately one-half of the academic requirements needed for certification by the American Speech-Language-Hearing Association and licensure by the New Mexico State Department of Education. Certification and licensure at state and national levels requires completion of the master’s degree. Details regarding certification are available from the Department of Special Education/Communication Disorders.

Professional employment opportunities for speech-language pathologists and audiologists are numerous in school systems, community clinics, medical centers, hospitals, private practice, residential programs, and schools for individuals with disabilities.

Program Requirements
Required course work (132 credits; minimum 48 upper-division credits):

General Requirements
See “General Requirements” in the “College of Education” section at the beginning of this chapter. A list of specific general education courses is available at the Education Advisement Center in O’Donnell Hall, Room 101.

Communication Disorders (63 credits)

C D 221, Introduction to Communication Disorders* 3
C D 321, Clinical Methods 3
C D 360, Language Acquisition* 3
C D 370, Anatomy and Physiology of the Speech Mechanism 3
C D 374, American Sign Language I 3
C D 375, American Sign Language II 3
C D 380, Introduction to Speech Science 3
C D 390, Phonetics 3
C D 393, Professional Reasoning and Scientific Thinking 3
C D 452, Speech Disorders 3
C D 453, Language Disorders 3
C D 456, Neural Bases of Communication Disorders 3
C D 462, Clinical Procedures 3
C D 463, Audiology 3
C D 464, Aural Rehabilitation* 3
C EP 110, Human Growth and Development 3
C EP 451G, Introduction to Counseling 3
SPED 350, Exceptional Learners 3

Electives (Selected from the list of recommendations from the CD program) 9
*Courses recommended for students who plan to enter a graduate program in education of the deaf/hard of hearing.

Graduate Program (52 credits)
Students entering the graduate program with an undergraduate major in Communication Disorders can expect to complete the program in two years and be awarded a Masters of Arts in Education with emphasis in Communication Disorders and specialization in Speech-Language Pathology. Graduate programs for students without a communication disorders background are generally one year longer. Enrollment in graduate courses in Communication Disorders is limited to persons who have been accepted into the graduate program in communication disorders. To complete a course of study, each student is expected to meet the program’s academic and clinical competency criteria as well as the recommendation of state and national certifying bodies for educational licensure and clinical certification.

The master’s degree program in Speech-Language Pathology at New Mexico State University is accredited by the Council on Academic Accreditation of the American Speech-Language-Hearing Association. Admission requirements and procedures, which are available upon request, are listed in the Graduate Catalog.

The Department of Mass Communication developed from the “editing and publishing” program in the Department of Chinese Language and Literature in 1984, and was the earliest department of its kind among Chinese universities. The department of broadcasting and TV journalism, as a new comer in this department, was set up in 2001. Aiming at train students for the future careers or research on mass media, the department focuses on fostering the students profound in cultural makings, competent in graphic media (books, newspapers and so on), and versed in writing, editing, commenting and planning of modern media ,such as TV broadcasting or network. So that upon graduation, the students are capable of such tasks as mass media, government office, and social work and services.

The major courses in this program include: Introduction to Transmission Studies, Transmission Studies, Editory theory, The theory of newspaper edition, Present situation and countermeasure of Chinese publish, Statisties, News Interviewing and Writing, Contemporary Chinese, The Selected Readings of Chinese Ancient Literature Writings, Aesthetic Approach to Literature and Arts:An Introduction, The history of Chinese culture, The Modern Chinese literature, The search and Use of Philology, Introduction of Broadcasting and Television, Introduction of advertising, Media Economics, Online Communication, TV Video Making, Photography and edit of TV Programs, Study on Creation of Documentary, Television programme planning, and etc.

The department runs two master programs in “Mass Communication” and “Journalism”. Currently, the department has 14 full-time teachers, including 3 professors, 3 associate professors and 8 lecturers, and 12 other renowned scholars from home and abroad as part-time professors.

Shenzhen University is one of the earliest higher institutes to start undergraduate programs in advertising and communication.

In 1985, while the reform and opening up policy was carried out, Shenzhen University took the lead in establishing the Public Communication and two other programs: Video Directing and Public Relations.

In 1989, the National Board of Education approved of starting the advertising undergraduate program in our college. (SZU became the third one to offer Advertising Program in China)

In1990, the Mass Communication Department and the Chinese Department joined together to set up the Chinese Culture and Communication Department. In1997, Shenzhen University began to implement Institute system and restored the establishment of Communication Department. In 2002, the Advertising Department was founded.

In 2003, the Ministry of Education approved of the establishment of Communication .In the same year, SZU was approved of offering Master’s degree programs in mass communication.

In 2004 , Education Bureau of Guangdong Province regarded SZU Media and Communication Research Center as the essential research base for Human Social Science in Guangdong higher education .

In 2005, our college was authorized as the examiner college for Advertising self-examination of Guangdong Province.

In 2006, College of Mass Communication was founded, with teaching and science and research institutions such as the Communication Department, Advertising Department, the Media Research Centers ,Communication and Teaching Experiments Centre. The college’s mission is to cultivate professional talents in the fields of Journalism, Broadcasting and Television, Advertising Strategies, Advertising Design and Communication.

College of Mass Communication now has 39 staff , among whom 31 are full-time teachers, 3 full-time laboratory staff, and 5 administrative staff. The college has 8 professors, 9 associate professors, 12 lecturers, and 16 doctors (5 professors and doctors from Japan, the United States and Hong Kong), 6 senior teachers with abundant experience in the new media industry, 1 doctorate candidate supervisor member of Education Ministry Teaching Guidance Committee for Journalism, 14 postgraduate supervisors, and 4 Guangdong Province “Thousand-Hundred-Ten” Talents (college level). The staff average age is 38.5. The main specialty is news communication while emphasis is also paid to literature, artistic design, movies, broadcast television, sociology, economical management science, anthropology, cultural geography so on, and other disciplines.

During the 20 years’ exploration, all the teachers and students of our college have been trying their best to be rennovative and actively involved in all the progress. We make all the effort to find a way that fits the development of Market Economy, innovation of modern Media Technique, and talent cultivation and meets the need of reform and opening up in Special Economic Zone .

INTERIM DIRECTOR: Robert A. Thomas, Office: 332 Communications/Music Complex
PROFESSORS: A.L. Lorenz, David M. Myers, Robert A. Thomas
ASSOCIATE PROFESSORS: S.L. Alexander, Leslie G. Parr, J. Cathy Rogers
ASSISTANT PROFESSOR: Valerie Andrews
VISITING ASSISTANT PROFESSOR: Michael Perlstein
PROFESSOR EMERITUS: John H. Pennybacker
INSTRUCTORS: Les J. East, Rachael Hatley, Eric Morgan, Liz B. Scott, Lisa Martin, Robbie Vitrano, Michael Giusti, Cheryl Dejoie-Lacabe

WEB PAGE: css.loyno.edu/masscomm
MISSION

The School of Mass Communication educates students to have a critical understanding and comprehensive body of knowledge of the techniques, theories and social consequences of our complex national and global communications system. In our technologically intense fields in which method and form are major concerns, we educate students to become intellectual, artistic and ethical professional leaders in the rapidly changing information environment.

In the Jesuit tradition, we are committed to understanding and advancing social justice through service to our university, our communities and our disciplines. As scholars, staff, students, and alumni, we value the media as social instruments and are committed to the ethical integration and application of communication skills, knowledge and values in the interconnected and diverse world around us.
STRUCTURE OF THE SCHOOL

The School of Mass Communication offers three areas of study: advertising, journalism and public relations.

Each area has communication electives, a policy that reflects the convergence of media in our time. A journalism student might take courses in public relations or a public relations student might seek out a course in advertising to be better prepared for professional life.

All Mass Communication majors take a core of five communication courses: Introduction to Mass Communication, Communication Writing, Digital Communication, Mass Communication Theory and Research, and Law of Mass Communication.

Also housed in the School of Mass Communication are the Center for Environmental Communication and the Shawn M. Donnelley Center for Nonprofit Communications.

The school is also home of the Loyola Chair for Environmental Communications, an endowed professorship whose purpose is to foster comprehension of the difficult process of communicating environmental issues to the public.