2014 Election – Marianne Barrett Profile

Marrianne BarrettMarianne Barrett is the Senior Associate Dean and Louise Solheim Professor at Arizona State University’s Walter Cronkite School of Journalism and Mass Communication.  A member of AEJMC for more than 20 years, she has served as an AEJMC representative to the Accrediting Council on Journalism and Mass Communication since 2011.  Previously she was elected to the AEJMC Standing Committee on Teaching and was Head of the Media Management and Economics Division.  An active member of the Commission on the Status of Women, in 2013 Barrett was an inaugural Kopenhaver Center Fellow and participates in the Commission’s’ mentoring program. As an Accrediting Council member Barrett works with the other AEJMC representatives to advocate for the association’s position on a variety of issues. In her current position, Barrett oversees the implementation of curriculum changes including the school’s restructured master of mass communication degree program, its streamlined bachelor of arts in journalism program, and its new online bachelor of arts in mass communication and media studies. Her duties also include mentoring tenure track faculty, coordinating the school’s assessment program and working with other members of the school’s leadership team on the school’s internal program review and Accrediting Council on Journalism and Mass Communication reaccreditation self-studies. Barrett earned her Master of Professional Studies in Media Administration from Syracuse and the PhD in Mass Media from Michigan State.  Her research interests are media management, finance and economics and television programming.

<<Election Profiles

2014 Election – Paul Voakes Platform

Paul VoakesOf all the great ideas in the AEJMC Strategic Plan, here’s the one that speaks to me most urgently: “We need to respond to changes in the environment.”

That notion emerged as one of the “themes” five years ago that eventually inspired the five strategic directions that now comprise the plan as it’s being implemented. It would be the theme of my leadership. In fact, I’d elaborate: We need to anticipate change in ways that can help our members adapt and thrive in new environments.

This new, digital century has effected profound change in virtually every aspect of our lives as educators. The media professions we study — the professions for which we prepare our students — have undergone such a massive and fast-paced kind of change that we now refer to it as disruption, both technological and economic. How does an organization like ours respond?

I’m extremely proud of the way AEJMC’s members, divisions and leadership have responded thus far. We have expanded and strengthened our connections with the media professions, many of which share with us a common mission: to foster an engaged and informed public. A few examples: We have a new summer externship program, with thanks to the Scripps Howard Foundation, that puts JMC faculty into newsrooms to learn first-hand the latest multimedia technologies. Also, since the adoption of the Strategic Plan we’ve had a President’s Advisory Council, which the president consults in creating public messages on important media issues in the news. In these and many other ways AEJMC enhances its relevance to industries that are undergoing unprecedented change. And it’s time now to broaden our professional affiliations. I was impressed last fall at how many JMC colleagues attended the annual meeting of the Online News Association, a group that’s brimming with innovation. I’d love to see us reach out to more non-traditional groups like ONA.

But there’s another external constituency of ours that cannot be overlooked: higher education itself. Universities have not escaped disruption. Just as with the media industries, some combination of technology and economics is usually driving the changes. I see trends like “massively online” courses and reorganization of communication-related units as opportunities for us to assert the centrality of JMC education —both as an important intellectual pursuit and as an antecedent of young people’s success in what (the Bureau of Labor Statistics is predicting) will be a set of burgeoning fields.

Remember when convergence referred to the blending of online, broadcast and print ? Today we need to imagine collaborations not just across the hall but across campus. How, for example, do ad agencies and journalists analyze “big data”? Computer and information scientists have been developing expertise in this field for years. How, for example, do we teach JMC students how to launch a successful startup? Business schools have been teaching entrepreneurship for decades. This is the kind of convergence that makes sense for our students in coming years. But what does it look like in a JMC curriculum? And how do we persuade administrators of the wisdom of such collaborations? An increasing number of our members are undertaking such conversation and learning a great deal. AEJMC can organize this talent to become a resource for leading these campus-level changes.

I’m excited about three other areas where change abounds in our field, and where AEJMC is already making great strides. The Strategic Plan recognized the importance of the globalization of media, and we have strengthened our ability to reach out to colleagues throughout the world who are interested in improving education, scholarship and, ultimately, the means of freedom of expression. For the Chicago meeting in 2012, for example, AEJMC waived the registration fees for a delegation of Brazilian scholars in attendance. I would love to see a plan for offering similar inducements systematically.

Equally important is the need to keep pace with the expanding diversity of the American people. JMC diversity won’t occur by default or osmosis; it takes creative energy. We can help each other. I applaud the recent launch of the AEJMC Equity & Diversity Award, and I would add one feature. Our competition winners are sometimes asked to share the brilliance that brought the honors — at the annual conference, online, or both. The Committee on Teaching, for example, publishes a booklet each year on a different aspect of JMC pedagogy, and the Newspaper and Online News Division does something similar for teaching news – both the results of competitions. Wouldn’t it be great to see “best practices” for enhancing diversity, presented by the finalists for the Equity & Diversity Award (and thus updated every year)?

Finally, change challenges us to produce research in new ways, on new topics, building new theory. And once again, AEJMC has made a great start in enhancing this dimension of its mission. This past fall I was fortunate to serve as a judge in the Emerging Scholars competition, which awards research grants to assistant professors. The proposals I read were full of fresh perspectives and important new questions. “Junior” faculty, and the graduate students coming along behind them, are the future of this organization. I hope we can continue to grow programs that nurture their development.

Each year, on or about Aug. 10, I feel great. I’ve just returned from the annual conference, awash with new ideas for research and teaching, eager to follow up on new connections I’ve made, thankful to have visited with so many colleagues who have by now become friends. And with any luck at all, I’ve been able to make a contribution in some way to the enterprise. That’s been my good fortune every August since 1991, and the recent additions to the AEJMC website – not to mention the energy of the individual divisions – ensure that these benefits accrue to members year-round. I feel deeply honored to be nominated for this succession of offices, and I thank the Nominations and Elections Committee for this opportunity to give back — to the organization that has given me so much.

<<Election Profiles

2014 Election – Paul Voakes Profile

Paul VoakesPaul Voakes is a Journalism & Mass Communication professor at the University of Colorado – Boulder. He came to Colorado in 2003 and served as the JMC school’s dean through June 2011. He is currently faculty director of CU’s Digital News Test Kitchen, which seeks to enhance journalism by applying emerging technologies to newsgathering processes, and of the Journalism Summer Intensive Workshop, a residential summer program that prepares incoming first-generation first-year students for academic success.

Prior to his arrival in Boulder, he spent nine years on the faculty of the Indiana University School of Journalism. His Ph.D. is from the University of Wisconsin-Madison; for his dissertation at Wisconsin, he received AEJMC’s Nafziger-White Dissertation Award. His research and teaching specializations are in mass media law and ethics, news writing, reporting and editing, and math/statistics for journalism.

Voakes has enjoyed a number of roles in AEJMC. He has held several offices in the Mass Communication and Society Division and was division head in 2001-02. He served two terms on the Standing Committee on Teaching and chaired the committee from 2005 to 2007, which enabled him to serve on the AEJMC Board of Directors for those two years. He was chair of the Convention Host Committee in 2010, when the meeting was held in Denver. He chaired the Nominations and Elections Committee in 2010 and 2012. He is a member of the Mass Communication & Society, Law & Policy, Media Ethics and Newspaper & Online News divisions.

Voakes’ bachelor’s degree is from the University of California – Davis, and his master’s is from the Graduate School of Journalism at the University of California-Berkeley. Before entering academia he was a journalist for 15 years at newspapers in the San Francisco Bay Area, finishing that period as an op-ed columnist and editorial writer for the San José Mercury News.

He is co-author of Working with Numbers and Statistics: A Handbook for Journalists (2005); and a co-author of The American Journalist in the 21st Century, which won SPJ’s Sigma Delta Chi Award in 2007. In 2011 he was named a Fulbright Specialist and in 2012 consulted and taught at Makerere University in Kampala, Uganda. He has served two terms on the national Accrediting Committee of the Accrediting Council on Education in Journalism and Mass Communications (ACEJMC).

He won numerous teaching awards at Indiana, and in 2013 he received the Faculty Excellence Award in Colorado’s JMC program.

<<Election Profiles

2014 Election – Dwight Brooks Platform

Dwight BrooksI am grateful to be nominated for vice president of AEJMC, the association that has played a role in my professional development. Throughout my twenty-year membership, I have tried to give back and serve AEJMC in a variety of ways. I seek this leadership position so that we can work together to fulfill our mission “to promote the highest possible standards for journalism and mass communication education, to cultivate the widest possible range of communication research, to encourage the implementation of a multi-cultural society in the classroom and curriculum, and to defend and maintain freedom of communication in an effort to achieve better professional practice and a better informed public.” The foundation of my leadership in AEJMC is fulfilling this mission by confronting today’s challenges and pursuing opportunities for tomorrow.

We are meeting the important challenge of increasing international initiatives through increased participation in the World Journalism Conference and our 2015 regional conference in Chile. Current President Paula Poindexter and past President Kyu Ho Youm made internationalization central components of their leadership. As a member of two Presidential Advisory Councils, I was proud to contribute to eight Presidential Statements issued over a two-year period. These statements increased our public voice on important issues.

If I am bestowed the privilege of leadership, I will honor the legacy of these and other leaders in advancing AEJMC’s 2008 strategic plan that fulfilled our mission and helped prepare our association for the dynamic global environment in which it operates. Because AEJMC is in a prominent position to lead in an era of change, we also bear the responsibility to remain vigilant in the midst of ongoing challenges and opportunities in journalism and mass communication. I pledge to help lead our association as it embraces the changes we face in our disciplines, universities, industries, and societies.

I was elected twice to serve on the standing committee on Professional Freedom and Responsibility—which has been described fittingly as the “conscience of AEJMC.” In this capacity I joined our membership in celebrating the First Amendment through our First Amendment Awards and helped advance and reward diversity through our Equity and Diversity Award. In 2012-13, I served as PF&R Chair and a member of the AEJMC Board. My platform provides continuity and progression of previous leadership goals and offers some strategies that respond to some of the challenges that we face as educators, professionals, students and scholars.

If elected vice-president, I will promote six interrelated goals that are consistent with AEJMC’s mission and advance our strategic plan:

(a) Strengthen AEJMC’s global presence and initiatives (b) Enhance the reach and impact of our research and scholarship (c) Promote and expand the AEJMC brand as a progressive professional/academic association (d) Increase AEJMC’s financial base by developing and implementing sound fiscal strategies (e) Proliferate partnerships with media industries and professionals in ways that create innovative curricular, training, research and professional development opportunities (f) Expand our diversity and multicultural initiatives by improving access and promoting equity

As noted above, we have a foundation for increased global presence. I support continued participation in the World Journalism Education Conference. One positive step is our first international regional conference in Santiago, Chile, which will extend our international outreach and our research.

Second, AEJMC must continue to play a vital role in enhancing the reach and impact of JMC research. We must expand research opportunities such as our Emerging Scholars Program and partnerships with the Knight Foundation as we did with the News Challenge Grants. We can increase the scope and impact of our research by making it more readable to media professionals and educators who may not be scholars. We need to pursue more research that provides social impact such as utilization of digital technologies.

Third, we successfully have built, promoted and expanded the AEJMC brand through our Presidential Statements, website redesign, and Centennial Campaign. Another strategy would be to increase outreach to community colleges and scholastic journalism programs. Journalism and mass communication are being taught in high schools and community colleges without our involvement. We need to build upon the admirable service and outreach efforts of our Scholastic Journalism Division.  Among the most effective ways to build our brand, global presence, and diversity is through participation in discussions on important journalism and media issues. AEJMC must promote free speech and press freedom in democratic and non-democratic nations. We have improved member services and our brand through conference mobile applications, Twitter feeds and Facebook pages. We must continue to make effective use of digital and social media.

Fourth, our organization cannot thrive without a strong financial base. Our current leadership is building on the work of the Centennial Fundraising Committee to create endowments for AEJMC awards and programs. To become more fiscally-sound, AEJMC will need to create additional endowments. I propose a development strategy that identifies long-term goals and strategies to achieve those goals.

Fifth, AEJMC should create/bolster existing partnerships with professional and academic associations such as the PRSA, ASNE, NABJ, and international alliances with such groups as the Latin American Network Information Center. The expertise of our membership in research, training, teaching and service is our most valuable collaborative asset.

Finally, increasing our diversity is not an option. We must have greater outreach to traditionally underrepresented educators, scholars and practitioners throughout the world. We can do this by building on the efforts of our members and Task Forces to provide training and professional opportunities to members from underrepresented groups.  I became a more effective academic leader because of AEJMC’s leadership opportunities such as JLID. With your support, I will help make these and other opportunities available to our membership and expand AEJMC’s outreach and impact to our various constituencies.

<<Election Profiles

2014 Election – Dwight Brooks Profile

Dwight BrooksDwight Brooks is Professor and Director of the School of Journalism at Middle Tennessee State University (MTSU). Since coming to MTSU in 2009, Brooks has contributed to a successful ACEJMC re-accreditation, was awarded a public service grant on behalf of his school’s sponsorship of the Scripps National Spelling Bee, and led a faculty team that earned a McCormick Foundation grant to host a Specialized Reporting Institute, “Covering Islam in the Bible Belt.” Under his leadership, the school was recently listed among the nation’s top 20 journalism programs based on a NewsPro-RTDNA survey. Prior to MTSU, he was Professor and Chair of the Department of Mass Communications at Jackson State University in Mississippi. Brooks also was a faculty member in the Department of Telecommunications at the University of Georgia’s Grady College of Journalism and Mass Communication, in the Department of Telecommunications at Indiana University, Bloomington, and Illinois State University. He earned a Ph.D. from the University of Iowa, a master’s from The Ohio State University, and a BA from East Stroudsburg University.

Brooks fondly recalls presenting his first AEJMC paper in Montreal, 1992. He was elected twice to AEJMC’s Standing Committee on Professional Freedom and Responsibility, and as PF&R chair, served on the AEJMC Board in 2012-13. Brooks’ service to AEJMC includes the Cultural and Critical Studies Division, Minorities and Communication Division, Scholastic Journalism Division, the Commission on the Status of Minorities, and Commission on the Status of Women. He was a 2004-05 Fellow in the AEJMC/ASJMC Journalism Leadership Institute for Diversity. Brooks also is active in ASJMC and has served as chair of its Diversity Committee and member of its Nominating Committee. He also participated in ASJMC’s Leadership Institute. Brooks teaches and researches in race, gender, and media; media literacy; media and society; and diversity issues. His research has appeared in Journalism & Communication Monographs, the Journal of Radio Studies, and The Howard Journal of Communications. He has numerous chapters in textbooks and scholarly anthologies.

Brooks has earned faculty fellowships from the Poynter Institute, International Radio-Television Society, and the National Association of Television Program Executives. His editorial board memberships include Critical Studies in Media Communication and The Howard Journal of Communications. He is a member of the National Communication Association, American Society of News Editors, and the National Association of Black Journalists.

<<Election Profiles

AEJMC 2014 Election

View 2014 AEJMC Election candidates profiles before voting. Response deadline is April 10, 2014. Elected candidates will take office on October 1, 2014.

Vice President

Click on photo to view the candidate’s profile. Click on platform icon to view candidate’s platform.

 Dwight Brooks  vertical_line  Paul Voakes
 Brooks Platform  Voakes Platform

Accrediting Council Representative

Click on photo to view the candidate’s profile.

 Marrianne Barrett  Timothy Gleason

Committee on Professional Freedom & Responsibility

Click on photo to view the candidate’s profile.

 Debashis Aikat  Lisa Burns  Heloiza Herscovitz
 Scott Reinardy  Amy Reynolds  Jane Singer

Committee on Research

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 Kimberly Bissell  Victoria Ekstrand  Guy Golan
 Doug Blanks Hindman  Rachel Davis Mersey  George Sylvie

Committee on Teaching

Click on photo to view the candidate’s profile.

 David Bulla  Mary Dedinsky  Anita Fleming-Rife
 Dan Haygood  Earnest Perry  Natalie Tindall

Publications Committee

Click on photo to view the candidate’s profile.

 Julie Andsager  Amy Jo Coffey  Patricia Curtin
 Wat Hopkins  Carolyn Lin  Karen Miller Russell


About the AEJMC Election…

AEJMC will use an online voting system this year. Eligible members will receive an email with a built-in link to the AEJMC ballot. Response deadline is April 10, 2014. After that the online system will be closed and votes tallied. Eligible members without an email address on file, or whose email bounces back to AEJMC, will receive a paper ballot. Paper ballots received by April 14, 2014, will also be counted and added to the final totals.

The election slate is compiled by the AEJMC Nominations and Election Committee.

Tips from the AEJMC Teaching Committee

Letting Online Students Know You’re There

Susan KeithBy Susan Keith
Standing Committee on Teaching
Associate Professor
Rutgers University
susank@rutgers.edu

(Article courtesy of AEJMC News, January 2014 issue)

At the beginning of the fall semester a few years ago, two young women stepped into my office and greeted me warmly. They spoke as if I knew them, though I couldn’t recall meeting either. Finally, they noticed my confusion and one said, “Oh, Dr. Keith, we were in your Newer Media Law and Policy course!”

They identified themselves and I realized they had, indeed, been in a summer course I had just taught as part of the Master’s in Communication and Information Studies program at Rutgers University. I failed to recognize them not because the class had been so large that I couldn’t learn students’ faces but because the course, like all the offerings in the MCIS program’s Digital Media track, which my department staffs, was fully online.

The course management system we used did not display avatars for students, so although students knew what I looked like from the headshot I had placed on the course syllabus, all I had seen of them were thumbnail images from their student IDs. In fact, I had thought throughout the summer that one of the women, who had a somewhat unusual first name, was male!

The students told me they had enjoyed the course, and I told them I had enjoyed their questions, comments and final papers. Then one of the students said something like, “I just wish the course could have been face to face.”

Ah! Had it been, I would not have volunteered to teach the course in summer. I commute an hour (by car) to two hours (subway/train) each way. Coming to campus several times a week in the summer would have seriously cut into research time.

The student’s comments, however, implied a legitimate concern over presence, a frequent issue in asynchronous online courses. Although online courses can give a voice to shy students or to international students concerned about their spoken English, other students sometimes miss the camaraderie of classmates they can see and a professor who is “right there.”

However, if you are teaching fully online courses — a topic that will be addressed in the plenary session being organized by AEJMC’s Standing Committee on Teaching for our Montreal Conference — there are things you can do to make students feel your presence in the virtual classroom:

Let students see you right away. I put a small mugshot on my syllabus and have students, before they do anything else, watch a short video of me welcoming them to the course. Although I don’t typically lecture straight to the camera in online courses, I think a video showing me explaining course expectations helps make the human connection.

Answer email more rapidly than in a face-to-face course: For students in off-campus, asynchronous online courses, email (or CMS-based message) is the only way to connect with the instructor. You ignore it at the peril of your teaching evaluation scores.

Encourage cooperative work. As an undergrad, I groaned at the prospect of group work. Now I think at least small group assignments can help alleviate a sense of isolation in online courses. Encourage students to go beyond email as they plan.    If the course management system doesn’t support video chatting, have them try Google+ Hangout (http://www.google. com/hangouts/), which allows multiple people to talk and see each other.

Think critically about discussion boards: Many online      instructors have students post to discussion boards as a way     to simulate in-class discussions. I’m not convinced, however, that most of us use those boards well. Do students see any evidence, through your on-board responses or timely feedback, that you are reading their work? Do you work — behind the scenes, through email — with students who make erroneous    assertions on the boards to help them publically convey correct information? Do you review what students discussed in the     last discussion board assignment before moving on to the next unit?

Consider some synchronous chats: I offer hourlong synchronous group text- or video-based chats eight or 10 times a semester and four times in a five-week summer session. Because my online courses are advertised as asynchronous, I cannot require students to take part, but I find that many are hungry for the connection and join multiple times, especially before big assignments. (I ask students to look over my planned dates and times in the first week of the course, and I adjust if any student says he or she cannot make any of the sessions.) I plan a discussion topic, usually tied to course content in current events. The first thing I do, however, is ask whether students have questions. Sometimes they have many questions and answering them takes the full hour!

These are just a few ways to give students a sense of your presence in online courses.
What are yours? I would love to hear. Drop a note to susank@rutgers.edu.

 

<<Teaching Corner

Journalism & Communication Monographs/Spanish

Volumen 15 Número 4 Invierno 2013 (Volume 15 Number 4 Winter 2013)

(English Version & Spanish Translation)

Prejudice: The Role of the Media in the Development of Social Bias
Kim Bissell and Scott Parrott
Abstract
Numerous studies document the existence of bias: bias against gender, race, sexual orientation, age, mental illness, and body shape or weight. This article presents a model of bias development, which helps explain the influence of mediated, individual, social, and ideological influences on the development of bias. This article applies the proposed model using four experimental studies that examine weight bias in children and adults. The results from the four studies lend empirical support for the model. Data from the studies suggest the explication of a theoretical model is necessary to understand the factors related to the development of bias against a variety of groups, character traits, or attributes in others. It is difficult to argue that any one factor whether it be media, individual, social, or ideology “trumps” other factors as the development of bias seems to be very individualistic. Therefore, a model that represents the myriad of factors identified above is proposed.

Prejuicio: El Papel de los Medios de Comunicación en el Desarrollo de la Polarización Social
Kim Bissell y Scott Parrott
Abstract Traducción español
Numerosos estudios documentan la existencia de sesgo: sesgo en contra de su género, raza , orientación sexual , la edad, la enfermedad mental, y la forma corporal o el peso . En este artículo se presenta un modelo de desarrollo sesgo , lo que ayuda a explicar la influencia de la mediación , las influencias individuales , sociales e ideológicas sobre el desarrollo de sesgo. Este artículo se aplica el modelo propuesto por medio de cuatro estudios experimentales que analizan el sesgo de peso en niños y adultos. Los resultados de los cuatro estudios dan soporte empírico para el modelo. Los datos de los estudios sugieren que la explicación de un modelo teórico es necesario entender los factores relacionados con el desarrollo de sesgo en contra de una variedad de grupos , rasgos de carácter, o los atributos de los demás. Es difícil argumentar que un solo factor , ya sea medios de comunicación, individual, social o ideología ” supera a ” otros factores como el desarrollo de sesgo parece ser muy individualista. Por lo tanto, se propone un modelo que representa la miríada de factores identificados anteriormente.

<<Journal Abstracts in Spanish

Journalism & Communication Monographs/Spanish

Volumen 15 Número 3 Otoño 2013 (Volume 15 Number 3 Autumn 2013)

(English Version & Spanish Translation)

A History of Comparative Advertising in the United States
Fred K. Beard
Abstract
This historical monograph addresses a gap in the extensive scholarly research literature devoted to comparative advertising—especially that which contrasts the advertised product, service, or brand with an identifiable competitor—by exploring advertisers’ explanations for its appeal as a tactic throughout the previous century. Prior historical research confirms advertisers have long been aware of and greatly concerned about the unintended consequences of what they often called excessively competitive and combative advertising. Moreover, despite some thirty-five years of systematic scholarly research, two research teams recently concluded that the state of empirical knowledge regarding its effectiveness remains “equivocal.” By synthesizing the extensive theoretical and empirical research literature on comparative advertising and interpreting those findings from a historical perspective, this monograph offers uniquely significant insights into modern advertising’s history, theory, and practice.

Una historia de la publicidad comparativa en los Estados Unidos
Fred K. Barba
Abstract Traducción español
Esta monografía histórica ocupa un espacio en la extensa literatura de investigación académica dedicada a la publicidad comparativa – especialmente la que contrasta el producto anunciado , servicio o marca con un competidor mediante la exploración de las explicaciones de los anunciantes para su atractivo como una táctica a lo largo del siglo anterior identificable. Investigación histórica Antes confirma anunciantes han sido conscientes de nuestra gran preocupación por las consecuencias no deseadas de lo que a menudo se llaman publicidad excesivamente competitiva y combativa . Por otra parte , a pesar de unos treinta y cinco años de investigación académica sistemática , dos equipos de investigación concluyó recientemente que el estado de conocimiento empírico sobre su eficacia sigue siendo ” equívoca “. Al sintetizar la extensa literatura de investigación teórica y empírica sobre la publicidad comparativa y la interpretación de los resultados de un perspectiva histórica, esta monografía ofrece una visión singularmente importantes en la historia de la publicidad moderna , la teoría y la práctica.

<<Journal Abstracts in Spanish

Journalism & Mass Communication Educator/Spanish

Volumen 68 Número 4 Invierno 2013 (Volume 68 Number 4 Winter 2013)

(English Version & Spanish Translation)

Editor’s Note
Nota del Editor

Enrollments, Reading, and Education
Maria B. Marron

Las inscripciones, la lectura y la educación
Maria B. Marron

Research Articles
artículos de Investigación

2012 Annual Survey of Journalism and Mass Communication Enrollments: Enrollments Decline for Second Year in a Row
Lee B. Becker, Tudor Vlad, and Holly Anne Simpson
Abstract
Enrollments in journalism and mass communication programs in the United States have declined over the last two years, reversing a pattern of growth that has sustained the field for twenty years. It is a decline at a time of continued growth in enrollments at universities generally. It is a decline at a time when enrollments have been growing in the instructional field of communication of which journalism and mass communication is a part. The data indicate the decline, based on degrees granted, which is a reflection of enrollments. Communication has been growing consistently, but the journalism and mass communication subfield has been flat and is now declining as the 2012 Annual Survey of Journalism and Mass Communication Enrollments demonstrates.

2012 Encuesta Anual de Periodismo y Medios de Comunicación Inscripciones: Las inscripciones Decline por segundo año en una fila
Lee B. Becker, Tudor Vlad, y Holly Anne Simpson
Abstract Traducción español
Las inscripciones en los programas de comunicación de periodismo y de masas en los Estados Unidos han disminuido en los últimos dos años, la inversión de un modelo de crecimiento que ha sostenido el campo durante veinte años. Es una disminución en un momento de crecimiento continuo de la matrícula en las universidades en general. Se trata de una caída en un momento en la matrícula ha ido creciendo en el campo de instrucción de la comunicación de que el periodismo y los medios de comunicación es una parte. Los datos indican la disminución, en base a grados concedidas, que es un reflejo de la matrícula. La comunicación ha estado creciendo constantemente, pero el periodismo y los medios de comunicación subcampo se ha estancado y ahora está disminuyendo a medida que la Encuesta Anual 2012 de Periodismo y Medios de Comunicación Inscripciones demuestra.

Assessing the Assessors: JMC Administrators Critique the Nine ACEJMC Standards
Scott Reinardy and Jerry Crawford II
Abstract
For nearly ninety years, journalism professionals and academics have attempted to develop standards by which to prepare college students for the media industry. For nearly 70 years, the Accrediting Council on Education in Journalism and Mass Communications (ACEJMC) has assessed programs based on its standards. This study surveyed administers of ACEJMC accredited programs, asking them to critique the nine standards. Nearly 70 percent of the administrators rated six of the nine standards “good as is.” Forty percent said one standard—Standard 2: Curriculum and Instruction—“needs major changes.” The major issues for administrators included the 80/65 liberal arts requirement. Additional issues included measuring for diversity among students and faculty (Standard 3) and the process for assessing the outcomes of student training (Standard 9).

La evaluación de los asesores: Administradores JMC criticar las Normas Nueve ACEJMC
De Scott Reinardy y Jerry Crawford II
Abstract Traducción español
Para casi noventa años, los profesionales de periodismo y académicos han tratado de desarrollar estándares que permitan preparar a los estudiantes universitarios para la industria de los medios. Durante casi 70 años, el Consejo de Acreditación de Educación en Periodismo y Comunicación de Masas (ACEJMC) ha evaluado los programas sobre la base de sus normas. Este estudio encuestó administra de ACEJMC programas acreditados, pidiéndoles que criticar los nueve estándares. Casi el 70 por ciento de los administradores tiene seis de los nueve estándares “bueno como es.” El cuarenta por ciento dijo que una norma-Norma 2:. “Necesita grandes cambios” Currículo e Instrucción-Los principales problemas para los administradores incluyen el requisito de 80/65 de artes liberales . Otras cuestiones incluyen la medición de la diversidad entre los estudiantes y el profesorado (Norma 3) y el proceso de evaluación de los resultados de la formación del estudiante (Norma 9).

Subjective Norms as a Driver of Mass Communication Students’ Intentions to Adopt New Media Production Technologies
Toby M. Hopp
Abstract
In this study, the impact of subjective norms on mass communication students’ intentions to adopt new media production technologies was explored. The results indicated that subjective norms play an instrumental role in explaining behavioral intentions to adopt new media technologies. Moreover, the data indicated that public relations students scored slightly lower on the behavioral intentions scale than their advertising and journalism colleagues. However, no evidence was found that the relationship between subjective norms and behavioral intentions differs on the basis of major classification. This study concludes by discussing practical implications for educators tasked with providing instruction on new media production tools.

Normas subjetivas como motor de Intenciones Comunicación de Masas de los estudiantes a adoptar nuevas tecnologías de producción de los medios
Toby M. Hopp
Abstract Traducción español
En este estudio, se analizó el impacto de las normas subjetivas sobre las intenciones de los estudiantes de comunicación de masas “para adoptar nuevas tecnologías de producción de los medios de comunicación. Los resultados indicaron que las normas subjetivas juegan un papel fundamental en la explicación de las intenciones de comportamiento para adoptar nuevas tecnologías de los medios. Además, los datos indican que los estudiantes de relaciones públicas marcados ligeramente inferior en las intenciones de comportamiento escalar que sus colegas de publicidad y periodismo. Sin embargo, no se encontraron pruebas de que la relación entre las normas subjetivas y las intenciones de comportamiento difiere en la base de la clasificación de los grandes. Este estudio concluye discutiendo implicaciones prácticas para los educadores encargados de impartir instrucción en las nuevas herramientas de producción multimedia.

Measuring Student Self-Perceptions of Writing Skills in Programs of Journalism and Mass Communication
Andrew Lingwall and Scott Kuehn
Abstract
This study explored student self-perceptions of writing skills in journalism and mass communication programs at thirteen public state universities in the mid-Atlantic region. Factor analysis revealed seven sets of perceptions among 860 students. A Media Writing Self-Perception Scale was constructed and found to be reliable. The authors propose using this scale to help craft new instructional approaches. This study addresses implications for faculty members who wish to better understand their students in order to devise more effective writing instruction.

Medición de la auto-percepciones de habilidades de escritura en los programas de Periodismo y Comunicación de Masas
Andrew Lingwall y Scott Kuehn
Abstract Traducción español
Este estudio exploró los estudiantes auto-percepción de las habilidades de escritura en los programas de comunicación de masas y el periodismo en trece universidades públicas estatales en la región del Atlántico medio. El análisis factorial reveló siete conjuntos de percepciones entre 860 estudiantes. A Medios de Escritura de autopercepción de escala se construyó y se encontró que es fidedigna. Los autores proponen el uso de esta escala para ayudar a diseñar nuevos métodos de enseñanza. Este estudio aborda implicaciones para los profesores que desean entender mejor a sus estudiantes con el fin de diseñar una enseñanza más efectiva por escrito.

Students’ Expectations and Motivation for Service-Learning in Public Relations
Nancy Muturi, Soontae An, and Samuel Mwangi
Abstract
This study is based on a survey of public relations students and examines their attitudes, expectations, and motivations for participating in curriculum-infused service-learning projects. Results indicate that prior participation does not influence attitudes or expectations, but motivation to participate in the project was significantly associated with positive attitude and higher expectations. Students’ expectations, which include social and professional growth, and psychological and altruistic gratification through community contributions, indicate a need for discipline-focused service-learning programs and for a focus on civic engagement given the role of public relations in relationship building and in strategically addressing social issues that impact society.

Las expectativas y la motivación de los estudiantes para Aprendizaje-Servicio en Relaciones Públicas
Nancy Muturi, Soontae An, y Samuel Mwangi
Abstract Traducción español
Este estudio se basa en una encuesta realizada a estudiantes de relaciones públicas y examina sus actitudes, expectativas y motivaciones para participar en proyectos de aprendizaje-servicio del plan de estudios con infusión. Los resultados indican que la participación previa no influye en las actitudes o expectativas, pero la motivación para participar en el proyecto se asoció significativamente con la actitud positiva y las expectativas más altas. Expectativas de los estudiantes, que incluyen el crecimiento social y profesional, y la gratificación psicológica y altruista a través de contribuciones de la comunidad, indican la necesidad de programas de aprendizaje-servicio de disciplina centrada y un enfoque en la participación cívica, dado el papel de las relaciones públicas en la construcción de relaciones y en forma estratégica abordar las cuestiones sociales que impactan a la sociedad.

Transplanting a Western-style Journalism Education to the Central Asian Republics of the Former Soviet Union: Experiences and Challenges at the American University of Central Asia in Kyrgyzstan
Elena Skochilo, Gulnura Toralieva, Eric Freedman, and Richard Shafer
Abstract
Western standards of journalism education, as well as western professional journalistic practices, have had difficulty taking root in the five independent countries of formerly Soviet Central Asia. This essay examines the experience of one university’s Department of Journalism and Mass Communication since 1997 and the challenges it faces, including curriculum reform, faculty retention, government regulation, and student career interests in the context of press systems that remain tightly controlled by regimes.

Trasplantar un estilo occidental de la enseñanza del periodismo a las Repúblicas de Asia Central de la antigua Unión Soviética: Experiencias y Desafíos en la Universidad Americana de Asia Central en Kirguistán
Elena Skochilo, Gulnura Toralieva, Eric Freedman, y Richard Shafer
Abstract Traducción español
Los estándares occidentales de la enseñanza del periodismo, así como las prácticas periodísticas profesionales occidentales, han tenido dificultades para echar raíces en los cinco países independientes de Asia Central ex soviética. Este ensayo examina la experiencia del Departamento de Periodismo y Comunicación de Masas de una universidad desde 1997 y los desafíos que enfrenta, entre ellos la reforma curricular, la retención de la facultad, la regulación gubernamental, y los intereses profesionales de los estudiantes en el contexto de sistemas de prensado que se mantienen estrechamente controlados por regímenes.

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