Annual Reports

2016 – 2017

Click here to download the report in PDF.
An online version is forthcoming.


2015 – 2016


I. Mission


In 2015-16, the College of Social Sciences and Communication was home to the following academic units:

Criminal Justice Department

Institute of Government

Political Science Department

Psychology Department

Rhetoric and Writing Department

School of Mass Communication

Sociology and Anthropology Department

Speech Communication Department

The College is also home to public service units collaborating to address the needs of the state:

KUAR/KLRE Public Radio

Arkansas Public Administration Consortium (APAC)

Survey Research Center

The College is home to or closely affiliated with interdisciplinary programs like Non-profit Leadership Studies, Middle Eastern Studies, Gender Studies, and Conflict Management.

The UALR College of Social Sciences and Communication applies theory and research to drive social change and inspire human expression, reflection, and interconnection.

We accomplish this mission by:

  • Constructing deep and diverse learning opportunities for students in and outside of the classroom;
  • Producing, sharing, and responding to disciplinary, interdisciplinary, and community-based knowledge and research;
  • Linking to the community through engagement and public service.


II. Values


The College of Social Sciences and Communication values quality teaching and learning and embraces collaboration, inclusivity, transparency, diversity, interdisciplinarity, social relevance, high impact learning experiences, community engagement, and outreach.


III. Vision


The CSSC community will strive to:

Provide a model of positive and productive organizational communication. We will work to live up to our full potential and the promise of our communication fields through collegial, respectful communication in which we are committed to giving each other the benefit of the doubt and focusing on the facts.

Be proactive and guided by our mission. We will work to become a mission-driven college with mission-informed goals and priorities. We will commit to criteria-driven, fair allocation of shared resources to support our priorities, strengths, and strategic opportunities.

Be collaborative. We will work to fully understand our interdependence (within the college and with others outside of the college), share resources to the benefit of all, seek win wins, and value one another’s successes.

Build a culture of trust based on open communication, negotiation and consistency in what we say and do. We will work to create open, fair and transparent processes in the Dean’s office and in all aspects of shared governance including the faculty governance of the college assembly.

Demonstrate a shared commitment to clear, fair, well-articulated criteria-driven promotion and tenure processes. We will work to value everything faculty are asked to do while protecting the time and energy of pretenured and all faculty members to focus on the core mission of the university – the passion for education, inquiry, and service that brought faculty here.

Support strong, empowered department and school level leaders who take all opportunities to seek and share information, partner with college leadership and each other, and balance advocacy with accountability.

Focus on student learning including ongoing assessment, self-reflection, peer evaluation, and a commitment to high impact practices that reach students with a variety of learning strengths.

Be a partner in enrollment growth and timely graduation. We will work to be a leader in student recruitment and retention and strive for excellence in academic scheduling and academic advising.

Work to fulfill our promise as a leader in the strategic vision for UALR by continuing to excel in community-based teaching and scholarship, interdisciplinary innovation, and in research and creative activity.

Plan, reflect, adjust, improve and celebrate.


IV. Highlights


A. Teaching

Rhetoric and Writing: The faculty developed an approved proposal for a Graduate Certificate in Online Writing Instruction, the first of its kind in the nation. The Certificate will be available for enrollment in 2016-17.

Political Science: Daryl Rice introduced a strong current events component into his Intro to Political Science course. With support from the Provost’s Office, the department purchased newspaper subscriptions for every student in his two sections of the course allowing them to integrate the common read of the press into the course.

Sociology and Anthropology: Juliana Flinn coordinated a major community research project with the Dunbar Garden conducted by the Applied Anthropology students. Two groups of students traveled to the Middle East to participate in archaeological excavations at a UNESCO World Heritage site in Oman with Krista Lewis.

School of Mass Communication: students studying journalism worked under the direction of Sonny Rhodes to coproduce the UALR student paper, The Forum. Students working on The Forum have won more than 30 awards from the annual Arkansas College Media Association in the last two years, including the coveted “Reporter of the Year” award.

Amy Barnes’ Public Relations students created a campaign for the Arkansas AIDS Foundation. The campaign won Prism Awards for best research and best brochure from the Public Relations Society of America in September of 2015.

Criminal Justice: Dr. David Montague taught an upper division course providing students and state prison inmates the opportunity to study and learn together inside prison fences. “Inside-Out” students explored issues relevant to human social life within and outside of prison, learned from one another, and inspired one another toward life long learning.

Speech Communication: Dr. Avinash Thombre took a group of undergraduate and graduate students to Trinidad in Fall 2015, providing them with an immersive experience with individuals who are situated on the margins of three cultures. This high impact class helped develop in students an understanding of the complexity of intercultural communication skills in day-to-day interactions.

Psychology: During the 2014-15 academic year, the departmental faculty successfully submitted the newly revised program with a specific emphasis on Industrial/Organizational Psychology to the Arkansas Department of Higher Education. The program was re-opened with a new cohort of 12 students starting the 2015-16 academic year. Students from the program have engaged in service learning projects in their research methods and social psychology courses. Students engaged in their own original research and have presented their papers at several local and national conferences: 2016 Association for Business Research (Aaron Fletcher and Heather Pullam won “Best Paper Award”); 2016 Association for Psychological Sciences; 2016 UALR College of Social Sciences and Communication Student Research Expo (Paul Dixon and Whitney Thomasson won “Community Impact Award”).

B. Research

Criminal Justice: Jim Golden and Tusty ten Bensel were awarded a grant for $526,374 from the Arkansas Department of Human Services – Division of Youth Services for Data Collection and Analysis for Disproportionate Minority Contact Efforts in Arkansas.

Institute of Government and Criminal Justice: Tusty ten Bensel and Michael Craw were awarded funds to pursue their project “The Impact of Neighborhood Context on Recidivism among Offenders in Arkansas,” supported by one of ORSP’s fall 2015 Research Cluster Seed Grants.The researchers will be investigating the role environmental factors play in recidivism—repeat offending—in Pulaski County. The $50,000 grant will enable them to analyze data about both the former inmates and the communities that house them.

Sociology and Anthropology: Kinko Ito created a documentary film based on her enthnographical research, “Have You Heard About the Ainu? Elders of Japan’s Indigenous People Speak”. The film debuted at the Mid-South Sociological Association meeting in Lafayette, LA 10/22/15. See a story about Dr. Ito and the making of this film at: http://ualr.edu/news/2015/11/13/ualr-professor-records-a-disappearing-culture/. Krista Lewis was appointed a Fellow of the UALR Emerging Analytics Center in recognition of her innovative work on archeological data bases and the 3D imaging and mapping of archeological sites.

Rhetoric and Writing: Barbara L’Eplattenier, with Sherry Robertson and Lisa Mastrangelo, served as editors of the national journal WPA: Writing Program Administration. Two issues of this journal were published in 2016.

C. Service

Political Science and Mass Communication: Joe Giammo and Greg Shufeldt collaborated with Cheryl Hellman in creating a monthly program entitled Understanding Politics for University Television.

Psychology: Rachel Tennial served as a member of the Boys and Men Opportunity and Success Team (BMOST), a UALR partnership with Philander Smith College and the Winthrop Rockefeller Foundation.

Sociology and Anthropology: In Spring 2016, the student Anthropology Club highlight event was the ArchaeOlympics games which debuted in 2015 and has become an annual event. The ArchaeOlympics is an archaeological themed day of games and activities held at Toltec Mounds State Park in partnership with Dr. Elizabeth Horton of the Arkansas Archeological Survey. This year’s games brought archaeo-lete teams from colleges and universities all across the state to compete and also drew a sizable crowd of public spectators. The ArchaeOlympics even garnered national attention in a story in the Roads and Kingdoms online magazine: http://roadsandkingdoms.com/2016/welcome-to-the-archaeolympics/.

Middle Eastern Studies: Dr. Glazier organized the High School Model Arab League conference in Spring 2016, the most successful one to date. In 2014, 96 students attended the conference; in 2016, 136 students participated. This event represents the first exposure that many students have to UALR and is a great tool for outreach and recruitment. For the fourth year running, the event included an essay contest and position paper awards. These additions not only increase engagement with the issues of the Arab League, but also provide high school teachers with tangible assignments and the means to incorporate Middle Eastern issues into their classes and clubs in a more substantive way.

Speech Communication: The Communication Skill Center presented multiple workshops to students, staff, faculty,
and community members:

  • 2016 June: Immerse Arkansas youth. Conflict Management
  • 2016 June: Testing Services staff. Customer Service
  • 2016 May: Disability Resource Center staff. Navigating Change
  • 2016 May: Academic Success Center staff. Elevator Pitches
  • 2016 April: MBA. Effective Presentational Structure
  • 2016 April: Information Technology Capstone. Elevator Pitches
  • 2016 April: Professional Selling. Negotiation
  • 2016 April: Our House staff. Ethical Feedback
  • 2016 April: Marketing Capstone. Effective Presentational Structure
  • 2016 January: Model Arab League. Effective Presentational Structure
  • 2015 November: FYE: COEHP. Effective Presentational Structure
  • 2015 November: Marketing Capstone. Presentation Rehearsals
  • 2015 November: MBA. Presentation Rehearsals
  • 2015 November: Advanced Sales. Paraphrasing
  • 2015 October: MBA. Effective Presentational Structure
  • 2015 October: Advanced Sales. Building Rapport
  • 2015 October: Testing Services staff. Workplace Appreciation
  • 2015 September: Advanced Sales. Large group vs. Small Group Communication
  • 2015 September: Academic Success Center. Social Media Workshop
  • 2015 August: MBA-Health Cohort. Effective Presentations

KUAR/KLRE Highlights from 2015-2016
In addition to UALR Public Radio’s ongoing Corporation for Public Broadcasting Community Service Grant, news and culture station KUAR also won a Regional Journalism Collaboration grant from the CPB. This two-year $278,000 grant will provide a managing editor, two and a half reporters and a partner manager who will oversee fundraising and administration for the project. KUAR’s RJC is called Arkansas Public Media and creates an official collaboration with the other public radio stations in Arkansas, KUAF in Fayetteville, KASU in Jonesboro and KTXK in Texarkana, TX. The collaboration includes community partners: Arkansas Educational Television Network, UALR’s Anderson Institute on Race and Ethnicity, The Butler Center for Arkansas Studies and El Latino Spanish language newspaper. Arkansas Public Media and its partners will report on issues including healthcare, energy and education in Arkansas with a focus on rural communities. This project is significant in a current national effort to increase news reporting collaboration between NPR and its member stations.

KUAR reporters were awarded for their work in 2015 by the regional Associated Press and nationally by Public Radio News Directors, Incorporated for a long documentary about legendary Arkansas citizen TJ Kearney and a news report bringing attention to deficiencies in the region’s 911 response system.

Arkansas Public Administration Consortium 2015-2016 Highlights
The Arkansas Public Administration Consortium (APAC) provided high-quality professional development and training to public and nonprofit managers through our signature programs: Certified Public Manager® (CPM), Certified Volunteer Manger (CVM), and Certified Arkansas Planning and Zoning Official (CARPO).

Trainings and Participation

    APAC hosted 20 training sessions which served 190 participants representing 30 counties from across the state. Counties served included: Arkansas, Benton, Carroll, Clark, Clay, Columbia, Craighead, Crawford, Crittenden, Dallas, Drew, Faulkner, Fulton, Garland, Independence, Izard, Jefferson, Johnson, Lawrence, Madison, Monroe, Ouachita, Pope, Pulaski, Randolph, Saline, Sebastian, Sharp, Union, and Washington.

D. Success

College Level Retention and Recruitment Initiatives – The Link (CSSC Student Success Center)

Retention

Retaining students and helping them succeed is at heart of the CSSC Culture. We introduced an awareness and outreach campaign under the slogan of “Think the Link,” which is designed to encourage students and faculty to use our student success center. We have three main strategic initiatives:

1. Early Semester Warning:

    1. Identify students at-risk for dropping out or for poor academic performance early in the term so that appropriate interventions can help the student recover early enough to raise their grades (see Habley, Bloom, & Robbins, 2012).
    2. Red Flags include: (a) non-attendance in the first week, (b) poor attendance across the first three weeks, (c) not turning in a first assignment, or (d) not actively participating in class.
    3. We have introduced the campaign at the assembly, are meeting with every department, and have reach out by email communication to both faculty and students.
    4. We have developed an early warning form that faculty can fill out online (http://ualr.edu/cssc/link/).

2. Midterm Reports

    1. Midterm progress reports are used to give students feedback on how they are performing in classes (see Habley, Bloom, & Robbins, 2012).
    2. Faculty can turn in midterm grades starting in early October. Doing so will enable students to know where they stand and drop the individual course if needed.
    3. We will communicate with both faculty and students.

3. Identifying Students on Probation

    1. Students are on Academic Probation at the end of a term if their cumulative grade point average (GPA) drops below 2.0.
    2. Students with a cumulative GPA of 2.4 or below do not graduate within 10 years.
    3. Advisors should refer all students on probation to The Link.

Recruitment

Recruiting new or existing students in the College is a priority. We have several initiatives for both undergraduate and graduate students.

Undergraduate Students

    1. Newly Admitted Students List: We reach out to all new students every week by email with a welcome letter and an elevator pitch for the program of interest. After making contact at the college level, we send the list of students for each department at the Chair level. Chairs are encouraged to call students.
    2. All new student orientations + all on Campus recruiting events: we represent the college and our programs at all recruitment events on campus.
    3. Transform “undeclared” students to “declared” students. We identify students who are undeclared but interested in our programs and reach out to each student personally to encourage them to declare and provide information as needed to help each student.

We will build on those strategies and continue to visit targeted college transfer fairs and high school college fairs. Specifically, we will:

    1. Continue to get our students to declare their major. For example, we are developing a new space on our link web site to help students (see http://ualr.edu/cssc/declare/).
    2. Develop new brochures and advertisements for the college and its programs.
    3. Feature our new CSSC Student Ambassadors at recruitment events on and off campus.
    4. Create productive relationships with Deans, Chairs, and Faculty members in connected disciplines at Pulaski Tech, ASU-Beebe, the College of the Ouachitas, and the University of Arkansas Community College at Hope – Texarkana. We will meet with people one-on-one, share relevant information, and develop 2+2 agreements.

Graduate Students

      1. Closing the Gap (Summer)

 

    This summer, we sought to close the gap with graduate students who were admitted into a graduate program, but not registered for fall classes. We contacted students from the college level, provided names of students
      2. Identify Target Size for Programs and Strategies

 

    We are meeting with graduate coordinators to identify target size for each graduate program and developing a partnership to implement strategies for growth.
      3. Creating Processes and Practices that mimic our strategies at the undergraduate level

 

    In the last several years, we have created intentional processes to increase recruitment at the undergraduate level (see points 1 through 3 above). This year, we are moving those replicating those processes at the graduate level.
      4. Grow Graduate Enrollment

 

    Our primary strategy is to recruit students who are enrolled at UALR. Many students do not know about the available graduate programs in the college. To do so, we (a) contact graduating seniors and (b) have our student ambassadors develop and present 8-10 minute presentations across 3000-level courses in the college to plant the seed for graduate school.


V. Assessment


1. Describe your assessment activities for this academic year.

The CSSC Assessment Committee determined that in its second year it would collect program assessment plans by the conclusion of the Fall 2015 semester and review these plans on a rolling basis until completed. These assessment plans are now loaded on the college website under the assessment tab and will be updated as revisions occur. In addition to the collection of assessment plans, the committee also discharged its duty of reviewing assessment reports in the spring. These reports are also loaded on the CSSC assessment site. The committee met regularly throughout 2015-16 to establish priorities for disbursement of assessment funds and a plan for review of assessment reports. As in 2014-15, the process included primary and secondary reviewers for each report. Last year the committee implemented a review and revision process whereby report writers would receive feedback and have a 3 week window for comment and revision prior to submission of the final report. Reflecting on this process, especially within the context of needing to make assessment more sustainable, usable, and accountable, the committee elected this year to remove the revision round and replace it with a request for a covering email or letter upon submission that addresses how (if at all) feedback from the committee from the previous year informed the current assessment report. The committee felt that offering a longer period of time to digest feedback would better address the need for us all to ‘close the loop’ regarding assessment.

The CSSC Assessment Committee solicited reports in late March and concluded its review of each report by April 15th, with feedback sent to authors of the reports for their own processes of revision that will be reported in the subsequent year’s assessment report covering letter/email to the committee. The Associate Dean for Instruction, Enrollment Management, and Student Success reviewed these final reports along with the committee’s feedback in an effort to understand 1) where department assessment processes currently stand, and 2) whether opportunities exist for the college assessment committee to support and inform best practices in the continued development of program assessment in the CSSC. This report has been shared with the committee and is housed on a college web portal for assessment (along with the final reports and assessment plans for each of the CSSC’s academic programs).

2. Discuss notable outcomes related to student learning outcomes for this academic year.

A total of 17 assessment progress reports were submitted for review. Each report received written feedback from a pair of assessment reviewers comprised by membership from the college assessment committee. This feedback followed the standard report review form provided on the Assessment Central website. Of the 17 reports submitted and reviewed, all received a qualitative rating of ‘meets expectations’ or higher. Six reports received the rating of ‘exceeds expectations’. One report found to be in need of revision last year– the interdisciplinary INTS program, which sustained the departure of its coordinator approximately four years ago – met with greater success this year following redoubled efforts to apply the previous plan while simultaneously rethinking assessment now that a decision has been made on housing the program within the new School of Public Affairs.

Disbursement of Funds

The College Assessment Committee disbursed funds totaling $1950.00 this year to three departments in support of assessment or accreditation activities. Sociology and Anthropology once again received $600 to hire a research company to conduct a focus group for its graduating seniors. The Psychology department again received $750 to purchase 60 Area Concentration Achievement Test senior outcome exams (ACAT) to be administered in their capstone course. Speech Communication was awarded $600 to fund graduate training in the building of rubrics and curriculum maps that will be shared with the whole college. In addition to these funds, the committee also recommended the funding (beyond its available resources) of a proposal from Rhetoric and Writing in the amount of $500 to help support a second phase of assessment of composition in the core. The Dean’s office supported this request from the committee and made funds available to meet this need.

Closing the Loop

The assessment committee recommended at the close of last academic term that the traditional round of revision immediately following the assessment report rating and feedback, would become more effective if it were decoupled from the progress report submission process. Instead, the committee recommended that programs submit a statement to the committee the following cycle to explain what (if any) revisions were made to the assessment process in light of feedback provided in the previous cycle. This effort to close the loop on assessment would provide more breathing room than the typical three weeks of time between review and final submission of progress reports that has traditionally been afforded to programs. It would also allow programs to tie results to changes instead of offer prospective comments that may or may not be references in subsequent cycles in a way that allows the committee to easily track continuous improvement.

The committee put this practice into place this cycle by informing department chairs of the need to provide a statement about closing the loop. Evidence from their communications to the assessment committee suggests that more programs were able to digest this valuable feedback from the committee last year and work it into their 2015-16 assessment cycle. In particular, about half of departments shared specific efforts they made to ‘close the loop’ based on provided feedback. Efforts along these lines ranged from curricular changes to the degree and reworks of specific course requirements to better target desired outcomes, to changes to reporting methods, deeper contextualizing of data for assessment reviewers, and even foundational reimagining of the assessment plan across an interdisciplinary program. And while not all programs explicitly addressed closing the loop this year, those that did not still provided valuable critical assessments of their own processes in this first year of implementation that constitute the basis for a recursive assessment committed to continuous improvement.

By calling for programs to explicitly address ‘closing the loop’ in their assessment reports, the committee is demonstrating important leadership in helping all stakeholders to ‘connect the dots’ between assessment and continuous improvement.

The Role of External Stakeholders

A theme from last year’s summary report is once again an important theme across this year’s reader reviews. The role of stakeholders in the assessment process remained relevant this year, with some clear progress in articulating how stakeholders inform assessment across several programs. Last year’s ADHE and external accreditation reviews presented important and foundational opportunities for programs to think critically and fundamentally about program assessment and how their assessment plans make use of stakeholder involvement.

Stakeholders remain important resources for many programs, with their participation coming at various points in the assessment cycle. Of particular note this year is the involvement of stakeholders in some cases of the development of goals and outcomes. Three other programs are up for ADHE review this coming academic term, and so it is likely that this theme will remain relevant in next year’s assessment processes.

Curriculum Mapping

Another consistent theme across reports involves efforts to map curriculum to specific learning goals and objectives. On a related note, the development of measurable objectives that really tap the goals identified by the faculty and stakeholders also remained of great salience to the readers of these reports. A couple of programs appear to be leading the way with curriculum mapping of this sort, and one of them received assessment funds this year to develop a deliverable that would help other departments prepare down this road should they decide to rework their assessment plans more foundationally. As programs continue to prepare for external review and the university gears up for reaccreditation, such maps can prove invaluable in articulating what students are learning, where and how. To the extent that external stakeholders are also involved in the discussion, programs will have an even more compelling story to tell, and students will benefit greatly from that discussion within a process that is recursive and committed to continuous improvement.

Last year’s efforts in assessment across distinct cultures within a newly developed college resulted in a clear-eyed look at where we stand in terms of assessment. Since then, the assessment committee has performed effectively in building a foundation for continuous improvement. Every program has assessment plans on file at the college website, the committee has worked hard to build support for the notion of ‘closing the loop’, and assessment funds have been carefully distributed to programs that demonstrate that they will use the funds to build their capacity to effectively assess student learning and share these tools with their colleagues. While there is great differentiation across the different programs of the CSSC with regard to methods, tools, and style of assessment, and while there is much to be gained by closing the gap between those that are still working toward more meaningful assessment and those who have much to share with how to get there, all programs seem to be on track to build a culture of continuous improvement. This commitment will not doubt be a major theme for next year’s assessment committee as it reconstitutes itself under the college’s new governance document.

3. Describe curricular modifications based on this year’s assessment outcomes.

Please see unit reports for more information.

4. If curricular modifications are in process, please present the timeline for completion with progression milestones.

Please see unit reports for more information.


VI. Priorities for Next Year


Continue Enrollment and Graduation Growth

  • Continue successful efforts to recruit and retain students through the LINK and in collaboration with units
  • Implement newly approved degree programs and attract new students to these programs
  • Continue to grow 2 + 2 agreements with community colleges
  • Grow graduate program enrollment
  • Continue efforts to create predictable, published course rotations for students
  • Continue efforts to improve graduation check out processes

Increase and Expand Student Success

  • Implement planned advising training and support programs (based on college advising survey) to strengthen advising in the units
  • Implement student Ambassador program as student leadership and retention initiative
  • Continue successful efforts to increase timely progress to graduation and 6-year graduation rates
  • Continue growth in financial support for students

Support and Increase Engaged and Funded Research

  • Increase funded research activity – particularly in departments with graduate programs
  • Continue to invest college funds in research support for faculty
  • Work collaboratively with faculty to identify opportunities for scholarship of engagement through community partnership growth
  • Expand the Survey Research Center to provide opportunities for faculty collaboration from across the college and to provide administrative support for other forms of research

Support Faculty and Chair Success and Development

  • Continue to invest college funds in support of faculty development in the areas of diversity, equity, and inclusion
  • Continue to support faculty and chair travel for professional development as funds are available
  • Improve new chair/director training based on evaluation from prior years
  • Improve chair/dean retreat based on feedback from prior years and continue team building with chairs/directors
  • Continue to invest college funds in honors and recognitions for faculty excellence
  • Continue to clearly communicate expectations and hold chairs/directors accountable for excellence in faculty evaluation, supervision, and leadership

Promote College Collaboration, Communication, and Inclusive Community

  • Implement planned college community building activities of common read on theme of diversity and identity, college staff meetings, and college social events
  • Continue with multi-pronged approach to communication with stakeholders
  • Implement professional development programming within the college related to positive communication, inclusive community, and positive organizational practice
  • Continue with messaging related to budgetary interdependence and to promote inter-unit collaboration for cost effectiveness
  • Continue positive messaging to assembly about strengths and accomplishments across the college
  • Maintain strong, cohesive, and diverse team in the Dean’s office

Build a Culture of Continuous Improvement – Plan, Reflect, Adjust, Celebrate

  • Work with faculty and staff to begin a college-level strategic planning process based on the strategic vision and plan for UALR
  • Implement survey of faculty and staff regarding chair/director performance and use feedback for performance enhancement
  • Continue reflection and self-critique within Dean’s office for service improvement (continuing also to receive feedback from the faculty and staff advisory committees toward service improvement)
  • Continue twice yearly college level celebrations and frequent Dean’s office/chair celebrations of accomplishments
  • Continue practice of “catching people doing things right” with acknowledgement and gratitude
  • Work with LINK staff to begin process of assessment in student success arena
  • Continue to promote and support excellence in assessment across the college
  • Continue to support excellence in academic program review process and follow up

Engage in and Expand Development and Fundraising

  • Hold first and thereafter regular meetings of the new CSSC Community Advisory Council
  • Work with Community Advisory Council to increase giving
  • Work collaboratively with Advancement staff to increase giving
  • Continue to develop and nurture relationships with alumni, community partners, and other stakeholders
  • If assigned a Director of Development, work collaboratively on college development plan implementation


VII. Appendix: Fast Facts


A. Enrollment (fall census, 1st major headcount and SSCHs)

    1,220 majors (first majors only)
    21,592 student semester credit hours

B. Retention (pending available data)

C. Personnel (number per category, tenure and promotion, etc)

    In Academic Year 2015-16, the College of Social Sciences and Communication was the academic and administrative home of 67 faculty (56 tenured or tenure track) and 51 staff members.

D. Grants and Contracts

    In expression of our public service and research missions, the staff and faculty of the College of Social Sciences and Communication submitted proposals for grants and contracts totaling $1,655,441 in Fiscal Year 2016. They were awarded a total of $985,500 in grants and contracts from partners ranging from The Arkansas Department of Health to the Corporation for Public Broadcasting.

E. Fundraising

    The total funds raised on behalf of the College of Social Sciences and Communication in Academic Year 2015-16 was $583,402.95.

F. Other