Public Communication Division
Guidelines for 400-/600-Level & 500-Level Classes
500-LEVEL CLASS GUIDELINES
All 500-level classes should be taught with the rigor and depth of a graduate-level of class. Specific guidelines are as follows:
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Syllabus: Although the class may comprise of a mix of undergraduate and graduate students, only one syllabus is required for both groups. All syllabi should list both course objectives and course outcomes. (See below for additional guidelines.)
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Group Assignments vs. Individual-Level Assignments: Most assignments in a graduate class should be individual-level assignments; this protocol allows the instructor to offer in-depth individualized feedback on high-level work. Additionally, for group presentation assignments in 500-level classes, undergraduate and graduate students should be separated. (In cases where this is not numerically possible, given proportion of undergraduate and graduate students in a given class, the professor should make a best-faith effort to group graduate students together, even it means they will be in a smaller group.)
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Subject Rigor: Each assignment should maintain a graduate-appropriate level of rigor and depth. The assignments should reflect the subject matter and its contemporary practice (whether scholarly, professional, or a hybrid).
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Assignment Variety: Ideally, rigorous assignments will be varied in type, length, and format, allowing students to practice the various skill sets needed in our field, from research to strategy to presentation and framing. Instructors should avoid having one project that constitutes more than 50 percent of the grade unless the assignment is broken down into separate grading/feedback opportunities.
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Grading Opportunities: Students should have opportunities for grades throughout the semester, both to monitor their progress and to expand their learning opportunities. In other words, students should not be required to wait until the end of the semester (or near the end) to understand their grade-standing in the course.
400-/600-LEVEL CLASS GUIDELINES
All split 400-/600-level classes should be taught with the rigor and depth of a graduate-level of class, but with notable distinctions in the expectations for undergraduate and graduate students. Specific guidelines are as follows:
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Syllabus: This type of split course requires two syllabi for the same session – one for the 400-level class, and one for the 600-level class. All syllabi should list both course objectives and course outcomes. (See below for additional guidelines.)
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Group Assignments: As with the 500-level classes, most assignments in a 400-/600-level graduate class should be individual-level assignments. Additionally, for group presentation assignments in 400-/600-level classes, undergraduate and graduate students should be separated. (In cases where this is not numerically possible, given proportion of undergraduate and graduate students in a given class, the professor should make a best-faith effort to group graduate students together, even if it means they will be in a smaller group.)
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Subject Rigor: For 600-level classes, each assignment should maintain a graduate-appropriate level of rigor and depth. Graduate students will be required to complete at least one additional assignment with additional assigned readings. The assignments should reflect the subject matter and its contemporary practice (whether scholarly, professional, or a hybrid).
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Assignment Variety: Ideally, rigorous assignments will be varied in type and length and format, allowing students to practice the various skill sets needed in our field, from research to strategy to presentation and framing.
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Grading Opportunities: Students should have opportunities for grades throughout the semester, both to monitor their progress and to expand their learning opportunities.
American University does not have a set grading scale. However, many Public Communication faculty members use the following grading scale to review student work.
A 95-100%
A- 90-94%
B+ 88-89%
B 84-87%
B- 80-83%
C+ 78-79%
C 74-77%
C- 70-73%
D 60-69%
F Below 60%
Recommended Grading Scale
Mid-Course and Team Evaluations
We encourage professors to use mid-course evaluations to see how students are responding to the course and gain valuable feedback while there is still time to make adjustments to the syllabus. An example evaluation is below. Team evaluations provide a resource for students to report their experiences in working with a team.
If you have learned anything in this class thus far, you know about the importance of research to assess public opinion. Since we are at the half-way point of the semester, I want to find out what you think of the class so far and if there is anything you would like to see in the second half of the semester. This is an anonymous exercise although feel free to discuss your suggestions in person. You will also have a chance to do the regular University course evaluation at the end of the course. Thank you in advance for your valued feedback.
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The workload for this class has been: _____too heavy _____about right _____too light
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Overall, are your expectations for this class being met? Are there any suggested improvements for the second half of the semester or any topic areas you would like to see covered?
Notes for Students Achieving Grades in "Good Standing"
Most undergraduate classes require a C or better to count for credit. The exceptions are COMM-301 Public Relations, which requires a B or better if the student is majoring in Public Relations & Strategic Communication.
Following are guidelines for graduate students:
Students must maintain an overall GPA of 3.0 or better while in the duration of the program. Students are not required to write a thesis in this program. Instead, students must achieve a minimum grade of "B" (3.0) in at least two of these three In Lieu of Thesis courses: Principles of Strategic Communication (COMM-640), Communication Theory (COMM-735), and/or Research for Strategic Communication (COMM-738). Grades of C- or lower will not be accepted as fulfilling the requirements of the Program of Study, but will be calculated in the cumulative GPA.