Small Programs 1997 Abstracts
Small Programs Interest Group
Reflective Practice in Journalism Education • Rod Allen, City University, London, Nod Miller, University of East London • The authors suggest that explicit structured reflection as identified in the literature on experiential learning can be valuable in the context of practically-based journalism education. In response to pressures on journalism education to develop more critical practitioners and to address rapid technological change, explicit structured reflection can be harnessed to address learners’ ability to think critically about their professional practice and to deal with issues of technology in a clear and uncluttered manner.
Perceptions of the Advisor/Student Relationship at a Small University • Carla P. Bennett, Pamela Cope, Midwestern State University • One of the most apparent and viable student/faculty interactions occurs in the academic advising relationship. This relationship has the potential for enhancing the personal growth of students as well as their satisfaction with their educational experience. Small colleges and universities, in particular, acquire distinction because students perceive that they are known as individuals, not numbers. On the whole, most campuses feel that advising is important, but current practices simply do not live up to expectations. This paper examines the perceptions of faculty and students in regard to academic advising at a small university.
Bloom’s Taxonomy and Journalism Conjoin to Improve Students’ Questioning Practices • Janet Blank-Libra, Augustana College • This paper investigates the need for the infusion of critical thinking instruction into the teaching of the journalistic practice of questioning. Given research done in the area of questioning, it seems probable that critical thinking instruction could enable students to employ self-directed thinking skills that would allow them to ask better questions. This paper offers a description of Bloom’s Taxonomy and how it might be used to facilitate better development of students’ questioning abilities.
New Models for Teaching Assistants: The Research Mentor Project • Hilary Karasz, Paula Reynolds, Melissa Wall, University of Washington • This paper describes the University of Washington School of Communication’s project to redesign the graduate student teaching assistant position into a new «research mentor» role. This new position emphasizes undergraduate acquisition of research skills where students are guided through the research process by graduate students who serve as role models and instructors. The conceptualization and evolution of the role is detailed, and implementation guidelines are provided for departments that wish to initiate similar projects.
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