Small Programs 2016 Abstracts
What is taught about diversity and how is it taught? A 2015 update of diversity teaching at U.S. journalism and mass communication programs • Masudul Biswas, Loyola University Maryland; Ralph Izard, Louisiana State University; Sepi Roshan, Astute Radio • Using survey method, this study explores how diversity courses are offered, what is taught in those courses and how learning outcomes are assessed in those courses in 64 U.S. journalism and mass communication programs. This study also seeks to determine the preferred teaching approach to diversity in these programs and whether there is a relationship between the status of a program’s offering of a dedicated course on diversity and its teaching approach.
‘Taking the J out of the J-School’ Motivations and processes of program name changes • Matthew Haught, University of Memphis; Erin Willis • As enrollments, industry trends, and professional demands have embraced digital media, journalism schools throughout the country are reconsidering their own brands. Specifically, many are asking if the program’s name accurately reflects its course content and projects an ideal image to the profession. This research questions administrators at schools with changed names and seeks to understand their program’s motivations for changing their names, as well as the processes by which name changes were considered and approved.
What Trauma? Social Invention and a Pedagogy of Compassion for Teaching Reporting and Writing about the Pain of Others • Michael Longinow, Biola University • This paper uses the theoretical lens of social invention as a guide to the teaching of writing and reporting about trauma, adding to a growing literature about trauma journalism instruction. It suggests the neglect of writing instruction generally, and lack of teaching about trauma, stem from a misunderstanding of journalistic approaches to cultural language leading to neglect of curricular framing aimed at experiences of students. The paper suggests a cross-cultural, empathetic and dialectical approach.
Journalism as/is memory: The role of journalism textbooks in maintaining deep collective memory • Nicholas Gilewicz, Annenberg School for Communication, University of Pennsylvania • This paper is a case study of five journalism textbooks used at dozens of undergraduate and graduate journalism training programs in the United States. This research builds on the consonance found between journalism and mnemonic practices, and suggests that training in newswriting and reporting articulates and maintains through practice a deep cultural memory of journalism. Journalism training is found to induct students into journalism’s mnemonic practices, which themselves indicate and generate journalism’s mnemonic culture.
Perceptions of Credibility and Likeability in Broadcast Commentators of Women’s Sports • Angela Pratt, Clemson University; Morgan Tadlock, Clemson University; Lauren Watts, Clemson University; Taylor Wilson, Clemson University; Bryan Denham, Clemson University • The purpose of this study is to understand perceptions of female sportscasters commentating on female athletes playing feminine sports. Using survey research with university students , results showed that female participants found female sportscasters more credible and likeable than did male participants. The findings may indicate changing attitudes toward female sportscasters, or reinforce female sports as a domain not threatening to male performance. This exploratory study may assist future research concerning women in sport broadcasting.
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