About

The Communication Department voluntarily aligns itself with standards of the Accrediting Council on Education in Journalism and Mass Communication (ACEJMC), the official body evaluating professional programs for students in newspaper and magazine journalism, advertising and public relations, radio and television broadcasting, photojournalism, and related fields.

The department has been accredited since 2008 when it became the first school in SUNY to be accredited by ACEJMC. It is one of only eight schools in New York State with professionally accredited communication programs. 

The initial 2008 provisional accreditation was followed by full accreditation in 2010. The department was reaccredited in 2014 and again in 2020.

What It Means to Students

Your degree will carry more weight because it comes from a school that is in the 15 percent of communication programs throughout the nation accredited by ACEJMC.

Accreditation is an assurance to students, parents, graduate schools, future employers, and the public of our quality performance, based on an extensive review and outcomes measured against national standards.
 

Established in 2018, the Communication Department Advisory Board, composed of 10 alumni and four non-alumni in the communication field, provides feedback on curriculum, student portfolios, internships and jobs, and scholarships.

Meet Our Advisory Board

Chair: Deborah Silverman

Associate Chair: Dorothea Braemer

Assessment

Chair: Annemarie Franczyk. Members: Ann Liao, Therese Fuerst, Meg Knowles

Bylaws and Elections

Chair/1-year Dorothea Braemer, 2-year Tammy McGovern, 3-year Annemarie Franczyk

Curriculum

Chair/1-year Meg Knowles, 2-year Ann Liao, 3-year Dorothea Braemer

Personnel

Chair/1-year Ann Liao, 2-year Michael Niman, 3-year Ruth Goldman

Student Enrichment

Chair/1-year Annemarie Franczyk, 2-year Therese Fuerst, 3-year Latrese Myers, ex-officio member Tammy McGovern

Technology and Production

Chair/1-year Dorothea Braemer, 2-year Meg Knowles, 3-year Tammy McGovern, professional staff Brian Milbrand

Chair-Appointed Positions

Parliamentarian: Annemarie Franczyk

Recording Secretary: Michael Niman

ACEJMC Accreditation Monitor: Annemarie Franczyk

The Communication Department will continue its commitment to diversifying its faculty and working to meet the needs of its diverse student population.

Strategy – Curricular Diversity. We will continue to offer a comprehensive curriculum that presents concepts of diversity and inclusiveness, both to increase knowledge and understanding among students and to better prepare students for the diverse environment in which they will live and work. (cf. Buffalo State Strategic Plan, Goal 1, Focus Area 1)

• Action Step – Inclusive Pedagogy. We will continue to utilize inclusive pedagogy in updating current curriculum and creating new curriculum

           Oversight: Curriculum Committee
           Metric: #/% syllabi documenting inclusive pedagogy
   

• Action Step – Class Resources. We will use texts and other materials that appropriately cover material related to diversity and multiculturalism, or will adopt or create supplemental materials to accomplish this.

             Oversight: Curriculum Committee
             Metric: # texts or supplemental materials used in courses, including online materials
   

• Action Step – Experiential Learning through Global & Local Collaborations. We will continue to facilitate service learning opportunities in our classrooms, promote local, national and global internships, and work to increase the number of opportunities for integrated learning, including learning communities in and outside of Buffalo (cf. Buffalo State Strategic Plan, Goal 1, Focus Area 1). We will continue to promote affordable international experiences for our students (cf. Buffalo State Strategic Plan, Goal 1, Focus Area 1)

             Oversight: Student Enrichment Committee
             Metric: # of syllabi documenting service learning; statistics on students participating in international programs

Strategy – Student Diversity. In addition to attention to diversity and inclusiveness in recruiting efforts outlined in Goal 2, we will cultivate, promote, and support our diverse student body. (cf. Buffalo State Strategic Plan, Focus Area 1).

• Priority Action Step – Assessment. We will research through focus groups, surveys and other methodologies the knowledge, attitudes and opinions of students concerning issues of diversity, inclusiveness and multicultural/global understanding as they relate to each major. These will be conducted as part of the department's assessment program.

            Oversight: Assessment Committee 
            Metric: Research report  
   

• Action Step – Networking. We will promote scholarships, internships, professional service prospects, networking through professional organizations, and other educational opportunities of particular interest to students of under-represented populations.

           Oversight: Department chair
           Metric: # of student applicants from under-represented populations      
   

Strategy – Faculty Diversity. We will utilize effective strategies for recruiting and retaining as diverse a faculty as possible and to invite members of under-represented populations to interact with students. (cf. Buffalo State Strategic Plan, Goal 1, Focus Area 3)

• Priority Action Step – Visitors. We will be proactive in including members of under‐represented populations among invited guests, speakers and presenters within the department. Each faculty member who uses guest lecturers will be encouraged to invite members of under-represented groups.

        Oversight: Department chair
        Metric: # visitors     

• Action Step – Full-Time Faculty. We will strengthen our hiring process and engage in effective outreach in soliciting applications for faculty positions with particular attention to recruiting under-represented populations.

        Oversight: Recruitment Committee  
        Metrics: Job descriptions; posting data; applicant statistics   
   

• Action Step – Diversity Hires. We will continue to take advantage of SUNY opportunities to hire qualified persons with diversity credentials even when local funding for new hires is unavailable.

        Oversight: Recruitment Committee 
        Metric: # offers made to candidates   
   

• Action Step – Part-Time Faculty. We will actively solicit the Western New York professional media community for applications from members of under-represented populations. We will support part-time faculty from under-represented populations by lobbying for better pay and providing mentorship and other staff development opportunities.

        Oversight: Department chair, full-time faculty                                                    
        Metric: # of part-time faculty hired from marginalized communities

Strategy – Advocacy. The Communication Department will advocate for diversity and inclusiveness and an appreciation of diversity as it relates to both the scholarship and practice of communication. (cf. Buffalo State Strategic Plan, Goal 3, Focus Area 1)

• Priority Action Step – Diversity Education. We will provide forums and resources to students, alumni and media professionals on issues related to diversity within the communication context.

        Oversight: Faculty Concerns Committee 
        Metric: # resources provided  
   

• Action Step – Community Involvement. We will maintain an involvement both academically and professionally through membership in and working relationships with professional and media organizations focused on or representing diverse and under-represented groups.

        Oversight: Department chair                                                            
        Metric: # of events, memberships, and professional activities   

Most colleges and universities publish their graduation rate, which is the percentage of students beginning at the school who continue to complete their degree. Four-, five-, and six-year rates are the common measures.

This data can be useful in school comparisons, but there are many variables. For example, such data generally does not include part-time students or those transferring in. The Communication Department has many students who transfer from other schools, many others who enroll only part-time for some semesters.

We are proud that our graduation rate is higher than Buffalo State overall, and higher still than the average for public colleges in the United States.

Entering Freshmen

This category includes only full-time students who began in one of the four Communication majors and remained to graduate. It does not include students who completed their degree at another institution.

2006 Communication Freshmen: 42% graduated in four years, 54% in five years, 57% in six years

2007 Communication Freshmen:  31% graduated in four years, 44% in five years, 49% in six years

2008 Communication Freshmen:  29% graduated in four years, 53% in five years, 58% in six years
(Compare 6-year graduation rate: 46% Buffalo State, 40% all US public four-year colleges)

2009 Communication Freshmen:  33% graduated in four years, 52% in five years, 57% in six years
(Compare 6-year graduation rate: 50% Buffalo State, 44.2% all US public four-year colleges Offering Bachelor’s and Master’s Degrees Only)

2010 Communication Freshmen:  41% graduated in four years, 51% in five years, 55% in six years
(Compare 6-year graduation rate: 50% Buffalo State, 44% all US public four-year colleges Offering Bachelor’s and Master’s Degrees Only)

2011 Communication Freshmen:  39% graduated in four years, 60% in five years, 62% in six years
(Compare 6-year graduation rate: 47.2% Buffalo State, 49.2% all US public four-year colleges Offering Bachelor’s and Master’s Degrees Only)

2012 Communication Freshmen:  35% graduated in four years, 50.0% in five years, 52% in six years
(Compare 6-year graduation rate: 47.7% Buffalo State, 44.0% all US public four-year colleges Offering Bachelor’s and Master’s Degrees Only)

2013 Communication Freshmen:  32% graduated in four years, 46% in five years, 49% in six years
(Compare 6-year graduation rate: 46.5% Buffalo State, 44.0% all US public four-year colleges Offering Bachelor’s and Master’s Degrees Only)

2014 Communication Freshmen:  30% graduated in four years, 38% in five years, 40% in six years
(Compare 6-year graduation rate: 40.4% Buffalo State)

2015 Communication Freshmen:  35% graduated in four years, 47% in five years, 50% in six years
(Compare 6-year graduation rate: 41.2% Buffalo State)

2016 Communication Freshmen:  30.9% graduated in four years, 43.6% in five years, 44.7% in six years
(Compare 6-year graduation rate: 36.4% Buffalo State)

2017 Communication Freshmen:  25.0% graduated in four years, 31.8% in five years, 44.7% in six years
(Compare 6-year graduation rate: 36.0% Buffalo State)

Transfer Students

This category includes only full-time students who transferred into one of the four Communication degrees at any point after their first semester and who remained to complete that same degree.

2007 transfer students: 27% graduated in two years, 52% in three years, 63% in four years, 63% in five years, 63% in six years

2008 transfer students: 22% graduated in two years, 47% in three years, 60% in four years, 62% in five years, 62% in six years

2009 transfer students: 25% graduated in two years, 52% in three years, 58% in four years, 64% in five years, 64% in six years

2010 transfer students: 28% graduated in two years, 55% in three years, 63% in four years, 65% in five years, 65% in six years

2011 transfer students: 19.0% graduated in two years, 38.0% in three years, 46% in four years, 46% in five years, 51.3% in six years

2012 transfer students: 15.6% graduated in two years, 53.1% in three years, 53.2% in four years, 56.3% in five years, 56.3% in six years

2013 transfer students: 22.9% graduated in two years, 48.9% in three years, 61.4% in four years, 63.5% in five years, 64.6% in six years

2014 transfer students: 27.4% graduated in two years, 51.2% in three years, 61.9% in four years, 65.4% in five years, 65.5% in six years

2015 transfer students: 20.0% graduated in two years, 55.0% in three years, 68.0% in four years, 69.0% in five years, 69.0% in six years

2016 transfer students: 31.5% graduated in two years, 55.6% in three years, 64.8% in four years, 64.8% in five years, 66.7% in six years

2017 transfer students: 31.5% graduated in two years, 53.6% in three years, 66.1% in four years, 64.8% in five years, 67.9% in six years.

Colleges and universities calculate retention rates to track the percentage of students who enroll as freshman and continue for subsequent semesters.

We are proud that our retention rate, in general, is higher than Buffalo State overall and higher still than the average for public colleges in the United States.

2022 freshmen: 47.7% continued for 2022 
(compare 54.7% Buffalo State) 

2021 freshmen: 57.6% continued for 2022 
(compare 49.3% Buffalo State)

2020 freshmen: 38.8% continued for 2021 (Covid-19 Era)
(compare 48.3% Buffalo State) 

2019 freshmen: 63.8% continued for 2020
(compare 64.5% Buffalo State; 59.0% all US public four-year public degree-granting institutions continued for 2019)

2018 freshmen: 58.3% continued for 2019
(compare 58.2% Buffalo State; 61.0% all US public four-year public degree-granting institutions continued for 2018)

2017 freshmen: 69.7% continued for 2018
(compare 60.9% Buffalo State; 70.3% all US public four-year colleges Offering Bachelor’s and Master’s Degrees Only continued for 2017)

2016 freshmen: 57.1% continued for 2017
(compare 66.2% Buffalo State; 69.9% all US public four-year colleges Offering Bachelor’s and Master’s Degrees Only continued for 2017)

2015 freshmen: 75.8% continued for 2016
(compare 68.3% Buffalo State; 70% all US public four-year colleges Offering Bachelor’s and Master’s Degrees Only continued for 2016)

2014 freshmen: 74% continued for 2015
(Compare 71% Buffalo State; 64% all US public four-year colleges continued 2015)

2013 freshmen: 74% continued for 2014
(Compare 73% Buffalo State; 64% all US public four-year colleges continued 2014)

2012 freshmen: 83% continued for 2013; 73% continued for 2014
(Compare 75% Buffalo State; 72% all US public four-year colleges continued 2013)

2011 freshmen: 82% continued for 2012, 71% continued for 2013
(Compare 74% Buffalo State; 67% all US public four-year colleges continued 2012)

2010s. The department received full accreditation by the Accrediting Council on Education in Journalism and Mass Communications in May 2010. Communication faculty offices and labs moved out of Bishop Hall and into the newly renovated B-Wing of Buckham Hall in 2017. New additions to production facilities included the Stripes Media Lab, an audio recording studio and one-button mini-studio.

2000s. The department became one of the five largest departments at Buffalo State and the largest communication program throughout the entire SUNY system. A Communication Studies major was added in 2002. The department received provisional accreditation by the Accrediting Council on Education in Journalism and Mass Communications in May 2008.

1990s. The department's first computer lab was installed in the basement of Bishop Hall. Broadcasting studios for radio and television were outfitted in what once was the swimming pool of "the old gym," the lower level of the Theater Arts Building. In 1999, the department restructured itself academically to provide a core set of courses for all majors, reflecting the trend toward the convergence and overlap of the various communication disciplines.

1980s. A public communication major was added in 1987. In the late 1980s, the department formalized two new majors: journalism and broadcasting, as well as the speech minor. In 1989 the department was renamed the Communication Department.

1970s. The Communication Department at Buffalo State had its beginnings in the early 1970s, when the Speech and Theater Arts Department added radio and television broadcasting to its curriculum. At the same time, the college offered a separate journalism program. In 1977, these programs were combined with the creation of the Department of Journalism, Broadcasting and Speech, with majors in each of these three areas.
 

• Deborah Silverman (2018-present)
• Joe Marren (2011-2018)
• Ron Smith (2003-2011)
• Janet Ramsey (1998-2003)
• Mel Netzhammer (1993-1998)
• Rik Whitaker (1984-1993)
• Julia Piquette (1981-1984)
• Ron Rabin (1977-1981)
   

The Communication Department has adopted ACEJMC’s professional values and competencies as its program learning objectives for its four B.A. degree programs and its M.S. degree program:

• Law: Students will understand and apply First Amendment principles and the law appropriate to professional practice relevant to the major.
• History: Students will demonstrate an understanding of the history and role of professionals and institutions in shaping communication relevant to the major.
• Diversity: Students will demonstrate an understanding of gender and gender identity, race, ethnicity, class, sexual orientation, and, as appropriate, other forms of diversity, equity, and inclusion in domestic and global societies and their significance in the major.
• Visual Communication: Students will understand concepts and apply theories in the use and presentation of images and information relevant to the major.
• Ethics: Students will demonstrate an understanding of professional ethical principles and work ethically in pursuit of truth, accuracy, fairness and diversity.
• Critical Thinking: Students will think critically, creatively and independently.
• Research: Students will conduct research and evaluate information by methods appropriate to the communication professions in which they work.
• Writing: Students will write correctly and clearly in forms and styles appropriate for the communication professions, audiences and purposes they serve.
• Editing: Students will critically evaluate their own work and that of others for accuracy, fairness, clarity, creativity, effective storytelling and/or professional style as appropriate to the major.
• Statistics: Students will apply basic numerical and statistical concepts appropriate to the major.
• Technology: Students will apply tools and technologies appropriate to the major.
• Public Speaking: Students will demonstrate competence in professional speaking and presentational skills appropriate to the major

In line with ACEJMC recommendations, our master’s degree program has one additional learning objective:

• Contribute to knowledge appropriate to the communications professions in which they work.

The Communication Department of Buffalo State is ...

... a faculty of scholars
Serving the communication disciplines by creating new knowledge and effectively sharing existing knowledge within a community of scholars and media professionals.

... a faculty of educators
Preparing students to think analytically and creatively, communicate clearly, act ethically, and succeed professionally

Adopted 2001; Revised 2018

The Communication Department at Buffalo State embraces the tension inherent in offering a quality professional education within a liberal-arts context. The department will continue to provide a comprehensive array of specialties that is reflective of our mission, consistent with our vision and values, and appropriate to our resources.

Adopted spring 2004

As a collegial and dedicated group of faculty and staff both individually and collectively dedicated to this mission, the Communication Department holds the following values:

Academic Excellence
In its relationship with higher education—at Buffalo State, within the State University of New York, and beyond—the Communication Department values the ideals and best practices of academic excellence. We provide opportunities for students to think critically, discern ethically, solve problems creatively, and communicate effectively.

Service Excellence
In its relationships with students, the Communication Department values the ideals and best practices of service excellence. We give priority to student interests and needs in matters such as course development, scheduling, faculty accessibility, and the creation of a climate of encouragement and mutual respect.   

Communication Primacy
In its grounding within the communication disciplines, the Communication Department values communication as the essential basis of democracy and as the vehicle for providing information, analysis, and advocacy. We uphold the highest professional standards and practices of the media and communication professions.

Quality Performance
In its relationships with employers and graduate schools, the Communication Department values the ideals and best practices of quality performance. We maintain high professional standards and seek to develop graduates who meet and exceed these expectations.

Social Responsibility
In its relationships with the community, the Communication Department values the ideals and best practices of social responsibility. We offer leadership, scholarship, creative work and service to the communication and media professions, adding to the quality of life in Western New York and beyond.

Adopted 2004; Revised 2013

Scholarship holds an honored role in higher education, one that serves a dual purpose. Faculty 
members engage in scholarship for their own academic and/or professional development. They also 
contribute to the advancement of theoretical and professional knowledge and communicate this to 
other scholars, educators and practitioners.

In its Mission Statement, the Communication Department of Buffalo State has defined itself as “a 
community of scholars serving the communication disciplines by creating new knowledge and effectively sharing existing knowledge within a community of scholars and media professionals.”

The Communication Department affirms the expectations for scholarship as set forth by the State University of New York, Buffalo State in general, and specifically the School of Arts and Sciences. It encourages members to pursue ongoing activity leading to individual and departmental reputations for solid scholarship in relevant disciplines, particularly journalism, broadcasting, public relations, advertising, speech and rhetoric, media analysis, communication design, and communication technology.

Members of the Department traditionally have seen themselves as a blend of “academics” and “professionals,” with individuals representing a diverse background of disciplines, interests, scholarly norms, research methodologies, and presentation venues. The Department embraces a policy that encourages each member to develop as a scholar according to individual interests and opportunities.

Each member of the Department is expected to develop a scholarly agenda and follow it to its logical ends. The Department expects members to link their research with teaching and to give evidence of a cohesive line of inquiry and thought rooted in their academic specialty. Because Buffalo State emphasizes teaching, the Department also considers the concepts and practices applicable to the classroom, lab and studio as legitimate for scholarly exploration.

In the following policy statement, the Communication Department uses the term “scholarship” as the overarching concept associated with research, creative activity and professional activity. The term and typology are similarly employed by the Accrediting Council on Education in Journalism and Mass Communication. The Department adopts the following norms and definitions as standards upon which faculty will be evaluated for purposes of hiring, promotion, tenuring, and various forms of support, reward and recognition.

RESEARCH. The types of research appropriate for the Communication Department vary, depending upon the background and interest of the individual faculty and the norm and requirements of the specific discipline. Research may be qualitative, quantitative, or a blend of each. Regardless of methodological approach, the Department encourages research and expects a clear written research agenda for new faculty members by the time of their first reappointment. Evidence of substantial and ongoing research is part of the Department’s deliberation of requests for promotion and tenure and in other personnel considerations.

Implicit in the concept of research is the presentation of new knowledge generated through the research. Because research outlets vary, the Department recognizes a hierarchy of presentation venues.
Lectures, papers, speeches and presentations are useful for reappointment. Each of these can lead to 
(but not substitute for) more substantial scholarly output, such as book reviews, encyclopedia entries and journal articles. Uppermost in the hierarchy of scholarly products are chapters, monographs and books.

Publishing may be in print or online. In every case the Department considers the reputation, competitiveness and standards of the presentation venue, as well as innovation and quality of scholarly content. Refereed venues carry more weight than non-juried publications, and solo work generally is more valued than co-authored presentations. Competitive venues and invited participation carry particular weight. National or international outlets generally imply a higher prestige than local or regional ones. Likewise, publication in academic journals is seen as more significant than in trade magazines and other professional publications. In all cases, it is incumbent upon individual faculty researchers to provide evidence of the competitiveness, reputation, and level of standards of their 
presentation venues.

CREATIVE ACTIVITY. Because of the applied nature of many Communication disciplines, scholarship may take the form of creative activity rather than publication. The Department defines creative activity as an outgrowth of original academic or applied research in a venue and/or format that is more creative than traditional presentations and publications. Examples include (but at not limited to) exhibitions and shows, audio and video productions, development of graphics, creation of digital output and software, and similar creative products.

Reflecting the standards noted above for research, creative activity is subject to an evaluation of its scholarly content as well as its presentation, with greater weight given to innovative and substantial activity associated with prestigious and competitive national or international venues. 

PROFESSIONAL ACTIVITY. Consistent with the standards of the ACEJMC, the Communication Department considers professional activity as another form of scholarship. Professional activity is described as an outgrowth of original academic or applied research generating presentation and application in a professional setting. Examples include (but at not limited to) editing projects, workshops, sponsored research, public relations or advertising campaigns, media-initiated interviews, consultancies whether paid or unpaid, and successful grant proposals, as well as the development of publications, websites, and other professional materials.

The Department makes the distinction between such research-driven professional activity and professional service – roles such as organization officer, discussion leader, speaker, committee member, manuscript reader, and judge for papers or contests. It is the difference between the roles of scholar and citizen; while the difference is not absolute, it guides the Department’s evaluation of the contributions of individual faculty members in terms of scholarship versus service.

Reflecting the standards noted above for research, professional activity is subject to an evaluation of 
its scholarly content as well as its presentation, with greater weight given to innovative and substantial activity associated with prestigious and competitive national or international venues.