CCA—Feedback to NRC on Recommended Standard Summary Data
Linda L. Putnam, Chair of CCA/NRC Task Force
Directions: Please examine the following items from the NRC Faculty and Program Questionnaires and recommend ONLY 10 items (or aggregate of items) to be included in the Standard Summary Data Report from NRC. This Standard Summary will be reported across fields—all fields will have the same standard summary. Please list them by number and type of data. I will compare responses and produce an overall list to send to NRC. I must have this data by Tuesday, Sept. 18 at the latest. Please send your list directly to me, Linda Putnam <lputnam.comm.ucsb.edu>.
I. Faculty Questionnaire
A. Background Information
# of doctoral dissertations chaired in the past 5 years
# of doctoral committees served on or chaired in the last 5 years (including current committees)
Primary area of specialization (from list of 13 areas in communication taxonomy + other)
See NRC Reports from Sept or Nov. 2006 for list. Go to CCA website for list.
Additional areas of specialization (also selected from above list)
In current position, which two work activities (research and development, teaching, administration, or professional services) do you work the most
Sector of employment of previous employer (education, government, private sector, self-employed)
Degrees earned beyond bachelors
Institution confer degree, year
any postdoc experience
titles of books, papers and articles, and scholarly products from 2001-2006—likely taken from CV
list of scholarly or professional societies that faculty belongs
number of extramural or contracts that currently support research
role in grants—sole principle investigator, co-principle investigator
# of doctoral students currently supported on extramural funding
patents or licenses filed for in past 5 years
degree to which current research is related to field of Ph.D (closely, somewhat, not related)
list of doctoral students served as primary dissertation advisor who have completed their studies and received degree (2001-2006)—indicate current employer and position
B. Characteristics of Quality Doctoral Programs. Faculty ratings of the relative importance of the characteristics of doctoral training that contribute to program quality
Top TWO Most Important Characteristics from FACULTY QUALITY
(choose among # of publications, # of citations to publications, extramural grants, involvement in interdisciplinary work, racial/ethnic diversity of faculty, gender diversity of faculty, honors and awards (recognition by peers)
2. Top TWO Most Important Characteristics from STUDENT CHARACTERISTICS
(choose among median GRE scores, % of students receiving full financial support, % with fellowships, # of student publications/presentations, racial/ethnic diversity of Ph.D. students, gender diversity of students, % of international students)
Top FOUR most important characteristics from PROGRAM QUALITY—indicate two you think are most important
(choose among average # of Ph.D. granted in last 5 yrs., % of students who complete Ph.D. in 10 years or less, time to degree, placement of students, % of students with individual work space, % of students with health insurance covered, # of students support activities (orientation, prizes and awards for teaching and research, formal training, teacher training, travel funds, dispute resolution procedures, annual review of performance, graduate student association, info about employment opportunities and outcomes)
Score assigned to each of the three big categories listed above in terms of overall importance to the quality of Ph.D. programs (scores must add up to 100 and can range from 0 to 100). Three categories are: Program Faculty Quality, Student Characteristics, and Program Characteristics
C. Demographic Information
1. Year of birth
Ethnicity—Hispanic or not, origin or descent if Hispanic (Mexico or Chicano, Puerto Rican, Cuban, Other), racial background (American Indian, Native Hawaiian or Pacific Islander, Asian, Black, White)
II. Program Questionnaire
A. Field and Research Specialties
Is there more than one doctoral degree in the field at your university?
Is program interdisciplinary? Indicate which fields from drop down list (I think this applies to our doctoral programs that share Ph.D. degrees with Education or Sociology, e.g., U. of West Virginia, U. of South Florida
List of faculty and designated by core , new, and associated—core faculty chair, serve on doctoral committees, involved with admission and Ph.D. curriculum; new faculty within past three years not active in PhD training, but will be; associated faculty have chaired or served in the past but not active now—emeritus if still directing, serving on committees, etc.
For each faculty member listed above, # of dissertation committee chaired, faculty specialty, rank, tenured or not, highest degree, gender, citizenship, and ethnicity
B. Doctoral Program Information
# of PhD awarded in each of last five years (begin 2001-2002 and end 2005-2006)
median time to degree for this cohort group
# of PhD admitted and # who enrolled by year
Is MA/MS degree required for admission
In past 3 yr., % of enrolled Ph.D. students who had MA/MS degrees
# of PhD students enrolled in Fall 2005 and descriptors—gender, full or part-time, citizenship
Criteria for admission to candidacy in program (check all that apply)—competition of required coursework, written exam, oral exam, MA awarded, defense of dissertation proposal
Whether program distinguished between masters and PhD in last 10 years—any changes in policy and if so, which years?
Indicate # of males and then # of females who a) enter PhD, b)left program without any degree, c) left program after masters, d) admitted to candidacy, e) # of years to complete PhD (3 or less up to 10 yr)
names and year each student who graduated from 2003-2006 completed their degrees
C. Graduate Student Information
1. Median GRE Scores—required for admission, median scores for verbal and quantitative for each year from 2003-2006
2. Teaching–# of PhD required to serve as TA, # of terms serve as TA; how many assist with lab or recitation section, how many sections in given term, how many have sole responsibility for course, how many sole responsibility course sections in given term; how many undergraduate students taught by PhD. Students in a given term
3. Doctoral Student Support—Does the institution or the Comm Program provide: orientation to new PhDs, international student orientation, language screening, instruction in writing, instruction in statistics, prizes and awards for research and teaching, training in ethics, an active grad student association, financial or staff support for association, an academic grievance procedure, regular meetings with program directors, annual reviews of PhD students, teacher training, travel support
4. Mentoring—does institution give awards for faculty who mentor PhD students?
5. Employment—does program collection info on placement, do applicants get this info on employment opportunities
6. Workspace–% of PhD students with exclusive workspace
PhD involvement in interdisciplinary centers
# of PhD students getting interdisciplinary certificates or joint degrees with COMM program
D. Financial Support Information
1. # of 1st year Ph.D. students who receive each of the following: tuition and fees, health benefits, and salary stipends
2. In 2005-2006, how much financial support does the program provide on average for 1st year PhD in each category?
3. Any summer support? How much?
4. In 2005-2006, how many PhD students in each category of full, partial, and no support?
5. What is a typical 5 year pattern of PhD support by funding mechanism and # of years for fellowships, TAs, RAs, traineeship grants?
6. In fall 2005, how many full-time PhD students received each of the following types of funding—external fellowship, external traineeship, institutional fellowship, combination of external and internal fellowships, TAs, RAs, combination of internal funding
1. # of postdocs in program in fall 2005
2. demographic characteristics of postdocs—gender, citizenship, race/ethnicity, country, # with portable fellowships.