The following model assumes not only that the communication practices of each department are distinct but also that the institutional and professional constraints on faculty in each department are somewhat different. Consequently, this model will need to be adjusted to meet the special circumstances that distinguish the culture of each department.
Stage I: Orientation
Orient departmental representatives
Objectives
- Make introductions
- Disseminate consulting philosophy
- Discuss disciplinary goals, concerns, etc.
Convene departmental faculty
Objectives
- Introduce consultants to faculty
- Provide opportunity for brief Q/A
(Consultant/faculty interactions will be reported to entire faculty.)
Stage II: Data Gathering
Gather data with the assistance of departmental representatives
Objectives
Identify parameters for WOVe integration (undergrad, grad, core courses, all courses, etc.)
Gather data via e-mail requesting curricular information from participating faculty
Objectives
Identify current and needed communication practices
- What do students do when they graduate?
- What communication skills are needed by students (for academic and professional success)?
- What current communication experiences are offered?
- What current assessment practices measure these experiences?
- What challenges exist regarding integration/infusion of communication experiences into courses/curriculum?
Stage III: Synthesis of data and development of recommendations
Synthesize collected data
Objectives
Develop preliminary recommendations for implementation
- Map WOVe activities currently part of the curriculum
- Identify faculty-designated communication goals for academic and career success
Report results and plan implementation with participating faculty and departmental representatives
Objectives
Review recommendations with faculty
Refine/modify recommendations as needed
Develop final recommendations and settle on a plan of action to implement
Stage IV: Implementation
Implement recommendations (e.g., conduct workshops, arrange individual consulting, meet with curriculum committee, develop print and Web materials)
Objectives
Schedule and conduct implementation activities
Stage V: Assessment and “Re-Analysis”
Assess implemented activities
Objectives
Develop assessment strategies
Collect assessment data
Work with departmental representatives and participating faculty to interpret assessment data
(Feedback loop: Return to Stage II as necessary)