Program Review
Master of Arts in Journalism
College of Arts and Media
November 2015
MARSHALL UNIVERSITY
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College/School Dean’s Recommendation
Deans, please indicate your recommendation and submit the rationale.
Recommendation:
Continuation at current level of funding.
Rationale:
(If you recommend a program for resource development identify all areas for specific development)
The Master of Arts in Journalism complements a solid undergraduate program in the School of
Journalism and Mass Communications. As is the case with the undergraduate degree, the
graduate degree is deeply rooted in the liberal arts and the curricula supports the university
mission to develop in our students higher orders of thinking, effective communication skills, and
the ability to identify, investigate, and solve problems. Moreover, graduate students in the MA
Journalism degree program are encouraged to contribute to the “store of knowledge through
original research projects and through historic examinations of prominent journalism and mass
communications professionals.”
As noted in the program review narrative, enrollments have been trending downward locally and
nationally over the past 5 years. Faculty are cognizant of the decline and have begun
discussions about curriculum reform as one part of a larger strategy to address this issue.
While the spring 2015 visit by the Accrediting Council on Education in Journalism and Mass
Communications (ACEJMC) focused on the undergraduate degree, a telling comment in the
visitors’ report applies to the undergraduate and graduate programs. They write that “the
School is trying to keep up with the fast-changing media world.” Technology is changing fields
of study in journalism and mass communications at lightning speed and insuring curricular
currency is enormously challenging here and at institutions across the nation.
Reasons for declining numbers of students are complex and will required multilayered solutions.
Relevant offerings that keep pace with technology are critical and, as mentioned above, the
faculty are working on this. Recognizing and seizing new opportunities that may in part be
presented by the new configuration of the College of Arts and Media could lead to stronger
numbers. Making sure that our program is thoroughly and accurately promoted is one
component that we can address immediately, and institutional movement toward a
comprehensive marketing campaign should help in this regard. Moreover, “right sizing” the
graduate program to match available resources is essential. The 32 students who were in the
program five years ago is not necessarily the right number for 2015, particularly given the
multiple budget reductions over the same period of time.
I am confident that the work that has begun on curriculum development, coupled with more
targeted recruitment strategies, will result in a robust and appropriately sized program that
continues the tradition of excellence in graduate education in journalism and mass
communications. The program should continue at the current level of funding.
___Donald Van Horn__________________
Signature of the Dean
___November 3, 2015_____________
Date
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Marshall University
Program Review
For purposes of program review, the academic year will begin in summer and end in spring.
Program: Master of Arts in Journalism____________________________
College: Arts and Media_________________________________________
Date of Last Review: Academic Year 2009 – 2010 ____________________
I.
CONSISTENCY WITH UNIVERSITY MISSION
Provide your program’s mission statement. Explain how your mission
supports the mission of your college and the mission of Marshall University.
Mission Statement
W. Page Pitt School of Journalism and Mass Communications
(adopted 2001 – 2002)
(amended 2008)
(reviewed 2014)
As a degree-granting academic unit at Marshall University, the W. Page Pitt
School of Journalism and Mass Communications pursues Marshall’s general
statement of purpose. Consequently, the program’s overall mission is to provide an
academic experience that seeks to enable graduates to:
 think logically, critically and creatively, and be able to recognize this ability
in others,
 communicate ideas clearly and effectively, both in speaking and in writing,
 evaluate the influences that help to shape individuals, institutions, and
societies,
 understand the values, achievements, and aesthetic contributions of past and
present cultures, and
 perceive, investigate and solve problems by enlisting the most appropriate
historical, comparative, quantitative and qualitative research methods
available.
The W. Page Pitt School of Journalism and Mass Communications’ programs
and curricula are based on the conviction that future journalists and mass
communicators are best prepared for life and for their careers when they are
broadly educated in the liberal arts. The importance of preparing them for the
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demands of the workplace is also essential. Knowledge and skills essential to
success in journalism and mass communications are also emphasized to prepare
students for full participation – including leadership – in their professions. In
addition, the School of Journalism and Mass Communications’ program seeks to
promote knowledge and awareness about mass communications among students
who do not intend to pursue careers in one of the mass communications fields.
The SOJMC offers instruction for students seeking degrees in advertising,
broadcast journalism, online journalism, print journalism, public relations, radiotelevision production and management and sports journalism. To conform to the
university’s mission and the role and realities of the mass media industries in the
USA and world, the SOJMC uses teaching, research and service to contribute to
Marshall’s mission and, to that end, has adopted specific goals essential to the
achievement of the University’s mission.
The SOJMC seeks to:
 provide journalism and mass communications instruction for students
primarily from the state of West Virginia and the areas of Kentucky and
Ohio that comprise the Tri-State region;
 graduate a pool of qualified employees for the advertising, magazine,
newspaper, public relations, online journalism, radio and television
industries;
 provide assistance to high school media programs in the West Virginia and
in the Tri-State region;
 provide information to alumni about the school’s activities and assist alumni
with career advancement;
 work with journalism and mass communications professionals on programs
of mutual benefit, and
 make a special effort to provide opportunities for women and racial and
ethnic minorities.
And to graduate students who:
 understand and apply the principles and laws of freedom of speech and press,
including the right to dissent, to monitor and criticize power, and to assemble
and petition for redress of grievances;
 demonstrate an understanding of the history and role of professionals and
institutions in shaping communications;
 demonstrate an understanding of gender, race, ethnicity, sexual orientation
and, as appropriate, other forms of diversity in domestic society in relation to
mass communications;
 demonstrate an understanding of the diversity of peoples and cultures and of
the significance and impact of mass communications in a global society;
 understand concepts and apply theories in the use and presentation of images
and information;
 demonstrate an understanding of professional ethical principles and work
ethically in pursuit of truth, accuracy, fairness and diversity;
 think critically, creatively and independently;
 conduct research and evaluate information by methods appropriate to the
communications professions in which they work;
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 write correctly and clearly in forms and styles appropriate for the
communications professions, audiences and purposes they serve;
 critically evaluate their own work and that of others for accuracy and
fairness, clarity, appropriate style and grammatical correctness;
 apply basic numerical and statistical concepts; and
 apply tools and technologies appropriate for the communications professions
in which they work.
The School of Journalism and Mass Communications’ mission supports the
university mission in overarching philosophies and in specific tactics. Its programs
and curricula are steeped in the liberal arts tradition of broad education that best
prepares students for their careers and for their lives. Journalism and mass
communications requirements combine skills classes and courses in ethics, law and
history of the field. Decision-making and writing in all majors in the school
demand critical thinking and commentary on societal issues, and critical discourse
is at the heart of journalism and mass communications.
Students in skills courses frequently work with local businesses to assist them in
crafting public messages. Media convergence is driving examination of current
applications of new technologies and demanding flexibility as students adapt to
rapidly shifting work demands. The school is currently involved in an intense, yearlong curriculum review that interlocks with the university mission of helping meet
changing needs of the state and region.
As an academic unit that produces products for public consumption, the mission
of the School of Journalism and Mass Communications meshes easily with that of
the College of Arts and Media. Publishing in any medium requires discovery,
application, transmission and advancement of knowledge, critical thinking, problem
solving and collaboration to be relevant and compelling. Information conveyed
through print publications, broadcasts, websites and commercial messages enrich
the campus and the community.
The School works closely with Information Technology collaborating on MU
Report, Basketball Friday Night and Ya’ Herd. WMUL-FM offers valuable experience
to students from any major. This academic year, 45 different majors are represented
among its student staff members. Of the 115 volunteers, 61 are journalism and mass
communications majors, eight are from other schools in the College of Arts and Media
and 46 are from other colleges on campus. WMUL-FM also contributes to the
University’s Title IX commitments by its exclusive coverage of women’s athletics and
provides the only programming in the community specifically geared toward minority
populations. The Parthenon has served as the campus newspaper since 1898.
The School contributes faculty members to First Year Seminar and also works with
the Honors Program providing honors courses and offering general studies credit for
honors seminars.
It is through the graduate programs in particular that the School of Journalism
and Mass Communications meets the university mission strategy to “undertake
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intensive graduate-level education in their chosen fields upon admission to graduate
school, giving them solid foundations for becoming competent professionals.” The
graduate program advances students who have completed journalism and mass
communications degrees in undergraduate school, helps those without degrees in
the field to retool, and introduces higher level scholarly thinking that has been the
foundation for students who continue in doctoral programs. More so in the graduate
courses than in undergraduate courses students are encouraged to contribute to the
store of knowledge through original research projects and through historic
examinations of prominent journalism and mass communications professionals.
II.
Adequacy of the Program
1. Curriculum: Summarize degree requirements and provide commentary on
significant features of the curriculum. See Appendix I for a list of required
courses, elective courses, and total hours required
The School of Journalism and Mass Communications graduate programs
include a 30-hour Master’s of Arts in Journalism (MAJ), a 30-hour MAJ with a
health care public relations emphasis, a 30-hour fully online MAJ with a new media
emphasis and 15-hour graduate certificates in digital communications, media
management or integrated strategic communications.
Journalism and mass communications master’s students choose from
professional or thesis tracks to complete the required 30 credit hours. All students
complete the 15-hour journalism and mass communications 600-level core and an
additional 15 hours selected in consultation with the graduate adviser. Successful
completion of a comprehensive assessment is required for graduation.
All journalism and mass communications master’s students complete core courses
of:
• JMC 600 —JMC Proseminar
• JMC 601 —Theory of Mass Communications
• JMC 602 —Mass Communications Research and Methodology
• JMC 604 —Ethics and Law
• JMC 612 —History of American Journalism and Mass Communications
(International students may substitute another JMC course for JMC 612 with the
approval of the graduate coordinator.)
A statistics course also is required for students who have not completed a
statistics course that meets the approval of the graduate coordinator. EDF 517 or an
equivalent statistic course, and JMC 601 are prerequisites for JMC 602. Students
with no prior experience in the mass communications field are required to complete
JMC 501—Multi-media writing. At least one half of all graduate credit must be
above the 500 level.
In addition to required core courses, each student plans, in conjunction with the
graduate coordinator and a professor in an area of concentration, the remainder of
their graduate program. Students may opt to focus on advertising, broadcast
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journalism, print journalism, public relations, sports or radio/television. It is in the noncore courses that students will find some flexibility in constructing a graduate
program to meet individual goals.
The professional track requires:
• five core courses (15 credit hours);
• fifteen credit hours in a concentration to fulfill professional goals for a total
of 30 credit hours;
• any undergraduate courses determined by the graduate coordinator to be
necessary, and
• successful completion of the comprehensive examination.
The thesis track is appropriate for students planning to pursue doctoral degrees and
for others with a special interest in research. It requires:
• five core courses (15 credit hours),
• nine credit hours in a concentration to fulfill professional goals for a total of
24 credit hours;
• a six-credit hour thesis;
• any background graduate or undergraduate courses determined by the
graduate coordinator to be necessary, and
• successful completion of the comprehensive examination.
The health care emphasis differs from the general MAJ in that it requires six
additional core hours and electives are directed from a prescribed list, i.e., from a
list of “forced electives.” Program requirements are:
• five core courses (15 credit hours),
• JMC 620—Public Relations in Health Care
• JMC 539—Public Relations Campaign Management
• CL 105—Medical Terminology (undergraduate credit does not count
toward graduation)
• nine hours elected from
JMC 537—Public Relations Writing
JMC 641—Web/Online Strategies
CMM 574—Health Communication
HCA 600—The Health Care System
HCA 640—The Health Care Professional or HCA 655—Health Care
Marketing
JMC 508—Strategic Communications Research
The new media master’s program takes advantage of online versions of several core
courses and it added a number of new courses designed specifically to deliver the
program content. It requires:
• JMC 604—JMC Law and Ethics
• JMC 605—Master’s Initiative Network
• JMC 606—Depth Reporting
• JMC 640—Design Thinking
• JMC 682—Master’s Initiative (6 hrs.)
Select six hours from:
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• JMC 500—Photojournalism
• JMC 562—Web Design for Mass Media
• JMC 612—History of Mass Communication
• JMC 641—Web/Online Strategies for JMC
• JMC 678—Organizational Storytelling
• JMC 643—New Media Cultures
Select six hours, with adviser’s approval, from graduate courses outside
Journalism and Mass Communications
Cross-listed courses, the majority of the 500-level courses, are offered generally
on an every other semester rotation. The remaining 500-level classes offered within
a wider rotation window and offerings frequently are driven by student interest and
demand.
Attachment A, the graduate student guidebook, presents a more detailed review
of the journalism and mass communications graduate programs.
1. Faculty: Summarize significant points relating to faculty teaching courses
within the major (percentage of faculty holding tenure, extent of use of parttime faculty, level of academic preparation, faculty development efforts,
books & journal articles, papers & attendance at state, regional and national
professional organization meetings). Include part-time faculty and graduate
assistants you employed during the final year of this review. See Appendix
II for Faculty Data Sheets. See Appendix II-A for graduate teaching
assistants.
Twelve full-time faculty members in the School of Journalism and Mass
Communications teach a complement of 80 undergraduate course sections on
average each year excluding summer school sessions. About 1130 seats are filled in
the 80 sections. The accrediting agency limits enrollment to no more than 20
students in any skills class which caps the number of individuals allowed in
selected classes. In the final year of the reporting period, the school had roughly
280 majors, making a student faculty ratio of 1:23, and enrollment in the school
comprises 44 percent of the students majoring in the College of Arts and Media.
Cross-listed graduate/undergraduate courses account for approximately 20 of
the 80 sections offered each year, and graduate only courses generate an additional
ten sections a year. Graduate enrollment fills on an average an additional 106 seats
per year.
Among the twelve faculty members nine are tenured (75 percent), one is tenuretrack (8.3 percent) and one is term (8.3 percent). A full-time, tenure track position
(8.3 percent) is currently filled with a one-year, full-time temporary faculty member
and the school is awaiting permission to conduct a search to fill the position
permanently.
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A master’s degree in field is a minimum requirement for all faculty. Three
faculty members have earned Ph.Ds. (25 percent), one has an Ed.D (8.3 percent)
and three are A.B.D (25 percent), two in Ph.D. programs and one in the Ed.D.
program. All faculty members practiced in the profession prior to teaching and
most continue to consult and stay active in the field. Four faculty members (33
percent) are beyond the age of 60, setting the stage for a significant turnover and
replacement with non-tenured, assistant professors and reconfiguring the
composition of the faculty.
Four journalism and mass communications faculty have graduate faculty status
and six have associate graduate faculty status.
The assigned teaching load in the School of Journalism and Mass
Communications is four three-hour courses per semester. Two faculty members are
assigned six-hours of media advising of WMUL and of The Parthenon as part of
their four/four loads. The director is granted a 75 percent reassignment. The
Woodson Professorship carries with it a six-hour reassignment for grant
management and coordination of a Summer Journalism Workshop. A term faculty
member is the university coordinator of First Year Seminar and receives a 75
percent course reassignment to manage that program. Faculty members are
assigned academic advising for the majors, plus they work with student
professional organizations including the American Advertising Federation, the
National Broadcasting Society, the Public Relations Student Society of America,
and the Society of Professional Journalists.
A few adjunct faculty are in recurring positions that the school relies upon
regularly. Two highly qualified adjuncts teach online courses on a regular basis and
one videographer augments the regular broadcast and video faculty. Most others
adjuncts are hired on an as needed basis to replace faculty on sabbaticals or who are
teaching in First Year Seminar or Honors. Adjuncts also are used to extend the
course offerings during a semester beyond that which the full-time faculty can
cover. The school receives funding to hire adjuncts when faculty teach in First Year
Seminar and in Honors courses in order to foster participation in those programs.
Most adjuncts are hired from a pool of area practitioners with an interest in
teaching. Adjuncts rarely if ever teach in the graduate program, and graduate
assistants never teach graduate courses. Only infrequently, when exceptional
graduate students present themselves, does the school rely on graduate teaching
assistants. In the year preceding this review the school employed as it is done every
semester adjuncts Ruth Sullivan, a public school teacher, and William Bissett,
President of Kentucky Coal Association to teach online courses in Fundamentals of
Journalistic Writing and Editing and Fundamentals of Public Relations respectively.
Ronda Moncada, a graduate of the program and a public school teacher taught
Information Gathering and Research at the Teays Valley Regional Center, and
Chris Atkins, an experienced videographer taught Introduction to Video
Production. Ashleigh Graham-Smith, director of client services at Bulldog Creative
taught Fundamentals of Strategic Communications, and William Rosenberger, a
veteran news reporter and currently WPR Public Relations Consulting and city
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councilman taught Magazine Article Writing. The school was extremely fortunate
to have Hanna Francis, a five-year veteran of the broadcast industry, teaching
Television News Broadcasting that allowed the broadcast news professor to take a
sabbatical.
In the last four years the School of Journalism and Mass Communications has
relied on an uncharacteristically high number of adjunct faculty spurred by
sabbatical leaves and vacancies covered by temporary and/or part-time
replacements. Adjuncts also offer courses at the Teays Valley Regional Center and
at the Mid Ohio Valley Center. Despite the need for additional adjuncts to cover
sabbatical leaves and FYS and Honors courses, the majority of journalism and mass
communications courses continue to be taught by full-time faculty. The lowest
percentage of sections taught by full-time faculty was 79 percent in the spring of
2012 and the highest was 93 percent in the fall of 2013. On an average full-time
faculty teach 86 percent of the sections offered.
Faculty data sheets reflect a productive faculty who have increased their
scholarly and creative activity in the past six years. The School of Journalism and
Mass Communications can demonstrate quantifiably increased scholarship and
creative productivity. Fourteen individuals (including faculty members who have
come and gone during the review period) have generated 242 scholarly and
professional articles, scholarly and professional presentations, grants, conference
proceedings, encyclopedia entries, book reviews and creative works. The total
number of discrete projects rose from 153 reported in the 2008 to 242 in 2014, a 58
percent increase. Grants rose from 20 in the previous report to 29 in the current
report (+45 percent), refereed journal articles moved from four to 20 (+400
percent), refereed conference paper presentations went from 18 to 58 (+222
percent), invited professional conference presentations grew from 17 to 26 (+53
percent), and non-refereed publications rose from 32 to 48 (+50 percent).
Within available funding the school strives to send each faculty member to at
least one academic conference for scholarly presentation and/or development each
year. Since 2010 eight faculty members have attended approximately 30 national
conferences and four regional conferences (an average of 1.4 trips per year per
participating faculty member).
Marshall University’s Center for Teaching and Learning (CTL) is active in
encouraging effective teaching. Each fall the academic year is launched with a
conference (Inquiring Pedagogies) organized by the CTL that features a keynote
breakfast speaker who addresses his or her approach to teaching followed by a day
of workshops. Not only do Journalism and Mass Communications faculty attend on
a regular basis, but five of them have conducted workshops for the program. Most
of the faculty also have attended one or more Writing Across the Curriculum
(WAC) workshops. Adjuncts are encouraged to participate in the center’s forums
for adjunct faculty training.
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2. Students:
a. Entrance Standards: Describe the admission standards and procedures
employed for making the admission decision. (GPA, ACT, other tests).
Admission to the School of Journalism and Mass Communications’
graduate program requires:
• a completed admission form;
• an earned bachelor’s degree, and
• a 3.0 undergraduate gpa (on a 4.0 scale) and a total score
of 370 on the Graduate Record Exam n(GRE), OR
• a 2.5 to 2.99 undergraduate gpa (on a 4.0 scale) and a total score of 396
on the GRE.
• International students must also have a TOEFL score of
525 on the paper exam, 197 on the computer based exam
or 71 on the internet exam or complete English as a
second language requirements.
• International graduate students must complete the GRE no
later than during their first semester in the program.
Converting the analytical score
GRE scores are reported in three areas: verbal, quantitative and analytical
writing. The verbal and quantitative sections are scored on a scale of 0 to 170. The
analytical writing score is reported on a scale of 0 to 6. Before adding the three
sections to determine if the 370 or 396 requirements have been met, convert the
analytical writing score using the following scale.
0.5 = 14
2.5 = 71
4.5 = 128
1.0 = 28
3.0 = 85
5.0 = 142
1.5 = 43
3.5 = 99
5.5 = 156
2.0 = 57
4.0 = 113
5.0 = 170
b. Entrance and Exit Abilities of past five years of graduates.
Appendix III shows that our last five years of graduate students entered the
program with undergraduate GPAs that ranged from yearly means of 3.21 to 3.49. The
yearly mean GRE Verbal scores ranged from 402.5 to 484.3, and the yearly mean GRE
Quantitative scores ranged from 400 to 590, and the mean GRE Writing scores ranged
from 3.5 to 3.92. Appendix IV shows that these graduates compiled respectable GPAs
during their graduate program, with yearly means ranging from 3.58 to 3.73.
3. Resources:
a. Financial: Provide information related to financial support of the program,
including what portion of the unit’s resources was devoted to this program.
Include state-appropriated funds, grants, contracts, supplemental state funds
or student fees. If this program were terminated as a major, what resource
changes would occur, e.g., reduced faculty, staff, space, courses taught, etc.
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If this program were reduced or terminated, what changes would occur and
how would it affect the university?
The School of Journalism and Mass Communications’ budget is not parsed into
graduate and undergraduate funds, but it can be argued that there are several items for
which graduate students accrue greater benefit than do undergraduates.
All students in journalism and mass communications programs benefit from
money invested in equipment, labs, facilities and operations. Student fees are the sole
revenue source for maintaining up-to-date computer hardware and software, and
graduate students contribute to that pool when they enroll in courses taught in the
computer labs. Computers are replaced on a three-year rotation, and last year alone
replacement required a $30,000.00 investment.
Because of the graduate program’s stronger research emphasis it tends to reap
greater advantages generated from research and travel funds. Travel to conferences
helps faculty stay current on research topics and techniques, and it helps build regard
for the school’s research capabilities. Graduate student research also is showcased
when they can present their work at academic conferences and when faculty can present
as second authors in the students’ stead. During the last five years roughly $46,578.00
in foundation funds, $15,538.00 in state funds and $12,940 in grant money funded
conference travel for a total of $75,156. The total invested in faculty travel in the year
prior to this review was $12,503.00.
Because of state budget reductions over the last five years graduate assistant
stipends have been reduced from $18,750.00 a year to $10,000.00 a year thereby
cutting graduate assistant positions from six part-time and 1 full time graduate assistant
to two full time and one part time position. Graduate assistant stipend budgets have
fallen progressively from $18,570.00 in 2010-11 to $17,500.00 the next year,
$15,000.00 in 2012-13 and $10,000.00 in 2013-14 and 2014-15. A grant supplemented
the 2013-14 budget raising it to $12,500.00. WMUL-FM has not had a graduate
assistant student manager since the 2012-13 academic year, and other graduate assistant
duties have been collapsed or eliminated. One open computer lab has been closed and
the second is continuing with reduced available hours. Inability to offer substantial
assistance packages makes Marshall’s journalism and mass communications program
less attractive to prospects.
A two-year grant from the Ethics and Excellence in Journalism Foundation in the
amount of $25,000.00 funded a special high school outreach and rapid response project.
The grant absorbed the tuition and stipend for a graduate student director. Journalism
and mass communications faculty and student teams traveled to high schools in the
region to conduct workshops that assisted with strengthening publications and
broadcasts. If the need arose, the workshop teams were available to offer guidance in a
“rapid response” setting to problems, issues or crises high school journalists were
experiencing. Contact with the schools was not simply to help with their publications,
but to promote journalism and mass communications as a profession and Marshall as an
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option for education. Since the grant has expired, the school now has dedicated one
graduate assistant position to continue outreach and ambassador efforts.
Two graduate assistant positions, one to help the internship director and one to
manage the United High School Media program have been collapsed in to a single half
time position, so faculty are receiving less support with managing those programs.
Although graduate assistants are not frequently used as teachers in the school,
those who have assumed faculty responsibilities made possible sabbatical leaves for full
time faculty members. Sabbatical leave projects enrich faculty contributions to the
classroom and to the curriculum.
Were the program terminated as a major two immediate repercussions would
occur. First would be the immediate need to close the open computer lab that serves
undergraduate and graduate students who need to complete assignments out of class.
Access to labs has already been diminished with a reduction in the number of graduate
assistants because of budget cuts, and to have no graduate assistants with the requisite
training would force closure of labs and cessation of student access to specialized
programs.
Second, without graduate students enrollment in the cross-listed courses would
decrease, perhaps to the point of failing to meet minimum capacity. The number and
variety of cross-listed course would be reduced and remaining enrollment would have
to be compressed into fewer offerings, consequently sacrificing a rich and varied
curriculum.
Without graduate students, fewer lab fees will be collected, reducing the school’s
ability to replace equipment in a timely fashion.
Because of the link between graduate courses and research productivity, the loss of
the graduate program will undoubtedly reduce the scholarly and creative activity within
the unit. The university would project less commitment to research and creative
endeavors. Grants from associations such as EEJF, and Drinko would be less
forthcoming and donors may be less inclined to contribute.
b. Facilities: Describe facilities available for the program including classrooms,
laboratories, computer facilities, library facilities, or equipment needed for
program delivery.
The school offices are housed in the Communications Building Room 100, and the
operations mainly occur within the general-purpose classroom building attached
(Smith Hall), and with the Communications Building itself on the first and second
floors. The school occupies roughly two thirds of the space in the Communications
Building. The remaining space is currently vacant and the school has requested that
space in exchange for a nearly equivalent space in Smith Hall.
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Classrooms
The school has first priority on use of three general-purpose classrooms on the
third floor of Smith Hall, one of which is equipped with smart classroom technology,
that is, Internet access, a computer station for the professor, two viewing screens and a
camera for contact with off campus locations. The school also has second priority on a
large theater-type lecture room on the first floor of Smith Hall. Classes that require
computer access meet in labs managed by the school, and two of the three labs also are
equipped with computer stations for professors and monitors. One such lab is on the
third floor of Smith Hall and the other is on the second floor. The third lab is in the
Communications building and it is not equipped with smart classroom technology.
The Marvin L. Stone Library on the third floor of Smith Hall contains seminar
classroom furnishings, a large screen TV, and Internet access. This atmosphere is
especially useful in delivering graduate seminar courses. The third floor also is
equipped with Wi-Fi.
A large darkroom on the second floor of Smith Hall was lent to the Art Department
when the school switched to digital imaging rather than wet photography. The Art
Department’s relocation to the new Visual Arts Center in downtown Huntington, the
space is vacant. Original plans were to repurpose the room as a converged news center
and/or a graduate research space, but with the availability of space in the
Communications Building a more favorable option is to trade the darkroom for the
second floor space within the building in which the program is largely housed.
Labs
The school maintains five computer labs using Macintosh computers:
• a digital imaging lab in SH 331 with Internet connections, 18 Mac Mini
computers, 27” Thunderbolt monitors, a range of software products including
Adobe Creative Suite, Microsoft Office, Dreamweaver, and Adobe Premiere
and a large format color printer. A small photography area with portable
lighting and a digital blue wall are situated next to the lab. A storage room is
behind the photo area. Digital still cameras and digital video cameras can be
checked out by students. This lab is open during non-instruction hours to allow
students access for completing assignments.
• a graphics lab in SH 209 within Internet connections, 18 Mac Mini computers,
27” Thunderbolt monitors and a range of software products including Adobe
Creative Suite and Microsoft Office;
• a writing lab in CB 135 with18 iMacs, Internet connections and a compliment
of software including Excel and Microsoft Word;
• The Parthenon newsroom on the first floor of the Communications Building,
outfitted with Internet connections, 15 Mac Mini computers, 27” Thunderbolt
monitors and a range of software products including Adobe Creative Suite and
Microsoft Office;
• a multi-station edit suite for television use that relies mainly on Adobe
Premiere.
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Student Media (The Parthenon newspaper, Studio A, WMUL-FM)
The Parthenon newsroom is located in CB 106 with a total of 15 computer stations
and a full array of software including Creative Suite. The school uses this lab as a
classroom in the morning to teach JMC 301, “Advanced News Writing,” and JMC
302, “Advanced Editing and Design.” The room is used in afternoon and evening as a
newsroom by the student production staff for The Parthenon.
A conference room is on the west side of the newsroom as well as comfortable
interview and consultation room. On the southeast side of the newsroom is the Marvin
Stone Reading room (not to be confused with the Marvin L. Stone Library on the third
floor of Smith Hall) that is decorated with Stone memorabilia, that has a Mac Mini and
monitor that permit watching news and accessing the Stone archives and in which
newspapers are placed daily. Marvin L. Stone was a 1947 graduate of the School of
Journalism and Mass Communications who had a 40-year career in the field and
served as chief editor of U. S. News and World Report and Deputy Director of USIA.
Television Studio A is adjacent to The Parthenon newsroom. The studio was
refitted three years ago as a fully digital operation; studio standard floor cameras (3 of
them), switching, audio, lighting, and computing are all modernized and comparable
with equipment found in mid-level markets across the country. In some cases, the
School of Journalism and Mass Communications equipment is superior. This facility
remains a showcase after WSAZ-TV donated its professional news set and dedicated
students built and delivered several other useful backdrops for programming. ENG
checkout is currently housed in the digital editing computer lab a few steps from the
studio.
WMUL-FM is on the second floor of the Communications Building. This area
contains the on-air studio, three production studios, the Newscenter 88 studio, and a
small traffic area and a large staff office. The on-air studio completed a three-year
remodeling project and resumed broadcasting with fully digital equipment. The largest
of the production studios has a digital Wheatstone production board and ample counter
space for two news anchors and a sports anchor to use during newscasts.
A performance studio classroom with 18 seats is next to the studios. The classroom
also has a table with four microphones that can be patched to the studios for use on
talk shows. A storage area is next to the classroom. The faculty manager’s office is in
a hall of offices next to the radio station.
Additional
While most advertising and public relations work occurs online and in the field,
Seven Arrow Creative, the student-run advertising and public relations creative
services firm occupies a suite of six rooms on the third floor that are used as offices,
war rooms and client conference space. This office now centralizes operations creating
a better working environment for the students involved. A storage area is also on the
third floor of Smith Hall.
West Virginia Public Broadcasting has its bureau offices within the school. It
includes a large open space with two computers and telephone interface equipment.
The computers contain audio editing software. A small video production area with
video editing equipment, sound equipment and some special effects generation is
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behind the large open area. There are two desks for WVPBS employees. Two offices
are accessible through the open space. One office houses engineering with split
responsibilities between ITV and JMC.
4. Assessment Information:
assessment reports.
a.
NOTE: This section is a summary of your yearly
The School of Journalism and Mass Communications has been assessing student
learning since 2002. Assessment practices have been refined over 14 years, and hard
data have been collected since 2006. The learning outcomes are closely aligned with
the Accrediting Council for Education in Journalism and Mass Communications’
eleven professional values and competencies, but adapted to meet the specific goals of
the program at Marshall and to mesh with the university’s assessment methods. Verbs
employed to describe desired outcomes vary between the ACEJMC expectations and
recommendations from the university assessment office, and the accrediting council
requires some assessment that does not neatly complement university requests.
The School of Journalism and Mass Communications Learning Outcomes, or “Six
Degrees of Education” have been established with consensus of the faculty in the
school. Curriculum in the school ensures that students are able to:
• understand and apply the principles and laws of freedom of speech and press,
including the right to dissent, to monitor and criticize power, and to assemble and
petition for redress of grievances;
• prepare and disseminate oral and written communications in Standard American
English which include;
- understanding concepts and applying theories in the use and presentation of
images and information;
- writing correctly and clearly in forms and styles appropriate for the
communications professions, audiences and purposes they serve;
- conducting research and evaluating information by methods appropriate to the
communications professions in which they work;
- critically evaluating their own work and that of others for accuracy and fairness,
clarity, appropriate style and grammatical correctness;
- synthesizing information from primary and secondary sources;
• apply basic numerical and statistical concepts;
• articulate the ethical responsibilities with which professional communicators must
concern themselves and work ethically in pursuit of truth, accuracy, fairness and
diversity;
• demonstrate fundamental skills that show competency in and ability to be
employed in a mass communications field including:
- thinking critically, creatively and independently;
- understanding of the history and role of professionals and institutions in shaping
communications;
- understanding of gender, race, ethnicity, sexual orientation and, as appropriate,
other forms of diversity in domestic society in relation to mass communications;
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- understanding of the diversity of peoples and cultures and of the significance and
impact of mass communications in a global society; and
• apply current tools and technologies appropriate for the communications
professions in which they will work and understand the digital world.
Graduate assessment relies on three direct measures and two indirect measures. Direct
measures include:
• a comprehensive assessment;
• a graduation portfolio; and
• a graduate symposium.
Indirect measures include:
• a triennial alumni survey; and
• a survey of internship employers.
Comprehensive Assessment
Graduate students in their final semester of course work or who have completed or
are currently enrolled in the last of their core course requirements may sit for their
comprehensive assessment. Professors construct questions specifically for students
who took the core courses from them. Responses are distributed to the originating
faculty member for review. Faculty score their sections as Pass or Fail. A memo
explaining any failed work is given to students. Students must pass four of the five
content areas to pass comprehensives. Students who fail comprehensives get two
additional attempts at passing.
Graduation Portfolio
Graduate student research papers and comprehensive assessments comprise the
graduate student portfolio. The faculty as a whole and several volunteer professionals
from the area review 100% of the graduate portfolios. At least three individuals review
each portfolio, examining the samples. Reactions are recorded on an assessment rubric
that rates the content, mechanics, execution and competencies of the samples as
accomplished, proficient, developing, novice or unacceptable. The ratings are
tabulated, allowing summary data to be compared year to year. Intercoder reliability of
the ratings is also calculated to assess the degree of consistency among the reviewers.
Graduate Symposium
When the graduate research methods course is offered selected students are given
the opportunity to present their works in progress. All thesis students and other
students who have progressed to the final stages of their research present their work to
the journalism and mass communications faculty and to other graduate students.
Faculty observers rate the presentations using a rubric that compiles the comments into
data that helps identify weakness in the graduate research work and guides
ameliorative action.
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Triennial Survey
Graduate students are included in the triennial survey of graduate students to
assess their satisfaction with the program and to track their employment.
Survey of internship employers
All internships conclude with a survey of employer impressions of student
employee’s work and preparedness.
Graduate assessment results demonstrated, similarly to the undergraduate
assessment, the necessity of continuing to stress writing skills, including grammar,
spelling, punctuation, and sentence construction. Ratings of the graduate research
papers and comprehensive assessments ranged from 3.5 to 4.82 on individual criteria,
producing an overall average of 4.04 on a scale of 5. Even the lowest scores, however,
were still in the proficient range. One curious observation about the assessment
process is that while faculty express concerns in their written reflections, the numbers
they attach to portfolio artifacts are in a 3.5 to 4.8 range on a 5.0 scale (with 5 being
the strongest positive response). It seems students are performing well, but the
expectations are higher.
Content generated in comprehensive assessments is satisfactory, but research
endeavors need stronger background and literature reviews and critical analysis of
materials used in research projects. Internship employers report that students are well
prepared for work.
A specific summary of assessment and outcomes can be found in Appendix V.
III.
Other Learning and Service Activities: Provide a summary of learning and
service activities not covered explicitly in Appendix V.
As a school that focuses on preparation for specific professions, students are
presented with multiple opportunities that aid in learning and that service the campus
and the community as well.
The Parthenon is a student-produced newspaper that has published on campus
since 1898. The paper serves as a laboratory for several journalism and mass
communications classes and as a free and independent student press for campus.
Students work as editors, reporters and designers to produce print publications on
Tuesday and on Friday and to publish online versions daily at
www.marshallparthenon.com. Breaking news is reported as it happens in the online
version. The Parthenon is also available via a mobile app, The Buzz: Marshall
University. Print circulation is 6,000 copies daily, and the website receives an average
of 1,800 unique views a day. Focus in the last two years has been on “digital first
delivery.”
WMUL FM 88.1, “The Cutting Edge,” has been broadcasting from Marshall’s
campus since 1961. The student run station is on the air 24-hours a day, seven days a
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week and features a mixed block format of jazz, blues, oldies, gospel, contemporary
Christian, hip-hop/urban and alternative/progressive music segments as well as
extensive live sports broadcasts and news coverage on Newscenter 88 at 5 p.m. each
day. With 1400 watts of effective radiated power the signal travels about 20 miles in
any direction from campus covering 97,285 people. The stations’ addition of live
webstreaming from http://www.marshall.edu/wmul/wmul-stream-2/ make its
programming available any place listeners can connect to an internet source. WMULFM can also be accessed via theNext Radio app, on Twitter and on Instagram.
Students manage the station with the assistance of a faculty manager, they
announce and “DJ” during scheduled air shifts and call play-by-play at numerous
campus sporting events. One sports program, Basketball Friday Night in West
Virginia, last year was syndicated to two commercial radio stations, eight public radio
stations and two cable systems. The program now simulcasts from television studio A
to provide a radio signal, video and audio and live webstream access. The station
boasts nearly 90 awards each year.
MU Report is a student-produced television news show in a top-of-the-line fully
digital studio. Students report, produce and anchor the program that is shown biweekly on West Virginia Public Television throughout the state and that is accessible
through You Tube. Once students wrap the shows they continue their coverage with
blogs after the broadcast in which the scripts are rewritten in print style and posted in
Wordpress along with the YouTube video of the story. Reporters then “tweet” the
Wordpress link on Twitter to encourage viewers to see both the print and video
version of stories in the show.
Seven Arrow Creative is a fledgling advertising/public relations agency servicing
campus and local nonprofit clients. Led and staffed by students, Seven Arrow
Creative has worked to promote organ donation for Donate Life of the Tri-state,
assisted the Marshall University recruitment and retention committee with a social
media campaign, #GotoClass, to teach incoming freshmen the importance of being
present and alert, promoted the BAM Social Media Conference organized annually in
Huntington, and worked with Fusion Heating and Cooling to brand and promote that
business.
Students gain additional opportunities to practice their crafts, to travel and to
network as members of student professional organizations. PRSSA, Public Relations
Student Society of America, offers interaction with professionals, represents local nonprofit clients and works with the campaigns class to stage a major fund-raising event
for various local charities that have included the Huntington Area Food Bank and
River Valley Child Development. AAF, American Advertising Federation, competes
in regional and national ad competitions, offers interactions with professionals in the
field, tours agencies, attends career conferences, and annually produces a
Homecoming football program for fund-raising. Similarly NBS, the National
Broadcasting Society and SPJ, the Society of Professional Journalists, host educational
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speakers and provide opportunities for travel, competitions and contact with
professionals.
In many of the cross-listed courses, which tend to be more skills oriented, students
assist local business and non-profits with advertising and public relations campaigns.
Some of the most recent “clients” include the Hoops Family Children’s Hospital, the
American Heart Association, Dress for Success and Create Huntington.
IV.
Plans for Program Improvement: Based on assessment data, provide a
detailed plan for program improvement. The plan must include a timeline.
Results of the assessment measures are reported to the journalism and mass
communications faculty during beginning of the semester faculty meetings in August
and in January and during the last faculty meeting of the year in May. The presentation
of data is always followed by a discussion of what issues were revealed in the data and
what action might mitigate these problems. While many of the issues that surface can
be addressed by individual faculty on a micro level, a number of unit-wide issues and
actions have been triggered from assessment analysis. Some of these initiatives are
directed solely at undergraduate study, some will serve both undergraduate and
graduate courses and some are directed specifically at graduate programs.
Summary of undergraduate and graduate improvement plans
Informal book clubs
A serendipitous discovery from assessment is that students do not strive to write
well every time they write; they seem to need the incentive of a grade or remuneration.
The desire to write well for all writing occasions is not one of the school’s outcomes,
but a trend to the contrary is evident. To try to create a passion for writing, two faculty
volunteered to conduct informal book clubs with students on a trial basis, selecting
books that are likely to inspire and to energize students to write as professionals at all
times.
Timeline: Launched fall 2015. Revisit during assessment reviews in Dec. 2016.
Portfolio workshops
Although students are meeting the basic requirements for graduation portfolios, it
is evident they are completing the chore as quickly as possible and they are being
pushed by the deadline. Two trial workshops about portfolio preparation were
conducted by a team of three faculty members who discussed with graduating seniors
the importance of the portfolio, how it is to be assembled and the deadline.
Anecdotally, portfolios have been produced with less stress and well within the
deadline, but the first portfolios to be produced with the additional guidance have not
been reviewed to ascertain if any improvement in quality occurred.
Timeline: Workshops were conducted in the spring of 2015. The first portfolios
produced following the workshops will be reviewed in Dec. 2015.
Internship prep workshops/courses
Assessment has demonstrated that graduates of the program are well grounded in
content creation whether it’s for print, broadcast, web or strategic communication.
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Internship reviews, however, suggest students need an introduction to workplace
behaviors—arriving on time, calling if one cannot make it to work, and wearing
appropriate attire. All faculty who have worked as internship supervisor are serving as
an ad hoc committee to propose ameliorative strategies to change the workplace
behaviors.
Timeline: The ad hoc committee has been charged with having a proposal ready
for review by the full faculty at the final faculty meeting of the year in May 2016.
Writing across the curriculum tactics
While the philosophy of drafting and rewriting has been employed to strengthen
undergraduate writing, it has not been applied at the graduate level. It has been
presumed that graduate students are accustomed to self-editing and ready to produce
their strongest work on the first draft, but that is rarely true of any writer. Nearly every
graduate course requires a writing project, and writing in stages with corrections and
encouragements along the way should produce stronger end results. Although there
will be no writing intensive attribute attached to graduate courses, the strategies can be
employed to strengthen graduate student writing and research.
Timeline: The first portfolios produced using the writing across the curriculum
tactics will be reviewed in December of 2015.
V.
Graduate Satisfaction: Provide evidence and results of follow-up studies to
indicate satisfaction with the effectiveness of the educational experience students
received in your program. Indicate the number of individuals surveyed or
contacted and the number of respondents.
The School of Journalism and Mass Communications uses its triennial survey of
alumni and Marshall University Assessment Office data to evaluate graduate
satisfaction. The assessment office provided graduation survey results from 2010-11 to
2014-15 that drew 123 respondents over the five-year period, n=32, 14, 34, 20 and 23
respectively. ˆ
A number of trends can be noted over the five-year assessment office surveys.
Students in the School of Journalism and Mass Communications graduate in an
average of 9.24 semesters. Over 45 percent worked 11 to 30 hours a week during their
final year of college, and some worked more than a 30-hour week. The school requires
an internship of every student and over 50 percent said the experience helped them
secure employment. Another 20 percent said they had insufficient information upon
which to base a conclusion. The number of students who planned to continue on to
graduate school fluctuated considerably from year to year, but the average was 30
percent.
The most useful information in the survey came from three questions that used
Likert-scale measures of agreement and satisfaction with one reflecting strong
agreement or high satisfaction and 5 representing disagreement or dissatisfaction. The
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first was a series of statements about abilities developed while pursuing a degree at
Marshall. Scores ranged from 1.19 to 3.0 over the reporting period and they indicated
the strongest agreement with statements about learning to write effectively, using
computers, gaining sufficient knowledge for chosen careers, learning to examine
issues from multiple perspectives, and having valuable capstone experiences. The
lowest scores consistently reflected disagreement with statements referencing ability to
use math effectively, science courses and understanding science processes, the value
of writing intensive courses, and broadening appreciation of the arts. Although
responses ranged from 1.19 to 3.0 it should be noted that a 3.0 average occurred only
once in relation to the statement, “I developed the ability to use mathematics
effectively,” and typically scores clustered between 1.3 and 2.
Another set of similar questions was added in the past two years of the survey
period asking respondents to indicate a degree of satisfaction with a set of experiences
within the college. Here scores ranged from 1.39 to 2.26 and indicated greatest
satisfaction with availability of faculty, faculty who were helpful in pursuit of the
students’ careers, and support for women and racial groups. Consistently, respondents
were less satisfied with the general studies curriculum and with equipment. Oddly, the
second time the trait “faculty who were helpful in pursuit of the students’ careers”
was used the score fell to a much lower rating. Although it is possible to rank scores
on a continuum, responses in the range of 2 still reflect satisfaction.
Another set of Likert scales asked respondents to register their agreement with
statements about how well their degrees prepared them for their fields, the quality of
the programs and their propensity to recommend the program. Responses in this area
clustered more tightly than the other questions and ranged from 1.32 to 1.95, reflecting
satisfaction with their programs.
Every third year a survey is sent to graduates to determine their current
employment, to solicit their opinions about their education at the school, and to request
suggestions for improvements. The most recent survey was completed in 2014 and
generated a sample of 156 respondents.
A Qualtrics (the computer program that hosts the survey) link was sent via e-mail
to all identified contacts along with a request to “snowball” the survey, that is, to send
it to other individuals with whom the first recipients maintain contact. This not only
increases the sample size, but it helps re-establish contact with additional graduates.
The triennial alumni survey indicated a high regard for the School of Journalism
and Mass Communications and its professors and satisfaction with the education
gained and professional experiences while in the school. Respondents often suggested
some areas that could be improved. The majority of the most frequently mentioned
improvements--convergence, online communication, visual communication and
updating equipment—have been implemented to some degree and they are constantly
being refined.
Roughly 90 percent of respondents agreed or strongly agreed that their courses,
their practical experience and their professional organization activities helped in their
24
careers. Courses cited as most useful were profuse, with nearly every course
referenced at some point, but those that generated the greatest number of notations
were campaigns, Parthenon experience, reporting, writing, ethics, law and design.
Strengths of the program were plentiful, but without challenge “professors” (and
“experience” were most often mentioned.
The majority of respondents are working in a media related field, and with a
variety of titles. More than 70 percent indicated they found full-time employment in an
area closely related to journalism and mass communications. Of those who are not
working in the field, about 18 percent of respondents, many had worked in media
related positions and then moved into other occupations, or they simply chose not to
work in the industry (9 percent). Law school and education were frequently mentioned
as attractive alternatives.
See attachment B for a copy of the triennial alumni survey.
VI.
Please refer to Appendix IX for letters from the Office of Assessment providing
feedback regarding the program’s assessment of student learning.
The School of Journalism and Mass Communications has made deliberate and
concerted efforts to respond to the observations of the assessment committee.
Although the graduate program has undergone assessment for many years, the data
have not been regularly entered to the university’s data collection website. The
information is now being entered into the website following each assessment period.
The levels of learning required of graduate students has been changed to better
discriminate between graduate and undergraduate performance. Data that has been
generated and analyzed internally is being transferred to the university assessment
website. Performance levels of the rubrics are now clearly indicated in the website.
While the school recognizes the value of the critique regarding outcomes that are
set at the application level that might appropriately use higher levels of learning,
conforming to the accrediting agency’s standards impedes in some cases altering the
verbs used to describe desired outcomes. The university’s and the accrediting agency’s
objectives have been aligned as much as possible to avoid completing two separate
assessment for two different agencies.
5. Previous Reviews:
At its meeting on April 22, 2010, the Marshall University Board of Governors
recommended that the MA in Journalism and Mass Communications continue at its
current level of activity.
6. Identify weaknesses and deficiencies noted in the last program review and
provide information regarding the status of improvements implemented or
accomplished.
25
In its last program review, submitted in academic year 2009 – 2010, the Master of
Arts in Journalism identified the following weaknesses. These are transcribed from
that report.
Amidst the stabilization cited above, some issues have not received the support or
attention necessary. These include:

Lack of doctorates, although two faculty members are ABD with expectations
to complete the degree in the coming year. This brings the total number of
doctorates to five. Another faculty member is substantially along with course
work.
Since the program was reviewed in 2009-2010, one Ed.D. left the school, but two
individuals completed Ph.Ds to make the total of terminal degrees serving the school
at four, and three additional faculty who are ABD. The faculty line that was vacated by
the former dean, the Ed.D. was filled first with a full time temporary Ph.D., then filled
with a tenure track faculty member who was ABD He left after one year, and the line
is again filled by a full time temporary faculty member who has a master’s. Two
faculty who hold master’s degrees are not likely to start a doctoral program nor will a
term faculty member. A faculty member who’s expertise is in design holds an M.F.A.
which is considered a terminal degree for a designer. One junior faculty member is
being encouraged to start a doctoral program.
Ph.D. preferred is always stressed when advertising to fill vacancies, but salary and
workload make it difficult to hire qualified individuals who are attracted to the school
otherwise. The school has been successful in “growing” Ph.Ds. from new hires.

Limited opportunity for faculty scholarship
Marshall University continues to be a teaching institution that is working to
generate greater scholarly and creative output. It also continues to require a 4/4
teaching load and heavy committee commitments. Within this institutional
atmosphere, the School of Journalism and Mass Communications has concentrated on
finding encouragements for scholarly and creative activity with resource limitations.
New faculty entering the school have not been assigned advising duties, and they
have not been asked to serve on the most demanding committees. Insofar as possible,
course schedules have been clustered to provide two or three instructional days in
order to free large blocks of time that can be committed to scholarly and creative
work. Sabbaticals have been actively encouraged and three faculty members have
applied for and been granted leaves. Two more faculty members have applied for
leaves during the 2015-2016 academic year. These measures have produced some
degree of success in that the school can demonstrate an increase in the number of
scholarly and creative projects completed, and an increase in submissions and
acceptances to referred sources.
26
Research partnerships have also proved a productive strategy for increasing
research as shared responsibility reduces the time each individual must invest to bring
a project to fruition. Teaching of more lower division courses by adjuncts has also
created some space for scholarship and creative endeavors.
These practices have had some unintended consequences. One is that they have not
reduced the obligations of the unit overall, but they have disbursed some of the load to
faculty willing to assist with efforts to stimulate scholarly and creative productivity.
For instance, if one faculty member is not advising students, others are serving those
advisees. A second issue is that faculty coming into the unit presume this is standard
operating procedure and may resist when advisees, committee memberships and five
days of classes are asked of them. There is some fear continuing in this manner may
create de facto faculty tiers. Third, these policies have introduced greater reliance on
adjunct faculty and graduate teaching assistants. Claiming that full-time professors
teach every class, a strong selling point previously, is weakening.
In spite of some drawbacks of the tactics that encouraged research and publication,
the School of Journalism and Mass Communications can demonstrate increased
scholarship and creative productivity. To reiterate the heightened productivity
described on page nine as part of “Adequacy of the Program,” fourteen individuals
(including faculty members who have come and gone during the review period) have
generated 242 scholarly and professional articles, scholarly and professional
presentations, grants, conference proceedings, encyclopedia entries, book reviews and
creative works. The total number of discrete projects rose from 153 reported in the
2008 to 242 in 2014, a 58 percent increase. Grants rose from 20 in the previous report
to 29 in the current report (+45 percent), refereed journal articles moved from four to
20 (+400 percent), refereed conference paper presentations went from 18 to 58 (+222
percent), invited professional conference presentations grew from 17 to 26 (+53
percent), and non-refereed publications rose from 32 to 48 (+50 percent).

Heavy faculty loads: teaching, recruitment, service, advising, professional
development
Heavy loads are still typically the norm, but several new approaches are offering
some relief.
A long-time administrative assistant for the unit has moved into a new position for
the college, that of Student Support Specialist. The fact the specialist came from the
School of Journalism and Mass Communications has been particularly advantageous
because of her familiarity with its programs. Many lower classmen will see the
specialist first, and she can also flag students who are “at risk” so that interventions
may ameliorate problems and improve retention. Additionally, a university Student
Success Center has diminished some of the need for advising contact.
When the School of Journalism and Mass Communications functioned as an
independent unit the faculty served on school committees and on university
committees. The consolidation introduced college-level committee obligations as well.
27
What appears to be a heavier commitment to committee work, however, is balanced by
a greater number of individuals in the college to share the workload.
When the College of Fine Arts and the School of Journalism and Mass
Communications merged to form the College of Arts and Media, required office hours
in journalism and mass communications were reduced, from 10 hours a week to 5 hour
a week to align with colleagues from Fine Arts. Though the change was made
begrudgingly for some the tactic diminished the heavy workload somewhat. Many
faculty continue to post ten hours.
While solving a clear problem, these tactics have a drawback of eroding one of the
unit’s traditional strengths, that of close engagement with students. Trimming
obligations to reduce workload is also paring time available to students.

Lack of sufficient resources for faculty lines and key graduate program
activities such as travel funding to present and release time for research
No additional resources for faculty lines have come to the school, but creative
efforts have increased travel opportunities for presentation and have reserved pockets
of time to aid research enterprises.
The faculty have been encouraged to become more aggressive in seeking grant
money to support travel, using internal grants from the university and by writing small
grants for projects that include travel lines. Grant awards rose 45% from the last
review period. Combining funding from several sources also has been successful. As
stated earlier, within available funding the school strives to send each faculty member
to at least one academic conference for scholarly presentation and/or development
each year. Faculty who chose to travel to conferences or to conduct research average
1.4 trips per year.
Several initiatives to reduce workload, decreased advising for new faculty,
trimmed office hours and moderated committee obligations as a result of consolidation
into the College of Arts and Media, have carved out time that can be dedicated to
research and creative activity. Sabbatical leaves that were used infrequently in the past
are now being taken on a regular basis. Team research projects are also increasing that
allow faculty to share the load, and heightened thesis production by graduate students
create opportunities for publication as a second author for faculty advisers.
7. Current Strengths/Weaknesses: Identify the strengths and weaknesses of the
program. Describe program plans for removing the weaknesses.
Identifying strengths and weaknesses requires a collective review of issues raised
in assessment, in alumni surveys and in accreditation, A perennial strength of the
journalism and mass communications program is in the professional, passionate,
dedicated and caring faculty. The second most noted strength is easily the hands-on,
real world approach to learning. Graduates cite their experiences with The Parthenon,
WMUL, MU Report and ad and PR campaigns as some of their most rewarding
28
experiences in college. The strategic communications components of the program are
frequently engaged in projects with area businesses, gaining experience, raising
substantial funds for local non- profit organizations and assisting with public messages
and content creation.
Real world exposure is expanded with the requirement for a three-hour internship
that expects 100 hours of employment for one internship credit hour. Student
professional organizations that promote networking during college careers and afford
opportunities to earn awards in competitions generate excitement about students’
chosen professions.
Graduates repeatedly point to their ability to write effectively, solid professional
preparation, ability to work with computers, and understanding multiple viewpoints as
benefits of attending the W. Page Pitt School of Journalism and Mass
Communications. Rigor is standard practice. The school has a strong reputation and
visibility in the region.
A state-of-the-art fully digital television studio and new digital radio broadcast
studio are clearly attractive assets as are four Macintosh computer labs. Accreditors
described WMUL-FM as “an overachieving student FM radio station that offers high
quality professional opportunities to students.”
Assessment has identified many course adjustments that can be made in the short
run to achieve established learning outcomes. Curriculum concerns, however, require
more studied and deliberate examination.
As with most colleges and universities, the School of Journalism and Mass
Communications at Marshall responded to shifts toward digital communications
initially with the addition of new courses—web strategies, web design, and multimedia
reporting. The temptation was to continue generating new courses and to add “and” to
many existing offerings, e.g., Information Gathering and Digital Searching,
Advertising and Social Media Strategy, or News and Digital Writing. However, the
school does not wish to extract digital practices from the curriculum and flag it with a
new label or create a parallel digital curriculum.
Shaping a curriculum that will maintain in a rapidly changing media environment
is the greatest challenge facing the school currently, and it is the charge of the
journalism and mass communications faculty this year to consider the degrees to
which curriculum needs revised, altered or overhauled.
Curriculum revision is being approached in four steps. The first two steps focus on
problem analysis while steps three and four concentrate on action planning.
29
Step One—What does every journalism and mass communications major need to
know?
The first step took place in August and September of the current semester. The
concentration has been on assessing what every journalism and mass communications
major needs to know particularly in the digital realm. Faculty in three work groups
generated inventories of outcomes they thought all students should know. The exercise
generated a free-thinking catalogue of ideas that was sifted into two categories: what
the school is already doing and what still needs to be done. In the “what we are already
doing” category were perpetual objectives related to writing, analyzing and
interviewing, all still very necessary parts of the industry. In the “what we still need to
do” category were the areas in which the school will concentrate on development.
Step Two—What are the possible reconfigurations of majors, divisions, courses?
Each division has been charged with proposing course revisions, new course
developments, and combinations of majors that will enable the school to implement
necessary revisions.
Step Three—Consulting with experts
During the first half of the 2016 spring semester experts will be invited to consult
with the faculty about the proposals. Experts will come from a pool of alumni who
have advanced understanding of digital communications issues. It is hoped that a panel
from the Poynter can also assist in the consultation. The Poynter Institute’s mission is
to assist with curricular revisions to adapt to a digital world.
Step Four—Fashion revisions and formally propose
A subcommittee representing each division will be tasked with formulating
revisions and course proposals based on all previous discussions and advising that will
be submitted through formal channels for catalog revisions during the 2016-17
academic year.
VII.
Viability of the Program: Provide a narrative summary in each of the following
sections in addition to the appendices.
1. Articulation Agreements: Describe program specific articulation agreements
with other institutions for delivery of this program.
The School of Journalism and Mass Communications has negotiated articulations
agreements with Mountwest Community and Technical College and with Ashland
Community and Technical College.
Mountwest students, upon completion of their Associates Degree as prescribed in
the agreement between the two institutions, may complete a degree at Marshall in
Advertising, Online Journalism, Public Relations or Radio/Television Production and
Management. Similarly Ashland Community and Technical College graduates may
30
complete programs in Advertising, Broadcast Journalism, Online Journalism, Public
Relations, Print Journalism, Radio/Television Production and Management or Sports.
BridgeValley recently expressed interest in developing articulation agreements for
several of the programs in the school. Follow up is being scheduled for November.
(Bridgemont Community and Technical and College in Montgomery and Kanawha
Valley Community and Technical College in South Charleston joined to form
BridgeValley in 2014.)
Articulation agreements, however, do not apply to graduate programs and only six
hours of appropriate credit is accepted as fulfillment of the 30-hour master’s degree
requirements.
2. Off-Campus Classes: Describe/Summarize off-campus
Huntington, or South Charleston campuses) courses offered.
(other
than
the
A number of lower division journalism and mass communications courses are
available at the Teays Valley Regional Center. JMC 101-Media Literacy, JMC 102,information Gathering and Research, and JMC 330-Fundamentals of Public Relations
are offered on a fairly regular basis, depending on the availability of qualified faculty.
JMC courses have been offered at the Mid Ohio Valley Center sporadically, but the
faculty tend to move into other positions before establishing a reliable rotation of the
courses. JMC 102-Information Gathering and Research, JMC 241-Graphics of
Communications and JMC 330-Fundamental so Public Relations have been available
at MOVC in the past five years.
3. Online Courses: Describe/Summarize online courses offered.
Six online courses are scheduled on a regular basis: JMC 100-English for
Journalists, JMC 245-Fundamentals of Strategic Communications, JMC 330Fundamentals of Public Relations, JMC 461-Web Strategies, JMC 462-Web Design
and JMC 465-Multimedia Reporting. JMC 245 is open to high school students under
the Online College Courses (OCCHS) in the high school program.
To accommodate overflow in high demand classes, faculty have added on occasion
online sections of their courses, including JMC 437-Public Relations Writing, JMC
438-Public Relations Cases and JMC 461-Web Strategies in the fall of 2014.
JMC 360-Digital Imaging is a “blended courses,” one that has some live sessions
but offer 75 percent of the content online, that is scheduled on regular basis. Blended
sections of JMC 462-Web Design and JMC 465-Multimedia Reporting are available as
well as the fully online versions.
Online graduate course offerings currently include JMC 537-Public Relations
Writing, JMC 538-Public Relations Case Studies, JMC 562-Web Design for Mass
31
Media, JMC 601-Theory of Mass Communications, JMC 604-Mass Communications
Law and Ethics and JMC 641-Web Strategies for JMC.
4. Service Courses: Describe/Summarize departmental courses that are required
for students in other majors and support programs outside the major.
JMC 101-Media Literacy carries a humanities attribute that satisfies a general
education requirement for any student in the university. JMC 241-Graphics of
Communications is designated writing intensive and also satisfies a general education
requirement. The school offers minors in advertising, journalism and in public
relations.
Sports management and marketing majors in Physical Education must take JMC
330-Fundamentals of Public Relations and JMC, 383-Advertising Layout and Design.
Film Studies minors may elect from JMC 332-Introduction to Video Production, JMC
432- Corporate and Instructional Video, JMC 434-Advanced Video, JMC 475Documentary Journalism. Geography’s emphasis in weather broadcasting requires
JMC 332-Video Production.
Among the interdisciplinary minors JMC 455-Women, Minorities and the Media,
is an approved course for the Women’s Studies Minor and for the African and African
American Studies minor. Similarly on the graduate level JMC 555 is part of the
women’s studies graduate minor. It is not uncommon for other majors to use the
research methods class, JMC 602, to satisfy research requirements. JMC 612-History
of American Journalism has been cross-listed with a graduate level course in the
history department.
5. Program Course Enrollment: Describe/Summarize program area courses taken
by students who are majors and include enrollment by semester for the past 5
years. See Appendix VII for course enrollment data.
Journalism and mass communications graduate students enroll in 500 and 600
level classes to complete their required 30 hours of credit. The majority of 500 level
courses are cross-listed with 400 level undergraduate courses, and the graduate student
enrollment is dispersed over more than 20 course offerings a year. Their numbers in
the classes range from one to eight students in addition to the undergraduates in the
classes. Graduate students in cross-listed courses must do additional work beyond that
required of the undergraduates.
It is in the 500 level courses that graduate students typically gain practical
experience in “skills” classes including multi-media writing, advertising research,
magazine writing and editorial practice, reporting public affairs, advertising strategy
and execution, advertising and public relations campaigns, corporate and instructional
video, public relations writing, public relations cases, web design, documentary
journalism and internships.
32
A 15-hour graduate core is completed at the 600 levels as are a number of
advanced courses. Offerings are more limited than the 500 level classes so available
students are compressed into roughly 10-12 courses with enrollments between seven
and 15. The core courses are generally more theoretical and research based in nature,
though some advanced practical courses are available. The core covers proseminar, or
an introduction to graduate studies, mass communications theory, mass
communications research methods, history of American journalism and law and ethics.
For students taking the thesis option six hours of JMC 681 must be completed.
Discussions of thesis potential generally begin in proseminar and in research.
Several course changes should be noted in the list in Appendix VII. JMC 502,
Law, and JMC 540, ethics, were combined to form JMC 604, Law and Ethics in 2010.
Similarly JMC 612 a more advanced history requirement replaced JMC 504. Students
may still elect 504, but 612 is the core requirement.
6. Program Enrollment: Summarize data indicating the number of principal majors
enrolled in your program, number of second majors, the number of students
enrolled as majors from other colleges (i.e., College of Education specialization
majors), the number of minors, and the number of graduates for the program for
each of the past five years. See Appendix VIII and Figure 1for program
enrollment data.
Enrollment in the journalism and mass communications graduate experienced a
notable decrease over the five-year review period from 32 students to 12. Although
some of the decline can be attributed to national trends in that direction, two additional
issues must also be examined. First was the shifting of graduate responsibility to a new
coordinator who had to acclimate to program promotion. Second, through unusual
circumstances, the school was without graduate information on the website for a year.
Once promotional materials were placed on the website again, inquiries immediately
resumed. Core courses, however, have still met minimum enrollments or more.
7. Enrollment Projections: Identify trends that will influence enrollment over the
next five years. Provide enrollment projections. This information should be
supported by evidence.
Journalism and mass communications at institutions across the nation are suffering
enrollment losses stemming from a perception that journalism is dying, a symptom of
newspaper decline and the rise of new forms of media transmission. As fans check ball
game scores on mobile devices and scan news on computer screen there is a collective
sense that a journalism profession is no longer viable. Yet reporters are still required to
make information available on digital media. The industry is moving toward “content
creation” rather than simple news reporting. Content that is created may be delivered
via traditional print channels or television, or it may come to consumers on their
computers, tablets, mobile devices and wristwatches. With citizen journalists posting
stories immediately via social media, it is even more imperative to have a pool of
individuals who can vet information.
33
Along with the misconception that mass communications is waning, is the notion
that digital content is created by computer programmers. Programmers and engineers
create the delivery tools. Communicators create the content.
Most indicators predict that journalism enrollments will remain flat for two or
three years, but that numbers will build as the profession repositions for the increase in
journalism and mass communications employment in the digital world and in non
news organizations. A recent report from the American Press Institute stressed the
growth of journalism employment in non-news agencies as their skills are applied to
broader content creation applications. Focusing more on multimedia reporting tends to
be a positive development for schools nationwide, and it is in the online program that
Marshall’s School of Journalism and Mass Communications can point to growth.
Strategic communications (advertising and public relations) is another area that is
starting to show growth, and it is the largest enrollment in the School of Journalism
and Mass Communications. Graduate school is also frequently used to retool and
refresh for promotions or for movement into new professions.
Occupational projections from the Bureau of Labor Statistics point to similar
conclusions. Traditional reporting, broadcast journalism and editorial jobs are
projected to decrease at a rate of -2 percent for editorial jobs or to grow slowly at a rate
of about 3 percent and to maintain starting salaries in the $25,000.00 to $35,000 range.
Film and video show stronger growth potential, but with salaries in the range of
$20,000.00. On the strategic communications side, however, both public relations and
advertising are projected to grow at a slightly above average rate of 12 percent. When
the view is expanded to a broader category of “information services” a much more
healthy overall projection is evident.
The school is currently engaged in a yearlong examination of ways in which
curriculum can be adapted to take advantage of the new opportunities.
It is encouraging that graduate applications for the upcoming year are up.
IV.
Necessity of the Program: Provide a narrative summary for each of the
following items in addition to requested appendices.
1. Advisory Committee: Identify whether the program has an Advisory Committee,
and, if so, briefly indicate the role and impact of the Committee.
A volunteer group of 15 journalism and mass communications graduates serve on
the Alumni Board of Advisers. They represent a cross section of majors and types of
businesses for which they work. Two are attorneys who have offered informal counsel
when student publications face legal challenges. The board meets at least once a year,
but projects they launch necessitate more frequent contact. Board members speak to
classes and clubs, assist with graduation portfolio review, serve as a sounding board,
work as a focus group to examine issues of importance to the unit, advocate for the
34
school with public contacts and the administration on occasion and they are
resurrecting the dormant Hall of Fame recognition event and fundraiser. One board
member accepted the challenge of locating more graduates and centralizing contact
with alumni. All of the board members participate in helping maintain an active
MUJMC Alums Facebook page that has become the major form of information
exchange among graduates.
2. Graduates: Provide information on graduates in terms of places of employment,
starting salary ranges (where appropriate and known), number employed in field
of specialization, and/or acceptance into baccalaureate or graduate programs.
(NOTE: Do not identify students by name.) See Appendix VIII for graduate
information.
As conveyed in the discussion of graduate satisfaction the triennial alumni survey
indicated that the majority of respondents are working in a media related field, and
with a variety of titles. More than 70 percent indicated they have found full-time
employment in an area closely related to journalism and mass communications.
Of those who are not working in the field, about 18 percent of respondents, many
worked in media related positions and then moved into other fields to advance or they
simply chose not to work in the industry (9 percent). Law school and education were
frequently mentioned as attractive alternatives.
Graduates’ salaries are heavily in the $25,000 to $74,000 range with 34 percent in
the lower bracket and 30 percent at the upper range. Eight percent indicated earning
$100,000 or above.
Based on data from the last five years, journalism and mass communications
graduates are finding jobs and the majority is employed in field. Of the 40 master’s
graduates 53 percent were employed in the field, 18 percent were employed in a
related field and another 18 percent were employed outside of the field. Only 13
percent could not be located.
Graduates of the School of Journalism and Mass Communications can be found
working locally and across the nation in a variety of positions. A sample of the
companies that employ the school’s graduates includes faculty at Memphis State
University; marketing specialist at DLT Solutions, Washington, DC; marketing and
public relations at the Richmond Symphony Orchestra; communications and
marketing director at the Red Cross, Ohio; faculty at Shepherd University, WV;
designer at WV Department of Education; director of athletic communications at
Carson-Newman, Jefferson City, TN; director of operations at the Guild Agency, New
York, NY, reporter for Danang Newspapers, Danang, Vietnam; sports writer for the
Jackson Newspaper, Ripley, WV; reporter for the WV Record, Hurricane, WV; faculty
at Bridge Valley Community and Technical College, Montgomery, WV; director of
public affairs at Marshall University School of Pharmacy, Huntington, WV; Officer of
35
Technology and Multimedia at Vietnam Government Portal, Hanoi, Vietnam;
marketing specialist, Valley Health, Huntington, WV; graphic designer, Pikeville
Medical Center, Pikeville, KY; communications manager, Towson University,
Towson, MD; staff writer, Robesonian, Lumberton, NC; multimedia specialist at
Carson-Newman; Jefferson City, TN; campus minister at Diocese of WheelingCharleston, WV; marketing director, Snowshoe Resort, Snowshoe, WV; marketing
director at Baile & Wyatt, Charleston, WV; designer, Huntington Quarterly Magazine,
Huntington, WV; coordinator of student activities, Marshall University, Huntington,
WV; group account manager, Ogilvy, Hanoi, Vietnam; marketing direct WV Federal
Credit Union, Huntington, WV; faculty, Shawnee State University, Portsmouth, OH;
communications director, Mountwest Community and Technical College, Huntington,
WV; and marketing and creative services coordinator, Greenbrier Sporting Club,
Lewisburg, WV.
3. Job Placement: If the job placement rate reported above is low, can a course of
action be identified that would improve this situation? Provide a summary of
procedures utilized by the institution to help place program graduates in jobs or
additional educational programs. Include activities supported by both the student’s
academic department as well as the institution’s placement office. This summary
should include the institution’s procedures and program organization for
continuing contact and follow-up with graduates.
Job placement rates of journalism and mass communications graduates consistently
maintain a satisfactory level. Graduates are working in the field, transitioning to other
industries or continuing in advanced courses of study. Students are encouraged to avail
themselves of services provided by the institution’s career services, but frequently
requests for jobs in the field come directly to the school. Upcoming graduates are
informed of job openings via Facebook, email, Twitter, announcements in class and
physical postings. The MU JMC Alums Facebook is active with job announcements
placed by faculty and by alumni sharing information directly with one another.
Matching students who have specific skills with a particular job request is not
uncommon.
VI.
RESOURCE DEVELOPMENT (If applicable)
Please prepare the following materials: 1) Program vision and mission statements
with a strategic plan to achieve the program’s vision and mission, and 2) a
specification of the resources needed to accomplish the program’s vision, with an
evidence-based rationale as why these resources are needed and how they will
help the program to accomplish its vision. The mission and vision statements,
strategic plan, and needed resources with evidence-based rationale must be
included in the program review when submitted. Additionally, the chair and dean
must make an additional presentation to either the Academic Planning Committee
or to the Graduate Council before final votes are taken.
36
JMC Strategic Plan
B.A. and M.A.J. Programs
September 2012
(reviewed September 2013 and 2014)
Changes in technology continue to demand adaptation for mass communications
education, but internationalization and diversity remain critical for 21st Century
communications as well. Over the next five years the School of Journalism and Mass
communications will focus on three dominant strategic areas: technology,
internationalization and diversity. The mission provides overarching philosophies to
guide the school, but it is the strategic plan that outlines tangible tactics.
Technology and digital communications
The School of Journalism and Mass Communications has been successful at
maintaining up-to-date computers and state-of the art broadcast facilities. Students
study digital imaging, web design and online reporting. These facilities and classes
have established a foundation for forays into digital communication. Reflection on the
next steps, however, has identified areas for development.
1. Fleet of foot video
Broadcast students have developed admirable skills within the confines of studio
production. The industry, however, is demanding faster, less cumbersome video
products that can be turned around quickly and posted to a website. The ”fleet of foot”
video skill is expected not only of broadcasters, but of print reporters, advertisers and
public relations practitioners as well. The new integrated strategic communications
faculty position enables the school to re-establish a number of video courses that have
been dormant for more than ten years and update them to meet this new demand.
Students will be expected to work with small cameras and in some cases iPads and
iPhones or other technology that may surface within the next few years, and to
produce commercial products as well as news. This tactic not only brings video to a
wider student population, but also increases opportunities for students in the broadcast
and in the radio/television programs to select from a broader menu than has been
available heretofore.
Timeline: The initial steps have been taken with filling the new strategic
communications position and acquisition of cameras and mobile devices. The first of
the revitalized courses were being offered in the spring of 2015 and the practice is
being continued in the spring of 2016.
2. Permeate all majors
Broadcasters are being called upon to design images for screens, and newspaper
reporters are adding video to their web stories. Students will continue to have focused
interests in various aspects of the mass communications industry such as writing news
or hatching ideas for advertisers, but all majors in the field must have rudimentary
facility in static design, kinetic design, video shooting and editing, website
management and photo editing. They also must be facile in the software programs that
manage each of those skills.
Timeline: Institute a system to these measure baseline skills by 2017.
3. DigiComm professor in residence
37
While recognizing the need to respond to new technology, resources and the need
to continue to teach good, solid writing often limit the school’s ability to respond
quickly to changing demands. One way to introduce the latest developments is to
invite a professor in residence to explore new areas that faculty who have a multitude
of other responsibilities may not be able to do.
Timeline: Seek funding by 2016, bring in a one-year resident in 2016-2017.
4. Marshall Multimedia
Three vibrant student media are producing news products on a regular basis and
expanding their deliveries into new technologies. Marshall Multimedia would create
an umbrella under which existing campus media could continue to operate
independently of one another, but also cooperate in providing access to content that
could be used to supply an aggregated channel of distribution. The multimedia media
project would give students an opportunity to use their developing skills in digital
media in a truly converged setting.
Timeline: Complete a written proposal by the end of the 2015-2016 academic year.
The proposal would project a two-year development process.
International focus
After several years of drawing a substantial number of students from Vietnam and
from Saudi Arabia, international enrollment has slowed. The school will implement
two programs to strengthen international contact.
1. Marshall University’s partnership with the INTO international recruiting
company has altered the process for bringing international students into academic
programs. International applicants are encouraged to enter the university through
pathway programs designed to ameliorate academic weaknesses prior to or
concurrently with enrolling in degree programs. Recruiters have seen enthusiasm for
journalism and mass communications in general and for broadcast specifically among
students in other countries, especially in Southeast Asian countries. The School of
Journalism has been asked to create a pathway for the broadcast program initially, and
to expand to other majors in the program later. Participating with the INTO program
will expand the number of international students in the school.
Timeline: Complete the broadcast pathway for the 2015-2016 academic year.
Some international students may be able to start the program next fall, but the greater
likelihood is that recruiters will use the pathway to attract students for the following
academic year.
2. Huntington, WV has been experiencing a quiet, slow but steady rise in Hispanic
populations. Although the increasing number of Hispanic or Latino residents is not at a
level that is viable for commercial media in the area, WMUL-FM on campus is
uniquely positioned to serve the nascent community. As a public station it has greater
flexibility in serving niche audiences. Selected portions of the broadcast week could be
reserved for Spanish language programming to serve the nascent community in
Huntington.
Timeline: Complete a survey of need among the Hispanic/Latino population during
the 2015-2016 academic year. If the survey determines there is, in fact, a need for
radio programming in Spanish, launch a trial of Hispanic programming in 2016-2017.
38
Diversity
Diversity continues to be a challenge in this heavily white, Eurocentric region.
Creative and innovative thinking and commitment to generating an atmosphere of
acceptance are essential.
1. Hiring practices must exceed the baseline requirements of EEOC.
- Every faculty and staff hire will be announced in specialized media that reach
specific diverse targets and in nearby cities that have more diverse
populations than the local area.
- At least one qualified minority applicant will be interviewed at the
telephone/Skype stage of the hiring process.
- A minimum of one minority will sit on every search committee.
Timeline: Enforce the practice with every vacancy.
2. Once a year collaborate with a nearby historically black college or university,
West Virginia State University, in Institute, WV, Wilberforce University in
Wilberforce, OH, or Howard University in Washington, DC for instance, to organize a
forum to discuss a current issue related to diversity. The forum could be a public, in
person conversation or a Skype interaction of classes at two or more locations. For
example, ethics classes at two locations could exchange ideas about media coverage of
events in which race, gender or class are central. Current issues about gay marriage,
shootings, or gender gaps in elections could be introduced with varying perspectives.
Timeline: Annually
3. Sponsor at a minimum one guest speaker a year for a public forum on an issue
related to diversity.
Timeline: Annually
4. Resolve to seek viable candidates and nominate at least one student for the
American Advertising Federation’s Most Promising Multicultural Student and one for
the Chips Quinn Scholars Program. Once these two nominations become routine, other
opportunities that target minority populations will be added.
Timeline: Annually.
Other
Several other areas merit long-term planning by the School of Journalism and
Mass Communications.
1. As the pool of high school seniors shrinks, colleges and universities must look
to new candidates for higher education. Returning students, either first time college
freshmen or students who are returning to complete degrees started earlier, are strong
candidates. Some recruiting efforts will need to be directed at places where these
audiences may be reached, with Parent Teacher Organizations and job centers being
likely targets. Community and technical colleges may be fruitful recruiting locations
as well.
Timeline: Conduct trial contacts in the 2015-2016 academic year. If analysis of the
results proves positive, expand contacts in the following years.
2. To encourage development of integrated strategic communications the studentrun creative services firm needs to be developed to qualify as a university recognized
student activity. As such it would qualify for student activity money that would enable
39
greater stability for the agency and provide small salaries for essential student
employees.
Timeline: Prepare a request for 2017-2018 that will allow a window for
development of the agency to the point that it can prove viable. If development moves
more quickly the timeline can be accelerated.
3. Graduate students will benefit from their own “brain space” that will promote
voluntary group collaboration, encourage discussion to follow up course content and
foster camaraderie. Such a graduate student “commons” could become an organic
forum for resolution of common graduate student challenges, could grow partnerships
on research and publishing and facilitate faculty tutoring and mentoring. A portion of
the space in the photography darkroom that is being returned to the school after being
lent to the art department can be dedicated to a graduate research center.
Timeline: Prepare a proposal to present at the beginning of the 2016-2017
academic year. If approved and funded preparation of the space should be allotted one
year.
Specification of the resources needed
The current greatest need for achieving set goals lies in the area of broadcast and
video development. Studio A, a fully digital television station, is a wonderful but
underused facility. Three programs originate from the studio on a regular basis:
• the student produced bi-monthly MU Report that is part of the television news
class,
• Basketball Friday Night in West Virginia, a recap and discussion of games that
is simulcast with WMUL-FM that broadcasts every Friday night during the
high school basketball season, and
• Ya’ Herd, a student produced soft news, sports and “Artist’ Corner” program.
Artists’ Corner is a segment of Ya’ Herd in which local performers are
recorded in the studio and broadcast via Marshall’s You Tube channel.
Potential for more student produced programming is strong, but there is also the
possibility for more public service programming to originate from Studio A. Programs
about improved health, art performances, instructional content and talk shows could be
made available to area residents. Studio A is equipped to originate programs for the
public education and government access (PEG) channel 25, and by working with other
PEG channels the programming could expand to areas outside Huntington.
Councilman Rosenberger, Huntington City Council’s PEG coordinator, is willing to
work with the school to help develop PEG usage of channel 25.
The major obstacle to moving forward with developing Studio A potential is the
lack of a television studio manager who can oversee directing student and university
programming and report pending equipment issues in the broadcast area. With the
studio facility and the talent and energy of students the school is poised to cultivate a
menu of student produced programming and service programs. The school focuses on
content creation, not on engineering television programs. While several faculty
members can perform engineering and maintenance duties, their obligations and
40
responsibilities lie elsewhere. The absence of a staff position dedicated to the
television studio is an obstacle to expansion in the broadcast area. Hiring adjuncts and
part-time personnel for the studio is simply a stopgap measure. Direct requests for an
additional line have produced no result to date.
A second obstacle to maximum studio usage is the lack of a maintenance fund.
Studio A was equipped with the latest in digital technology through a special
legislative allocation, but three years later normal wear and tear has started. No fund
exists to maintain the studio as problems occur. Student fee money and summer school
funds have covered the minor repairs that have been needed, but if any major issues
arise the school is unprepared for that financial burden.
Producing “fleet of foot” video and infusing that skill across the curriculum will
require additional cameras, tablets and iPhones with sound kits and video editing
software, plus the inevitable replacement costs for replacement costs for damage and
loss.
Seven Arrow Creative has moved into adequate space on the third floor of Smith
Hall and has been able to furnish the area with old desks, tables and chairs from
storage. What is needed now is money for computers, printers, phones and Internet
drops so students may work effectively in the space.
Securing a DigiComm (digital communications) professor in residence will require
roughly $25,000 for a semester, but faculty in the school are searching for grant
opportunities. In a similar vein the ability to bring Poynter Institute consultants to
campus to examine and suggest updates to curriculum is quite costly, but has potential
for grant support.
Another ambitious expansion of the program, but one that has demonstrated
potential for growth, is the development of Marshall Multimedia. Little groundwork is
already in place so this would require space, computers, still cameras, video cameras
and personnel.
Graduate students frequently work on group projects and they are encouraged to
collaborate and share information and work products. There is little, however, beyond
verbal encouragement. The graduate students need a “brain space,” sometimes referred
to as “flex space,” or “huddle space,” to create an environment conducive to
collaborative efforts. The graduate students float without a home base in the physical
space of the school.
VII.
CERTIFICATE PROGRAMS: Graduate Certificate Programs in Digital
Communications,
Media
Management,
and
Integrated
Strategic
Communications
1. Curriculum: Summarize curricular requirements for the certificate and provide a
rationale for offering this credential. For example, explain why students might
wish to obtain the certificate. How might it benefit them? Do you have evidence
41
that attainment of the certificate leads to greater employability or advantage in
admission to further study? Please provide evidence for your assertions.
See Appendix X for a curriculum summary.
Certificates in journalism and mass communications serve students with or
without backgrounds in the field but with an interest in newspaper, magazine,
television, radio, online and converged media, sports, advertising or public relations.
Courses are packaged to target specific areas of development that will augment depth
of knowledge or skills, help students remain competitive in the job market, advance
their careers, or help them pursue personal enrichment. Students may complete a
stand-alone certificate or incorporate it into their JMC master’s program or other
master’s programs on campus. The certificates were sculpted from existing course
offerings so no additional costs were incurred.
Admission to certificate programs requires:
• official transcript baccalaureate degree from a regionally accredited college or
university;
• an application for admission to a certificate program;
• at least a 2.5 undergraduate GPA, and
• a 3.0 graduate GPA if already awarded a master’s degree,
• OR current admission to a Marshall University graduate program.
• Courses completed in certificate programs can apply to an MAJ where
appropriate. (Students who want to apply certificate credit to a master’s must
meet all admission requirements for the MAJ including completion of the
GRE.)
The program requirements are:
Digital Communications Graduate Certificate
• JMC 562—Web Design for Mass Media
• JMC 641—Web/Online Strategies for JMC
Select nine hours from among the following:
• JMC 500—Photojournalism
• JMC 501—Multi-Media Writing
• JMC 532—Corporate and Instructional Video
• JMC 575—Documentary Journalism
• JMC 606—Depth Reporting
Integrated Strategic Communications Graduate Certificate
• JMC 508—Strategic Communications Research
• JMC 515—Advertising Strategy
OR JMC 538–Public Relations Case Studies
Select nine hours from among the following:
• JMC 515—Advertising Strategy
(if not taken as part of required six hours)
42
•
•
•
•
•
•
•
JMC 525—Advertising Campaigns
JMC 532—Corporate and Instructional Video
JMC 537—Public Relations Writing
JMC 538—Public Relations Case Studies
(if not taken as part of required six hours)
JMC 539—Public Relations Campaigns
JMC 609—Seminar in Public Relations
JMC 641—Web/Online Strategies
Media Management Graduate Certificate
• JMC 603—Media Management
• JMC 604—Journalism and Mass Communications Law and Ethics
Select nine hours from among the following:
• JMC 510—Magazine Editorial Practice
• JMC 533—Radio-Television Programming
• JMC 536—International Communications
• JMC 550—Contemporary Issues in Radio and Television
• JMC 555—Women and Minorities in the Media
• JMC 632—Public Broadcasting
• JMC 612—History of Mass Communications
• JMC 641—Web/Online Strategies for Mass Communications
2. Assessment Information: NOTE: This section is a summary of your yearly
assessment reports.
a. Please refer to Appendix XI for a summary of our certificate programs’
assessment of student learning.
Heeding advice offered by the university assessment office the graduate
coordinator and graduate faculty have been updating the assessment rubrics to ensure
they outline higher performance outcomes for graduate students than for
undergraduates, that they include definitions in rubrics and that inasmuch as possible,
use higher level outcomes. Descriptive verbs that the university assessment office
finds most appropriate and the accrediting body recommends are sometimes at odds,
but the school is blending the two to avoid building two different assessment
processes.
b. Plans for Improvement of Learning in the Certificate Program: Based on
assessment data, provide a detailed plan to improve marketing and/or
delivery of and learning in, the certificate program.
The certificates offered in the School of Journalism and Mass Communications
are relatively new programs that are only now attracting a critical mass for
assessment. Half of the students who have completed certificates folded a certificate
43
into their master's programs with the addition of several extra courses. Assessment of
their work was completed as part of the larger MAJ assessment. The remaining two
students who have completed certificates have not produced enough aggregate data to
draw conclusions about program improvements. Certificate programs have begun to
generate more inquiries and numbers that will permit rigorous assessment within a
few years.
c. Graduate Satisfaction: Provide evidence and results of follow-up studies to
indicate satisfaction with the effectiveness of the educational experience
students received in the certificate program. Indicate the number of
individuals surveyed or contacted and the number of respondents.
The two certificate recipients who completed the program independent of the
MAJ have neither been individually contacted regarding satisfaction, nor have they
identified themselves in general surveys of graduates. Their sentiments would have
appeared as part of the sample respondents who have generally expressed satisfaction
with the program overall, and survey responses did not indicate any particular
complaints or dissatisfaction with the certificates.
3. Certificate Program Completers:
Five students have been awarded certificates (3 in Media Management and 2 in
Integrated Strategic Communications) during the review period. Please see
Appendix XII and Figure 2 for details.
4. Enrollment Projections: Identify trends that will influence the number of
certificates you expect to award during the next five years. This information should
be supported by evidence.
Projections for the certificate programs follow a track similar to the rest of the
journalism and mass communications fields. Most indicators predict that journalism
enrollments will remain flat for two or three years, with increases following as media
consumers adjust to new delivery system and recognize them as news and content
providers. An emerging broad career classification of information systems that seems
to be mass media in the aggregate is predicted to grow. A recent report from the
American Press Institute reinforced that notion when it stressed the growth of
journalism employment in non-news arenas. Focusing more on multimedia reporting
tends to be a positive development for schools nationwide, and it is in the online
program that Marshall’s School of Journalism and Mass Communications can point
to growth. Advertising and public relations also are predicted to experience
expansion. Graduate certificates are used frequently to retool and refresh for
promotions or for movement into a new profession.
44
5. Certificate Completers: Provide information on certificate completers in terms of
places of employment, starting salary ranges (where appropriate and known),
number employed in field of specialization, and/or acceptance into programs of
further study. (NOTE: Do not identify students by name.) Include this information
See Appendix XIII certificate completers job placement data.
Among the five certificate completers one is known to have returned home to
Vietnam, but her specific employment could not be determined. The remaining four
are employed in the field in positions that typically range in the $35,000.00 to
$40,000.00 salary.
Certificate recipients’ employment is as follows: multimedia specialist at CarsonNewman; Jefferson City, TN; YMCA marketing and public relations director,
Charleston, WV; communications director, Mountwest Community and Technical
College, Huntington, WV; and marketing director at Baile & Wyatt, Charleston, WV.
45
Appendix I
Required/Elective Course Work in the Program
Degree Program: Master of Arts in Journalism
Courses Required in Major
(By Course Number and Title)
Person responsible for the report: _Janet Dooley______________
Total
Required
Hours
Elective Credit Required by the
Major (By Course Number and
Title)
3
Forced electives
Required of professional track,
elected by others
JMC 603—Media Management
Required of thesis track, elected by
others
JMC 630—Seminar in Media
Criticism
Required of thesis track
JMC 681—Thesis
Elective
Hours
Related Fields Courses
Required
Total
Related
Hours
MAJ Program
Core (15 hrs.)
JMC 600 —JMC Proseminar in
Graduate Studies
JMC 601 —Theory of Mass
Communications
JMC 602 —Mass Communications
Research and Methodology
JMC 604 —Mass Communications
Ethics and Law
JMC 612 —History of American
Journalism and Mass
Communications
3
3
3
3
Electives (12 hours professional
track; 6 hours thesis track)
JMC 500—Digital Imaging II
JMC 501—Multi-Media Writing
JMC 508—Strategic
Communications Research
JMC 510 —Magazine Editorial
Practices
3
3
6
3
3
3
3
Basic Statistics, could be EDF
517, PSY 517 or other
acceptable statistics course if
none is evident on record
3
46
JMC 514 —Reporting Public
Affairs
JMC 515—Advertising Strategy
and Execution
JMC 525—Advertising Campaign
JMC 530—Magazine Article
Writing
JMC 532—Corporate and
Instructional Video
JMC 534—Advanced Video
JMC 536 —International
Communications
JMC 537—Public Relations
Writing
JMC 538—Public Relations Case
Studies
JMC 539—Public Relations
Campaign Management
JMC 545—Advertising in Modern
Society
JMC 550—Contemporary Issues in
Radio and Television
JMC 555—Women, Minorities and
the Mass Media
JMC 561—Web Strategies
JMC 562—Web Design for Mass
Media
JMC 575—Documentary
Journalism
JMC 590—Journalism and Mass
Communications Internship I
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
47
JMC 591—Journalism and Mass
Communications Internship II
JMC 609—Seminar in Public
Relations
JMC 620—Public Relations in
Health Care
JMC 632-Seminar in Public
Broadcasting
JMC 634-Issues in Radio and
Television
JMC 641-Web/Online Strategies
for Communications
JMC 643--New Media Cultures
JMC 678—Organizational
Storytelling in Public
Relations
3
3
3
3
3
3
3
3
48
Courses Required in Major
(By Course Number and Title)
Total
Required
Hours
Elective Credit Required by the
Major (By Course Number and
Title)
3
Choose remaining 9 hours from:
Forced elective
JMC 501—Multi-Media Writing
(required if no JMC background)
Elective
Hours
Related Fields Courses
Required
Total
Related
Hours
MAJ Health Care Public Relations
emphasis
Core (21 hours)
JMC 600 —JMC Proseminar in
Graduate Studies
JMC 601 —Theory of Mass
Communications
JMC 602 —Mass Communications
Research and Methodology
JMC 604 —Mass Communications
Ethics and Law
JMC 612 —History of American
Journalism and Mass
Communications
JMC 620—PR in Health Care
JMC 539—Public Relations
Campaign Management
3
3
3
3
3
3
3
JMC 537—Public Relations
Writing
JMC 641—Web/Online Strategies
CMM 574—Health
Communication
HCA 600—The Health Care
System
HCA 640—The Health Care
Professional
OR
HCA 655—Health Care Marketing
JMC 508—Strategic
3
Communications Research
3
3
3
3
3
3
3
Basic Statistics, could be EDF
517, PSY 517 or other
acceptable statistics course if
none is evident on record
CL105—Medical Terminology
(required if no background in
health care, no graduate credit
earned)
3
3
49
Courses Required in Major
(By Course Number and Title)
Total
Required
Hours
Elective Credit Required by the
Major (By Course Number and
Title)
3
3
3
3
6
Select six hours from:
JMC 500—Photojournalism
JMC 562—Web Design for Mass
Media
JMC 612—History of Mass
Communication
JMC 641—Web/Online Strategies
for JMC
JMC 678—Organizational
Storytelling
JMC 643—New Media Cultures
Elective
Hours
Related Fields Courses
Required
3
3
Select six hours, with adviser’s
approval, from graduate courses
outside Journalism and Mass
Communications.
Total
Related
Hours
MAJ New Media emphasis
(fully online)
Core (18 hours)
JMC 604—JMC Law and Ethics
JMC 605—Master’s Network
JMC 606—Narrative Reporting
JMC 640—Design Thinking
JMC 682—Master’s Initiative
(6 hrs.)
3
3
3
3
Professional society that may have influenced the program offering and/or requirements:
Although the graduate program is not accredited by the Accrediting Council for Journalism and Mass Communications its standards
are still applied to graduate study. Professional organization standards from the American Advertising Federation, Investigative
Reporters and Editors, the National Broadcasting Society, Online Quality Matters Assurance process, the Public Relations Student
Society of America, and the Society of Professional Journalists all enter into considerations related to program requirements
6
50
Appendix II
Faculty Data Sheet
(Information for the period of this review)
May 1, 2010 - May 1, 2015
Name: Dr. Charles Gene Bailey
Start Date at Marshall as a Faculty
Member:
Status:
Rank: Professor
September 01, 1985
Tenured
Highest Degree
Earned:
Conferring
Institution:
EDD
Date Degree
Received:
1993
West Virginia University, Morgantown, West Virginia
Area of Degree
Specialization:
Higher Education Administration, Broadcasting
Professional
Registration/Licensure:
Field of Registration
/Licensure:
Agency:
Date Obtained, Expiration
Date
List courses you taught during the final two years of this review. If you participated in a teamtaught course, indicate each of them and what percentage of the course you taught. For each
course include the year and semester taught (summer through spring), course number, course
title and enrollment. (Expand the table as necessary)
Term/Year
Spring
Course
Title
JMC
Practice in Radio
273
JMC
Intro to Audio Production
Enrolled
1 100%
% Respon
100
10 100%
100
51
2015
Spring
2015
Spring
2015
Spring
2015
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Summer
2014
Spring
2014
Spring
2014
Spring
2014
Spring
2014
Fall 2013
Fall 2013
Fall 2013
Fall 2013
Summer
2013
Spring
2013
Spring
2013
231
JMC
491
JMC
591
JMC
273
JMC
490
JMC
490
JMC
272
JMC
272
JMC
372
JMC
321
JMC
321
JMC
273
JMC
436
JMC
536
JMC
231
JMC
273
JMC
450
JMC
550
JMC
420
JMC
272
JMC
372
JMC
436
JMC
231
Jrn & Mass Comm Intern II
16 100%
100
Jrn & Mass Comm Intern II
1 100%
100
Practice in Radio
1 100%
100
Internship I
12 100%
100
Jrn & Mass Comm Internship I
12 100%
100
Practice in Radio
4 100%
100
Practice in Radio
4 100%
100
Practice in Radio or TV
2 100%
100
Sportscasting
4 100%
100
Sportscasting
4 100%
100
Practice in Radio
1 100%
100
International Mass Communications
6 100%
100
International Mass Communications
1 100%
100
Introduction to Audio Production
12 100%
100
Practice in Radio
3 100%
100
Contemporary Issues in Radio-Television
2 100%
100
Contemporary Issues in Radio-Television
1 100%
100
Electronic Media Management
9 100%
100
Practice in Radio
1 100%
100
Practice in Radio or Television
1 100%
100
International Mass Communications
9 100%
100
Introduction to Audio Production
5 100%
100
52
Spring
2013
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Spring
2012
Spring
2012
Spring
2012
Spring
2012
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Fall 2010
Fall 2010
Fall 2010
Summer
2010
JMC
273
JMC
450
JMC
550
JMC
272
JMC
321
JMC
436
JMC
536
JMC
231
JMC
273
JMC
450
JMC
550
JMC
420
JMC
272
JMC
372
JMC
436
JMC
536
JMC
231
JMC
273
JMC
373
JMC
604
JMC
272
JMC
321
JMC
273
Practice in Radio
3 100%
100
Contemporary Issues in Radio-Television
10 100%
100
Contemporary Issues in Radio-Television
1 100%
100
Practice in Radio
1 100%
100
Sportscasting
3 100%
100
International Mass Communications
11 100%
100
International Mass Communications
1 100%
100
Introduction to Audio Production
15 100%
100
Practice in Radio
1 100%
100
Contemporary Issues in Radio-Television
3 100%
100
Contemporary Issues in Radio-Television
4 100%
100
Electronic Media Management
13 100%
100
Practice in Radio
2 100%
100
Practice in Radio or Television
1 100%
100
International Mass Communications
12 100%
100
International Mass Communications
2 100%
100
Introduction to Audio Production
9 100%
100
Practice in Radio
2 100%
100
Practice in Radio or TV
4 100%
100
Media Law and Ethics
12 100%
100
Practice in Radio
3 100%
100
Sportscasting
4 100%
100
Practice in Radio
1 100%
100
53
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
1)
Scholarship/Research
Presentations
Bailey, C. G., Oral Presentation, National Student Electronic Media Convention, College
Broadcasters, Inc., Seattle, Washington, "New Advisers Short Course", Conference,
Academic, National, Accepted. (October 23, 2014).
Bailey, C. G., Oral Presentation, Marshall University SOJMC High School Journalism Workshop,
The Herald-Dispatch and the W. Page Pitt School of Journalism and Mass Communications,
Huntington, West Virginia, "Sport Writing/Sports Broadcasting", Workshop, Academic,
Regional, Invited. (June 25, 2014).
Bailey, C. G., Oral Presentation, National Student Electronic Media Convention, College
Broadcasters, Inc., San Antonio, Texas, "New Advisers Short Course", Conference,
Academic, National. (October 31, 2013).
Bailey, C. G., Oral Presentation, Marshall University SOJMC High School Journalism Workshop,
The Herald-Dispatch and the W. Page Pitt School of Journalism and Mass Communications,
Huntington, West Virginia, "Sports Writing/Broadcasting", Workshop, Academic, Local,
Invited. (June 24, 2013).
Bailey, C. G. (Panelist), Oral Presentation, National Student Electronic Media Convention,
College Broadcasters Inc., Atlanta, Georgia, "Four Healthy Habits for College Radio", Panel,
Academic, National. (October 27, 2012).
Bailey, C. G. (Presenter Only), Oral Presentation, National Student Electronic Media Convention,
College Broadcasters Inc., Atlanta, Georgia, "New Adviser Workshop II -- FCC Rules",
Workshop, Academic, National. (October 27, 2012).
Bailey, C. G. (Presenter Only), Oral Presentation, National Student Electronic Media Convention,
College Broadcasters Inc., Atlanta, Georgia, "New Advisers Workshop I - Role of the
Adviser", Workshop, Academic, National. (October 25, 2012).
Bailey, C. G., Oral Presentation, Marshall University SOJMC High School Journalism Workshop,
Herald-Dispatch and W. Page Pitt School of Journalism and Mass Communications,
Huntington, West Virginia, "Covering Sports", Workshop, Academic, Local, Invited. (June 27,
2012).
Bailey, C. G. (Panelist), Oral Presentation, National Student Media Convention, Associated
Collegiate Press/College Media Advisers Inc./College Broadcasters Inc., Orlando, Florida,
"New Adviser Short Course II". (October 28, 2011).
Bailey, C. G. (Panelist), Oral Presentation, National Student Media Convention, Associated
Collegiate Press/College Media Advisers Inc./College Broadcasters Inc., Orlando, Florida,
"New Adviser Short Course I", Conference, Academic, National, Invited. (October 27, 2011).
Bailey, C. G. (Presenter Only), Oral Presentation, Marshall University SOJMC High School
Journalism Workshop, Herald-Dispatch and the W. Page Pitt School of Journalism and Mass
54
Communications, Huntington, West Virginia, "Covering Sports", Workshop, Academic, Local,
Invited. (June 15, 2011).
Directed Student Learning and Research
Cavalier, A., Research, Master's Thesis Committee Member, Journalism & Mass Communication
Department, "The Effects of a Web Presence on Sportscasting Audiences", Completed. (April
18, 2011).
2)
Service
Department
Curriculum Committee, Committee Member, (August 28, 2014 - Present).
Hearst Awards (Broadcast) Representative, Faculty Advisor, (July 1, 2013 - Present).
S.C.O.R.E.S. Representative, Faculty Advisor, (July 1, 2013 - Present).
Graduate/Research/Personnel Committee, Committee Member, (August 19, 1991 - Present).
Graduate/Research/Personnel Committee, Committee Chair, (August 15, 2010 - August 28,
2014).
Management Functions, Committee Member, (August 15, 2010 - June 30, 2014).
College
College of Arts and Media Personnel, Promotion and Tenure Committee, Committee Member
(August 19, 2013 - Present).
Institutional Representative to the Broadcast Education Association, Represents Marshall as its
contact person with BEA (August 31, 1985 - Present).
New College Transition Committee, Committee Member (January 18, 2013 - June 30, 2013).
Graduate/Research/Personnel Committee, Committee Chair (August 15, 2010 - June 30, 2013).
Hearst Awards (Broadcast) representative, Faculty Advisor (August 15, 2010 - June 30, 2013).
Management Functions Committee, Committee Member (August 15, 2010 - June 30, 2013).
W. Page Pitt Scholarship Selection Committee, Committee Member (August 15, 2010 - June 30,
2013).
S.C.O.R.E.S. Representative, Faculty Advisor (August 31, 1985 - June 30, 2013).
Academic Lab Manager I Search Committee, Committee Chair (November 1, 2011 - March 15,
2012).
Assistant Professor - Print and The Parthenon Adviser Search Committee, Committee Chair (May
7, 2011 - August 8, 2011).
University
55
Faculty Focus Group on Advising, Attendee, Meeting (April 29, 2014).
University Assessment Committee, Committee Member (November 1, 2012 - June 30, 2013).
University Functions Committee, Committee Member (August 15, 2011 - June 30, 2012).
Advisory Council of Faculty, Committee Member (July 1, 2009 - June 30, 2011).
Faculty Personnel Committee, University Senate Service (July 1, 2009 - June 30, 2011).
Faculty Senate Executive Committee, University Senate Service (July 1, 2009 - June 30, 2011).
Faculty Senate, University Senate Service (July 1, 2009 - June 30, 2011).
Legislative Affairs Committee, University Senate Service (July 1, 2009 - June 30, 2011).
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Professional Memberships
The Virginias Associated Press Broadcasters Association, The Virginias Associated Press
Broadcasters Association has been representing and serving Virginia and West Virginia radio
and television stations since 2013. It is a membership-driven wire news service association
that provides unequaled service and tremendous value to stations throughout the two states.
The Virginias Associated Press Broadcasters Association provides the latest news and
information affecting the broadcasting industry. It serves as a catalyst on state issues in
matters affecting the broadcast industry. (July 1, 2013 - Present).
National Sportscasters and Sportswriters Association, NSSA, The National Sportscasters and
Sportswriters Association & Hall of Fame is a non-profit organization, dedicated to honoring,
preserving and celebrating the legacy of sportscasters and sportswriters in the United States
– for their creativity in storytelling, their pursuit of truth and their conveyance of information –
all of which helps American sports fans form lifelong connections to both participatory and
spectator sports. NSSA also seeks to develop educational opportunities for those who are
interested in pursuing a career in sports media, through networking, mentoring and
scholarship programs. It constitutes the American chapter of the International Sports Press
Association (AIPS). (November 14, 2005 - Present).
The Society to Preserve and Exchange Radio Drama, Variety, and Comedy, SPERDVAC.
(October 7, 2005 - Present).
College Broadcasters Incorporated, CBI, College Broadcasters Inc. represents students involved
in radio, television, webcasting and other related media ventures; ensures a commitment to
education and the student pursuit of excellence through active involvement in electronic
media; promotes cooperative efforts between the association and other national, regional,
and state media organizations; facilitates the discussion of issues related to student-operated
electronic media; and other community oriented programs. (January 27, 2002 - Present).
Associated Collegiate Press, ACP, The National Scholastic Press Association, based and
incorporated in Minnesota as a non-profit educational association, provides journalism
education services to students, teachers, media advisers and others throughout the United
States and in other countries. NSPA has three divisions. Memberships for middle school,
junior high school and high school student media are organized under the National Scholastic
56
Press Association division of NSPA. Memberships for college, university and professional
and technical school student media are organized under the Associated Collegiate Press
division of NSPA. (September 21, 1999 - Present).
Omicron Delta Kappa, ODK, Omicron Delta Kappa, the National Leadership Honor Society, was
founded December 3, 1914, at Washington and Lee University in Lexington, Virginia by 15
student and faculty leaders. The founders formulated the idea that leadership of exceptional
quality and versatility in college should be recognized, that representatives in all phases of
college life should cooperate in worthwhile endeavors, and that outstanding students, faculty,
and administrators should meet on a basis of mutual interest, understanding, and
helpfulness. OΔK® was the first college honor society of a national scope to give recognition
and honor for meritorious leadership and service in extracurricular activities and to encourage
development of general campus citizenship. Since its founding, Omicron Delta Kappa has
initiated over 300,000 members. (April 18, 1996 - Present).
Alpha Epsilon Rho, AERho, The National Honor Society for Electronic Media Students, and a
member of the Association of College Honor Societies. Members of AERho emphasize
superior scholarship and creative participation in broadcast and corporate production and
activity. Membership in AERho exemplifies excellence of work, demonstrated leadership
qualities and service to the organization, the community and the industry. (March 21, 1996 Present).
Phi Delta Kappa, PDK, Phi Delta Kappa International is the premier professional association for
educators. For more than 100 years, it has focused its work on the tenets of service,
research, and leadership. PDK is the original member of the PDK International family of
associations, which also includes Pi Lambda Theta (PLT) and the Future Educators
Association® (FEA). Together, these three education associations support the full spectrum
of the education profession, beginning with FEA for precollegiate prospective educators,
continuing with PLT for collegiate preservice and practicing teachers, and concluding with
PDK, a prestigious professional association of educators. Specifically, PDK is one of the
largest education associations in the world and has thousands of members dedicated to
improving education, including teachers, principals, superintendents, and higher education
faculty and administrators. PDK publishes the highly-regarded Phi Delta Kappan, the No. 1
education policy magazine. (April 26, 1990 - Present).
National Broadcasting Society, NBS, The National Broadcasting Society is a student and
professional society of over eighty-five chapters on college, university, community college
and high school campuses. Through the years, NBS has had as its purpose the goal of
encouraging and rewarding scholarship and accomplishment among students of
broadcasting, to establish meaningful communication between student and professional
broadcasters and to foster integrity in the use of the powerful instruments of radio, television,
film, cable and its' many associated businesses and industries. (December 9, 1985 Present).
Society of Professional Journalists, SPJ, The Society of Professional Journalists is dedicated to
the perpetuation of a free press as the cornerstone of our nation and our liberty. To ensure
that the concept of self-government outlined by the U.S. Constitution remains a reality into
future centuries, the American people must be well informed in order to make decisions
regarding their lives, and their local and national communities. It is the role of journalists to
provide this information in an accurate, comprehensive, timely and understandable manner.
(September 21, 1985 - Present).
Eastern Communication Association, ECA, The Eastern Communication Association was initially
established in 1910 and continues as the oldest professional communication association in
the United States. As a distinguished service-oriented organization with a history of
achievement in research, criticism, communication theory, and excellence in teaching, the
57
association welcomes members who share the goals and objectives of a membership
dedicated to participation in state, regional, and national activity. (September 15, 1985 Present).
College Media Advisers, Incorporated, CMA, College Media Association has been working since
1954 to help student media professionals improve their media operations. Joining CMA is the
best way to develop professionally in media advising. Endorsed by state and regional
professional and college media associations and schools and departments of mass
communication, CMA communicates and works with professional media organizations and
education associations on the local, state, and national levels. (September 7, 1985 Present).
Press Association, Incorporated, The Press Association, Incorporated is the noncommercial
division of the Associated Press (AP). (August 31, 1985 - Present).
West Virginia Broadcasters Association, WVBA, The West Virginia Broadcasters Association has
been representing and serving West Virginia radio and television stations since 1946. It is a
membership-driven trade association that provides unequaled service and tremendous value
to stations throughout the state. The WVBA provides the latest news and information
affecting the broadcasting industry. Serving as a catalyst on national and state issues in
matters affecting the broadcast industry, the association works year round building close
working relationships with state and federal legislators. (August 31, 1985 - Present).
Broadcast Education Association, BEA, The Broadcast Education Association (BEA) is the
professional association for professors, industry professionals and graduate students who are
interested in teaching and research related to electronic media and multimedia enterprises.
BEA was established in 1955, initially as the Association for Professional Broadcast
Education, but the current name was adopted in 1973. While the BEA organizational name
reflects our historic roots in preparing college students to enter the radio and television
business, the members share a diversity of interests involving all aspects of
telecommunications and electronic media. Over 1,600 professors, students and media
professionals are currently individual members and approximately 275 college and university
departments and schools are institutional members. (August 1985 - Present).
National Communication Association, NCA, The National Communication Association advances
communication as the discipline that studies all forms, modes, media and consequences of
communication through humanistic, social scientific and aesthetic inquiry. The NCA serves
the scholars, teachers, and practitioners who are its members by enabling and supporting
their professional interests in research and teaching. Dedicated to fostering and promoting
free and ethical communication, the NCA promotes the widespread appreciation of the
importance of communication in public and private life, the application of competent
communication to improve the quality of human life and relationships, and the use of
knowledge about communication to solve human problems. NCA is a 501(c)3 not-for-profit
organization with over 8,000 members who work and reside in all of the United States and
more than 20 other countries. (September 28, 1985 - September 1, 2014).
Faculty Development Activities Attended
Conference Attendance, "CBI National Student Electronic Media Media Convention", College
Broadcasters, Inc., Seattle, Washington, United States of America. (October 23, 2014 October 25, 2014).
Conference Attendance, "The 6th Annual iPED Conference on Teaching and Learning: Inquiring
58
Pedagogies", The Center for Teaching and Learning, Huntington, West Virginia, United
States of America. (August 19, 2014).
Family Research Presentation by Maurice Sanders, "What Happened to the former slaves of
Sampson Sanders?", John Deaver Drinko Academy, Huntington, West Virginia, United States
of America. (April 11, 2014).
Conference Attendance, "72nd Annual National Broadcasting Convention", National Broadcasting
Society/Alpha Epsilon Rho, Burbank, California, United States of America. (March 12, 2014 March 16, 2014).
Workshop, "General Education Assessment Repository Training", Office of the Provost,
Huntington, West Virginia, United State of America. (March 5, 2014).
Seminar, "Copyright Issues in Higher Education", Drinko Library, Huntington, West Virginia,
United States of America. (November 21, 2013).
Listening Presentation of a Radio Documentary, "The Long Game: Texas' Ongoing Battle for the
Direction of the Classroom", Drinko Library, Huntington, West Virginia, United States of
America. (November 5, 2013).
Conference Attendance, "CBI National Student Electronic Media Media Convention", College
Broadcasters, Inc., San Antonio, Texas, United States of America. (October 31, 2013 November 2, 2013).
Conference Attendance, "The 5th Annual iPED Conference on Teaching and Learning: Inquiring
Pedagogies", The Center for Teaching and Learning, Huntington, West Virginia, United
States of America. (August 20, 2013).
Conference Attendance, "WVAPBA Statewide Awards Convention", West Virginia Associated
Press Broadcasters Association, Charleston, West Virginia, United States of America. (June
8, 2013).
Workshop, "Session II WAC Workshop Low and Medium Stakes Writing", Writing Across the
Curriculum and The Center for Teaching and Learning, Huntington, West Virginia, United
States of America. (April 19, 2013).
Workshop, "Session I WAC Workshop, High Stakes Writing", Writing Across the Curriculum and
the Center for Teaching and Learning, Huntington, West Virginia, United States of America.
(April 12, 2013).
Conference Attendance, "71st Annual National Broadcasting Convention", National Broadcasting
Society/Alpha Epsilon Rho, Washington, District of Columbia, United States of America.
(March 20, 2013 - March 23, 2013).
Workshop, "Degree Works Workshop", Academic Affairs, Huntington, West Virginia, United
States of America. (November 13, 2012).
Conference Attendance, "CBI National Student Electronic Media Convention", College
Broadcasters Inc., Atlanta, Georgia, United States of America. (October 24, 2012 - October
27, 2012).
Seminar, "McCarthy and the Red Scare", Marshall Chapter of the Society of Professional
Journalists, Huntington, West Virginia, United States of America. (October 17, 2012).
New Visiting Writer Series, "Question and Answer Session With Donna Britt", Center for Women's
59
Studies, the Center for African-American Studies, the Department of English and the W.
Page Pitt School of Journalism and Mass Communications, Huntington, West Virginia, United
States of America. (September 13, 2012).
Conference Attendance, "The 4th Annual Conference on Teaching and Learning", Marshall
Center for Teaching and Learning, Huntington, West Virginia, United States of America.
(August 21, 2012).
Conference Attendance, "WVAPBA Statewide Awards Convention", West Virginia Associated
Press Broadcasters Association, Charleston, West Virginia, United States of America. (June
16, 2012).
Conference Attendance, "70th Annual National Broadcasting Convention", National Broadcasting
Society-Alpha Epsilon Rho, Jersey City, New Jersey, United States of America. (March 21,
2012 - March 25, 2012).
Question and Answer Session with a Veteran Broadcaster Visiting Marshall, "Question and
Answer with CNN's Larry King", Marshall Artist Series, Huntington, West Virginia, United
States of America. (March 1, 2012).
Seminar, "Carter G. Woodson's Appeal: The Lost Manuscript Edition", W. Page Pitt School of
Journalism and Mass Communications, Huntington, West Virginia, United States of America.
(February 21, 2012).
Conference Attendance, "ACP/CMA/CBI National Student Media Convention", Associated
College Press/College Media Advisers, Inc./College Broadcasters, Inc., Orlando, Florida,
United States of America. (October 26, 2011 - October 30, 2011).
Seminar, "al-Qaeda Research", Marshall Artist Series/School of Journalism and Mass
Communications, Huntington, West Virginia, United States of America. (September 29,
2011).
Workshop, "Digital Measures Workshop", The Provost's Office, Huntington, West Virginia, United
States of America. (September 28, 2011).
Seminar, "Openness From the Routine Business of State and Local Government to National
Security Issues", West Virginia Open Government, Huntington, West Virginia, United States
of America. (September 21, 2011).
Seminar, "Count Them One by One: Black Mississippians Fighting for the Right to Vote", John
Deaver Drinko Academy/School of Journalism and Mass Communications, Huntington, West
Virginia, United States of America. (September 20, 2011).
Workshop, "Teaching with Technology", Marshall's Instructional Technology, Huntington, West
Virginia, United States of America. (August 17, 2011).
Conference Attendance, "iPED: Inquiring Pedagogies 2011 Conference", Center for the
Advancement of Teaching and Learning at Marshall University, Huntington, West Virginia,
United States of America. (August 16, 2011).
Conference Attendance, "WVAPBA Statewide Awards Convention", West Virginia Associated
Press Broadcasters Association, Charleston, West Virginia, United States of America. (June
11, 2011).
Conference Attendance, "69th Annual National Broadcasting Convention", National Broadcasting
Society/Alpha Epsilon Rho, Hollywood, California, United States of America. (March 16, 2011
60
- March 20, 2011).
Workshop, "New Technology Workshop", Verizon Wireless, Huntington, West Virginia, United
States of America. (January 10, 2011).
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Awards and Honors
Inducted as a member of the West Virginia Broadcasting Hall of Fame, The Museum of Radio
and Technology, (October 12, 2013).
Dr. Charles G. Bailey Endowed Scholarship, WMUL-FM Alumni/Marshall Foundation Inc., (July
16, 2011).
Congratulatory Letter, Congressman Nick J. Rahall II, (April 21, 2011).
61
Faculty Data Sheet
(Information for the period of this review)
May 1, 2010 - May 1, 2015
Name: Ms. Janet Lee Dooley
Rank: Associate Professor
Start Date at Marshall as a Faculty
Member:
Status:
August 20, 1979
Tenured
Highest Degree
Earned:
Conferring
Institution:
MS
Date Degree
Received:
1974
University of Tennessee, Knoxville, TN
Area of Degree
Specialization:
Professional
Registration/Licensure:
Field of Registration
/Licensure:
Communications, Advertising
Collaborative Institutional Training Initiative, Collaborative
Institutional Training Initiative
This training (CITI) in the appropriate conduct of human subject
research is required before launching any research project that
involves the use of human subject or before serving as a primary
investigator on student research projects that propose to employ
human subjects., Completed the refresher certification required
to serve as the principal investigator in research involving human
subjects.
Agency: Marshall University Office of Research Integrity, Marshall Univesrsity Office of
Research Integrity
Date Obtained, Expiration
Date
Obtained: March 29, 2013, Expired: March 29, 2015
Obtained: March 30, 2010, Expired: March 30, 2011
List courses you taught during the final two years of this review. If you participated in a teamtaught course, indicate each of them and what percentage of the course you taught. For each
course include the year and semester taught (summer through spring), course number, course
title and enrollment. (Expand the table as necessary)
62
Term/Year
Spring
2015
Spring
2015
Spring
2015
Fall 2014
Fall 2014
Spring
2014
Spring
2014
Spring
2014
Fall 2013
Fall 2013
Spring
2013
Spring
2013
Spring
2013
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Spring
2012
Spring
2012
Fall 2011
Fall 2011
Fall 2011
Course
JMC
425
JMC
685
JMC
470
JMC
415
JMC
470
JMC
425
JMC
425
JMC
470
JMC
415
JMC
470
JMC
245
JMC
470
JMC
470
JMC
415
JMC
515
JMC
685
JMC
470
JMC
425
JMC
602
JMC
415
JMC
515
JMC
600
Title
Advertising Campaigns
Enrolled % Respon
15 100% 100
Independent Study
1 100%
100
Professional Practicum
1 100%
100
Adver Strategy & Execution
12 100%
100
Professional Practicum
2 100%
100
Advertising Campaigns
16 100%
100
Advertising Campaigns
10 100%
100
Professional Practicum
3 100%
100
Adver Strategy & Execution
11 100%
100
Professional Practicum
2 100%
100
Fundamentals Advertising
15 100%
100
Professional Practicum
4 100%
100
Professional Practicum
1 100%
100
Adver Strategy & Execution
7 100%
100
Adver Strategy & Execution
3 100%
100
Independent Study
1 100%
100
Professional Practicum
4 100%
100
Advertising Campaigns
14 100%
100
Mass Comm Research & Meth
13 100%
100
Adver Strategy & Execution
15 100%
100
Adver Strategy & Execution
2 100%
100
Proseminar in Mass Comm
15 100%
100
63
Spring
2011
Spring
2011
Fall 2010
Fall 2010
Fall 2010
JMC
221
JMC
602
JMC
415
JMC
515
JMC
630
Advg & Continuity Writing
10 100%
100
Mass Comm Research & Meth
13 100%
100
Adver Strategy & Execution
10 100%
100
Adver Strategy & Execution
3 100%
100
Seminar Media Criticism
10 100%
100
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
1)
Scholarship/Research
Artistic and Professional Performances and Exhibits
Dooley, J. L., Posters and promotional materials, "Zombie Killer Motorcycle Photo Op", Walker
Stalker and Wizard World, Walker Stalker and Wixard World, Atlanta, GA; Chicago, IL;
Louisville, KY; Richmond, VA, Non-Academic, Regional, Invited, Commission. (January 1,
2014 - December 30, 2014).
Dooley, J. L., Broadcast talk show appearance, "Media Ethics", State Journal's Decision Makers,
WOWK television, Charleston, WV, Academic, State, Invited, Invitation. (December 8, 2013).
Dooley, J. L., Advertising web copy & photos, "Zombie Killer Motorcycle", Wizard World,
Columbus, Ohio, U.S.A., Non-Academic, Regional, Invited, None of these. (November 1,
2013 - November 3, 2013).
Contracts, Grants and Sponsored Research
Dooley, J. L. (Principal), Grant, "High School Media Initiative and Outreach", Ethics and
Excellence in Journalism Foundation, Private, $25,000.00, Funded. (April 4, 2013 - June 5,
2015).
Intellectual Contributions
Dooley, J. L. (2015, April (2nd Quarter/Spring)). From the Director. The values of accreditation.
Creation, Marshall lUniversity's College of Ats and Media., spring/summer 2015, 10.
Dooley, J. L. (2014, October (4th Quarter/Autumn)). From the Director. My Degree in JMC.
Creation, Marshall lUniversity's College of Ats and Media., spring/summer 2014, 10.
Dooley, J. L. Reviewer for Association for Education in Journalism and Mass Communications
Association for Education in Journalism and Mass Communications.
Dooley, J. L. (2014, April (2nd Quarter/Spring) 15). From the Director. What in the world is a
content creator?. Creation, Marshall lUniversity's College of Ats and Media., spring/summer
2014, 10.
64
Dooley, J. L. (2013, October (4th Quarter/Autumn)). From the Director. Meet the Director.
Creation, Marshall lUniversity's College of Ats and Media., fall/winter 2013, 8.
Dooley, J. L. (2013). Moment of Silence, Inc.—Steve Jobs' Moment of Silence Gale Encyclopedia
of Major Marketing Strategies.
Dooley, J. L. Encouraging reading [Course Material].
Dooley, J. L. Observation as information gathering [Course Material].
Dooley, J. L. Roundtables [Course Material].
Dooley, J. L. (2011). Marshall University's ad club Marshall University School of Journalism and
Mass Communications.
Dooley, J. L. (2011). E-comm: Committed business goes beyond green marketing Marshall
University School of Journalism and Mass Communications.
Dooley, J. L. (2011). Laura Warfield Clay Marshall University School of Journalism and Mass
Communications.
Dooley, J. L. (2011). Women's approaches to resistance Marshall University School of Journalism
and Mass Communications.
Presentations
Dooley, J. L. (Presenter Only), Oral Presentation, Social Media: Criteria, Crisis and Campaign,
Public Relations Society of America, WV chapter, Stonewall Resort, Roanoke, WV,
"Campaigning without Traditional Media", Conference, Academic, State, Invited. (May 16,
2012).
Dooley, J. L. (Presenter Only), Oral Presentation, Stand for Women Conference, Marshall
University Women's Studies Association, Huntington, WLV, "Women's approaches to
resistance", Conference, Academic, State, peer-reviewed/refereed, published elsewhere,
Accepted. (April 2, 2011).
Directed Student Learning and Research
Stephens, W. T., Learning, Master's Thesis Committee Member, Journalism & Mass
Communication Department, JMC, 681, 6 credit hours, "Social Media Influence and
Leadership", In-Process. (September 2012 - Present).
Mistich, D., Master's Thesis Committee Member, Journalism & Mass Communication
Department, JMC, 681, 5 credit hours, "Rock Criticism and Authenticity", In-Process. (August
30, 2010 - Present).
Bailey, J., Learning, Master's Thesis Committee Member, Journalism & Mass Communication
Department, JMC, 681, 6 credit hours, "Third Wave Feminism and Perceptions of Females in
Cinema", In-Process. (August 30, 2012 - August 15, 2014).
Pauken, N., Learning, Master's Thesis Committee Member, Journalism & Mass Communication
Department, JMC, 681, 6 credit hours, "Stuart Hall and Occupy Movement", Proposal.
(September 10, 2011 - May 1, 2013).
Jessmer, A., Learning, Master's Thesis Committee Member, Journalism & Mass Communication
Department, JMC, 681, 6 credit hours, "The beat generation", Proposal. (October 20, 2011 -
65
May 1, 2012).
McAteer, M., Master's Thesis Committee Member, Journalism & Mass Communication
Department, JMC, 681, 3 credit hours, "Analysis of teen's attitudes toward health claims on
prepackaged foods", In-Process. (September 1, 2010 - August 1, 2011).
Adkins, C., Master's Thesis Committee Member, Journalism & Mass Communication Department,
JMC, 681, 5 credit hours, "Broadcast News Organizations' Perceptions of Viewer Generated
Content", Completed. (September 1, 2009 - July 10, 2010).
2)
Service
Department
Student Chapter of the American Advertising Federation, Faculty Advisor, (July 1, 2014 Present).
SOJMC Graduate Committee, Committee Member, (January 1, 2015 - December 31, 2015).
ACEJMC Research and Self-Study, Director responsible for completion of self-study, (January 1,
2014 - May 1, 2015).
United High School Media, Master of Ceremonies, (March 13, 2015).
SOJMC Graduate Committee, Committee Member, (July 1, 2013 - December 31, 2014).
Student Chapter of the American Advertising Federation, Faculty Advisor, (July 1, 2013 - June
30, 2014).
United High School Media, Master of Ceremonies, (March 14, 2014).
College
Art and Design director search, Committee Chair (October 1, 2013 - May 1, 2014).
Graduate Committee, Committee Member (August 30, 1995 - June 30, 2013).
Student Chapter of the American Advertising Federation, Faculty Advisor (August 15, 1979 - June
30, 2013).
United High School Media, Master of Ceremonies (March 30, 2013).
Marshall University American Advertising Federation, Faculty Advisor (August 30, 2009 - August
30, 2012).
Scholarship Committee, Committee Member (August 30, 2009 - August 30, 2012).
Personnel Committee, Committee Member (August 30, 1990 - August 30, 2012).
Student Chapter of the American Advertising Federation, Faculty Advisor (August 30, 1979 - June
30, 2012).
Search Committee on Recruiting Excellent Students, Contest creation (August 30, 1979 - August
30, 2011).
66
United High School Media, Guided workshops for UHSM (August 30, 1979 - August 30, 2011).
Students in Free Enterprise, Faculty Advisor (August 30, 2005 - August 30, 2010).
University
Administrative Assignment, Dean (January 30, 2013 - May 9, 2013).
Academic Fair ad hoc committee, Committee Member (January 10, 2010 - April 1, 2013).
Assessment Committee, Committee Member (August 30, 2009 - June 30, 2012).
Marshall and Shirley Reynolds Outstanding Teacher Selection Committee, Chairperson (August
30, 2007 - June 30, 2012).
Ad Hoc Committee for Lumina--written, oral and visual communications rubric subcommittee,
Committee Member (September 15, 2011 - January 20, 2012).
Ad Hoc Committee on Advising, Committee Member (September 15, 2011 - November 15, 2011).
University Mentor Program, Faculty Mentor (August 30, 2010 - August 30, 2011).
Campus Conversations, Attendee, Meeting (September 12, 2009 - February 28, 2011).
Professional
DeRose Hinkhouse Awards/Religion Communicators COuncil, Program Coordinator, Nashville,
TN, US (February 15, 2015 - March 20, 2015).
Associated Press, Workshop Organizer, Charleston, WV, USA (January 2, 2015).
DeRose Hinkhouse Awards/Religion Communicators COuncil, Program Coordinator, Nashville,
TN, US (February 15, 2014 - March 20, 2014).
Associated Press, Workshop Organizer, Charleston, WV, USA (January 6, 2014).
American Advertising Federation, Member, Washington, D.C., U.S.A> (March 15, 2013 - June 1,
2013).
Associated Press, Workshop Organizer, Charleston, WV, USA (February 7, 2013).
American Advertising Federation National Education Executive Coucil (formerly Academic
Committee), Committee Member, Washington, DC, USA (July 15, 2011 - June 15, 2012).
American Advertising Federation, Interaction with Industry, LIttle Rock, Arkansas, USA (January
28, 2012).
Association for Education in Journalism and Mass Communications, Reviewer, Conference
Paper, St. Louis, MO, USA (August 15, 2011).
Association for Education in Journalism and Mass Communications, Reviewer, Conference
Paper, St. Louis, MO, USA (August 15, 2011).
Association for Education in Journalism and Mass Communications, Reviewer, Conference
Paper, St. Louis, MO, USA (August 15, 2011).
67
Association for Education in Journalism and Mass Communications, Reviewer, Conference
Paper, St. Louis, MO, USA (August 15, 2011).
American Advertising Federation National Academic Committee, Committee Member,
Washington, DC, USA (September 1, 1981 - July 15, 2011).
Community
Mayor's office for Film, Theatre and Broadcast, Member, Huntington, WV, USA (March 1, 2013 Present).
Create Huntington, Committee Member, Huntington, WV, USA (September 15, 2009 - November
20, 2011).
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Professional Memberships
Advertising Division, Association for Education in Journalism and Mass Communications, Ad
Division, Information sharing to enhance education of students studying advertising. (August
8, 2013 - Present).
Lillian Lodge Kopenhaver Center for the Advancement of Women in Communication, Kopenhaver
Center, Kopenhaver Center Fellow, Women scholars and professionals in the field of
communication who serve as resources for female junior faculty to develop visionaries in both
the academy and the industry who will become leaders in society and make a difference in
their communities. Fellows assist female junior faculty with networking and mentoring as they
seek tenure and promotion and/or administrative positions. (August 8, 2013 - Present).
Association for Education in Journalism and Mass Communication, AEJMC, International
organization providing journalism educators relevant links to resources to help them create,
revise or improve their journalism and mass communications programs and encouraging
publication and presentation of research in the field. (August 1, 2012 - Present).
Association for Schools of Journalism and Mass Communications, ASJMC, A valuable resource
for chairs, deans and directors, ASJMC promotes excellence in journalism and mass
communication education. (August 1, 2012 - Present).
American Advertising Federation, AAF, A grassroots to national network of local and district
professional clubs that work for the betterment of the industry. The national organization also
guards against legislation that might inhibit the industry.
The AAF is the host organization of the National Student Advertising Competition that has been
an integral part of Marshall's advertising capstone course. (June 2, 2001 - Present).
American Advertising Federation, National Executive Education Council (formerly Academic
Division), AAF, Member, A grassroots to national network of local and district professional
clubs that work for the betterment of the industry. The national organization also guards
against legislation that might inhibit the industry.
The National Academic Division establishes and polices policies and programs for the network of
student AAF chapters. (July 15, 1984 - June 30, 2012).
68
American Advertising Federation, National Executive Education Council (formerly Academic
Division), AAF, Member, A grassroots to national network of local and district professional
clubs that work for the betterment of the industry. The national organization also guards
against legislation that might inhibit the industry.
The National Academic Division establishes and polices policies and programs for the network of
student AAF chapters. (July 15, 1984 - June 30, 2012).
Faculty Development Activities Attended
Workshop, "Finding Funding", MURC, Huntington, WV, USA. (November 28, 2014).
Workshop, "AEJMC Accreditation Preparation Workshop", Accrediting Council for Education in
Journalism and Mass Communications, Chicago, IL, USA. (August 20, 2014 - August 22,
2014).
Workshop, "IPed Fall Teaching Conference", Marshall University Center for Teaching and
Learning, Huntington, WV, USA. (August 19, 2014).
Conference Attendance, "ACEJMC Council Meeting", Accrediting Council for Education in
Journallis and Mass Communications, Washington, DC, USA. (May 1, 2014 - May 2, 2014).
Conference Attendance, "District 5 AAF Leadership Conference", District 5 (OH, KY, WV)
American Advertising Federation, Louisville, KY, USA. (March 4, 2014 - March 5, 2014).
Seminar, "West Virginia Press Association 2014 Legislative Breakfast", West Virginia Press
Association, Charleston, WV, USA. (February 6, 2014).
Seminar, "Online Pitch", American Advertising Federation, Washington, DC, USA. (February 4,
2014).
Webinar, "Managing a Student Run Agency", American Advertising Federation, Washington, DC,
USA. (October 17, 2013).
Workshop, "iPED", Marshall University Center for Teaching and Learning, Huntington, WV, USA.
(August 19, 2013).
Conference Attendance, "AEJMC Annual conference", Association for Education in Journalism
and Mass Communications, Washington, DC, US. (August 7, 2013 - August 11, 2013).
Seminar, "Remaking Student Media, Inside and Out", Poynter. News University, St. Petersburg,
FL, USA. (June 14, 2013).
Workshop, "More like Wrestling than Dancing", ASJMC, New Orleans, LA, US. (February 22,
2013 - February 23, 2013).
Seminar, "Campus Conversations—General Education Writ Large", Marshall university
AcademicAffairs, Huntington, WV, USA. (October 15, 2012).
Seminar, "Developing Social Media Strategy", American Advertising Federation, Washington,
D.C., USA. (April 5, 2012).
Workshop, "Active learning in asynchronous learning environments", Marshall Center for the
advancement of teaching and learning, Huntington, WV, USA. (January 18, 2012).
Conference Attendance, "Student Career Conference and AAF Academic Committee Fall
69
Meeting--"Innovate the way you think"", American Advertising Federation, Washington, DC,
USA. (October 27, 2011 - October 28, 2011).
Seminar, "Educating younger generations on advertising ethics", American Advertising
Federation, Washington, D.C., USA. (October 5, 2011).
Conference Attendance, "iPed: Inquiring Pedagogies", Marshall Center for the advancement of
teaching and learning, Huntington, WV, USA. (August 16, 2011).
Conference Attendance, "ADmerica", American Advertising Federation, San Diego, TX, USA.
(June 1, 2011 - June 4, 2011).
Seminar, "What's relevant in teaching media planning with Julie Rieger", American Advertising
Federation, Washington, D.C., USA. (April 27, 2011).
Conference Attendance, "Stand for women", Marshall University Women's Studies Program,
Huntington, WV, US. (April 2, 2011).
Seminar, "Using the NSAC for assessing a campaign course's learning outcomes", American
Advertising Federation, Washington, D.C., USA. (February 25, 2011).
Conference Attendance, "Student Career 'Conference and AAF Academic Committee Fall
Meeting", American Advertising Federation, Dallas, TX, USA. (October 22, 2010 - October
23, 2010).
Seminar, "Leverage Rich Media, Advertising & Marketing Technology to Build Groundbreaking
Brand Experiences", American Advertising Federaton, Washington, DC, USA. (September
23, 2010).
Workshop, "iPED Conference on Teaching and Learning", Center for Advancement of Teaching
and Learning, Huntington, WV, USA. (August 17, 2010).
Committee meeting, "AAF National Academic Committee Summer Meeting", American
Advertising Federation, Boston, MA, USA. (July 30, 2010 - July 31, 2010).
Conference Attendance, "ideas at Work", American Advertising Federation, Orlando, FL, USA.
(June 9, 2010 - June 12, 2010).
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Awards and Honors
Inducted into Phi Kappa Phi, Phi Kappa Phi, (April 2013).
70
Faculty Data Sheet
(Information for the period of this review)
May 1, 2010 - May 1, 2015
Name: Allyson B. Goodman
Rank: Associate Professor
Start Date at Marshall as a Faculty
Member:
Status:
August 17, 2002
Tenured
Highest Degree
Earned:
Conferring
Institution:
MS
Date Degree
Received:
1988
Shippensburg University, Shippensburg, PA
Area of Degree
Specialization:
Mass Communications
Professional
Registration/Licensure:
Field of Registration
/Licensure:
Agency:
Date Obtained, Expiration
Date
List courses you taught during the final two years of this review. If you participated in a teamtaught course, indicate each of them and what percentage of the course you taught. For each
course include the year and semester taught (summer through spring), course number, course
title and enrollment. (Expand the table as necessary)
Term/Year
Spring
2015
Fall 2014
Fall 2014
Course
Title
JMC
Intro to Strategic Comm
245
JMC
Advertising and Continuity Writing
221
JMC
Advertising/Continuity Writing
Enrolled
6 100%
% Respon
100
9 100%
100
9 100%
100
71
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Summer
2014
Summer
2014
Summer
2014
Spring
2014
Spring
2014
Spring
2014
Spring
2014
Spring
2014
Fall 2013
Fall 2013
221
FYS
100
FYS
100
JMC
490
JMC
491
JMC
245
JMC
245
JMC
491
JMC
490
JMC
408
JMC
508
JMC
408
JMC
508
JMC
245
JMC
491
JMC
490
JMC
385
JMC
221
FYS
100
JMC
490
JMC
245
JMC
221
FYS
100
First Year Seminar
8 100%
100
First Yr Sem Critical Thinking
8 100%
100
Internship I
10 100%
100
Internship II
7 100%
100
Intro to Strategic Comm
6 100%
100
Introduction to Strategic Communications
6 100%
100
Jrn & Mass Comm Intern II
7 100%
100
Jrn & Mass Comm Internship I
10 100%
100
Strategic Comm Research
10 100%
100
Strategic Comm Research
1 100%
100
Strategic Communications Research
10 100%
100
Strategic Communications Research
1 100%
100
Intro to Strategic Comm
5 100%
100
Jrn & Mass Comm Intern II
3 100%
100
Jrn & Mass Comm InternshipI
13 100%
100
Advertising Media Plan
16 100%
100
Advertising/Continuity Writing
9 100%
100
First Yr Sem Critical Thinking
23 100%
100
Internship I, II and practicum
32 50%
50
Intro to Strategic Comm
6 100%
100
Advertising/Continuity Writing
9 100%
100
First Yr Sem Critical Thinking
17 100%
100
72
Fall 2013
Fall 2013
Fall 2013
Fall 2013
Fall 2013
Fall 2013
Summer
2013
Summer
2013
Spring
2013
Spring
2013
Spring
2013
Spring
2013
Spring
2013
Spring
2013
Spring
2013
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Summer
2012
Spring
2012
JMC
245
JMC
491
JMC
490
JMC
590
JMC
408
JMC
508
JMC
245
JMC
490
JMC
425
JMC
385
FYS
100
JMC
491
JMC
491
JMC
490
JMC
590
JMC
221
FYS
100
JMC
491
JMC
490
JMC
408
JMC
508
JMC
490
JMC
385
Intro to Strategic Comm
8 100%
100
Jrn & Mass Comm Intern II
6 100%
100
Jrn & Mass Comm Internship I
11 100%
100
Jrn & Mass Comm Internship I
1 100%
100
Strategic Comm Research
12 100%
100
Strategic Comm Research
1 100%
100
Intro to Strategic Comm
1 100%
100
Jrn & Mass Comm Internship I
35 100%
100
Advertising Campaigns
7 100%
100
Advertising Media Plan
8 100%
100
First Yr Sem Critical Thinking
19 100%
100
Jrn & Mass Comm Intern II
1 100%
100
Jrn & Mass Comm Intern II
10 100%
100
Jrn & Mass Comm Internship I
15 100%
100
Jrn & Mass Comm Internship I
2 100%
100
Advg & Continuity Writing
9 100%
100
First Yr Sem Critical Thinking
22 100%
100
Jrn & Mass Comm Intern II
3 100%
100
Jrn & Mass Comm Internship I
11 100%
100
Strategic Comm Research
12 100%
100
Strategic Comm Research
1 100%
100
Jrn & Mass Comm Internship I
34 100%
100
Advertising Media Plan
13 100%
100
73
Spring
2012
Spring
2012
Spring
2012
Spring
2012
Spring
2012
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Summer
2011
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
JMC
221
FYS
100
JMC
491
JMC
490
JMC
590
JMC
221
FYS
100
JMC
490
JMC
508
JMC
408
JMC
490
JMC
425
JMC
525
JMC
385
FYS
100
JMC
491
JMC
591
JMC
490
JMC
408
JMC
508
JMC
221
FYS
100
JMC
491
Advg & Continuity Writing
10 100%
100
First Year Seminar
22 100%
100
Jrn & Mass Comm Intern II
6 100%
100
Jrn & Mass Comm Internship I
16 100%
100
Jrn & Mass Comm Internship I
1 100%
100
Advg & Continuity Writing
11 100%
100
First Year Seminar
22 100%
100
Jrn & Mass Comm Internship I
10 100%
100
Strategic Comm Research
2 100%
100
Strategic Communications Research
14 100%
100
Jrn & Mass Comm Internship I
22 100%
100
Advertising Campaigns
6 100%
100
Advertising Campaigns
1 100%
100
Advertising Media Plan
13 100%
100
First Year Seminar
23 100%
100
Jrn & Mass Comm Intern II
2 100%
100
Jrn & Mass Comm Intern II
1 100%
100
Jrn & Mass Comm Internship I
6 100%
100
Advertising Research
11 100%
100
Advertising Research
2 100%
100
Advg & Continuity Writing
16 100%
100
First Year Seminar
20 100%
100
Jrn & Mass Comm Intern II
1 100%
100
74
Fall 2010
Fall 2010
Summer
2010
JMC
490
JMC
590
JMC
490
JRN & Mass Comm Internship I
2 100%
100
Jrn & Mass Comm Internship I
1 100%
100
JRN & Mass Comm Internship I
27 100%
100
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
1)
Scholarship/Research
Intellectual Contributions
Goodman, A. B. (2014). My Doctoral Experience Self-published.
Goodman, A. B. (2013). Introduction to Strategic Communications MU Online.
Goodman, A. B. (2012, May). Best Practices in Internship: Weekly Meetings. AAF Faculty Toolkit:
An Education Services Webinar Series.
Goodman, A. B. Use of Social Media in Higher Education. Journal of Advertising Education.
Goodman, A. B. (2010). Student and Faculty uses of Social Networking to Advance Learning in a
Higher Education Classroom. Proceedings of World Conference on E-Learning in Corporate,
Government, Healthcare, and Higher Education 2010.
Presentations
Goodman, A. B. (Presenter Only), Lowe, R. (Presenter Only), Heaton, L. (Presenter Only), Oral
Presentation, Doctoral Faculty/Student Seminar, Marshall University Graduate College of
Education and Professional Development, South Charleston, West Virginia, "ePortfolio
Construction", Seminar, Academic, Local, Invited. (September 27, 2014).
Sias, J. N. (Leader), Archambault, J. J. (Presenter Only), Goodman, A. B. (Presenter Only),
Hatfield, D. L. (Presenter Only), Laubach, M. L. (Presenter Only), Price, W. D. (Presenter
Only), Oral Presentation, 2013 iPED Conference on Teaching and Learning, The Center for
Teaching & Learning, Marshall University, Huntington, WV, "First Year Seminar: Mapping
New Activities and Assessments to New Outcomes", Conference, Academic, Local,
published elsewhere, Accepted. (August 2013).
Goodman, A. B. (Presenter & Author), Lecture, First Year Seminar, Dr. Chris Green, Huntington,
WV, "Using Social Media in Higher Education", Other, Academic, Local, Invited. (October
2011).
Goodman, A. B. (Presenter & Author), Oral Presentation, Graduate Student Assessment Day
Presentations, SOJMC, Huntington, WV, "Using Social Media in the Higher Education
Classroom", Other, Academic, Local, Invited. (April 2011).
Goodman, A. B. (Panelist), Oral Presentation, Doctoral Seminar, MU Graduate College, South
Charleston, WV, "Building Support Networks", Seminar, Academic, Local, Invited. (March
75
2011).
Goodman, A. B. (Presenter & Author), Paper, World Conference on E-Learning in Corporate,
Government, Healthcare, and Higher Education (ELEARN),, Orlando, FL, "Student and
Faculty uses of Social Networking to Advance Learning in a Higher Education Classroom.",
Conference, Academic, International, peer-reviewed/refereed, published in proceedings,
Accepted. (October 2010).
Research Currently in Progress
Goodman, Allyson B, "How Schools of Journalism and Mass Communications are changing from
Mass Communications to Interactive Social Communications", Planning, Scholarly.
Directed Student Learning and Research
Pertuz-Sanchez, L., Learning, Directed Individual/Independent Study, Journalism & Mass
Communication Department, JMC, 408, 3 credit hours, "Advertising Research", In-Process.
(September 2012 - May 2013).
Stephens, W. (., Research, Directed Individual/Independent Study, Journalism Department, JMC,
585, 3 credit hours, "Social Media Development", In-Process. (September 1, 2011 - March 1,
2012).
2)
Service
Department
Diversity Committee, Committee Member, (January 1, 2014 - December 31, 2014).
MU AAF Student Chapter, Faculty Advisor, (January 1, 2014 - December 31, 2014).
Peronnel Committee, Committee Member, (January 1, 2014 - December 31, 2014).
Seven Arrow Student-run Advertising and Public Relations Agency, Faculty Advisor, (January 1,
2014 - December 31, 2014).
Green/White Day recruiter, Presenter, (September 1, 2013 - December 31, 2014).
Division of Mass Communication, Committee Chair, (January 1, 2012 - December 31, 2014).
Curriculum Committee, Committee Member, (January 1, 2014 - August 31, 2014).
S.C.O.R.E.S., Student recruitment and Planning, (January 1, 2014 - April 5, 2014).
United High School Media Conference, Program planning and recruitment, (January 1, 2014 March 14, 2014).
College
College Marketing Committee, Committee Member (September 1, 2014 - December 31, 2014).
Research and Grants Committee, Committee Member (January 1, 2014 - December 31, 2014).
Transition Committee, Committee Member (August 31, 2012 - September 1, 2013).
76
OutLoud Creative, student-run advertising and public relations agency, Faculty Advisor (August 1,
2009 - December 31, 2012).
Curriculum Commitee, Attendee, Meeting (August 2002 - December 2012).
S.C.O.R.E.S., Judge, Presenter (March 2002 - March 2012).
United High School Media, Workshop (February 2002 - March 2012).
Larry King Q&A, Attendee, Meeting (March 1, 2012).
Career and Internship Expo, Director (February 9, 2003 - February 12, 2012).
Faculty Search Committee, Attendee, Meeting (May 15, 2011 - August 1, 2011).
University
FYS Advisory Committee, Committee Member (March 1, 2014 - December 31, 2014).
Council of Chairs, Committee Member (January 1, 2011 - December 31, 2014).
FYS Workgroup, Task Force Member (May 2013 - September 2013).
Faculty Personnel Committee, Committee Member (January 1, 2011 - December 31, 2012).
College of Education UPLCITE committee, Committee Member (August 1, 2010 - December 31,
2012).
Service Learning Committee, Committee Member (January 1, 2011 - December 31, 2011).
Writing Across the Curriculum, Committee Member (January 1, 2011 - December 31, 2011).
Ad-hoc Promotion and Tenure Review Committee, Committee Member (January 1, 2011 November 2011).
Ad-Hoc MAPWorks Committee, Committee Member (October 1, 2011 - October 31, 2011).
Professional
Advertising Association of West Virginia, Attendee, Meeting, Charleston, WV, USA (January 1,
2003 - December 31, 2014).
Religion Communicators Council, Judge, New York, New York, United States (January 1, 2014 January 31, 2014).
Community
West Virginia Legislature Internship Committee, Member, Charleston, WV, USA (August 1, 2003 December 31, 2014).
Mount Vernon Baptist Church, Member, Hurricane, WV, USA (June 1, 2000 - December 31,
2014).
Scott Teays Elementary, Reader, Scott Depot, WV, USA (August 2013 - May 2014).
3)
Professional development activities, including professional organizations to which you belong and
77
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Professional Memberships
American Advertising Federation, AAF, Advertising trade association that protects and promotes
the well-being of the advertising industry through a nationally coordinated network of
advertisers, agencies, media companies, local advertising clubs and college chapters.
(September 1, 1982 - December 31, 2014).
Faculty Development Activities Attended
Seminar, "Doctoral Student/Faculty Seminar", Marshall University Graduate College of Education
and Professional Development, South Charleston, West Virginia, United States. (September
27, 2014).
Webinar, "Content Marketing", Marketing Professionals. (September 12, 2014).
Webinar, "Using Simmons Connect", Experian, Inc. (September 10, 2014).
Workshop, "Improving your online course", Quality Matters, Inc., South Charleston, West Virginia,
United States. (September 3, 2014).
Conference Attendance, "iPED Conference on Teaching and Learning", Marshall University,
Huntington, West Virginia, United States. (August 19, 2014).
Symposium, "Charles Lloyd Writing Symposium", Marshall University Writing Across the
Curriculum Program, Huntington, West Virginia, United States. (May 15, 2014).
Conference Attendance, "American Advertising Federation Leadership Conference", American
Advertising Federation District Five, Louisville, Kentucky, United States. (April 4, 2014 - April
5, 2014).
Webinar, "Faculty Toolkit Webinar~Starting and Mentoring a Student Ad/PR Agency", American
Advertising Federation, Washington, D.C., 0 credit hours. (October 17, 2013).
Workshop, "Soical Media Minor in a Morning", PRSA of West Virginia, Fairmont, WV, 0 credit
hours. (October 16, 2013).
Seminar, "MU Graduate College Doctoral Seminar", Graduate College of Education and
Professional Development, South Charleston, WV, USA, 0 credit hours. (October 12, 2013).
"Education Specialist Certification", Marshall University, South Charleston, WV, USA, 15 credit
hours. (June 2007 - August 2013).
Conference Attendance, "iPED Conference", Marshall University, Huntington, WV, 0 credit hours.
(August 20, 2013).
Workshop, "FYS Retreat", Marshall University, Huntington, WV, USA, 0 credit hours. (May 2013).
Workshop, "Marshall University Leadership Training Workshop", Academic Affairs, Huntington,
WV, USA, 0 credit hours. (February 7, 2012 - December 20, 2012).
Continuing Education Program, "Campus Conversations", Center for Teaching Excellence,
Huntington, WV, USA, 0 credit hours. (February 28, 2012 - November 27, 2012).
78
Workshop, "Pedagogy of Teaching and Learning Online", Marshall University, Huntington, WV,
United States. (August 2012 - October 2012).
Conference Attendance, "iPED Conference", Marshall University, Huntington, WV, United States.
(August 2012).
Workshop, "Quality Matters Rubric Training", HEPC and Southern Regional Electronic Campus,
Huntington, WV, United States. (July 15, 2012).
Conference Attendance, "BAM Social Media Conference 2012", Huntington, WV, United States.
(May 31, 2012).
Seminar, "Social Media Strategy", American Advertising Federation, na, na, United States. (April
5, 2012).
Roundtable discussion, "Da Vinci Roundtable", Center for Teaching Excellence, Huntington, WV,
USA, 0 credit hours. (February 7, 2012 - February 20, 2012).
Continuing Education Program, "Social Media Marketing Virtual Conference",
MarketingProfs.com, ONLINE, NA, USA, 0 credit hours. (December 16, 2011).
Continuing Education Program, "iPED Conference", MU Center for Teaching Excellence,
Huntington, WV, USA, 0 credit hours. (August 2011).
Training Workshop, "Course Building and Testing and Evaluation", MUOnline Instructional Office,
Huntington, WV, USA, 0 credit hours. (June 16, 2011).
Workshop, "Charles Lloyd Symposium", MU WAC, Huntington, WV, USA, 0 credit hours. (April
2011).
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
79
Faculty Data Sheet
(Information for the period of this review)
May 1, 2010 - May 1, 2015
Name: Terry L Hapney
Rank: Associate Professor
Start Date at Marshall as a Faculty
Member:
Status:
August 17, 2008
Tenured
Highest Degree
Earned:
Conferring
Institution:
Ph D
Date Degree
Received:
2012
University of Dayton, Dayton, Ohio
Area of Degree
Specialization:
Professional
Registration/Licensure:
Field of Registration
/Licensure:
Agency:
Date Obtained, Expiration
Date
List courses you taught during the final two years of this review. If you participated in a teamtaught course, indicate each of them and what percentage of the course you taught. For each
course include the year and semester taught (summer through spring), course number, course
title and enrollment. (Expand the table as necessary)
Term/Year
Spring
2015
Spring
2015
Spring
2015
Course
Title
JMC
Fund of Public Relations
330
JMC
Jrn & Mass Comm Internship I
490
JMC
Pub Rel Campaign Management
439
Enrolled
35 100%
% Respon
100
12 100%
100
9 100%
100
80
Spring
2015
Spring
2015
Spring
2015
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Spring
2014
Spring
2014
Spring
2014
Spring
2014
Fall 2013
Fall 2013
JMC
439
JMC
539
JMC
539
JMC
330
JMC
330
JMC
601
JMC
438
JMC
438
JMC
438
JMC
438
JMC
538
JMC
437
JMC
437
JMC
437
JMC
437
JMC
537
JMC
601
JMC
330
JMC
439
JMC
439
JMC
539
JMC
330
JMC
438
Pub Rel Campaign Management
8 100%
100
Pub Rel Campaign Management
3 100%
100
Pub Rel Campaign Management
2 100%
100
Fund of Public Relations
29 100%
100
Fundamentals of Public Relations
30 100%
100
Mass Communication Theory
10 100%
100
Public Relations Case Studies
12 100%
100
Public Relations Case Studies
10 100%
100
Public Relations Case Studies
12 100%
100
Public Relations Case Studies
10 100%
100
Public Relations Case Studies
2 100%
100
Public Relations Writing
10 100%
100
Public Relations Writing
15 100%
100
Public Relations Writing
7 100%
100
Public Relations Writing
12 100%
100
Public Relations Writing
2 100%
100
Theory of Mass Comm
7 100%
100
Fund of Public Relations
40 100%
100
Pub Rel Campaign Management
10 100%
100
Pub Rel Campaign Management
17 100%
100
Pub Rel Campaign Management
1 100%
100
Fund of Public Relations
37 100%
100
Public Relations Case Studies
15 100%
100
81
Fall 2013
Fall 2013
Fall 2013
Fall 2013
Fall 2013
Summer
2013
Summer
2013
Summer
2013
Spring
2013
Spring
2013
Spring
2013
Spring
2013
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Summer
2012
Summer
2012
Summer
2012
Spring
2012
Spring
2012
Spring
2012
JMC
438
JMC
538
JMC
538
JMC
437
JMC
537
JMC
330
JMC
437
JMC
537
JMC
330
JMC
439
JMC
439
JMC
539
JMC
330
JMC
438
JMC
538
JMC
437
JMC
537
JMC
330
JMC
437
JMC
537
JMC
330
JMC
330
JMC
439
Public Relations Case Studies
26 100%
100
Public Relations Case Studies
1 100%
100
Public Relations Case Studies
1 100%
100
Public Relations Writing
18 100%
100
Public Relations Writing
1 100%
100
Fund of Public Relations
11 100%
100
Public Relations Writing
12 100%
100
Public Relations Writing
1 100%
100
Fund of Public Relations
49 100%
100
Pub Rel Campaign Management
13 100%
100
Pub Rel Campaign Management
11 100%
100
Pub Rel Campaign Management
2 100%
100
Fund of Public Relations
46 100%
100
Public Relations Case Studies
12 100%
100
Public Relations Case Studies
3 100%
100
Public Relations Writing
13 100%
100
Public Relations Writing
3 100%
100
Fund of Public Relations
7 100%
100
Public Relations Writing
12 100%
100
Public Relations Writing
2 100%
100
Fund of Public Relations
30 100%
100
Fund of Public Relations
16 100%
100
Pub Rel Campaign Management
12 100%
100
82
Spring
2012
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Summer
2011
Summer
2011
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Summer
2010
Summer
2010
Summer
2010
JMC
539
JMC
330
JMC
438
JMC
538
JMC
437
JMC
537
JMC
437
JMC
537
JMC
330
JMC
439
JMC
439
JMC
539
JMC
539
JMC
330
JMC
438
JMC
538
JMC
437
JMC
537
JMC
330
JMC
437
JMC
537
Pub Rel Campaign Management
3 100%
100
Fund of Public Relations
61 100%
100
Public Relations Case Studies
15 100%
100
Public Relations Case Studies
3 100%
100
Public Relations Writing
5 100%
100
Public Relations Writing
4 100%
100
Public Relations Writing
5 100%
100
Public Relations Writing
2 100%
100
Fund of Public Relations
55 100%
100
Pub Rel Campaign Management
8 100%
100
Pub Rel Campaign Management
12 100%
100
Pub Rel Campaign Management
7 100%
100
Pub Rel Campaign Management
2 100%
100
Fund of Public Relations
55 100%
100
Public Relations Case Studies
16 100%
100
Public Relations Case Studies
3 100%
100
Public Relations Writing
9 100%
100
Public Relations Writing
6 100%
100
Fund of Public Relations
12 100%
100
Public Relations Writing
9 100%
100
Public Relations Writing
3 100%
100
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
83
1)
Scholarship/Research
Contracts, Grants and Sponsored Research
Ingersoll, C. R., Hapney, T. L., Sponsored Research, "West Virginia Viewer Perception Survey",
West Virginia Educational Broadcasting Authority (WVEBA), State, $10,000.00, Funded.
(January 2014 - Present).
Hapney, T. L., Grant, "Public Relations Campaigns", MU Student Government Association,
Marshall University, $500.00, Funded. (January 2014 - May 2014).
Hapney, T. L. (Principal), Grant, "Public Relations Campaigns", Student Government Association
at Marshall University, Marshall University, $500.00, Funded. (January 2012 - May 2012).
Intellectual Contributions
Hapney, T. L. Multiple news releases and public service announcements for both corporate and
nonprofit agency campaigns.
Hapney, T. L. Multiple, in-depth feature stories for which I have clips (example--a historical piece
on the Raceland race track). The Greenup Beacon.
Hapney, T. L. (2014). 52 columns. The Greenup Beacon.
Hapney, T. L. (2014). Golden Corral to send children to camp: Donations accepted at
Ashland/Russell location to make summer camp possible for local children of deceased and
disabled American veterans. The Greenup Beacon.
Hapney, T. L. (2014). Hundreds of radio news stories, including one that was featured on radio
stations throughout the state of Ohio Hometown Broadcasting, WNXT-AM/FM and WZZZFM.
Hapney, T. L. (2014). Squad earns OVC runner-up title. The Greenup Beacon.
Hapney, T. L., Lucas, D. M. (2014). Issues of Editorial Control, Prior Restraint and Prior Review
Facing Student Newspapers on Public University Campuses in Ohio: Administrative,
Faculty, and Student Perspectives. Association of Schools of Journalism, 10-17.
Hapney, T. L., Lucas, D. M. (2014). Open Records Requests at State Universities in Ohio: The
Law, Legalities, and Litigation. AURCO Journal, 20, 77-93.
Hapney, T. L. (2013). Student Newspaper Governance on Public University Campuses in Ohio:
Higher Education Administrators Vs. Student Journalists OhioLINK Electronic Theses &
Dissertations Center.
Hapney, T. L., Russo, C. J. (2013). Student Newspapers at Public Colleges and Universities:
Lessons from the United States. Education Law Journal, Issue 2, 2013, 114-124.
Presentations
Hapney, T. L., Lovins, J. W., Swindell, C. L., Keynote/Plenary Address, PRSA-WV--Crisis
Communications Conference, Public Relations Society of America--West Virginia chapter,
Huntington, W.Va., ""In A Crisis, Are You Ready?"", Conference, State. (October 24, 2014).
84
Hapney, T. L., Lecture, SPJ Regional Conference, Society of Professional Journalists, Dayton,
Ohio, ""Open Records 101"", Panel, Regional. (April 6, 2013).
Research Currently in Progress
Hapney, Terry L, "Book/monograph", On-Going, Scholarly.
Hapney, Terry L, "Several journal articles in progress", Writing Results, Scholarly.
Hapney, Terry L, Christine, Edna, "West Virginia Public Broadcasting", On-Going, Scholarly.
Directed Student Learning and Research
Jessmer, A., Research, Master's Thesis Committee Member, Journalism & Mass Communication
Department, JMC, 681, 6 credit hours, "Containing the Beat: An Analysis of the Press
Coverage of the Beat Generation During the 1950s", Completed. (January 2012 - August
2012).
2)
Service
Department
SOJMC Curriculum Committee, Committee Chair, (August 2014 - Present).
SOJMC Personnel (P&T) Committee, Committee Member, (August 2014 - Present).
OutLoud/Seven Arrow Creative Faculty Advisory Committee, Committee Member, (2009 Present).
Graduate Studies Committee, Committee Member, (August 2008 - Present).
Public Relations Academic Program, Faculty Advisor, (August 2008 - Present).
Public Relations Student Society of America--MU Chapter, Faculty Advisor, (August 2008 Present).
Search Committee for Strategic Communications Professorship, Committee Member, (2013 2014).
SOJMC Governance Document Committee, Committee Member, (2010 - 2014).
Curriculum Committee, Committee Member, (August 2009 - August 2014).
College
College of Arts & Media Curriculum Committee, Committee Member (August 2013 - Present).
Hedrick Outstanding Faculty Award Committee, Committee Member (August 2013 - Present).
Public Relations Student Society of America--MU Chapter, Faculty Advisor (August 2008 Present).
University
85
University Curriculum Committee, Committee Member (August 2014 - Present).
University Curriculum Committee, Chairperson (August 2012 - August 2014).
University Curriculum Committee, Committee Member (August 2011 - August 2012).
Student Conduct and Welfare Committee, Committee Member (August 2008 - May 2011).
Professional
Public Relations Society of America-West Virginia chapter, Officer, Secretary, Charleston, West
Virginia, United States (November 2014 - Present).
AURCO Journal, Reviewer, Journal Article, Salem, Ohio, United States (January 2014 - Present).
Public Relations Society of America, Committee Member, Charleston, West Virginia (January
2012 - Present).
Public Relations Society of America--National, Member, New York, New York, United States
(August 2008 - Present).
Public Relations Society of America--West Virginia, Member, Charleston, West Virginia, United
States (August 2008 - Present).
DeRose Religious Communications, Judge, DeRose Religious Communications National Awards
Competition, New York, New York, United States (2014).
Public Relations Society of America, Judge for the PRSA-Chicago Awards, Charleston, West
Virginia, United States (2014).
Public Relations Society of America--West Virginia, Board of Directors of a Company, Charleston,
WV, U.S. (November 2013 - November 2014).
Community
Leadership Tri-State, Committee Member, Ashland, Kentucky, United States (2002 - Present).
Ironton-Lawrence County Memorial Day Parade Committee, Committee Member, Ironton, Ohio,
United States (May 1998 - Present).
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Professional Memberships
Public Relations Society of America--West Virginia Chapter, PRSA-WV, Director, PRSA-WV
Board of Directors, I was elected to the state Board of Directors of Public Relations Society of
America--West Virginia Chapter. (November 2013 - Present).
Public Relations Society of America, PRSA. (August 17, 2008 - Present).
Faculty Development Activities Attended
86
Conference Attendance, "Public Relations Society of America West Virginia Conference", PRSAW.Va., Huntington, WV, U.S. (October 24, 2014).
Successfully completed six additional graduate courses in specific areas of public relations, to
increase depth in areas in which I already have breadth, Kent State University, Kent, Ohio,
U.S., 18 credit hours. (January 2013 - December 2013).
Successfully completed six additional graduate courses in specific areas of public relations, to
increase depth in areas in which I already have breadth, Kent State University, Kent, Ohio,
U.S., 18 credit hours. (January 2012 - December 2012).
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Awards and Honors
Summer Research Award, Marshall University, (2014).
Public Relations Society of America Educator of the Year, Public Relations Society of America-West Virginia, (June 2013).
87
Faculty Data Sheet
(Information for the period of this review)
May 1, 2010 - May 1, 2015
Name: Mr. Dan Wayne Hollis
Start Date at Marshall as a Faculty
Member:
Status:
Rank: Professor
August 17, 1999
Tenured
Highest Degree
Earned:
Conferring
Institution:
MA
Date Degree
Received:
1997
University of Kentucky, Lexington, Kentucky
Area of Degree
Specialization:
Journalism/Mass Comm
Professional
Registration/Licensure:
Field of Registration
/Licensure:
Agency:
Date Obtained, Expiration
Date
List courses you taught during the final two years of this review. If you participated in a teamtaught course, indicate each of them and what percentage of the course you taught. For each
course include the year and semester taught (summer through spring), course number, course
title and enrollment. (Expand the table as necessary)
.
Term/Year
Spring
2015
Spring
2015
Spring
2015
Course
Title
JMC
Basic Broadcast News
340
JMC
Law of Mass Communication
402
JMC
Media Literacy
101
Enrolled
17 100%
% Respon
100
21 100%
100
65 100%
100
88
Spring
2015
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Summer
2014
Spring
2014
Spring
2014
Spring
2014
Spring
2014
Fall 2013
Fall 2013
Fall 2013
Fall 2013
Summer
2013
Spring
2013
Spring
2013
Fall 2012
Fall 2012
JMC
201
JMC
402
JMC
402
JMC
101
JMC
101
JMC
101
JMC
101
JMC
201
JMC
201
JMC
402
JMC
340
JMC
402
JMC
101
JMC
480
JMC
402
JMC
101
JMC
101
JMC
480
JMC
402
JMC
402
JMC
101
JMC
402
JMC
101
News Writing I
16 100%
100
Law of Mass Communication
21 100%
100
Law of Mass Communication
21
100
Media Literacy
56 100%
100
Media Literacy
56 100%
100
Media Literacy
55 100%
100
Media Literacy
55 100%
100
News Writing 1
15 100%
100
News Writing I
15 100%
100
Law of Mass Communication
15 100%
100
Basic Broadcast News
18 100%
100
Law of Mass Communication
23 100%
100
Media Literacy
52 100%
100
SpTp: Experiential Media
13 100%
100
Law of Mass Communication
22 100%
100
Media Literacy
44 100%
100
Media Literacy
38 100%
100
SpTp: First Amendment
13 100%
100
Law of Mass Communication
17 100%
100
Law of Mass Communication
21 100%
100
Media Literacy
43 100%
100
Law of Mass Communication
20 100%
100
Media Literacy
52 100%
100
89
Fall 2012
Summer
2012
Spring
2012
Spring
2012
Spring
2012
Spring
2012
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Summer
2011
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Fall 2010
Fall 2010
Fall 2010
Summer
2010
Summer
2010
JMC
101
JMC
402
JMC
340
JMC
102
JMC
402
JMC
101
JMC
402
JMC
101
JMC
101
JMC
480
JMC
402
JMC
340
JMC
402
JMC
101
JMC
402
JMC
101
JMC
101
JMC
402
JMC
502
Media Literacy
53 100%
100
Law of Mass Communication
16 100%
100
Basic Broadcast News
14 100%
100
Information Gathering Research
16 100%
100
Law of Mass Communication
20 100%
100
Media Literacy
48 100%
100
Law of Mass Communication
20 100%
100
Media Literacy
63 100%
100
Media Literacy
61 100%
100
SpTp: First Amendment
13 100%
100
Law of Mass Communication
13 100%
100
Basic Broadcast News
13 100%
100
Law of Mass Communication
18 100%
100
Media Literacy
58 100%
100
Reassigned time to visit high schools to
enhance their programs and recruit
Law of Mass Communication
19 100%
100
Media Literacy
55 100%
100
Media Literacy
56 100%
100
Law of Mass Communication
12 100%
100
Law of Mass Communication
2 100%
100
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
90
1)
Scholarship/Research
Intellectual Contributions
Hollis, D. W. (2013, July (3rd Quarter/Summer)). Birthday Vase.
Hollis, D. W. (2013, July (3rd Quarter/Summer)). Wiff.
Hollis, D. W. (2012, July (3rd Quarter/Summer)). Old-fashioned golf.
Hollis, D. W. (2012, July (3rd Quarter/Summer)). Underpass Overhaul.
Hollis, D. W. (2011, October (4th Quarter/Autumn)). Irish Road Bowling.
Hollis, D. W. (2011, October (4th Quarter/Autumn)). Roller Derby Girls.
Presentations
Hollis, D. W., Oral Presentation, National Broadcasting Society, national convention, Burbank,
California, "Birthday Vase", Conference, Academic, National, Accepted. (March 2014).
Hollis, D. W., Oral Presentation, National Broadcasting Society, national convention, Burbank,
California, "Wiffleball", Conference, Academic, National, peer-reviewed/refereed, Accepted.
(March 2014).
Hollis, D. W. (Presenter & Author), Oral Presentation, National Broadcasting Society, National
Convention, Washington, DC, "Hickory Golf Championship/Old-fashioned golf", Conference,
Academic, National, peer-reviewed/refereed, Accepted. (March 2013).
Hollis, D. W. (Presenter & Author), Oral Presentation, National Broadcasting Society, National
Convention, Washington, DC, "Underpass Overhaul", Conference, Academic, National, peerreviewed/refereed, Accepted. (March 2013).
Hollis, D. W. (Presenter & Author), Oral Presentation, National Broadcasting Society, National
Convention, New York, New York, "Irish Road Bowling", Conference, Academic, National,
peer-reviewed/refereed, Accepted. (March 2012).
Hollis, D. W. (Presenter & Author), Oral Presentation, National Broadcasting Society, National
Convention, New York, New York, "Not Your Mother's Roller Derby", Conference, Academic,
National, peer-reviewed/refereed. (March 2012).
Hollis, D. W. (Presenter & Author), Oral Presentation, National Broadcasting Society National
Conference, National Broadcasting Society, Los Angeles, CA, "Family Tree", Session,
Academic, National, peer-reviewed/refereed, Accepted. (March 2011).
Hollis, D. W. (Presenter & Author), Oral Presentation, National Broadcasting Society National
Conference, National Broadcasting Society, Los Angeles, CA, "Kickball", Session, Academic,
National, peer-reviewed/refereed, Accepted. (March 2011).
Hollis, D. W. (Presenter & Author), Oral Presentation, National Broadcasting Society National
Conference, National Broadcasting Society, Los Angeles, CA, "Ziplining", Session, Academic,
National, peer-reviewed/refereed, Accepted. (March 2011).
2)
Service
91
Department
SOJMC Management Functions Committee, Committee Member, (September 2014 - Present).
SOJMC personnel, Committee Member, (January 2013 - Present).
SOJMC alumni advisory committee, Committee Member, (August 2012 - Present).
Green and White Days, (January 1, 2014 - December 31, 2014).
Various Activities associated with SOJMC, (January 1, 2014 - December 31, 2014).
Various potential student tours, (January 1, 2014 - December 31, 2014).
Hurricane High, Outreach/Recruiting, (October 17, 2014).
SOJMC Management Functions Committee, Committee Chair, (January 2013 - September
2014).
SOJMC recruiting video (Green and White days), Co-producer, co-anchor, (September 15, 2014 September 19, 2014).
WoW SOJMC visit, Session leader, (August 22, 2014).
SOJMC search committee for Strat Comm position, Committee Member, (September 2013 - June
2014).
High school journalism workshop, Faculty member, (June 23, 2014 - June 26, 2014).
Drinko Honors Convocation, SOJMC representative, (May 2, 2014).
SCORES, (April 2014).
Portfolio meeting, Session leader, (April 10, 2014).
SOJMC Green and White Day, Host, (February 15, 2014).
Reaccreditation, (September 2013 - December 2013).
Green and White Day, Faculty, (January 2013 - December 2013).
High School Outreach, Faculty, (January 2013 - December 2013).
SOJMC governance document, Committee Member, (January 2013 - December 2013).
Various events attended, (January 2013 - December 2013).
Outstanding Black High School Weekend, Represented SOJMC on discussion panel with
attendees, (November 1, 2013).
WV Broadcasting Hall of Fame induction ceremony, Attended to support Dr. Bailey on his
induction, (October 12, 2013).
High school journalism workshop, (June 22, 2013 - June 23, 2013).
SCORES, (April 6, 2013).
92
United High School Media, (March 15, 2013).
College
CAM Marketing committee, Attendee, Meeting (December 2014 - Present).
Film studies minor development committee, Committee Member (September 2014 - Present).
Personnel, Committee Member (August 2013 - Present).
Search Committee-Special Projects Coordinator, Committee Member (September 2013 November 2013).
Scholarship committee, Committee Chair (August 15, 2009 - August 2013).
Promotion and tenure committee, Committee Member (August 15, 1995 - August 2013).
Transition Committee, Co-Chair (January 2013 - April 2013).
Open Houses, attended (2012).
Preview day (December 7, 2012).
Hurricane High School visit (December 5, 2012).
Marvin Stone Room rededication (October 18, 2012).
Lincoln County Middle School (October 15, 2012).
Majors and Minors Fair (September 26, 2012).
High school journalism workshop, faculty (June 24, 2012 - June 26, 2012).
SCORES faculty (March 31, 2012).
United High School Media, faculty (March 30, 2012).
Gov. Tomlin visit, various activities (March 2, 2012).
Larry King visit, various activities (March 1, 2012).
Landau Eugene Murphy visit, various activities (February 25, 2012).
Open Houses, Regular contributor (2011).
Journalism spring banquet, Host (May 6, 2011).
S.C.O.R.E.S., Faculty (April 2011).
United High School Media, Faculty (March 2011).
University
Athletic, Committee Member (August 15, 2009 - Present).
93
National Broadcasting Society, Student Org Advisor (Professional Org) (August 1999 - Present).
Commencement Chief marshal (December 2014).
Various activities associated with Marshall (January 1, 2014 - December 31, 2014).
Buck Harless tribute video, Editor (November 12, 2014).
WoW group photo, Organizer (August 21, 2014).
Commencement marshal (May 2014).
Faculty focus group on advising, Attendee, Meeting (April 29, 2014).
Commencement marshal (May 2013 - December 2013).
Commencement marshal (May 2013 - December 2013).
Various Greek activities (January 2013 - December 2013).
Various lectures attended (January 2013 - December 2013).
Focus group on recruitment and retention, Attendee, Meeting (November 5, 2013).
National Society of Collegiate Scholars, Keynote speech at induction ceremony (October 2,
2013).
Freshman Class Photo, Organizer (August 22, 2013).
Faculty Discussion Session, Committee Member (June 29, 2013).
Hedrick Committee, Committee Member (December 2010 - May 2013).
Academic Planning, Committee Member (August 15, 2009 - May 2013).
Donning of Kente, Attendee (May 2, 2013).
Donning of the Kente (2), attended (2012).
Commencement Keynote Speaker, Guest Speaker (December 16, 2012).
Various lectures, attended (March 2012 - November 2012).
WOW convocation and group photo organizer (August 23, 2012).
A Gallery Divided: art show at Clay Center, attended (August 11, 2012).
Communications Specialist job search committee, Committee Member (March 2012 - May 2012).
Graduation marshal (May 5, 2012).
Honors Convocation, attended (April 27, 2012).
Marshall nominee for CASE Professor of the Year (March 2012).
Greek faculty and staff appreciation breakfast (March 30, 2012).
94
Dr. Scott, Howard University professor with Carter G. Woodson ties, various activities, attended
lecture included (February 21, 2012 - February 22, 2012).
Diversity Breakfast, attended (February 17, 2012).
We Are Marshall Today, Anchor/Host (March 2010 - December 2011).
John Marshall and Constitution, Attended presentations (October 2011 - November 2011).
Freshman Interest Group-Media, Faculty Advisor (August 2011 - November 2011).
University Syllabi Work Group, Attendee, Meeting (October 18, 2011).
Maj. Gen. Anthony Crutchfield activities, Attendee, Meeting (October 14, 2011).
Constitution Week activities, Attendee, Meeting (September 19, 2011 - September 21, 2011).
Center for Teaching and Learning, Session Chair (August 2011).
May commencement, Journalism marshal (May 7, 2011).
Professional
Nataional Academy of Television Arts and Sciences, Ohio Valley chapter, Board of Governors
(September 2014 - Present).
DeRose-Hinkhouse Awards, Judge (February 2014).
Alabama Associated Press, Judge of contest (February 2011).
Community
Hugh O'Brian Leadership Foundation (HOBY), Panel participant (June 6, 2014 - Present).
Miss River Days Pageant, Judge (August 30, 2014).
West Virginia Governor's Honors Academy, Faculty member, Fairmont, West Virginia (June 2014
- July 2014).
Cabell Midland journalism banquet, Guest Speaker (May 17, 2014).
West Virginia Governor's Honors Academy, Faculty Member, Morgantown, WV (June 2013 - July
2013).
Future Investment Day (February 22, 2013).
West Virginia Governor's Honors Academy faculty, Morgantown, WV (July 6, 2012 - July 28,
2012).
Chad Pennington Celebrity Bowl, Produced his "impact video" (April 2012 - May 2012).
West Virginia Governor's Honors Academy, Faculty Member, Morgantown, West Virginia, USA
(June 2011 - July 2011).
3)
Professional development activities, including professional organizations to which you belong and
95
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Professional Memberships
National Academy of Television Arts and Sciences, NATAS, Ohio Valley chapter, Board of
Governors, NATAS is the premier and most recognized non-profit organization dedicated to
the advancement of excellence in television. (September 2014 - Present).
National Broadcasting Society, NBS. (January 2000 - Present).
Broadcast Education Association, BEA. (December 2010 - July 2012).
Faculty Development Activities Attended
Seminar, "Copyright Workshop". (October 24, 2013).
Conference Attendance, "Conference on Teaching and Learning". (August 20, 2013).
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Awards and Honors
First Place: Video News, National Broadcasting Society, (March 2014).
First Place: Video News, National Broadcasting Society, (March 2013).
Carnegie Foundation and CASE 2012 West Virginia Professor of the Year, (November 2012).
First Place: Video News (tie), National Broadcasting Society, (March 2012).
First Place: Video News (tie), National Broadcasting Society, (March 2012).
Marshall and Shirley Reynolds Outstanding Teacher Award, Marshall University, (April 27, 2011).
First Place: Video News, National Broadcasting Society, (March 2011).
Videographer Award of Excellence, Videographer Awards, (2010).
96
Faculty Data Sheet
(Information for the period of this review)
May 1, 2010 - May 1, 2015
Name: Christine R Ingersoll
Rank: Associate Professor
Start Date at Marshall as a Faculty
Member:
Status:
Probationary
Highest Degree
Earned:
Conferring
Institution:
Area of Degree
Specialization:
Professional
Registration/Licensure:
Field of Registration
/Licensure:
August 17, 2009
MFA
Date Degree
Received:
2008
Stephen F. Austin State University, Nacogdoches, TX
Drawing
Blackboard Collaborate Product Specialist Certification,
Certificate of WVROCKS Online Teaching, Quality Matters
Program Peer Reviewer, Applying QM Rubric
Blackboard Collaborate will grant Product Certification status to those
individuals who successfully pass the Blackboard Collaborate Product
Specialist Examination. Graduates will be referred to as “Product
Specialist” for Blackboard Collaborate.
• Identifies a standard of knowledge essential for developing a
comprehensive set of skills for using Blackboard Collaborate web
conferencing
• Advances cooperation and resource exchange among the various
disciplines and organizations involved in the deployment of
Blackboard Collaborate
• Encourages continued professional growth and development of
individuals and the field of web conferencing
• Establishes high professional standards by all certified individuals
(http://www.blackboard.com/Platforms/Collaborate/Services/LearningServices/Certification-Programs.aspx), , Quality Matters (QM) is a
faculty-centered, peer review process that is designed to certify the
quality of online and blended courses., There are three primary
97
components in the Quality Matters Program: The QM Rubric, the Peer
Review Process and QM Professional Development.
Agency: Blackboard, West Virginia Higher Education Policy Commission, Quality Matters
Program, Quality Matters Program
Date Obtained, Expiration
Date
Obtained: June 1, 2014
Obtained: August 26, 2013
Obtained: August 8, 2012
Obtained: July 7, 2012
List courses you taught during the final two years of this review. If you participated in a teamtaught course, indicate each of them and what percentage of the course you taught. For each
course include the year and semester taught (summer through spring), course number, course
title and enrollment. (Expand the table as necessary)
Term/Year
Spring
2015
Spring
2015
Spring
2015
Spring
2015
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Course
FYS
100
JMC
241
JMC
241
HON
480
JMC
383
JMC
383
FYS
100
FYS
100
JMC
241
JMC
241
JMC
241
JMC
241
JMC
241
JMC
Title
First Year Seminar-Honors
Enrolled
12 100%
% Respon
100
Graphics of Communication
15 100%
100
Graphics of Communication
15 100%
100
SpTp: The Book Beautiful
14 100%
100
Advertising Layout/Design
9 100%
100
Advertising Layout/Design
9 100%
100
First Year Seminar-Honors
21 100%
100
First Year Seminar-Honors
21 100%
100
Graphics of Communication
12 100%
100
Graphics of Communication
12 100%
100
Graphics of Communication
14 100%
100
Graphics of Communication
7 100%
100
Graphics of Communications
14
Graphics of Communications
7 100%
100
98
Spring
2014
Spring
2014
Spring
2014
Spring
2014
Spring
2014
Fall 2013
Fall 2013
Fall 2013
Fall 2013
Fall 2013
Spring
2013
Spring
2013
Spring
2013
Fall 2012
Fall 2012
Fall 2012
Spring
2012
Spring
2012
Spring
2012
Fall 2011
Fall 2011
Fall 2011
241
FYS
100
FYS
100
JMC
241
JMC
241
HON
480
JMC
383
FYS
100
FYS
100
JMC
241
JMC
241
JMC
241
JMC
241
HON
480
JMC
383
JMC
241
JMC
241
JMC
241
JMC
241
HON
480
JMC
383
JMC
241
JMC
241
First Yr Sem Critical Thinking
22 100%
100
First Yr Sem Critical Thinking
23 100%
100
Graphics of Communication
15 100%
100
Graphics of Communication
15 100%
100
SpTp: Book Beautiful
15 100%
100
Advertising Layout/Design
10 100%
100
First Yr Sem Critical Thinking
21 100%
100
First Yr Sem Critical Thinking
21 100%
100
Graphics of Communication
14 100%
100
Graphics of Communication
15 100%
100
Graphics of Communication
15 100%
100
Graphics of Communication
10 100%
100
SpTp:Book Beautiful
15 100%
100
Advertising Layout/Design
11 100%
100
Graphics of Communication
13 100%
100
Graphics of Communication
14 100%
100
Graphics of Communication
15 100%
100
Graphics of Communication
15 100%
100
SpTp: The Book Beautiful
14 100%
100
Advertising Layout/Design
12 100%
100
Graphics of Communication
14 100%
100
Graphics of Communication
14 100%
100
99
Spring
2011
Spring
2011
Spring
2011
Fall 2010
Fall 2010
Fall 2010
JMC
302
JMC
241
JMC
241
JMC
383
JMC
241
JMC
241
Advanced Editing & Design
6 100%
100
Graphics of Communication
15 100%
100
Graphics of Communication
13 100%
100
Advertising Layout/Design
12 100%
100
Graphics of Communication
17 100%
100
Graphics of Communication
12 100%
100
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
1)
Scholarship/Research
Artistic and Professional Performances and Exhibits
Ingersoll, C. R., "Web site and social media consulting", Huntington Cycle and Sport, Huntington,
WV, USA, Non-Academic, Regional. (September 2014 - December 2015).
Ingersoll, C. R., Art - Exhibition, Group, "Origins", David L. Dickirson Gallery, Beckley, WV USA,
Non-Academic, State, peer-reviewed/refereed, Invited, Invitation. (October 5, 2014 November 16, 2014).
Ingersoll, C. R., Documentary film, "3 Rivers: The Bluestone, Gauley and New", West Virginia
Public Broadcasting, Charleston, WV, Non-Academic, State, Invited, Invitation. (2013).
Ingersoll, C. R., Art - Exhibition, Group, "Warmth: The Sentiment of the Season", David L.
Dickirson Gallery, Beckley WV, Non-Academic, State, peer-reviewed/refereed, Invited,
Invitation. (2013).
Ingersoll, C. R., Art - Exhibition, Competitive, "Three pieces in the show “Gifted”", Tamarack
Cultural Center, Beckly, WV, Non-Academic, State, peer-reviewed/refereed, Accepted,
Audition. (November 2012 - January 2013).
Ingersoll, C. R., Art - Exhibition, Group, "Gifted", David L. Dickirson Gallery, Beckley, WV, NonAcademic, State, peer-reviewed/refereed, Invited, Invitation. (2012).
Contracts, Grants and Sponsored Research
Ingersoll, C. R., Grant, "CAM Faculty Development Grant", CAM, Marshall University, $533.00.
(November 2014 - Present).
Ingersoll, C. R., Hapney, T. L., Sponsored Research, "West Virginia Viewer Perception Survey",
West Virginia Educational Broadcasting Authority (WVEBA), State, $10,000.00, Funded.
(January 2014 - Present).
100
Ingersoll, C. R., "Summer Research Award", Marshall University, $2,000.00, Funded. (May 2015 August 2015).
Intellectual Contributions
Ingersoll, C. R. (2010). Applied ethnographic study of local food system participation at farmers
markets and in community supported agriculture programs throughout Indiana..
Presentations
Ingersoll, C. R., Paper, West Virginia Higher Education Technology Conference, Morgantown,
WV, "Can Students Achieve Community In An Online Graduate Program?", Conference,
Academic, State, peer-reviewed/refereed, Accepted. (2013).
Ingersoll, C. R., Other, Inquiring Pedagogies Teaching Conference, Marshall University,
Huntington, WV, "How Design Thinking Improves Almost Everything. Inquiring Pedagogies
Teaching Conference.", Conference, Academic, Local, peer-reviewed/refereed, Accepted.
(August 20, 2013).
Ingersoll, C. R. (Presenter & Author), Paper, West Virginia Higher Education Technology
Conference, Morgantown, WV, "Building Student Engagement Through Multimodal Digital
Media", Conference, Academic, peer-reviewed/refereed, Accepted. (November 13, 2012).
Ingersoll, C. R. (Panelist), Oral Presentation, iPed Teaching Conference, Marshall University,
Huntington, WV, "Tales from the 2012 WV Great Teachers Seminar", Seminar, Academic,
Local, peer-reviewed/refereed, Accepted. (August 21, 2012).
Hisiro, T. A. (Panelist), Ingersoll, C. R. (Panelist), Mummert, A. (Panelist), Mummert, C.
(Panelist), Han, H. (Panelist), Other, IPED: Inquiring Pedagogies Seminar, Marshall
University, Huntington, "Tales from the 2012 West Virginia Great Teachers Seminar", Panel,
Academic, State, peer-reviewed/refereed, Accepted. (August 21, 2012).
Ingersoll, C. R. (Author Only), Oral Presentation, From Theory to Practice Conference on
Teaching and Learning, Marshall University Center for Teaching and Learning, Huntington,
WV, "Process Enhancement Pedagogy and Testing through Communication Projects",
Conference, Academic, Local, peer-reviewed/refereed, Accepted. (August 16, 2011).
Ingersoll, C. R., Paper, Popular Culture and American Culture Association Annual Conference,
Popular Culture and American Culture Association, St. Louis, MO,, "dvertising Art: The Work
of E. McKnight Kauffer", Conference, Academic, National, peer-reviewed/refereed, Accepted.
(2010).
Research Currently in Progress
Ingersoll, Christine R, "Henry Watson Kent's Influence on American Design", On-Going,
Scholarly.
Terry Hapney, "Quantitative survey for West Virginia Educational Broadcasting Authority
(WVEBA)", On-Going, Scholarly.
Directed Student Learning and Research
Lester, S., Learning, Directed Individual/Independent Study, Journalism & Mass Communication
Department, JMC, 485, 3 credit hours, "Advanced Advertising Design", Completed. (August
2014 - December 2014).
101
Anicich, B., Learning, Directed Individual/Independent Study, Journalism & Mass Communication
Department, JMC, 485, 3 credit hours, Completed. (August 2011 - December 2011).
Hughes, C., Learning, Directed Individual/Independent Study, Journalism & Mass Communication
Department, JMC, 485, 3 credit hours, Completed. (January 2011 - May 2011).
Mcateer, M., Learning, Master's Thesis Committee Member, Journalism & Mass Communication
Department, JMC, 681, Completed. (August 2009 - May 2011).
2)
Service
Department
Personal Committee, Committee Member, (August 2014 - December 2014).
Scholarship Committee, Committee Member, (January 2014 - December 2014).
SCORES, Contest Supervisor, (April 5, 2014).
Diversity, Committee Member, (January 2013 - December 2013).
Scholarship, Committee Member, (January 2013 - December 2013).
Scores, (2013).
OutLoud, Faculty Advisor, (January 2012 - December 2012).
OutLoud, Faculty Advisor, (August 2011 - December 2011).
College
Diversity, Committee Member (January 2012 - December 2013).
Scholarship, Committee Member (January 2012 - December 2012).
SCORES, Workshop (March 31, 2012).
Diversity, Committee Member (January 2011 - December 2011).
Scholarship, Committee Member (January 2011 - December 2011).
SCORES, Workshop (April 16, 2011).
University
Marshall University Library Associates Board, Committee Member (May 2015 - Present).
Academic Planning Committee, Secretary (September 2014 - Present).
Faculty Development Committee for Online and Multimedia Instruction, Committee Member
(2012 - Present).
Grade Appeal Board, Committee Member (2011 - Present).
Academic Planning Committee, Committee Member (August 2013 - July 2014).
102
Budget and Academic Policy, Secretary (January 2012 - December 2012).
Environmental Studies Curriculum, Committee Member (January 2012 - December 2012).
Faculty Development, Committee Member (January 2012 - December 2012).
QM test review committee, reviewer (November 15, 2012).
Budget and Academic Policy, Secretary (January 2011 - December 2011).
Environmental Studies Curriculum, Committee Member (January 2011 - December 2011).
Faculty Development, Committee Member (January 2011 - December 2011).
Pickens Queen Teaching Award, Committee Member (January 2011 - December 2011).
Community
Burrito Riders, Member, Huntington, WV, USA (June 2013 - Present).
College Summit West Virginia, Writing Coach, Hungtington, WV (July 12, 2012 - July 15, 2012).
Huntington Green Initiative, Attendee, Meeting, Huntington, WV (October 2011).
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Professional Memberships
Society for the History of Authorship, Reading and Publishing, SHARP, The Society for the
History of Authorship, Reading and Publishing was founded to create a global network for
book historians working in a broad range of scholarly disciplines. Research addresses the
composition, mediation, reception, survival, and transformation of written communication in
material forms including marks on stone, script on parchment, printed books and periodicals,
and new media. Perspectives range from the individual reader to the transnational
communications network. With more than 1000 members in over twenty countries, SHARP
works in concert with affiliated academic organizations around the world to support the study
of book history and print culture (http://www.sharpweb.org/). (December 2014 - Present).
American Society of Bookplate Collectors & Designers, Organization involved in the promotion,
collection and support of bookplate art. http://www.bookplate.org/index.htm. (January 2011 December 2011).
Text and Academic Authors Association, TAA, The Text and Academic Authors Association
(TAA) provides professional development resources, industry news and networking
opportunities for textbook authors and authors of scholarly journal articles and books.
http://www.taaonline.net. (January 2011 - October 2011).
Faculty Development Activities Attended
WAC Certification, "Charles Lloyd Writing Symposium", Marshall University, Huntington, WV,
USA. (April 2014 - Present).
Faculty learning community (FLC) on the topic of the scholarship of teaching and learning (SoTL),
103
MU Center for Teaching and Learning, Huntington, WV, USA. (August 2013 - Present).
Conference Attendance, "2014 iPED Conference on Teaching and Learning", Marshall University,
Huntington, WV, USA. (August 19, 2014).
Workshop, "Critical Thinking Workshop", Marshall University, Huntington, WV, USA. (February
22, 2014).
Workshop, "Service Learning Spring Initiative", Marshall University, Huntington, WV, USA.
(February 21, 2014).
Workshop, "Blackboard Collaborate Training", Marshall University and Blackboard, Huntington,
WV. (2013).
Workshop, "Technology Enhanced Classroom Initiate", Marshall University and Blackboard.
(2013).
Continuing Education Program, "Pedagogy of Teaching and Learning Online: Design Matters",
Marshall University. (April 2013).
Continuing Education Program, "Pedagogy of Teaching and Learning Online: Pedagogy Matters",
Marshall Univesity. (April 2013).
Continuing Education Program, "Quality Matters Workshop: Applying the Rubric Training",
Marshall University. (July 2012).
Workshop, "WV Great Teachers Seminar", West Virginia Higher Education Policy Commission,
Cairo, WV. (June 18, 2012 - June 21, 2012).
Conference Attendance, "MU Educause Online Conference", Marshall University IT, Huntington,
WV. (October 19, 2011 - October 21, 2011).
Webinar, "MOJO", G5 Leadership. (October 12, 2011).
Webinar, "Interactive eBook Production: An Insider Look", Text and Academic Authors
Association. (September 13, 2011).
Webinar, "Pure Confidence", G5 Leadership. (August 17, 2011).
Webinar, "New Partners, New Voices: Can Public Media and Newspapers Join Forces to Engage
Communities?", National Center for Media Engagement J-Lab. (July 27, 2011).
Webinar, "Adobe Developer Week", Adobe. (June 20, 2011 - June 21, 2011).
Campus Event, "Cyberinfrasstructure Day", Marshall University, Huntington, WV. (April 7, 2011).
Faculty Development Event, "Institutional Change: The Musical", MU Advance, Huntington, WV.
(January 7, 2011).
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Awards and Honors
Nomination, Pickens-Queen Teaching Award, Marshall University, (2013).
Nomination, Pickens-Queen Teaching Award, Marshall University, (2012).
104
Faculty Data Sheet
(Information for the period of this review)
May 1, 2010 - May 1, 2015
Name: Ms. Rebecca Johnson
Rank: Associate Professor
Start Date at Marshall as a Faculty
Member:
Status:
August 21, 1976
Tenured
Highest Degree
Earned:
Conferring
Institution:
M.A.J.
Date Degree
Received:
May 1976
Marshall University
Area of Degree
Specialization:
Professional
Registration/Licensure:
Field of Registration
/Licensure:
Peer Reviewer Course (PRC), Applying the QM Rubric FY12 (APPQMR) : using 2011-2013 Rubric
Quality Matters Program Mission: promote and improve the
quality of online education and student learning. ,
Agency: Quality Matters, Quality Matters
Date Obtained, Expiration
Date
Obtained: June 20, 2012
Obtained: April 26, 2012
List courses you taught during the final two years of this review. If you participated in a teamtaught course, indicate each of them and what percentage of the course you taught. For each
course include the year and semester taught (summer through spring), course number, course
title and enrollment. (Expand the table as necessary)
Term/Year
Spring
2015
Spring
2015
Course
Title
JMC
Digital Imaging for JMC
360
JMC
Digital Imaging for JMC
360
Enrolled
16 100%
% Respon
100
15 100%
100
105
Spring
2015
Spring
2015
Spring
2015
Spring
2015
Spring
2015
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Spring
2014
Spring
2014
Spring
2014
Spring
2014
Spring
2014
Spring
2014
Spring
2014
Fall 2013
Fall 2013
Fall 2013
Fall 2013
Spring
2013
JMC
465
JMC
462
JMC
462
JMC
562
JMC
562
JMC
360
JMC
360
JMC
410
JMC
461
JMC
461
JMC
641
JMC
360
JMC
360
JMC
465
JMC
580
JMC
462
JMC
462
JMC
562
JMC
360
JMC
360
JMC
461
JMC
641
JMC
360
Multimedia Reporting
4 100%
100
Web Design for Mass Media
14 100%
100
Web Design for Mass Media
6 100%
100
Web Design for Mass Media
1 100%
100
Web Design for Mass Media
2 100%
100
Digital Imaging for JMC
14 100%
100
Digital Imaging for JMC
13 100%
100
Magazine Editorial Prac
7 100%
100
Web Strategies
12 100%
100
Web Strategies
13 100%
100
Web Strategies for JMC
3 100%
100
Digital Imaging for JMC
14 100%
100
Digital Imaging for JMC
15 100%
100
Multimedia Reporting
10 100%
100
SpTp: Multimedia Reporting
1 100%
100
Web Design for Mass Media
13 100%
100
Web Design for Mass Media
5 100%
100
Web Design for Mass Media
1 100%
100
Digital Imaging for JMC
15 100%
100
Digital Imaging for JMC
15 100%
100
Web Strategies
14 100%
100
Web Strategies for JMC
2 100%
100
Digital Imaging for JMC
14 100%
100
106
Spring
2013
Spring
2013
Spring
2013
Spring
2013
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Spring
2012
Spring
2012
Spring
2012
Spring
2012
Spring
2012
Spring
2012
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Fall 2010
Fall 2010
JMC
360
JMC
465
JMC
462
JMC
562
JMC
360
JMC
360
JMC
410
JMC
510
JMC
641
JMC
360
JMC
360
FSC
605
JMC
465
JMC
462
JMC
562
JMC
360
JMC
360
FSC
605
JMC
465
JMC
462
JMC
562
JMC
360
JMC
360
Digital Imaging for JMC
14 100%
100
Multimedia Reporting
8 100%
100
Web Design for Mass Media
9 100%
100
Web Design for Mass Media
5 100%
100
Digital Imaging for JMC
15 100%
100
Digital Imaging for JMC
15 100%
100
Magazine Editorial Prac
7 100%
100
Magazine Editorial Prac
3 100%
100
Web Strategies for JMC
5 100%
100
Digital Imaging for JMC
15 100%
100
Digital Imaging for JMC
14 100%
100
Forensic Digital Imaging
9 100%
100
Multimedia reporting
5 100%
100
Web Design for Mass Media
13 100%
100
Web Design for Mass Media
3 100%
100
Digital Imaging for JMC
11 100%
100
Digital Imaging for JMC
12 100%
100
Forensic Digital Imaging
100%
100
Multimedia reporting
8 100%
100
Web Design for Mass Media
6 100%
100
Web Design for Mass Media
8 100%
100
Digital Imaging for JMC
12 100%
100
Digital Imaging for JMC
15 100%
100
107
Fall 2010
Fall 2010
JMC
461
JMC
641
Web Strategies
14 100%
100
Web Strategies for JMC
9 100%
100
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
1)
Scholarship/Research
Intellectual Contributions
Johnson, R. (2013). Gone: Cleo's Misadventure.
Presentations
Johnson, R., Demonstration, Technology User Group Meeting, FDCOMI, DL 349, "Blackboard
Gradebook - Organizing", Workshop, Local, Invited. (December 9, 2013).
Research Currently in Progress
Johnson, Rebecca, "Database Journalism", On-Going, Non-Scholarly.
2)
Service
Department
GRP, Committee Member.
CAE, Committee Member, (August 15, 2014 - Present).
CAE, Committee Chair, (August 2014).
College
CAM Curriculum, Committee Member (August 2013 - Present).
SCORES, oversee SOJMC contests for SCORES (August 1985 - Present).
High School Workshop, Taught High School Workshop (June 25, 2014).
High School Workshop, Taught workshop (June 24, 2013).
High School Workshop, Workshop Leader (June 25, 2012).
Digital Workshop, Digital Graduation Portfolio Workshop (April 4, 2012).
SCORES, SCORES (March 31, 2012).
University
108
FDCOMI, Committee Member.
University Functions, Committee Member.
Community
Friends of the Library, Member, Huntington, WV, United States.
The Gallup Panel, Member, USA.
Therapy Dogs International, Associate, Flanders, NJ, USA (July 6, 2012 - Present).
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Professional Memberships
Investigative Reporters and Editors, IRE, Investigative Reporters and Editors, Inc. is a grassroots
nonprofit organization dedicated to improving the quality of investigative reporting. IRE was
formed in 1975 to create a forum in which journalists throughout the world could help each
other by sharing story ideas, newsgathering techniques and news sources.
IRE provides members access to thousands of reporting tip sheets and other materials through
its resource center and hosts conferences and specialized training throughout the country.
Programs of IRE include the National Institute for Computer Assisted Reporting,
DocumentCloud and the Campus Coverage Project.
Mission Statement
The mission of Investigative Reporters and Editors is to foster excellence in investigative
journalism, which is essential to a free society. We accomplish this by:
Providing training, resources and a community of support to investigative journalists.
Promoting high professional standards.
Protecting the rights of investigative journalists.
Ensuring the future of IRE.
Online News Association, ONA, Since 1999, the Online News Association has been at the
forefront of a truly revolutionary age in digital media. The programs and services we provide
help digital journalists in news organizations around the globe and across the corporate,
independent and non-profit sectors adapt to the changing environment. Our mission, inspiring
innovation and excellence among digital journalists to better serve the public, has never been
more important.
Our leadership status is reflected in ONA’s growth — our membership increased 18 percent in
2010 alone. Our more than 1,900 members are the producers, content editors, news
directors, reporters, bloggers, technologists, designers, academics and newsroom decisionmakers who are creating and refining the online medium at breakneck speed.
Not as obvious in the data but just as critical is the spirit of ONA, which welcomes non-traditional
members and fosters community, out-of-the-box thinking and excitement about the future of
journalism and informed citizen engagement.
ONA already offers a variety of online and in-person trainings and exposure to the latest
technology and how to use it; our new website brings these valuable resources to a wider
109
audience. Members are offered access to expertise and best practices from the most
innovative minds in the business.
Society of Professional Journalists, SPJ, The Society of Professional Journalists is the nation’s
most broad-based journalism organization, dedicated to encouraging the free practice of
journalism and stimulating high standards of ethical behavior. Founded in 1909 as Sigma
Delta Chi, SPJ promotes the free flow of information vital to a well-informed citizenry through
the daily work of its nearly 10,000 members; works to inspire and educate current and future
journalists through professional development; and protects First Amendment guarantees of
freedom of speech and press through its advocacy efforts.
Faculty Development Activities Attended
Seminar, "Covering Ebola: A Poynter Conversation", NewsU - Poynter.org. (October 23, 2014).
Seminar, "Solutions Journalism: Covering What Works, Without the Fluff", NewsU - Poynter.org.
(April 30, 2014).
Seminar, "Core Skills for the 21st Century Journalist", NewsU - Poynter.org. (April 10, 2014).
Seminar, "Dr. Monica Brooks on Copyright". (February 4, 2014).
Seminar, "Location-Based Social Media with Geofeedia", Poynter and NewsU. (November 14,
2013).
Seminar, "Effective News Videos with Videolicious: A Digital Tools Tutorial", Poynter and NewsU.
(October 30, 2013).
Seminar, "The Storyteller as an Investigator: How to Turn a Tip into an Investigation", Poynter
and NewsU. (October 23, 2013).
Seminar, "Managing Newsroom Data with PANDA: A Digital Tools Tutorial", Poynter and NewsU.
(October 10, 2013).
Seminar, "Elevate Social Media Storytelling with RebelMouse: A Digital Tools Tutorial", Poynter
and NewsU. (September 26, 2013).
Seminar, "The Future of Journalism Education", Poynter and NewsU. (August 29, 2013).
Seminar, "Easy Interactivity with Meograph: A Digital Tools Tutorial", Poynter and NewsU. (May
2, 2013).
Seminar, "Content Curation and Creation with Spundge: A Digital Tools Tutorial", Poynter and
NewsU. (April 10, 2013).
Seminar, "Document Mining with Overview: A Digital Tools Tutorial", Poynter and NewsU. (March
15, 2013).
Seminar, "Teaching with iPad and iTunes U", Apple Computer. (November 13, 2012 - December
4, 2012).
Workshop, "Quality Matters – Applying the Rubric", Quality Matters and Marshall University,
Huntington, WV, USA. (April 26, 2012).
Seminar, "100 Ideas to Make Your Journalism Better", Poynter News University, www.newsu.org.
(April 11, 2012).
110
Seminar, "Illustrating the Story: Comics & Illustated Journalism", Poynter and NewsU. (April 5,
2012).
Seminar, "Illustrating the Story: Comics and Illustrated Journalism", Poynter News University,
www.newsu.org. (April 5, 2012).
Seminar, "NYU: The Data Revolution and the Impact on Higher Education", New Media
Consortium. (April 5, 2012).
Seminar, "State of the News Media 2012", Poynter News University, www.newsu.org. (March 28,
2012).
Seminar, "Census Coverage: Going Deep with Demographic and Economic Data", Poynter News
University, www.newsu.org. (January 16, 2012).
Seminar, "Telling Stories with Sound", Poynter News University, www.newsu.org. (January 16,
2012).
Seminar, "Intellectual Property", Marshall, Huntington, WV, United States. (September 9, 2011).
Webinar, "Conquering a Sea of Syllabi", Campus Technology. (August 23, 2011).
Workshop, "IPED", Marshall, Huntington, WV, USA. (August 16, 2011).
Seminar, "Cyberinfrastructure Day", Marshall, Huntington, WV, USA. (April 7, 2011).
Seminar, "Log-Form Storytelling", Marshall, Huntinton, WV, USA. (March 16, 2011).
Workshop, "Safe Space Orientation", LGBT, Huntington, WV, USA. (February 3, 2011).
Workshop, "Digital Measures", MU, Huntington, WV, USA. (January 6, 2011).
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
111
Faculty Data Sheet
(Information for the period of this review)
May 1, 2010 - May 1, 2015
Name: Burnis Morris
Rank: Professor
Start Date at Marshall as a Faculty
Member:
Status:
August 17, 2003
Tenured
Highest Degree
Earned:
Conferring
Institution:
Master of Public
Administration
Date Degree
Received:
1977
University of Dayton, Dayton, Ohio
Area of Degree
Specialization:
Public Administration, Economics
Professional
Registration/Licensure:
Field of Registration
/Licensure:
Agency:
Date Obtained, Expiration
Date
List courses you taught during the final two years of this review. If you participated in a teamtaught course, indicate each of them and what percentage of the course you taught. For each
course include the year and semester taught (summer through spring), course number, course
title and enrollment. (Expand the table as necessary)
Term/Year
Spring
2015
Spring
2015
Fall 2014
Course
Title
JMC
News Writing I
201
JMC
Reporting Public Affairs
414
JMC
Copy Editing
305
Enrolled
15 100%
% Respon
100
17 100%
100
12 100%
100
112
Fall 2014
Fall 2014
Spring
2014
Spring
2014
Fall 2013
Fall 2013
Fall 2013
Spring
2013
Fall 2012
Spring
2011
Spring
2011
Spring
2011
Fall 2010
Fall 2010
JMC
485
JMC
303
JMC
414
JMC
455
JMC
305
JMC
481
JMC
581
JMC
414
JMC
303
JMC
414
JMC
455
JMC
555
JMC
305
JMC
201
Independent Study
1 100%
100
Sports News Reporting
7 100%
100
Reporting Public Affairs
14 100%
100
Women Min & Mass Media
8 100%
100
Copy Editing
11 100%
100
SpTp: Race and Media
4 100%
100
SpTp: Race and Media
1 100%
100
Reporting Public Affairs
16 100%
100
Sports News Reporting
9 100%
100
Reporting Public Affairs
15 100%
100
Women Min & Mass Media
12 100%
100
Women Min & Mass Media
6 100%
100
Copy Editing
8 100%
100
News Writing I
13 100%
100
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
1)
Scholarship/Research
Contracts, Grants and Sponsored Research
Zhang, J. (Principal), Brooks, M. (Principal), Khader, M. (Principal), DeBruin, N. M. (Principal),
Johnson, K. (Principal), Trowbridge, D. J. (Principal), Morris, B., Grant, "This Place Matters:
Using Mobile Technology to Leverage the Resources of Libraries and Share the Stories of
African Americans in Central Appalachia", $35,000.00, Funded. (October 31, 2014 - Present).
Morris, B. (Principal), Sponsored Research, "Carter G. Woodson", John Deaver Drinko Academy,
Marshall University, Funded. (January 1, 2013 - Present).
Morris, B. (Principal), Grant, "Carter G. Woodson", Emory University, Private, $500.00. (June
2012 - Present).
113
Morris, B. (Principal), Grant, "Carter G. Woodson's Mis-Education of the Negro", WV Humanities
Council, State, $2,500.00, Funded. (April 2011 - Present).
Morris, B. (Principal), Grant, Herald-Dispatch/Champion, Private, $10,000.00, Funded. (January
2009 - Present).
Khader, M. (Co-Principal), Brooks, M., Johnson, K., Zhang, J., DeBruin, N. M., Trowbridge, D. J.,
Morris, B., Grant, Knight News Foundation, Private, $35,000.00, Funded. (December 2014).
Morris, B. (Principal), Grant, Multicultural Affairs, Marshall University, $2,500.00. (July 2012 - July
2014).
Morris, B. (Principal), Grant, "High School Journalism Workship", Herald-Dispatch, Huntington,
WV, Local, $10,000.00, Currently Under Review. (January 1, 2011 - December 31, 2011).
Morris, B. (Principal), Grant, "High School Journalism Workshop", Division of Multicultural Affairs,
Marshall University, $2,500.00, Funded. (January 1, 2011 - December 31, 2011).
Morris, B. (Principal), Grant, "High School Journalism Workshop", The Herald-Dispatch, Local,
$10,000.00, Funded. (January 1, 2010 - July 1, 2010).
Intellectual Contributions
Morris, B. (2014). Association for the Study of African American Life and History.
Presentations
Morris, B., Oral Presentation, Conference and Annual Meeting, Association for the Study of
African American Life and History, Association for the Study of African American Life and
History, Memphis, Tennessee, "Political Activism in 18th and 19th Century America",
Conference, Academic, International, peer-reviewed/refereed, Invited. (August 27, 2014).
Morris, B. (Chair), Oral Presentation, Emancipation Proclamation Reconsidered, Association for
the Study of African American Life and History, Jacksonville, Florida, "Chair, Panel: The
Emancipation Proclamation Reconsidered", Panel, Academic, International, peerreviewed/refereed, Accepted. (October 4, 2013).
Morris, B. (Panelist), Paper, Association for the Study of African American Life and History
Annual Convention, Association for the Study of African American Life and History,
Pittsburgh, PA, "How Carter G. Woodson Used Negro Newspapers", Conference, Academic,
International, peer-reviewed/refereed, Accepted. (September 29, 2012).
Morris, B. (Chair), Oral Presentation, Annual Convention Association for the Study of African
American Life and History, Association for the Study of African American Life and History,
Pittsburgh, PA, ""Before We Hold the Parade Let's Talk Affairs of State: Obama, Women,
Gays and the Black Church"", Conference, Academic, National, peer-reviewed/refereed,
Accepted. (September 27, 2012).
Morris, B. (Chair), Oral Presentation, Association for the Study of African American Life and
History, Association for the Study of African American Life and History, Pittsburgh, PA, ""And
the Envelope Goes To: Black Images on Television Post Bob Johnson"", Conference,
Academic, peer-reviewed/refereed, Accepted. (September 27, 2012).
Morris, B. (Presenter & Author), Oral Presentation, Annual Carter G. Woodson Memorial
Foundation Dinner, Carter G. Woodson Memorial Foundation, Huntington, WV, "Carter G.
Woodson", Other, Non-Academic, Local, Invited. (April 21, 2012).
114
Morris, B. (Presenter & Author), Lecture, John Deaver Drinko Academy Annual Dinner, John
Deaver Drinko Academy, Edwards Performing Arts Center, MU, "How Carter G. Woodson
Used the Black Press to Sell History", Other, Academic, Local, Invited. (March 31, 2012).
Morris, B. (Author Only), Lecture, Luncheon, Graduate College, Marshall University, South
Charleston, ""Future of Old Media"". (October 27, 2010).
Research Currently in Progress
Morris, Burnis, "Book on Nonprofit Organizations", On-Going, Non-Scholarly.
Morris, Burnis, "Carter G. Woodson and the Negro Press", Writing Results, Scholarly.
Morris, Burnis, "Carter G. Woodson Study", On-Going, Scholarly.
Morris, Burnis, "Carter G. Woodson Study", On-Going, Scholarly.
Morris, Burnis, "Carter G. Woodson: Popularizer of History", On-Going, Scholarly.
Morris, Burnis, "Nelson Barnett Papers", Planning, Scholarly.
Morris, Burnis, "The Nelson Barnett Jr. Papers", On-Going, Scholarly.
2)
Service
Department
Diversity Committee, Committee Chair, (January 1, 2009 - Present).
Facilities and Scholarships, Committee Member, (January 1, 2006 - Present).
Personnel (Promotion & Tenure) Committee, Committee Member, (January 1, 2006 - Present).
Diversity, Committee Chair, (January 2009 - August 2014).
Special Projects Committee, Committee Chair, (January 1, 2010 - December 31, 2010).
College
Division Faculty, Committee Chair (January 1, 2006 - Present).
Facilities, Committee Member (January 1, 2006 - Present).
Promotion and Tenure, Committee Member (January 1, 2005 - Present).
Diversity Committee, Committee Chair (January 1, 2011 - 2014).
Search Committee (April 2011 - June 2011).
University
Facuty Senate, Assistant Chair (September 2013 - Present).
DASA Awards, Committee Chair (January 2013 - Present).
115
Graduate Council, Committee Member (August 2012 - Present).
Executive Committee, Faculty Senate, Committee Member (August 2008 - Present).
Chair, Ethics Group, HLC, MU Accreditation, Committee Chair (June 2014 - November 2014).
United Way Campaign, Committee Member (June 2014 - October 2014).
Dean Search Committee, COLA, Committee Member (January 2014 - April 2014).
President's Budget Understanding Committee, Committee Member (March 2011 - December
2011).
ADK Doris C. Miller Scholarship Award Committee, Committee Member (October 18, 2011 November 1, 2011).
U.S. Constitution Week Celebration, Committee Member (July 1, 2011 - September 30, 2011).
Communication Disorders Search Committee, Committee Member (February 2011 - July 2011).
General Education Degree Committee, Committee Member (December 2010 - May 2011).
Dean's Search, COEHS, Committee Member (January 1, 2011 - April 2011).
Dean's Search, COEHS, Committee Member (December 2010 - February 2011).
Multicultural Affairs, Faculty Mentor (August 15, 2010 - December 31, 2010).
Council of Chairs, Committee Member (January 1, 2010 - December 31, 2010).
Diversity Committee, Committee Member (January 1, 2010 - December 31, 2010).
Faculty Senate, University Senate Service (January 1, 2010 - December 31, 2010).
Provost's Quality of Faculty Work Life, Committee Member (January 1, 2010 - December 31,
2010).
Senate Executive Committee, Committee Member (January 1, 2010 - December 31, 2010).
Professional
Association for the Study of African American Life and History, Editor of outgoing documents,
Washington, District of Columbia, USA (November 2011 - Present).
Unsolicited requests for assistance from journalists, Journalists seek my help in covering
nonprofits, Huntington, West Virginia, USA (January 1, 2002 - Present).
West Virginia Open Government Coalition, Spokesman for coalition, Huntington, West Virginia,
USA (May 2011 - May 2012).
National Press Foundation, Board of Advisors of a Company, Washington, District of Columbia,
USA (January 1, 2010 - December 31, 2010).
Community
116
MU United Way Campaign, Member (June 2014 - October 2014).
Veterans Affairs Medical Center, Guest Speaker, Huntington, West Virginia, USA (February 28,
2013).
Living Legacy Awards, As a member of Woodson's history assn., Washington, D.C., USA
(January 2013 - February 2013).
Huntington Middle School, Guest Speaker, Huntington, West Virginia, USA (February 13, 2013 February 14, 2013).
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Professional Memberships
Association for the Study of African American Life and History, ASALH, volunteer editor of
association documents, Scholarly research organization founded by Carter G. Woodson in
1915. Member since 2011. (January 2012 - Present).
Investigative Reporters and editors, IRE, Professional journalism organization. (January 2012 Present).
Association for the Study of African American Life and History, ASALH, Member, volunteer editor,
Organization dedicated to scientific study of African American history. Founded by Carter
Woodson in 1915. (September 15, 2011 - Present).
Kappa Tau Alpha, Member, Journalism honors society. Member since 1992. (January 1992 Present).
Investigative Reporters and Editors, IRE, Member, Provides workshops and conferences for
investigative journalists. (January 1, 2011 - December 31, 2011).
Kappa Tau Alpha, Member, Journalism Honor Society. (January 1, 2011 - December 31, 2011).
National Press Foundation, Member, Board of Advisors, Training journalists who cover
Washington, D.C. (January 1, 2011 - December 31, 2011).
Investigative Reporters and Editors, IRE, Member, An organization whose goals involve training
and educating journalists and students in investigative journalism. Over the years, I've been a
panel moderator and member of the education task force. (January 1, 2010 - December 31,
2010).
National Press Foundation, Member, Board of Advisors, Journalism awards and training
organization. (January 1, 2010 - December 30, 2010).
Faculty Development Activities Attended
Workshop, "Copyright Refresher", Marshall University Libraries, Huntington, West Virginia, USA,
0 credit hours. (October 2, 2013 - Present).
Conference Attendance, "Carter G. Woodson's 138th Birthday", Association for the Study of
African American Life and History, Washington, D.C., USA. (December 19, 2013).
Conference Attendance, "Annual Black History Luncheion", Association for Study of African
117
American life and History, Washington, D.C., USA, 0 credit hours. (February 23, 2013).
Seminar, "Leadership Academy", Academic Affairs, MU, Huntington, WV, USA. (February 2012 December 2012).
Conference Attendance, ""Enhancing Diversity in Higher Education"", Higher Education Policy
Commission, Charleston, WV, USA. (April 25, 2012).
CARTER G. WOODSON 136TH BIRTHDAY CELEBRATION, "Celebration of Carter G.
Woodson's Birthday", Association for the study of African American Life and History,
Washington, District of Columbia, USA. (December 16, 2011 - December 20, 2011).
Conference Attendance, ""The Civil War" Theme", ASSOCIATION FOR THE STUDY OF
AFRICAN AMERICAN LIFE AND HISTORY, Richmond, Virginia, USA. (October 8, 2011 October 11, 2011).
Workshop, "IPED: INQUIRING PEDAGOGIES, MARSHALL UNIVERSITY, AUGUST 16, 2011",
Marshall University, Huntington, WV, USA. (August 16, 2011).
Conference Attendance, "ATTENDEE, WEST VIRGINIA ASSOCIATED PRESS
BROADCASTERS' AWARDS LUNCHEON,", WV Associated Press 'Broadcasters,
Charleston, West Virginia, USA. (June 11, 2011).
Conference Attendance, "National Freedom of Information Summit", National First Amendment
Coalition, Providence, Rhode Island, USA. (May 18, 2011 - May 22, 2011).
Tutorial, "Training/ Digital Measures", Marshall University, Academic Affairs, Huntington, West
Virginia, USA. (January 6, 2011).
Workshop, "2010 Census", Investigative Reporters and Editors, Cincinnati, Ohio, USA.
(November 13, 2010).
Conference Attendance, "Awards Luncheon", West Virginia Associated Press Broadcasters,
Charleston, West Virginia, USA. (June 19, 2010).
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Awards and Honors
Test Monitor, Dow Jones News Fund, (September 2014).
Centennial of Woodson's Black History Movement, Association for the Study of African American
Life and History, (May 2014).
Test Monitor, Dow Jones News Fund, (September 2013).
Test Monitor, Dow Jones News Fund, (September 2013).
Test Monitor, Dow Jones News Fund, (July 2012).
Carter G. Woodson Fellow, Emory University, (June 2012).
John Deaver Drinko Fellow, John Deaver Drinko Academy, (January 1, 2012).
John Deaver Drinko Fellow, John Deaver Drinko Academy, Marshall University, (April 2011).
118
WV Humanities Council Fellow, WV Humanities Council, (April 2011).
Test Monitor, Dow Jones News Fund, (August 11, 2010).
119
Faculty Data Sheet
(Information for the period of this review)
May 1, 2010 - May 15, 2015
Name: Robert A Rabe
Rank: Associate Professor
Start Date at Marshall as a Faculty
Member:
Status:
August 17, 2007
Tenured
Highest Degree
Earned:
Conferring
Institution:
Ph D
Date Degree
Received:
2013
University of Wisconsin- Madison, Madison, Wis.
Area of Degree
Specialization:
Mass Communication
Professional
Registration/Licensure:
Field of Registration
/Licensure:
Agency:
Date Obtained, Expiration
Date
List courses you taught during the final two years of this review. If you participated in a teamtaught course, indicate each of them and what percentage of the course you taught. For each
course include the year and semester taught (summer through spring), course number, course
title and enrollment. (Expand the table as necessary)
Term/Year
Spring
2015
Spring
2015
Spring
2015
Course
Title
JMC
Hist Mass Communications
612
JMC
Information Gathering Research
102
HON
SpTp:Mass Media & Civil Rights
480
Enrolled
6 100%
% Respon
100
15 100%
100
14 100%
100
120
Spring
2015
Spring
2015
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Spring
2014
Spring
2014
Spring
2014
Spring
2014
Spring
2014
Fall 2013
Fall 2013
Fall 2013
Fall 2013
Fall 2013
Fall 2013
Fall 2013
Fall 2013
Spring
2013
Spring
2013
Spring
2013
Spring
2013
JMC
455
JMC
555
JMC
404
JMC
102
JMC
102
JMC
600
JMC
612
JMC
102
JMC
102
HON
480
HST
650
JMC
404
JMC
504
JMC
430
JMC
530
HON
480
JMC
280
JMC
280
JMC
280
JMC
612
JMC
102
JMC
102
JMC
455
Women Min & Mass Media
16 100%
100
Women Min & Mass Media
1 100%
100
Hist Am JRN & Mass Comm
11 100%
100
Information Gathering Research
13 100%
100
Information Gathering Research
13 100%
100
Proseminar in Mass Comm
7 100%
100
Hist Mass Communications
4 100%
100
Information Gathering Research
15 100%
100
Information Gathering Research
15 100%
100
SpTp: Activism-US Pop Culture
15 50%
50
SpTp:Mass Communications Hist
3 100%
100
Hist Am JRN & Mass Comm
4 100%
100
Hist Am JRN & Mass Comm
3 100%
100
Magazine Article Writing
10 100%
100
Magazine Article Writing
2 100%
100
SpTp: Citizenship/DigitalAge
11 100%
100
SpTp:Grammar & Usage for Media
15 100%
100
SpTp:Grammar & Usage for Media
13 100%
100
SpTp:Grammar & Usage for Media
15 100%
100
Hist Mass Communications
5 100%
100
Information Gathering Research
15 100%
100
Information Gathering Research
14 100%
100
Women Min & Mass Media
7 100%
100
121
Spring
2013
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Spring
2012
Spring
2012
Spring
2012
Spring
2012
Spring
2012
Spring
2012
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Fall 2010
JMC
555
JMC
404
JMC
102
JMC
430
JMC
530
HON
480
JMC
612
JMC
102
JMC
480
JMC
580
JMC
455
JMC
555
JMC
404
JMC
504
JMC
102
JMC
430
JMC
530
HON
480
JMC
612
JMC
102
JMC
102
HON
480
FYS
100
Women Min & Mass Media
2 100%
100
Hist Am JRN & Mass Comm
6 100%
100
Information Gathering Research
14 100%
100
Magazine Article Writing
9 100%
100
Magazine Article Writing
3 100%
100
SpTp:Obs Censor Pop Cult
13 50%
50
Hist Mass Communications
11 100%
100
Information Gathering Research
16 100%
100
SpTp: Mass Media/Civil Rights
8 100%
100
SpTp: Mass Media/Civil Rights
2 100%
100
Women Min & Mass Media
19 100%
100
Women Min & Mass Media
2 100%
100
Hist Am JRN & Mass Comm
12 100%
100
Hist Am JRN & Mass Comm
4 100%
100
Information Gathering Research
15 100%
100
Magazine Article Writing
14 100%
100
Magazine Article Writing
8 100%
100
SpTp: Consumer Culture
12 100%
100
Hist Mass Communications
17 100%
100
Information Gathering Research
12 100%
100
Information Gathering Research
12 100%
100
SpTp:New Media Cultures
12 100%
100
First Year Seminar
22 100%
100
122
Fall 2010
Fall 2010
Fall 2010
Fall 2010
FYS
100
JMC
404
JMC
430
JMC
530
First Year Seminar
22 100%
100
Hist Am JRN & Mass Comm
12 100%
100
Magazine Article Writing
11 100%
100
Magazine Article Writing
3 100%
100
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
1)
Scholarship/Research
Contracts, Grants and Sponsored Research
Rabe, R. A., Grant, "Summer Research Grant", MU, Marshall University, $2,000.00, Funded.
(May 2014 - August 2014).
Rabe, R. A., Grant, "Summer Research Grant", Marshall University, $1,500.00, Funded. (May
2013 - August 2013).
Rabe, R. A., Grant, "Summer Researcg Grant", Marshall University, Marshall University,
$2,000.00, Funded. (May 2012 - August 2012).
Rabe, R. A., Grant, "Summer Research Grant", Marshall University, Marshall University,
$2,000.00, Funded. (May 2011 - August 2011).
Intellectual Contributions
Rabe, R. A. (2014). History of Mass Communication in America: An Internet Bibliography.
Rabe, R. A. (2014). Review of Janice Peck and Inger L. Stole, eds., A Moment of Danger: Critical
Studies in the History of U.S. Communications Since World War II. Journalism and Mass
Communications Quarterly, 91, 613-615.
Rabe, R. A. (2013). History of Mass Communication in America: An Internet Bibliography.
Rabe, R. A. (2013). review of Richard Popp, The Holiday Makers: Magazines, Advertising, and
Mass Tourism in Postwar America. Journalism and Mass Communication Quarterly, 90, 612613.
Rabe, R. A. Richard Dudman’s 40 Days With the Enemy and the Boundaries of Anti-War Opinion
in the Nixon Years. Journalism History.
Rabe, R. A. Review of On the Condition of Anonymity: Unnamed Sources and the Battle for
Journalism. H-Net Reviews.
Rabe, R. A. (2012). Review of The Opinions of Mankind: Racial Issues, Press, and Propaganda
in the Cold War. Journalism and Mass Communication Quarterly, 89, 339-341.
123
Rabe, R. A. Review of Richard Lentz and Karla K. Gower, The Opinions of Mankind: Racial
Issues, Press, and Propaganda in the Cold War. Journalism and Mass Communications
Quarterly.
Presentations
Rabe, R. A., Paper, American Historical Association Annual Meeting, New York, NY, "‘“You have
been severely criticized by persons who are bigoted and unfair”: Mayor Daley and the ‘Liberal
Media’ in the Aftermath of the 1968 Democratic National Convention.”", Conference,
Academic, International, peer-reviewed/refereed, Accepted. (January 2, 2015).
Rabe, R. A., Paper, Annual Conference, Policy History Association, Columbus, OH, "“Marquis
Childs, John F. Kennedy, and the Search for “Muscular Liberalism” in the 1960 Election”",
Conference, Academic, International, peer-reviewed/refereed, Accepted. (June 4, 2014).
Rabe, R. A. (Co-Chair), Pillen, C. J. (Co-Chair), Oral Presentation, Annual Conference,
Appalachian Studies Association, Huntington, WV, "Popular Culture and Protest in
Appalachia", Conference, Academic, National, peer-reviewed/refereed. (March 28, 2014).
Rabe, R. A., Oral Presentation, Annual Conference, AJHA, New Orleans, "Richard Dudman’s 40
Days With the Enemy and the Boundaries of Anti-War Opinion in the Nixon Years",
Conference, Academic, National, peer-reviewed/refereed, Accepted. (September 2013).
Rabe, R. A., Paper, Annual Conference, AEJMC, Washington, DC, "A World in Perilous
Disequilibrium’: Marquis W. Childs and the Emergence of the Cold War Consensus",
Conference, Academic, International, peer-reviewed/refereed, Accepted. (August 2013).
Rabe, R. A., Lecture, SPJ Lecture Series, MU Chapter- SPJ, MU Campus, "McCarthy and the
Red Scare in American Journalism", Workshop, Academic, Local, Invited. (October 17,
2012).
Rabe, R. A., Oral Presentation, 2012 Convention, American Journalism Historians Association,
Releigh, NC, "This is a Dirty, Brutal War and There is No Reason Why the Public Should Not
Know It”: Marquis W. Childs and the debate over Vietnam before the Tet Offensive",
Conference, Academic, National, peer-reviewed/refereed, Accepted. (October 12, 2012).
Rabe, R. A., Paper, AEJMC Annual Conference, AEJMC, St Louis, "The Problem Cuts a Dozen
Different Ways’: Marquis W. Childs and Civil Rights, 1950s-1960s.", Conference, Academic,
National, peer-reviewed/refereed, Accepted. (August 2011).
Tarter, B. J., Rabe, R. A., Silver, J. A., St. Germain, J., Garnett, R. A., Oral Presentation, iPED:
Inquiring Pedagogies, Center for Teaching and Learning, Marshall University, "Teaching in
the New Curriculum: The First Year Seminar", Panel, Academic, Local, Invited. (August 17,
2010).
Research Currently in Progress
Rabe, Robert A, "Bibliographic Essays".
Rabe, Robert A, "Marquis Childs, John F. Kennedy, and the Search for ‘Muscular Liberalism’ in
the 1960 Election", On-Going, Scholarly.
Rabe, Robert A, "Reporter in a Troubled World: Marquis W. Childs and the Rise and Fall of
Postwar Liberalism, 1944-1968", On-Going, Scholarly.
124
Rabe, Robert A, Julie Lane, "untitled paper on 1964 election", Writing Results, Scholarly.
Rabe, Robert A, "You have been severely criticized by persons who are bigoted and unfair”:
Mayor Daley and the ‘Liberal Media’ in the Aftermath of the 1968 Democratic National
Convention", On-Going, Scholarly.
Directed Student Learning and Research
Francis, H., Learning, Master's Thesis Committee Chair, Journalism & Mass Communication
Department. (August 2014 - Present).
Hyman, M., Research, Master's Thesis Committee Chair, Journalism & Mass Communication
Department, In-Process. (March 2013 - Present).
Mistich, D., Research, Master's Thesis Committee Chair, Journalism & Mass Communication
Department, "Authenticity in the Rock Music Criticism of Crawdaddy Magazine", In-Process.
(August 2011 - March 2015).
Jessmer, A., Research, Master's Thesis Committee Chair, Journalism & Mass Communication
Department, "The Beats in the American Perspective", Completed. (August 2010 - November
2012).
Hall, A., Research, Directed Individual/Independent Study, Journalism & Mass Communication
Department, JMC, 585, 3 credit hours, "Gender and Food Advertising in Postwar American
Magazines", Completed. (August 2011 - December 2011).
Biser, A., Research, Directed Individual/Independent Study, Journalism & Mass Communication
Department, JMC, 585, 3 credit hours, "An Exploration of Life Magazine Covers During World
War II and the Vietnam War", Completed. (August 2011 - December 2011).
Rich, L., Research, Supervised Research, History Department, "Rock Music Groupies in
American Media and Culture", Completed. (May 2011).
Cavalier, A., Research, Master's Thesis Committee Member, Journalism & Mass Communication
Department, "The Effects of a Web Presence on Sportscasting Audiences", Completed.
(August 2010 - May 2011).
2)
Service
Department
Personnel Committee, Committee Member, (August 2013 - Present).
Graduate Program Coordinator, Faculty Mentor, (January 2013 - Present).
Diversity Committee, Committee Member, (August 2010 - Present).
Graduate Education Committee, Committee Member, (August 2008 - Present).
Curriculum Committee, Committee Member, (August 2007 - Present).
College
Faculty Senate, Committee Member (August 2014 - Present).
125
Faculty Research Committee, Committee Member (August 2013 - Present).
Honors College Curriculum and Policy, Committee Member (August 2013 - Present).
University
Honors College Policy and Curriculum, Committee Member (January 2010 - May 2015).
Faculty Research Committee, Committee Member (August 2012 - May 2013).
Faculty Senate Library Committee, Committee Member (August 2007 - May 2013).
General Education Council, Committee Member (August 2010 - September 2012).
Faculty Senate Legislative Affairs Committee, Committee Member (August 2007 - August 2012).
Professional
Symposium on the Nineteenth-Century Press, University of Tennessee at Chattanooga, Member
of Steering Committee, Chattanooga, TN (August 2007 - Present).
AEJMC, Reviewer, Conference Paper (February 2014).
Religion Communication Association, Judge for awards competition (February 2014).
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Professional Memberships
American Historical Association, AHA, Major national organizations of academic historians.
(October 2014 - Present).
Appalachian Studies Association, ASA. (March 2014 - Present).
American Journalism Historians Association, AJHA, Promotes research and teaching in the field
of mass communications history. (January 2005 - Present).
Organization of American Historians, OAH. (2002 - Present).
Association for Education in Journalism and Mass Communication, AEJMC, The largest
academic association for educators and researchers in journalism and mass
communications. (2001 - Present).
Society of Professional Journalists, SPJ, Campus Chapter Adviser. (August 2008 - 2012).
Popular Culture Association, PCA. (2007 - 2011).
Faculty Development Activities Attended
Conference Attendance, "Annual Conference", Policy History Association, Columbus, OH, USA.
(June 2014).
Conference Attendance, "Annual Conference", Appalachian Studies Association, Huntington,
126
WV, USA. (March 2014).
Workshop, "Teaching Media History", American Journalism Historians Assoc., New Orleans, LA,
USA. (September 2013).
Workshop, "Understanding Social Media", MU IT, Huntington, WV, 0 credit hours. (March 14,
2013).
Campus Conversations, "“What Does it Mean to Internationalize a University?"", Academic
Affairs, Huntington, 0 credit hours. (February 25, 2013).
Tutorial, "EAB Training", Huntington, WV. (January 2013).
Workshop, "Teaching Media History workshop", AJHA, Religh, NC, US. (October 12, 2012).
Workshop, "Syllabus work group", Academic Affairs. (October 20, 2011).
Workshop, "TECI Training Workshop", Center for Teaching and Learning. (August 2011).
Workshop, "Dialogues on Faculty Diversity", Multi-Cultural Affairs. (February 18, 2011).
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Awards and Honors
Eberhard Award (Best Research Paper on Wartime Journalism), American Journalism Historians
Association, (October 2012).
127
Faculty Data Sheet
(Information for the period of this review)
May 1, 2010 - May 1, 2015
Name: Ms. Jennifer N. Sias
Rank: Professor
Start Date at Marshall as a Faculty
Member:
Status:
January 20, 1998
Term Faculty
Highest Degree
Earned:
Conferring
Institution:
MA
Date Degree
Received:
2003
Marshall University, Huntington, West Virginia
Area of Degree
Specialization:
Professional
Registration/Licensure:
Field of Registration
/Licensure:
Humanities, Concentration in Literature and Writing
Pedagogy of Teaching and Learning Online: Pedagogy
Matters
Certified in the Quality Matters: Pedagogy of Teaching &
Learning Online: Pedagogy Matters
Agency: Center for Teaching and Learning
Date Obtained, Expiration
Date
Obtained: April 1, 2013
List courses you taught during the final two years of this review. If you participated in a teamtaught course, indicate each of them and what percentage of the course you taught. For each
course include the year and semester taught (summer through spring), course number, course
title and enrollment. (Expand the table as necessary)
Term/Year Course
Title
FYS
First Yr Sem Critical Thinking
100
Spring
FYS
First Yr Sem Critical Thinking
2015
100
Spring
JMC
Information Gathering Research
2015
102
Enrolled
14 100%
% Respon
100
23 100%
100
15 100%
100
128
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
Summer
2014
Spring
2014
Spring
2014
Spring
2014
Spring
2014
Fall 2013
Fall 2013
Fall 2013
Fall 2013
Fall 2013
Summer
2013
Summer
2013
Spring
2013
Spring
2013
Spring
2013
FYS
100
FYS
100
FYS
100
FYS
100
FYS
100
FYS
100
JMC
102
JMC
102
FYS
100
FYS
100
FYS
100
FYS
100
FYS
100
JMC
475
JMC
575
FYS
100
FYS
100
FYS
100
FYS
100
FYS
100
FYS
100
FYS
100
FYS
100
First Year Seminar
21 100%
100
First Year Seminar
22 100%
100
First Year Seminar
22 100%
100
First Yr Sem Critical Thinking
21 100%
100
First Yr Sem Critical Thinking
22 100%
100
First Yr Sem Critical Thinking
21 100%
100
Information Gathering
12 100%
100
Information Gathering Research
12 100%
100
First Yr Sem Critical Thinking
14 100%
100
First Yr Sem Critical Thinking
22 100%
100
First Yr Sem Critical Thinking
22 100%
100
First Yr Sem Critical Thinking
23 100%
100
First Yr Sem Critical Thinking
3 100%
100
Documentary Journalism
5 100%
100
Documentary Journalism
5 100%
100
First Yr Sem Critical Thinking
21 100%
100
First Yr Sem Critical Thinking
20 100%
100
First Yr Sem Critical Thinking
19 100%
100
First Yr Sem Critical Thinking
7 100%
100
First Yr Sem Critical Thinking
2 100%
100
First Yr Sem Critical Thinking
20 100%
100
First Yr Sem Critical Thinking
17 100%
100
First Yr Sem Critical Thinking
18 100%
100
129
Spring
2013
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Spring
2012
Spring
2012
Spring
2012
Spring
2012
Spring
2012
Spring
2012
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Summer
2011
Summer
2011
Summer
2011
Summer
2011
Spring
2011
Spring
2011
JMC
102
FYS
100
FYS
100
FYS
100
FYS
100
FYS
100
FYS
100
FYS
100
FYS
100
FYS
100
JMC
201
JMC
360
FYS
100
FYS
100
FYS
100
FYS
100
FYS
100
FYS
100
FYS
100
FYS
100
FYS
100
FYS
100
FYS
100
Information Gathering Research
17 100%
100
First Yr Sem Critical Thinking
22 100%
100
First Yr Sem Critical Thinking
22 100%
100
First Yr Sem Critical Thinking
21 100%
100
First Yr Sem Critical Thinking
21 100%
100
First Year Seminar
9 100%
100
First Year Seminar
4 100%
100
First Year Seminar
7 100%
100
First Year Seminar
23 100%
100
First Year Seminar
16 100%
100
News Writing I
16 100%
100
Digital Imaging for JMC
14 100%
100
First Year Seminar
12 100%
100
First Year Seminar
23 100%
100
First Year Seminar
11 100%
100
First Year Seminar
8 100%
100
First Year Seminar
9 100%
100
First Year Seminar
17 100%
100
First Year Seminar
2 100%
100
First Year Seminar
7 100%
100
First Year Seminar
2 100%
100
First Year Seminar
1 100%
100
First Year Seminar
14 100%
100
130
Spring
2011
Spring
2011
Spring
2011
Fall 2010
Fall 2010
FYS
100
FYS
100
JMC
102
FYS
100
FYS
100
First Year Seminar
18 100%
100
First Year Seminar
21 100%
100
Information Gathering Research
18 100%
100
First Year Seminar
11 100%
100
First Year Seminar
10 100%
100
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
1)
Scholarship/Research
Intellectual Contributions
Sias, J. N. (2014). FYS 100 - Webpages - Hosted here: http://www.marshall.edu/fys100sias/
Marshall University.
Sias, J. N. (2014, December). This American Life - Submission of instructional materials related
to episode 352 The Ghost of Bobby Dunbar. This American Life.
Sias, J. N. Marshall University Visual Arts Center Story Project.
Sias, J. N. (2014). FYS 100 First Year Seminar Marshall University.
Tarter, B. J., Sias, J. N., Pupplo-Cody, E. M., Carpenter, M. A., Halleck, J. R. First Year Seminar
Critical Thinking Case Material [Course Material].
Sias, J. N. (2013). FYS 100 - Webpages - Hosted here: http://www.marshall.edu/fys100sias/
Marshall University.
Sias, J. N. (2013). JMC 475/575 Documentary Journalism: http://www.marshall.edu/jmc475-575sias/2013/12/11/fall-2013-instructor-jennifer-sias/ Marshall University.
Sias, J. N. (2011). The Meaning of Success - Webpages Marshall University.
Sias, J. N. (2011). The Meaning of Success - Webpages Marshall University.
Sias, J. N. (2011). The Meaning of Success - Webpages Marshall University.
Sias, J. N. (2011). The Meaning of Success - Webpages Marshall University.
Sias, J. N. (2011). The Meaning of Success - Webpages Marshall University.
Sias, J. N. (2011, April (2nd Quarter/Spring)). The Meaning of Success - Jennifer Sias Interviews
Dr. Shirley Lumpkin. Huntington, West Virginia: Marshall University.
Sias, J. N. (2011, April (2nd Quarter/Spring)). The Meaning of Success - Jennifer Sias Interviews
131
Theo Wallace Tippett. Huntington, West Virginia: Marshall University.
Sias, J. N. (2011). The Meaning of Success - Webpages Marshall University.
Sias, J. N. (2011). The Meaning of Success - Webpages Marshall University.
Sias, J. N. (2011). The Meaning of Success - Webpages Marshall University.
Sias, J. N. (2010). The Meaning of Success - WEBSITE.
Presentations
Tarter, B. J. (Discussant), Sias, J. N. (Chair), Pupplo-Cody, E. M. (Discussant), Carpenter, M. A.
(Discussant), Halleck, J. R. (Discussant), Oral Presentation, 2014 Theme: Muses, Motivation,
Meaning: Finding a student's "sticking point”, The Center for Teaching and Learning, Drinko
402, Marshall University, "Catalysts: FYS Scenarios and Final Exam Strea", Conference,
Academic, Local, peer-reviewed/refereed, Accepted. (August 19, 2014).
Sias, J. N., Demonstration, New Faculty Orientation - Jigsaw Presentations, Marshall University
Center for Teaching and Learning, Huntington, WV, "Lynda.com", Workshop, Academic,
Local, Invited. (August 18, 2014).
Reynolds, M. B. (Leader), Smith, S. C. (Presenter Only), Sias, J. N. (Presenter Only), Oral
Presentation, Assessment Institute in Indianapolis, IUPUI, Indianapolis, Indiana, "First-Year
Seminar: Multifaceted Approach to Assessment", Conference, Academic, National, published
in proceedings, published elsewhere, Accepted. (October 29, 2013).
Sias, J. N. (Leader), Archambault, J. J. (Presenter Only), Goodman, A. B. (Presenter Only),
Hatfield, D. L. (Presenter Only), Laubach, M. L. (Presenter Only), Price, W. D. (Presenter
Only), Oral Presentation, 2013 iPED Conference on Teaching and Learning, The Center for
Teaching & Learning, Marshall University, Huntington, WV, "First Year Seminar: Mapping
New Activities and Assessments to New Outcomes", Conference, Academic, Local,
published elsewhere, Accepted. (August 2013).
Tarter, B. J. (Panelist), Sias, J. N., Parsons, S. S., Oral Presentation, FYS Faculty Development,
Faculty Development, Drinko 138, "Developing a First Year Seminar Course", Panel,
Academic, Local, Invited. (March 1, 2013).
Ellison, R. (Panelist), Criss, A. J. (Panelist), Sias, J. N. (Panelist), Tarter, B. J. (Panelist), PupploCody, E. M. (Panelist), Oral Presentation, iPED: Inquiring Pedagogies 2012, Marshall
University, ""Learning through Scenarios: New Activities and Assessments for First Year
Seminar"", Conference, Academic, Local, Accepted. (August 21, 2012).
Tarter, B. J., Ellison, R., Sias, J. N., Oral Presentation, First Year Seminar Summer Institute,
Academic Affairs - Faculty Development, Smith Hall 335, "Developing a First Year Seminar
Course". (June 18, 2012).
Tarter, B. J., Sias, J. N., Oral Presentation, First Year Seminar Continuing Instructors,
"Developing an Effective First Year Seminar Course", Workshop, Academic, Local, Invited.
(April 2012).
Sias, J. N., Oral Presentation, United High School Media, Marshall University, Huntington, WV,
"Tell Me a Tale: Digital Storytelling Basics", Conference, Academic, Regional, Invited.
(March 30, 2012).
Smith, S. C. (Presenter & Author), Sias, J. N. (Presenter & Author), Oral Presentation, Campus
132
Conversation, Academic Affairs, DL 402, Session, Academic, Local, Invited. (March 13,
2012).
Brooks, M. (Presenter & Author), Sias, J. N., Oral Presentation, WP/WV ACRL Fall Meeting,
West Virginia/Western Pennsylvania Chapter of the Association of College and Research
Libraries, Fairmont State University, Fairmont, WV, "iPad Pedagogy", Workshop, Academic,
Regional, peer-reviewed/refereed, Accepted. (October 1, 2010).
Directed Student Learning and Research
Whisenant, C., Learning, Directed Individual/Independent Study, English Department, JMC, 485,
3 credit hours, "Polish LGBT Life and Culture as Represented in Polish Media", Completed.
(January 2012 - May 2012).
2)
Service
Department
Curriculum Committee, Committee Member, (October 2012 - Present).
Scholarship Committee, Committee Member, (October 2012 - Present).
College
First Year Seminar Instructors, Attendee, Meeting (August 2010 - Present).
Birke Festival Committee, Committee Member (January 2013 - February 2014).
School of Journalism and Mass Communications Senior Banquet, Attendee, Meeting (May 6,
2011).
University
Creative Thinking Rubric Workgroup aka Aesthetic/Artistic Thinking, Committee Member
(November 3, 2011 - Present).
First Year Seminar committee, Committee Member (August 2009 - Present).
General Education Council, Attendee, Meeting (August 2009 - Present).
Summer 2014 FYS Workgroup, Committee Chair (June 2014 - August 2014).
Yeager Society Interview Committee, Committee Member (March 1, 2014 - March 2, 2014).
Summer 2013 FYS Workgroup, Committee Chair (June 2013 - August 2013).
Summer 2013 Assessment Team, Committee Member (May 28, 2013 - June 13, 2013).
Student Conduct and Welfare Committee, Committee Secretary (May 2012 - May 2013).
Pickens Queen Outstanding Teaching Award Committee, Committee Member (November 2011 May 2013).
Student Conduct and Welfare Committee, Committee Member (August 2011 - May 2013).
133
Assessment Proctor, Assisted Associate VP for Assessment by proctoring the Collegiate
Learning Assessment on Assessment Day (April 2013).
John Marshall Speech Tournament, Judge (October 28, 2011).
Marshall University - Commencement, Attendee, Graduation (May 7, 2011).
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Professional Memberships
The Association for Education in Journalism and Mass Communication, AEJMC, "Nonprofit,
educational association of journalism and mass communication educators, students and
media professionals. The Association’s mission is 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." AEJMC website.
(October 2012 - Present).
The Association for Education in Journalism and Mass Communication, AEJMC, "Nonprofit,
educational association of journalism and mass communication educators, students and
media professionals. The Association’s mission is 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." AEJMC website.
(October 2012 - Present).
Faculty Development Activities Attended
Conference Attendance, "iPED: Inquiring Pedagogies 6th Annual Conference on Teaching and
Learning", Marshall University Center for Teaching and Learning, Huntington, WV, USA.
(August 19, 2014).
Conference Attendance, "2014 Institute on High-Impact Practices and Student Success",
Association of American Colleges & Universities, Nashville, TN, USA. (June 17, 2014 - June
21, 2014).
Conference Attendance, "Assessment Institute", IUPUI, Indianapolis, IN, USA. (October 28, 2013
- October 29, 2013).
Conference Attendance, "Web 2.0 Tools for the 21st Century", MU CTL/2013 iPed Conference on
Teaching and Learning, Huntington, WV, USA. (August 2013).
"ALP WORKSHOP with Peter Adams", WVHEPC, Parkersburg, WV, USA. (May 13, 2013 - May
14, 2013).
Workshop, "Pedagogy of Teaching and Learning Online: Pedagogy Matters", CTL, Huntington,
WV, USA. (January 2013 - April 2013).
Workshop, "Pedagogy of Teaching and Learning Online: Teaching Online Matters (PTLO:
TOM).", CTL and MUOnline (Marshall University IT), Huntington, WV, USA. (October 20,
134
2012).
Conference Attendance, "National Storytelling Festival", International Storytelling Center,
Jonesboro, Tennessee, USA. (October 5, 2012 - October 7, 2012).
Workshop, "Pedagogy of Teaching and Learning Online: Teaching Online Matters (PTLO:
TOM)", CTL and MUOnline (Marshall University IT), Huntington, WV, USA. (August 17,
2012).
Workshop, "Pedagogy of Teaching and Learning Online: Teaching Online Matters (PTLO:
TOM)", CTL and MUOnline (Marshall University IT), Huntington, WV, USA. (August 17,
2012).
Workshop, "Quality Matters Workshop – Applying the Rubric Training", MUOnline - Marshall
University IT, Huntington, WV, USA. (July 20, 2012).
Tutorial, "Digital Measures Training Session", Academic Affairs - Pat Gebhart, Huntington, WV,
USA. (December 15, 2011).
Tutorial, "InDesign CS4 Getting Started", Lynda.com - subscription via Marshall University,
Huntington, West Virginia, USA. (September 2011 - November 2011).
Tutorial, "Photoshop CS4 Getting Started", Lynda.com - subscription via Marshall University,
Huntington, West Virginia, USA. (September 2011 - November 2011).
Tutorial, "Final Cut Pro 6 Essential Editing", Lynda.com - subscription via Marshall University,
Huntington, West Virginia, USA. (August 2011 - November 2011).
Tutorial, "Podcast + Videocast Essential Training", Lynda.com - subscription via Marshall
University, Huntington, West Virginia, USA. (September 2011 - October 2011).
Tutorial, "Digital Photography Principles", Lynda.com - subscription via Marshall University,
Huntington, West Virginia, USA. (August 2011 - October 2011).
Tutorial, "Foundations of Photography: Exposure", Lynda.com - subscription via Marshall
University, Huntington, West Virginia, USA. (August 2011 - October 2011).
Workshop, "MapWorks Training Workshop", Office of Assessment and Program Review Marshall University, Huntington, WV, USA. (September 30, 2011).
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Awards and Honors
Nomination - Excellence in Teaching First-Year Seminars Award, National Resource Center and
McGraw-Hill Higher Education, (December 12, 2014).
Nomination - Excellence in Teaching First-Year Seminars Award, National Resource Center and
McGraw-Hill Higher Education, (December 12, 2013).
135
Faculty Data Sheet
(Information for the period of this review)
May 1, 2010 - May 15, 2015
Name: Christopher L Swindell
Start Date at Marshall as a Faculty
Member:
Status:
Rank: Associate Professor
August 17, 2006
Tenured
Highest Degree
Earned:
Conferring
Institution:
Ph D
Date Degree
Received:
2006
University of Kentucky, Lexington
Area of Degree
Specialization:
Mass communication
Professional
Registration/Licensure:
Field of Registration
/Licensure:
Agency:
Date Obtained, Expiration
Date
List courses you taught during the final two years of this review. If you participated in a teamtaught course, indicate each of them and what percentage of the course you taught. For each
course include the year and semester taught (summer through spring), course number, course
title and enrollment. (Expand the table as necessary)
Term/Year Course
Title
JMC
Mass Comm Ethics
440
Spring
JMC
Information Gathering Research
2015
102
Spring
JMC
Law and Ethics
2015
604
Enrolled
16 100%
% Respon
100
15 100%
100
4 100%
100
136
Spring
2015
Spring
2015
Spring
2015
Summer
2014
Spring
2014
Spring
2014
Spring
2014
Spring
2014
Fall 2013
Fall 2013
Fall 2013
Fall 2013
Summer
2013
Spring
2013
Spring
2013
Spring
2013
Spring
2013
Spring
2013
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Summer
2012
JMC
604
JMC
440
JMC
602
JMC
440
JMC
452
JMC
604
JMC
440
JMC
602
JMC
102
JMC
440
JMC
600
JMC
451
JMC
440
JMC
452
JMC
340
JMC
440
JMC
501
JMC
470
JMC
440
JMC
600
JMC
451
JMC
601
JMC
440
Law and Ethics
2 100%
100
Mass Comm Ethics
24 100%
100
Mass Comm Research & Meth
7 100%
100
Mass Comm Ethics
16 100%
100
Advanced TV Reporting
9 100%
100
Law and Ethics
8 100%
100
Mass Comm Ethics
24 100%
100
Mass Comm Research & Meth
6 100%
100
Information Gathering Research
13 100%
100
Mass Comm Ethics
27 100%
100
Proseminar in Mass Comm
4 100%
100
Television Reporting
9 100%
100
Mass Comm Ethics
14 100%
100
Advanced TV Reporting
13 100%
100
Basic Broadcast News
14 100%
100
Mass Comm Ethics
17 100%
100
Multi-Media Writing
6 100%
100
Professional Practicum
4 100%
100
Mass Comm Ethics
25 100%
100
Proseminar in Mass Comm
9 100%
100
Television Reporting
13 100%
100
Theory of Mass Comm
8 100%
100
Mass Comm Ethics
15 100%
100
137
Spring
2012
Spring
2012
Spring
2012
Spring
2012
Spring
2012
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Summer
2011
Spring
2011
Spring
2011
Spring
2011
Spring
2011
Fall 2010
Fall 2010
Fall 2010
Fall 2010
Fall 2010
JMC
452
JMC
604
JMC
440
JMC
201
JMC
470
JMC
440
JMC
201
JMC
451
JMC
601
JMC
440
JMC
452
JMC
440
JMC
201
JMC
201
JMC
440
JMC
600
JMC
451
JMC
601
JMC
601
Advanced TV Reporting
11 100%
100
Law and Ethics
20 100%
100
Mass Comm Ethics
24 100%
100
News Writing I
13 100%
100
Professional Practicum
1 100%
100
Mass Comm Ethics
20 100%
100
News Writing I
15 100%
100
Television Reporting
11 100%
100
Theory of Mass Comm
10 100%
100
Mass Comm Ethics
13 100%
100
Advanced TV Reporting
7 100%
100
Mass Comm Ethics
25 100%
100
News Writing I
15 100%
100
News Writing I
16 100%
100
Mass Comm Ethics
21 100%
100
Proseminar in Mass Comm
13 100%
100
Television Reporting
9 100%
100
Theory of Mass Comm
14 100%
100
Theory of Mass Comm
1 100%
100
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
1)
Scholarship/Research
138
Contracts, Grants and Sponsored Research
Swindell, C. L., Grant, "Quinlan", Marshall, Marshall University, $500.00. (April 2013).
Swindell, C. L., Grant, "INCO", Marshall, Marshall University, $500.00. (March 2013).
Swindell, C. L., Grant, "Quinlan", Marshall University, Marshall University, $1,000.00, Funded.
(April 2011).
Intellectual Contributions
Swindell, C. L. (2014, October (4th Quarter/Autumn) 20). Candidates who tear down shouldn't be
rewarded. Huntington Herald Dispatch, pp. 2.
Swindell, C. L. (2014, July (3rd Quarter/Summer) 19). Apology of coal miner was sad. Huntington
Herald Dispatch.
Swindell, C. L. (2013). Let's put down our guns and talk Charleston Gazette.
Swindell, C. L. (2013). NRA concerns Charleston Gazette.
Swindell, C. L. (2013). Christopher Swindell Charleston Gazette.
Swindell, C. L. (2013). What Republicans will never acknowledge Charleston Gazette.
Swindell, C. L. (2013). A Hidden Tax Charleston Gazette.
Swindell, C. L. (2012). Emergency communication in the terror age. PRSA Journal, 6.
Swindell, C. L. (2012). Capito wrong on taxes The Charleston Gazette.
Swindell, C. L. (2012). is denying health care coverage the plan? The Charleston Gazette.
Swindell, C. L. (2011). We've lost our way The Charleston Gazette.
Swindell, C. L. (2011). Tea Party hates our country The Charleston Gazette.
Swindell, C. L. (2011). Be a real American The Charleston Gazette.
Swindell, C. L. (2011). Tone down political noise The Charleston Gazette.
Swindell, C. L. (2011). Balance is the key The Charleston Gazette.
Swindell, C. L. (2011). Plenty of liberals love God, gun rights The Charleston Gazette.
Swindell, C. L. (2011). The truth about Medicare The Charleston Gazette.
Swindell, C. L. (2011). Loss in the midst of a win The Charleston Gazette.
Swindell, C. L. (2011). Raise the debt ceiling The Charleston Gazette.
Swindell, C. L. (2011). The Charleston Gazette.
Swindell, C. L. (2011). You get what you vote for The Charleston Gazette.
Swindell, C. L. (2011). The Charleston Gazette.
139
Swindell, C. L. (2011). $5 gasoline will make us poor The Charleston Gazette.
Swindell, C. L. (2011). The Charleston Gazette.
Swindell, C. L. (2011). Congress is not doing what it promised The Charleston Gazette.
Swindell, C. L. (2011). Here's hoping! The Charleston Gazette.
Swindell, C. L. (2011). We need more college grads The Charleston Gazette.
Swindell, C. L. (2011). Drill as if lives depended on it The Charleston Gazette.
Presentations
Hapney, T. L., Lovins, J. W., Swindell, C. L., Keynote/Plenary Address, PRSA-WV--Crisis
Communications Conference, Public Relations Society of America--West Virginia chapter,
Huntington, W.Va., ""In A Crisis, Are You Ready?"", Conference, State. (October 24, 2014).
Swindell, C. L., Paper, National conference on Civil Rights, Association for the Study of African
American Life & History, Memphis, "Beyond Voter ID", Conference, Academic, National,
peer-reviewed/refereed, Accepted. (September 2014).
Swindell, C. L., Oral Presentation, National conference on Civil Rights, Association for the Study
of African American Life & History, Memphis, "Panel Chair and commentator (Telling Our
History through Technology)", Panel, Academic, National, peer-reviewed/refereed, Invited.
(September 2014).
Swindell, C. L., Oral Presentation, iPED Teaching Strategies, Marshall University, Huntington,
"The challenges of being a new hire", Seminar, Non-Academic, Local, Invited. (August 2014).
Swindell, C. L., Paper, PCA/ACA, Popular Culture Association, Chicago, "Advertising mis-steps in
the viral age", Conference, Academic, National, peer-reviewed/refereed, published in
proceedings, Invited. (April 17, 2014).
Swindell, C. L. (Leader), Other, Association for the study of African American Life and History,
Carter Woodson Foundation, Jacksonville, FL, "Panel leader: Voting rights in the new
century", Panel, Academic, National, peer-reviewed/refereed, Invited. (October 2013).
Swindell, C. L., Paper, Association for the study of African American Life and History, Carter
Woodson Foundation, Jacksonville, FL, "The New Civil Rights Movement-the Franchise",
Conference, Academic, National, peer-reviewed/refereed, published in proceedings,
Accepted. (October 2013).
Swindell, C. L. (Presenter & Author), Paper, iPED 2013, Marshall, Huntington, "Face Negotiation-strategies for new faculty", Conference, Academic, Local, peer-reviewed/refereed, Accepted.
(August 20, 2013).
Swindell, C. L., Paper, Broadcast Education Association National Conference, BEA, Las Vegas,
"The effects of a web presence on live audiences", Conference, Academic, International,
peer-reviewed/refereed, published in proceedings, Accepted. (April 7, 2013).
Swindell, C. L., Paper, Popular Culture Association National Conference, PCA, Washington DC,
"Encoding/decoding of health food claims", Conference, Academic, National, peerreviewed/refereed, published in proceedings, Accepted. (March 28, 2013).
140
Swindell, C. L., Paper, Popular Culture Association Conference, PCA/ACA, Boston, "Web
audiences and live broadcasts", Conference, Academic, National, peer-reviewed/refereed,
published in proceedings, Accepted. (April 2012).
Swindell, C. L., Paper, Regional/Kentucky Communications Association, KCA, Land Between the
Lake, Kentucky, "Broadcast organizations' perceptions of viewer generated content",
Conference, Academic, Regional, peer-reviewed/refereed, published in proceedings,
Accepted. (September 2011).
Swindell, C. L., Paper, Broadcast Educators Association Annual Conference, BEA, Las Vegas,
NV, "Other variables at work in an emergency", Conference, Academic, National, peerreviewed/refereed, published in proceedings, Accepted. (April 2011).
Research Currently in Progress
Swindell, Christopher L, "Emergency communications between journalists and sources", OnGoing, Scholarly.
Swindell, Christopher L, "How journalists and sources don't sync", Planning, Scholarly.
Swindell, Christopher L, "The New Civil Rights Movement-voting rights", On-Going, Scholarly.
Directed Student Learning and Research
Goodman, A., Research, Dissertation Committee Member, Curric Instr Support Leadershp
Department, In-Process. (April 2014 - Present).
Francis, H., Research, Master's Thesis Committee Member, Journalism Department, "Marvin
Stone", Proposal. (April 2014 - January 2015).
Bailey, J., Research, Master's Thesis Committee Chair, Journalism & Mass Communication
Department, JMC, 685, 3 credit hours, "The effect of post-feminist media content on viewer
perceptions", Completed. (January 2014 - July 2014).
Jorge, D., Hill, A., Sanders, J., Learning, Supervised Teaching Activity, Journalism & Mass
Communication Department, JMC, 470, 3 credit hours, "Directing/producing Up to the
Minute", In-Process. (January 2013 - May 2013).
Bailey, J., Research, Directed Individual/Independent Study, Journalism & Mass Communication
Department, JMC, 685, 3 credit hours, "Post feminist representations", In-Process. (August
2012 - December 2012).
Pauken, N., Research, Master's Thesis Committee Chair, Journalism & Mass Communication
Department, "Stuart Hall: A critical revisit of encoding and decoding", In-Process. (January
2011 - June 2012).
Rogers, A., Learning, Directed Individual/Independent Study, Journalism Department, JMC, 485,
3 credit hours, Completed. (January 2012 - April 2012).
Stewart, J., Learning, Directed Individual/Independent Study, Journalism & Mass Communication
Department, JMC, 470, 3 credit hours, Completed. (January 2012 - April 2012).
Ferguson, M., Learning, Directed Individual/Independent Study, Journalism & Mass
Communication Department, JMC, 685, 3 credit hours, Completed. (August 2011 - December
2011).
141
Pauken, N., Research, Directed Individual/Independent Study, Journalism & Mass
Communication Department, JMC, 685, 3 credit hours, "Critical theory from Marx to Hall",
Completed. (January 2011 - May 2011).
Cavalier, A., Research, Master's Thesis Committee Chair, Journalism & Mass Communication
Department, "The effects of a web presence on listenership", Completed. (January 2011 May 2011).
McAteer, M., Research, Master's Thesis Committee Chair, Journalism & Mass Communication
Department, "Encoding/decoding and branding messages to teenagers", Completed.
(January 2011 - May 2011).
2)
Service
Department
Promotion & Tenure, Committee Member, (August 2012 - Present).
Diversity, Committee Member, (January 2011 - Present).
Graduate faculty committee, Committee Chair, (August 2012 - May 2014).
Curriculum, Committee Member, (January 2011 - May 2013).
College
Diversity, Attendee, Meeting (August 2013 - Present).
University
Assessment, Special Institutional Assignment (January 2011 - Present).
General Education Committee, Committee Member (January 2010 - Present).
Graduate Council, Committee Member (January 2008 - August 2016).
Program review committee, Chairperson (August 2012 - May 2013).
Graduate Council, Committee Chair (January 2011 - May 2012).
Professional
High School Workshop, Workshop Organizer, Huntington, WV (July 2014 - Present).
United High School Media, Workshop Organizer, Huntington, WV (February 2014 - Present).
High School Workshop, Workshop Organizer, Huntington, WV, USA (June 2013).
United High School Media, Member, Huntington, WV, USA (March 2013).
Community
Poca Baptist Church, teacher, Poca, West Virginia, USA (January 2011 - Present).
Poca Baptist Church, Program Coordinator, Poca, West Virginia, USA (January 2009 - Present).
142
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Professional Memberships
Association for the study of African American Life and History, ASAALH, Group dedicated to the
proper study of African American culture/scholarship. (August 2013 - Present).
Popular Culture Association, PCA/ACA, Scholarly group engaged in the academic pursuit of all
things American. (January 2013 - Present).
Broadcast Education Association, BEA, Organization devoted to improved teaching and
scholarship among broadcasters, member faculty and students. (2010 - Present).
Society of Professional Journalists, SPJ, Organization assisting working journalists with matters
of journalism and journalism ethics. (August 2007 - Present).
Association of Educators in Journalism and Mass Media, AEJMC, Organization devoted to
improved teaching and scholarship among member faculty and students. (2007 - Present).
Kentucky Communication Association, KCA, Organization devoted to improved teaching and
scholarship among member faculty and students from Kentucky, Indiana, Tennessee, West
Virginia, and Utah. (2006 - Present).
Faculty Development Activities Attended
Continuing Education Program, "iPED", Marshall University, Huntington. (August 18, 2014 August 19, 2014).
Continuing Education Program, "iPED", Marshall, Huntington, WV, USA. (August 21, 2013 August 22, 2013).
Continuing Education Program, "Teaching and Learning development", Marshall, Huntington,
WV. (August 2012).
Tutorial, "Digital Measures", Marshall University Academic Affairs, Huntington, West Virginia,
USA. (December 2011).
Tutorial, "MU Online Course Development", MU Online, Huntington, West Virginia, USA. (March
2011 - October 2011).
Continuing Education Program, "Annual teaching training", Marshall Center for Teaching and
Learning, Huntington, West Virginia, USA. (August 2011).
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
Awards and Honors
Sabbatical leave, Marshall University, (August 2014).
143
Faculty Data Sheet
(Information for the period of this review)
May 1, 2010 - May 1, 2015
Name: Mrs. Sandra Lynn York
Start Date at Marshall as a Faculty
Member:
Status:
Rank: Assistant Professor
August 17, 2011
Probationary
Highest Degree
Earned:
Conferring
Institution:
MAJ
Date Degree
Received:
2002
Marshall University, Huntington, WV
Area of Degree
Specialization:
Journalism, Public Relations
Professional
Registration/Licensure:
Field of Registration
/Licensure:
Agency:
Date Obtained, Expiration
Date
List courses you taught during the final two years of this review. If you participated in a teamtaught course, indicate each of them and what percentage of the course you taught. For each
course include the year and semester taught (summer through spring), course number, course
title and enrollment. (Expand the table as necessary)
Term/Year
Spring
2015
Spring
2015
Fall 2014
Course
Title
JMC
Advanced Editing & Design
302
JMC
News Reporting II
301
JMC
Media Sales & Underwriting
390
Enrolled
12 100%
% Respon
100
13 100%
100
17 100%
100
144
Fall 2014
JMC
301
Fall 2014
Summer
2014
Summer
2014
Summer
2014
Spring
2014
Spring
2014
Spring
2014
Fall 2013
Fall 2013
JMC
491
JMC
490
JMC
302
JMC
301
JMC
390
JMC
301
Fall 2013
Summer
2013
Summer
2013
Spring
2013
Spring
2013
Spring
2013
JMC
201
JMC
302
JMC
301
Fall 2012
JMC
390
JMC
301
JMC
201
JMC
302
JMC
301
Fall 2012
Summer
2012
Spring
2012
Spring
2012
News Reporting II
7 100%
100
The Parthenon, Marshall University student
newspaper
Jrn & Mass Comm Intern II
2 100%
100
Jrn & Mass Comm InternshipI
13 100%
100
The Parthenon, Marshall University's student
newspaper
Advanced Editing & Design
16 100%
100
News Reporting II
13 100%
100
The Parthenon, Marshall University's Student
Newspaper
Media Sales & Underwriting
13 100%
100
News Reporting II
14 100%
100
The remaining teaching is advising The
Parthenon, Marshall University's Student
Newspaper
Advising summer publications for The
Parthenon, Marshall University's student
newspaper.
News Writing I
3 100%
100
Advanced Editing & Design
7 100%
100
News Reporting II
14 100%
100
The remaining teaching is advising The
Parthenon, Marshall University's Student
Newspaper
Media Sales & Underwriting
21 100%
100
News Reporting II
14 100%
100
News Writing I
13 100%
100
Advanced Editing & Design
9 100%
100
News Reporting II
15 100%
100
145
Fall 2011
Fall 2011
Fall 2011
JMC
491
JMC
390
JMC
301
Jrn & Mass Comm Intern II
3 100%
100
Media Sales & Underwriting
22 100%
100
News Reporting II
16 100%
100
NOTE: Part-time adjunct faculty do not need to fill in the remainder of this document.
1)
Scholarship/Research
Contracts, Grants and Sponsored Research
York, S. L., Grant, "INCO Faculty Development Travel Grant", INCO Foundation, $500.00,
Funded. (March 9, 2013 - March 12, 2013).
Presentations
York, S. L., Lecture, High School Journalism Workshop, Marshall University School of Journalism
and Mass Communications, Huntington, W. Va., "Knowing Your Personal Brand", Workshop,
Academic, National, Invited. (June 24, 2014).
York, S. L., Lecture, High School Journalism Workshop, Marshall University School of Journalism
and Mass Communications, Huntington, W.Va., "Layout and Design", Workshop, Academic,
National, Invited. (June 24, 2014).
York, S. L., Lecture, CMA's Spring National College Media Convention, College Media
Association, New York City, N.Y., "Effective Social Media Guidelines: Elements to Include
and Limitations to Consider", Conference, Academic, International, peer-reviewed/refereed,
Accepted. (March 13, 2014).
York, S. L. (Presenter & Author), Lecture, High School Journalism Workshop, W. Page Pitt
School of Journalism and Mass Communications, Marshall University, "Layout and Design",
Workshop, Academic, National, Invited. (June 26, 2013).
York, S. L. (Panelist), Oral Presentation, SPJ Region Four Conference, Society of Professional
Journalists, University of Dayton, Dayton, Ohio, "On the Hunt", Conference, Non-Academic,
Regional, Invited. (April 6, 2013).
York, S. L. (Presenter & Author), Lecture, CMA's Spring National College Media Convention,
College Media Association, New York City, NY, "The Changing Role of Your Audience",
Session, Academic, National, Accepted. (March 10, 2013).
York, S. L., Lecture, High School Journalism Workshop, W. Page Pitt School of Journalism and
Mass Communications, Marshall University, "Design", Workshop, Academic, National,
Invited. (June 25, 2012).
Research Currently in Progress
Christopher Swindell, "Crisis messages in the West Virginia water emergency: perceptions of
146
journalists and sources", Writing Results, Scholarly.
York, Sandra L, "Effective Social Media Guidelines: Elements to Include and Limitations to
Consider", Planning, Scholarly.
York, Sandra L, "The Changing Role of Your Audience", Planning, Scholarly.
York, Sandra L, "The Journalist's Guide to Reporting on Child Abuse and Neglect in West
Virginia", On-Going, Non-Scholarly.
Directed Student Learning and Research
Putorek, H., Learning, Directed Individual/Independent Study, Psychology Department, JMC, 487,
3 credit hours, "Education in Tanzania", Completed. (June 1, 2014 - July 8, 2014).
2)
Service
Department
Management Functions Committee, Committee Chair, (August 2014 - Present).
JMC Curriculum Committee, Committee Member, (August 2013 - Present).
Journalism Division, Committee Member, (August 2011 - Present).
Society of Professional Journalists Marshall Chapter, Faculty Advisor, (August 2011 - Present).
United High School Media, Director of Planning, (August 2011 - Present).
Search committee for position #13132, Committee Chair, (August 2013 - May 2014).
College
College of Arts and Media Curriculum Committee, Committee Member (August 2013 - Present).
Student Success Center, Volunteer (August 2013 - Present).
Search Committee for CAM Program Assistant II #000787, Committee Member (August 2014 November 2014).
Search Committe for position number 12726, Attendee, Meeting (November 2011 - February 16,
2012).
University
SCORES, Workshop Organizer (April 4, 2014 - Present).
Reynolds Outstanding Teaching Award Committee, Committee Member (September 2012 Present).
Legislative Affairs Committee, Committee Member (August 2012 - Present).
Content Specialization Liaison Committee, Committee Member (April 2012 - Present).
Physical Facilities and Planning Committee, Committee Member (August 2011 - June 2013).
147
SCORES, Workshop Organizer (April 6, 2013).
SCORES, Academic Festival (March 31, 2012).
Professional
West Virginia Open Government Coalition, Program Coordinator (October 2014 - Present).
West Virginia Press Association, Attendee, Meeting, Wheeling, WV, US (August 10, 2013 Present).
Legislative Lookahead with Associated Press, Workshop Organizer, Charleston, WV, US
(February 2013 - Present).
Society of Professional Journalists, Attendee, Meeting (September 2011 - Present).
Annual Southern University Newspapers Contest- Judge, Judge (September 2014 - October
2014).
DeRose Hinkhouse Religion Communicators Awards- Judge (February 2014 - March 2014).
Society of Professional Journalists, Attendee, Meeting, Dayton, Ohio, US (April 6, 2013).
College Media Association, Attendee, Meeting, New York City, NY, US (March 9, 2013 - March
12, 2013).
West Virginia Press Association, Volunteer judge to judge Georgia Press Association contest,
Charleston, WV, US (February 28, 2013).
Community
Empty Bowls, Volunteer, Huntington, W.Va., USA (August 2013 - Present).
Hannah Jo Smith Research for Leukemia Foundation, Fundraising event coordinator, Ashland,
KY, US (July 27, 2013).
3)
Professional development activities, including professional organizations to which you belong and
state, regional, national, and international conferences attended. List any panels on which you
chaired or participated. List any offices you hold in professional organizations.
Professional Memberships
National Freedom of Information Coalition, NFOIC, The NFOIC is a nonpartisan alliance of state
and regional affiliates promoting collaboration, education and advocacy for open government,
transparency and freedom of information. They award grants, publish FOI and FOIA news,
provide transparency education and support to state and local governments, supply state
sample FOIA request letters and Federal FOIA request letters. (October 23, 2014 - Present).
West Virginia Press Association, WVPA, The Association originally was established just six years
after the state itself, on June 3, 1869. It is now in its 60th year under the current structure as
a nonprofit trade association that represents daily and weekly newspapers in West Virginia.
(January 2013 - Present).
College Media Advisers, CMA, College Media Association has been working since 1954 to help
148
student media professionals improve their media operations. CMA communicates and works
with professional media organizations and education associations on the local, state, and
national levels.
CMA is dedicated to serving the needs of collegiate student media programs and their advisers,
our mission is to: educate and inform advisers about their roles in serving students and about
the teaching, advising and production of collegiate media and to advance the quality of the
student media our members advise. (October 30, 2012 - Present).
Society of Professional Journalists, SPJ, The Society of Professional Journalists works to
improve and protect journalism. The organization is the nation’s most broad-based journalism
organization, dedicated to encouraging the free practice of journalism and stimulating high
standards of ethical behavior. Founded in 1909 as Sigma Delta Chi, SPJ promotes the free
flow of information vital to a well-informed citizenry; works to inspire and educate the next
generation of journalists; and protects First Amendment guarantees of freedom of speech
and press. (August 2011 - Present).
Faculty Development Activities Attended
Conference Attendance, "NFOIC 2014 FOIA Summit", National Freedom of Information Coalition,
St. Petersburg, Fl., USA. (October 23, 2014 - October 24, 2014).
Conference Attendance, "2014 iPed Conference on Teaching and Learning", The Center for
Teaching and Learning at Marshall University, Huntington, WV, USA. (August 19, 2014).
Conference Attendance, "2014 Teachapalooza", Poynter Institute, St. Petersburg, Fl., USA. (June
20, 2014 - June 22, 2014).
Conference Attendance, "SPJ Region 4 Conference", Society of Professional Journalists,
Columbus, Ohio, USA. (April 4, 2014 - April 5, 2014).
Conference Attendance, "CMA's Spring National College Media Convention", College Media
Association, New York City, NY, USA. (March 12, 2014 - March 15, 2014).
Conference Attendance, "2013 iPed Conference on Teaching and Learning", Marshall University
Center for Teaching and Learning, Huntington, WV. (August 20, 2013).
Conference Attendance, "2013 WVPA Annual Convention", West Virginia Press Association,
Wheeling, WV. (August 8, 2013 - August 10, 2013).
Conference Attendance, "Teachapalooza", The Poynter Institute, St. Petersburg, FL. (June 21,
2013 - June 23, 2013).
Conference Attendance, "CMA's Spring National College Media Convention", College Media
Association, New York City, NY. (March 9, 2013 - March 12, 2013).
Tutorial, "DegreeWorks Training for Undergraduate Advisors", Marshall University, Huntington,
WV, USA. (October 4, 2012).
Conference Attendance, "2012 iPED Conference on Teaching and Learning", The Center for
Teaching and Learning, Huntington, WV, USA. (August 12, 2012).
Conference Attendance, "West Virginia Press Association Annual Convention 2012", Roanoke,
WV, USA. (August 9, 2012 - August 11, 2012).
Conference Attendance, "2012 FOI Summit", National Freedom of Information Coalition,
149
Madison, WI, USA. (May 11, 2012 - May 13, 2012).
Conference Attendance, "iPed: Inquiring Pedagogies", Marshall University Center for Teaching
and Learning, Huntington, WV, U.S. (August 16, 2011).
Workshop, "New Faculty Orientation", Marshall University Center for Teaching and Learning,
Huntington, WV, U.S. (August 15, 2011).
4)
Awards/honors (including invitations to speak in your area of expertise) or special recognition.
150
Appendix IIa
Teaching Assistant Data Sheet
GTA Name
Course
No.
Course Name
(e.g. 101)
Hanna Francis
451
Hanna Francis
452
Year 5
2014-2015
Su
Television Reporting
Advanced Television
Reporting
Fa
Sp
10
10
151
Appendix III
Entrance Abilities of Past Five Years of Graduates: MA in Journalism
8
Mean
Undergraduate
GPA
3.35
GMAT
Verbal
GMAT
Quantitative
Miller
Analogies
556.3 (n = 8)
Mean GRE
Analytical
Writing
----
402.5 (n = 8)
----
----
----
16
3.49
484.3 (n = 14)
478.6 (n = 14)
----
6.00 (n = 1)
32.00 (n = 1)
3.21
443.3 (n = 6)
460.0 (n = 6)
3.92 (n = 6)
----
----
437 (n = 1):
New
----
2012-2013
6
2013-2014
7
3.29
405.0 (n = 4)
590.0 (n = 4)
3.50 (n = 4)
----
----
----
2014-2015
3
3.42
455.0 (n = 2)
400.0 (n = 2)
3.75 (n = 2)
----
----
----
Year
N
2010-2011
2011-2012
Mean GRE
Verbal
Mean GRE
Quantitative
152
Appendix IV
Exit Abilities of Past Five Years of Graduates: MA in Journalism
3.72
Licensure Exam
Results
----
Certification Test
Results
----
Other Standardized
Exam Results
----
16
3.58
----
----
----
2012-2013
6
3.58
----
----
----
2013-2014
7
3.73
----
----
----
2014-2015
3
3.73
----
----
----
Year
N
Mean GPA
2010-2011
8
2011-2012
153
Appendix V: Assessment Summary
Assessment Summary
Component Area/Program/Discipline: MA in Journalism_____
Program Level
Program’s Student
Learning Outcomes
Students will create and
disseminate oral and written
communication.
Assessment Measures
(Tools)
Standards/Benchmark
Results/Analysis
Capstone
The results of the
capstone measures
tended to trend much
higher than in
previous years with
averages on a 1-5
scale, with 5 being
the best, ranging
between 3.83 and
4.25 and an overall
average of 4.14 . A
chart of the averages
produced a fairly
straight line. The
weakest criteria at
this assessment point
were linking theory
and research (3.5)
and lacking a
comprehensive grasp
of research methods
(3.83). The strongest
performances were in
selecting topics of
use to the industry,
Assessment Point 1:
JMC 602: Research
project or thesis
proposal
Action Taken to
improve the
program
Over time a
problem that
consistently
presents is a lack
of understanding
of how to apply
mass
communications
research methods,
demonstrated
largely through the
frequent reliance
on survey
methods. It is
unclear that the
results are
stemming from a
lack of
understanding of
methods, or from a
hesitance to
attempt what is
perceived as more
difficult or "higher
level"
154
selecting the
appropriate method
of analysis and in
recommending useful
action based on
results, with each of
the criteria earning a
4.25.
One student
produced
uncharacteristically
high scores which
may have skewed
the results to high
averages and
accounted for the
results being higher
than in the past. It
should also be noted
that even a census of
the graduate
students does not
produce a reliable
sample in a single
year.
Assessment Point 2:
Comprehensive
Examination.
Advanced
methodology. The
curriculum requires
only one methods
course and that
may not be
enough to build
confidence in the
students. The 30hour limitation has
created difficulty in
adding an
advanced methods
course, so the
faculty will have to
explore ways to
infuse methods
into other classes.
The results have
demonstrated that
the school
continues to
isolate the same
problems in critical
thinking, analysis
and thoroughness
of thought in
Performance
compositions. Yet
appears to have
the scores seem to
improved
be trending higher.
consistently
We must ask if the
between
upward trend is an
assessment point 1 accurate reflection
and point 2.
of improved
Although the overall student
average on all
performance or of
ratings was 4.04, a "assessment
155
Students will apply the tools
and technologies of the
profession.
Assessment Point 1:
JMC 602: Research
project or thesis
proposal
Capstone
bit less than at
assessment point
one, the
fluctuations among
the scores on
criteria were much
less. The weakest
criteria at
assessment point
two were related to
evaluating sources
and evaluating
one’s own work.
Student’s strengths
were in writing
correctly,
synthesizing
material and
applying the tools
and technologies of
the trade.
Most master’s
students tend to
score very well in
the areas of tools
and technologies of
the trade. Many of
them come to the
master’s program
with undergraduate
and/or professional
experience in this
area. Their scores
inflation." Written
reflections
continue to
express concern
with these issues,
but the numbers
indicate
satisfactory work.
Many students
come to the JMC
master's program
with
undergraduate
experience and
with professional
experience related
to the tools and
technologies of the
trade. They tend to
be accomplished
with the tools, but
156
in assessments
tend to average in
the 4-4.5 range on
a 5-point scale.
Assessment Point 2:
Comprehensive
Examination
Advanced
At the second
assessment point,
using the tools and
technologies of the
trade continues to
produce high
performance values.
they don't always
consider how they
might be applied
more effectively to
report scholarly
findings. Though
technically well
executed, the tools
don't always help
tell the story
effectively. More
training in the use
of infographics for
the conveyance of
research findings
and presentation
software to relate
results would be
helpful
157
Program Learning Outcome 1: Students will create and disseminate oral and written communication.
Traits
Writing mechanicsgrammar
Writing mechanicsspelling
Writing mechanicspunctuation
Writing mechanics-AP or
appropriate style
Writing contentcoherence
Writing contentorganization
Writing contentthesis/thought quality
Same as above.
Performance Levels
Milestone
Capstone
Formulaic sentence
Functional sentences but a
structure. Some spelling
few errors are present.
punctuation or
Occasional errors
capitalization errors. Some demonstrate carelessness
non-standard syntax
and lack of adequate
usage. A few grammatical
proofreading. Vocabulary
errors may be noticeable
and sentence structure
but do not interfere with
indicate some
readability. Vocabulary is
acknowledgement of target
used properly in research
audience. Complex
papers, although
sentences appear as
sentences are mainly
appropriate for academic
simple and only few
projects.
compound sentences
noted.
Same as above.
Same as above.
Same as above.
Same as above.
Same as above.
Same as above.
Same as above.
Same as above.
Same as above.
Same as above.
Errors demonstrate
weaknesses in coherence,
thesis and organization.
Limited subject-specific
vocabulary used.
Unable to track from
beginning to end. No flow
from point to point is
evident.
Unclear what the main
thrust of the document is
supposed to be.
“Chunk writing,” blocks of
text are united under an
idea, but suddenly shift to
a different point and then
back to the original.
Functional transitions, but
they do not contribute to
flow.
Overall clear arguments
with a few points that are
extraneous or inapplicable.
Well developed and
organized. Consistent
evidence and sufficient
support for arguments.
Organization is easily
followed but with some
ambiguities.
Succinct and articulate,
helping keep target
audience’s interest.
Thesis may be too broad
and unsupported. May lack
focus or introduce more
than one major idea.
Ineffective transitions,
rambling format difficult to
follow, There are some
Thesis has stated purpose
but is too broad or vague.
Engaging and clear thesis.
Introductory
Numerous errors are
commonly found in
subject-verb agreement,
spelling, singular-plural
verb number and tense,
pronoun/ antecedent,
adjectives/adverbs, syntax,
punctuation, word choice,
sentence structure, and
AP/APA styles.
Advanced
Virtually free of
grammatical errors. Uses
appropriate format and
style for intended
audience. Varied sentence
structure, often for
effect/impact.
Same as above.
158
Appropriate for audience
Appropriate for language
Appropriate style
.
Speaks too broadly and/or
uses language and
concepts below or above
audience comprehension,
writes to impress, not to
express.
Language choices are too
simple or too complex for
the target.
Casual style is used for
formal presentations and
vice versa.
examples and evidence,
though unsupported
generalizations or
irrelevant ideas may be
common.
Some content falls outside
the target’s frame of
reference.
Recognizes the audience,
but relies on jargon and
terminology that may be
unusual for audience
members’ vocabulary.
Selects from available
styles that which
corresponds to audience
experiences.
Subject and construction
are of interest and value to
the audience, but a few
references are outside the
audience’s experience.
Clearly focused on a
particular audience and
argues with concepts that
are comprehensible to the
target.
Audience and language
are matched, but
references that are outside
the target’s reference are
still evident.
Judges without prompting
or assistance messages
that appeal to targets and
meshes with target
experience.
Demonstrates command of
language for the field and
when and how it is used.
Constructs message style
that match target
experiences.
159
Program Learning Outcome 2: Students will apply the tools and technologies of the profession.
Traits
Use of hardware in
storytelling
Use of software in
storytelling
Production value
Visual or aural appeal
Introductory
Exhibits no ability to use
equipment (computers,
image and sound
recorders, studio and
newsroom devices)
beyond common
familiarity/training. Does
not take responsibility for
proper care and
maintenance of equipment
seriously.
Little familiarity with the
dominant programs of the
industry.
Reflects little acumen with
production technology,
lacks judgment about
production value.
amateurish.
Chooses weak or
inappropriate images, text,
interviews, clips--does not
capture the complete and
accurate story.
Performance Levels
Milestone
Capstone
Reliance on instruction and Has reached a comfort
manuals. Rudimentary
level operating equipment.
familiarity with operations
Displays ability to
used most frequently in the troubleshoot unassisted.
field. Does not always
Willing reasonably to
follow procedures for
experiment in ways that
equipment check out and
were not part of instruction.
maintenance.
Recognizes responsibility
for proper care and
maintenance of equipment.
Fundamental application of
standard industry
programs. Exhibits
rudimentary ability to
produce stories. Often
can’t find the way to create
a desired effect without
assistance.
Exhibits rudimentary
ability, recognizes where
production is needed but
does not deliver quality
products
Chooses adequate
images, text, interviews,
clips.
Self reliant in the use of
programs and operations.
Applying program
capabilities to deliver
conceptual points.
Advanced
Operates hardware with
little to no supervision.
Uses equipment creatively
and innovatively to convey
compelling stories.
Recognizes and accepts
responsibility for proper
care and maintenance of
equipment.
Good overall production
but lacks attention to
details that create a
polished final product.
Adept with a number of
programs standard in the
industry. Applies programs
to assist in moving a story
and supporting the main
points. Translates
concepts/visions into
quality finished products.
Polished presentation
whether print or video,
equal to professional
presentation.
Creates an effective story
with a combination of
appropriate images, texts.
Creates a compelling story
with a combination of
appropriate images, texts.
160
Appendix VI
Program Course Enrollment: MA in Journalism
161
Appendix VII
Program Enrollment: MA in Journalism
Year 1
2010-2011
Year 2
2011-2012
Year 3
2012-2013
Year 4
2013-2014
Year 5
2014-2015
30
28
20
14
12
----
1
1
----
----
Second Majors Enrolled*
1
2
1
----
----
Third Majors Enrolled:**
1
----
1
1
----
Grand Total of Students Enrolled in the
Program
32
31
23
15
12
Graduates of the program
8
16
6
7
3
Students
Principal Majors Enrolled
No Area of Emphasis
Principal Majors Enrolled
Area of Emphasis: Health Care Public
Relations
162
Figure 1. Trend Line for Total Enrollment and Program Graduates:
MA in Journalism
35
30
25
20
Graduates
15
Total Enrollment
10
5
0
2010-11
2011-12
2012-13
2013-14
2014-15
163
Appendix VIII
Job and Graduate School Placement Rates: MA in Journalism
Year
# of graduates
employed in major
field
# of graduates
employed in
related fields
# of
graduates
employed
outside field
# of graduates
accepted for
further study
# of
graduates
not
accounted
for
2010-2011
4
2
1
0
1
2011-2012
9
2
2
0
3
2012-2013
2
1
3
0
0
2013-2014
3
2
1
0
1
2014-2015
3
0
0
0
0
Five –Year Total
21
7
7
0
5
164
Appendix VIII: Letters from the Assessment Office: MA in Journalism
165
166
167
168
Appendix X
Required/Elective Course Work in Certificate Program
Certificate Program: Digital Communications
Person responsible for the report: ____Janet Dooley___
Courses Required in the Certificate Program (By Course Number and Title)
JMC 562—Web Design for Mass Media
JMC 641—Web/Online Strategies for JMC
Select nine hours from among the following:
JMC 500—Photojournalism
JMC 501—Multi-Media Writing
JMC 532—Corporate and Instructional Video
JMC 575—Documentary Journalism
JMC 606—Depth Reporting
Total
Required
Hours
3
3
3
3
3
Expand table as needed.
Professional society that may have influenced the program offering and/or requirements:
Although the graduate program is not accredited by the Accrediting Council for Journalism and Mass Communications its standards
are still applied to graduate study. Professional organization standards from the American Advertising Federation, Investigative
Reporters and Editors, the National Broadcasting Society, Online Quality Matters Assurance process, the Public Relations Student
Society of America, and the Society of Professional Journalists all enter into considerations related to program requirements.
169
Certificate Program: Media Management
Person responsible for the report: _Janet Dooley______
Courses Required in the Certificate Program (By Course Number and Title)
JMC 603—Media Management
JMC 604—Journalism and Mass Communications Law and Ethics
Select nine hours from among the following:
JMC 510—Magazine Editorial Practice
JMC 533—Radio-Television Programming
JMC 536—International Communications
JMC 550—Contemporary Issues in Radio and Television
JMC 555—Women and Minorities in the Media
JMC 632—Public Broadcasting
JMC 612—History of Mass Communications
JMC 641—Web/Online Strategies for Mass Communications
Total
Required
Hours
3
3
3
3
3
Expand table as needed.
Professional society that may have influenced the program offering and/or requirements:
Although the graduate program is not accredited by the Accrediting Council for Journalism and Mass Communications its standards
are still applied to graduate study. Professional organization standards from the American Advertising Federation, Investigative
Reporters and Editors, the National Broadcasting Society, Online Quality Matters Assurance process, the Public Relations Student
Society of America, and the Society of Professional Journalists all enter into considerations related to program requirements.
170
Certificate Program: Integrated Strategic Communications
Person responsible for the report: __Janet Dooley_____
Courses Required in the Certificate Program (By Course Number and Title)
JMC 508—Strategic Communications Research
JMC 515—Advertising Strategy
OR JMC 538–Public Relations Case Studies
Select nine hours from among the following:
JMC 515—Advertising Strategy (if not taken as part of required six hours)
JMC 525—Advertising Campaigns
JMC 532—Corporate and Instructional Video
JMC 537—Public Relations Writing
JMC 538—Public Relations Case Studies (if not taken as part of required six hours)
JMC 539—Public Relations Campaigns
JMC 609—Seminar in Public Relations
JMC 641—Web/Online Strategies
Total
Required
Hours
3
3
3
3
3
Expand table as needed.
Professional society that may have influenced the program offering and/or requirements:
Although the graduate program is not accredited by the Accrediting Council for Journalism and Mass Communications its standards
are still applied to graduate study. Professional organization standards from the American Advertising Federation, Investigative
Reporters and Editors, the National Broadcasting Society, Online Quality Matters Assurance process, the Public Relations Student
Society of America, and the Society of Professional Journalists all enter into considerations related to program requirements.
171
Appendix XI: Assessment Summary
Certificate Program: Digital Communications___________________________________________
Program Level
Certificate Program’s
Student Learning Outcomes
Assessment Measures
(Tools)
Students will apply the tools
and technologies of the trade.
Assessment Point 1:
Portfolio of all final
course assignments in
first nine hours of
courses
Assessment Point 2:
Portfolio of all final
course assignments in
credit hours ten through
15.
Standards/Benchmark
Capstone
Advanced
Results/Analysis
Action Taken to
improve the
program
The certificates
offered in the
school of
Journalism and
Mass
Communications
are still relatively
new programs that
are only now
attracting a critical
mass for
assessment.
Students who have
completed
certificates to date
are largely those
who folded a
certificate into their
master’s programs
with the addition
of a few courses.
Assessments of
their work was
completed as part
of the larger MAJ
172
assessment. the
certificates are
now attracting
numbers that will
permit rigorous
assessment in the
coming year
Students will write correctly
and clearly in forms and
styles appropriate for the
communications professions,
audiences and purposes they
serve.
Students will build skills for
successful functioning in the
industry.
Assessment Point 1:
Portfolio of all final
course assignments in
first nine hours of
courses
Assessment Point 2:
Portfolio of all final
course assignments in
credit hours ten through
15.
Assessment Point 1:
Portfolio of all final
course assignments in
first nine hours of
courses
Assessment Point 2:
Portfolio of all final
course assignments in
credit hours ten through
15.
Capstone
.
Advanced
Capstone
Advanced
173
Certificate Program in Digital Communications Learning Outcome 1: Students will apply the tools and technologies of the
trade.
Traits
Use hardware in
storytelling
Use software in
storytelling
Production value
Introductory
Exhibits no ability to use
equipment (computers,
image and sound
recorders, studio and
newsroom devices)
beyond common
familiarity/training. Does
not take responsibility for
proper care and
maintenance of equipment
seriously.
Little familiarity with the
dominant programs of the
industry.
Reflects little acumen with
production technology,
lacks judgment about
production value.
amateurish.
Performance Levels
Milestone
Capstone
Reliance on instruction and Has reached a comfort
manuals. Rudimentary
level operating equipment.
familiarity with operations
Displays ability to
used most frequently in the troubleshoot unassisted.
field. Does not always
Willing reasonably to
follow procedures for
experiment in ways that
equipment check out and
were not part of instruction.
maintenance.
Recognizes responsibility
for proper care and
maintenance of equipment.
Fundamental application of
standard industry
programs. Exhibits
rudimentary ability to
produce stories. Often
can’t find the way to create
a desired effect without
assistance.
Exhibits rudimentary
ability, recognizes where
production is needed but
does not deliver quality
products
Self reliant in the use of
programs and operations.
Applying program
capabilities to deliver
conceptual points.
Good overall production
but lacks attention to
details that create a
polished final product.
Advanced
Operates hardware with
little to no supervision.
Uses equipment creatively
and innovatively to convey
compelling stories.
Recognizes and accepts
responsibility for proper
care and maintenance of
equipment.
Adept with a number of
programs standard in the
industry. Applies programs
to assist in moving a story
and supporting the main
points. Translates
concepts/visions into
quality finished products.
Polished presentation
whether print or video,
equal to professional
presentation.
174
Certificate Program in Digital Communications Learning Outcome 2: Students will write correctly and clearly in forms and
styles appropriate for the communications professions, audiences and purposes they serve.
Traits
Writing mechanicsgrammar
Writing mechanicsspelling
Writing mechanicspunctuation
Writing mechanics-AP or
appropriate style
Writing contentcoherence
Writing contentorganization
Writing contentthesis/thought quality
Same as above.
Performance Levels
Milestone
Capstone
Formulaic sentence
Functional sentences but a
structure. Some spelling
few errors are present.
punctuation or
Occasional errors
capitalization errors. Some demonstrate carelessness
non-standard syntax
and lack of adequate
usage. A few grammatical
proofreading. Vocabulary
errors may be noticeable
and sentence structure
but do not interfere with
indicate some
readability. Vocabulary is
acknowledgement of target
used properly in research
audience. Complex
papers, although
sentences appear as
sentences are mainly
appropriate for academic
simple and only few
projects.
compound sentences
noted.
Same as above.
Same as above.
Same as above.
Same as above.
Same as above.
Same as above.
Same as above.
Same as above.
Same as above.
Same as above.
Errors demonstrate
weaknesses in coherence,
thesis and organization.
Limited subject-specific
vocabulary used.
Unable to track from
beginning to end. No flow
from point to point is
evident.
Unclear what the main
thrust of the document is
supposed to be.
“Chunk writing,” blocks of
text are united under an
idea, but suddenly shift to
a different point and then
back to the original.
Functional transitions, but
they do not contribute to
flow.
Overall clear arguments
with a few points that are
extraneous or inapplicable.
Well developed and
organized. Consistent
evidence and sufficient
support for arguments.
Organization is easily
followed but with some
ambiguities.
Succinct and articulate,
helping keep target
audience’s interest.
Thesis may be too broad
and unsupported. May lack
focus or introduce more
than one major idea.
Ineffective transitions,
Thesis has stated purpose
but is too broad or vague.
Engaging and clear thesis.
Introductory
Numerous errors are
commonly found in
subject-verb agreement,
spelling, singular-plural
verb number and tense,
pronoun/ antecedent,
adjectives/adverbs, syntax,
punctuation, word choice,
sentence structure, and
AP/APA styles.
Advanced
Virtually free of
grammatical errors. Uses
appropriate format and
style for intended
audience. Varied sentence
structure, often for
effect/impact.
Same as above.
175
Appropriate for audience
Appropriate for language
Appropriate style
Speaks too broadly and/or
uses language and
concepts below or above
audience comprehension,
writes to impress, not to
express.
Language choices are too
simple or too complex for
the target.
Casual style is used for
formal presentations and
vice versa.
rambling format difficult to
follow, There are some
examples and evidence,
though unsupported
generalizations or
irrelevant ideas may be
common.
Some content falls outside
the target’s frame of
reference.
Recognizes the audience,
but relies on jargon and
terminology that may be
unusual for audience
members’ vocabulary.
Selects from available
styles that which
corresponds to audience
experiences.
Subject and construction
are of interest and value to
the audience, but a few
references are outside the
audience’s experience.
Clearly focused on a
particular audience and
argues with concepts that
are comprehensible to the
target.
Audience and language
are matched, but
references that are outside
the target’s reference are
still evident.
Judges without prompting
or assistance messages
that appeal to targets and
meshes with target
experience.
Demonstrates command of
language for the field and
when and how it is used.
Constructs message style
that match target
experiences.
176
Certificate Program in Digital Communications Learning Outcome 3: Students will build skills for successful functioning in
the industry.
Traits
Students will understand
and apply the principles
and laws of freedom of
speech and press.
Think critically,
creatively and
independently.
Introductory
Practices message
construction with guidance
from others.
Restates general practices
of the field.
Performance Levels
Milestone
Capstone
Sorts information,
Arranges components in
inventories traditions and
appropriate style, brings
practices, recognizes the
together a variety of
significance of targets,
viewpoints, and diagnoses
problems in ones own
work.
Sorts a variety of positions
presented and identifies
sources of support for
those arguments.
Constructs messages that
accurately reiterate viable
arguments and that
present fresh perspectives.
Advanced
Formulates a complete
message without
assistance, argues in
support of the message
using a variety of sources
from the synthesized
materials, gives reasons
why messages address
audiences in the way they
do.
Argues effectively in
support of positions taken
relying on a variety of
sources without guidance.
177
Certificate Program: Media Management___________________________________________
Program Level
Certificate Program’s
Student Learning Outcomes
Assessment Measures
(Tools)
Students will apply the tools
and technologies of the trade.
Assessment Point 1:
Portfolio of all final
course assignments in
first nine hours of
courses
Assessment Point 2:
Portfolio of all final
course assignments in
credit hours ten through
15.
Standards/Benchmark
Capstone
Advanced
Results/Analysis
Action Taken to
improve the
program
The certificates
offered in the
school of
Journalism and
Mass
Communications
are still relatively
new programs that
are only now
attracting a critical
mass for
assessment.
Students who have
completed
certificates to date
are largely those
who folded a
certificate into their
master’s programs
with the addition
of a few courses.
Assessments of
their work was
completed as part
of the larger MAJ
assessment. the
certificates are
now attracting
numbers that will
178
permit rigorous
assessment in the
coming year
Students will articulate the
ethical responsibilities with
which professional
communicators are
concerned.
Students will demonstrate
fundamental skills that show
competency in and ability to
be employed in a mass
communications field
Assessment Point 1:
Portfolio of all final
course assignments in
first nine hours of
courses
Assessment Point 2:
Portfolio of all final
course assignments in
credit hours ten through
15.
Assessment Point 1:
Portfolio of all final
course assignments in
first nine hours of
courses
Assessment Point 2:
Portfolio of all final
course assignments in
credit hours ten through
15.
Capstone
.
Advanced
Capstone
Advanced
179
Certificate Program in Media Management 1: Students will understand and apply the principles and laws of freedom of
speech and press.
Traits
Articulate principles of
the right to dissent.
Monitor and criticize
power.
Understand assembly
and petition for redress
of grievances.
Introductory
Names the five freedoms
protected in the First
Amendment.
Identifies viewpoints
connected to a specific
issue or topic that stem
from a power position.
Names the five freedoms
protected in the First
Amendment.
Performance Levels
Milestone
Capstone
Discusses instances of
Argues logically an
dissent.
opposition position.
Analyzes opposing points
of view.
Argues effectively against
power positions.
Inventories incidents of
assembly and redress of
grievances in which mass
media played a role.
Discusses the role of mass
media in citizen assembly
and redress of
government.
Advanced
Writes an editorial that
expresses dissent of a
government position.
Formulates arguments that
recognize all viable
perspectives without
reflecting biases.
Drafts a viable grievance.
Certificate Program in Media Management Outcome 2: Students will articulate the ethical responsibilities with which
professional communicators are concerned.
Traits
Apply pursuit of truth to
current issues.
Argue accuracy, fairness
and diversity.
Introductory
Identifies common jmc
ethical principles and
philosophical
underpinnings.
Identifies common jmc
ethical principles and
philosophical
underpinnings.
Performance Levels
Milestone
Capstone
Chooses from several
Analyzes texts and
available paths those
concludes which did or did
which most appropriately
not comply with ethical
supports jmc ethical
guidelines of truth explains
principles related to truth.
why.
Chooses from several
Develop original texts that
available paths those
are arguably accurate, fair
which most appropriately
and inclusive.
supports jmc ethical
principles related to
accuracy, fairness and
diversity.
Advanced
Debates the truth of
messages.
Debates the fairness of a
position and defends
diversity.
180
Certificate Program in Media Management Outcome 3: Students will demonstrate fundamental skills that show competency
in and ability to be employed in a mass communications field
Traits
Think critically,
creatively and
independently.
Understand the history
and role of professionals
and institutions in
shaping
communications.
Understand the diversity
of groups in a global
society in relationship to
communications.
Introductory
Restates general practices
of the field.
Identifies significant
historical events in
journalism and mass
communications
Identify groups that work in
and are influenced by
mass media messages.
Performance Levels
Milestone
Capstone
Sorts a variety of positions Constructs messages that
presented and identifies
accurately reiterate viable
sources of support for
arguments and that
those arguments.
present fresh perspectives.
Discuss histories that
Analyzes the development
shaped the mass
of mass communications.
communications industry.
Respond to critiques of
mass communications’
commitment to diversity.
Judges the inclusive
content of mass media
messages.
Advanced
Argues effectively in
support of positions taken
relying on a variety of
sources without guidance.
Give reasons why mass
media developed in the
directions it did.
Debate message
inclusiveness.
181
Certificate Program: Integrated Strategic Communications___________________________________________
Program Level
Certificate Program’s
Student Learning Outcomes
Assessment Measures
(Tools)
Students will write correctly
and clearly in forms and
styles appropriate for the
communications professions,
audiences and purposes they
serve.
Assessment Point 1:
Portfolio of all final
course assignments in
first nine hours of
courses
Assessment Point 2:
Portfolio of all final
course assignments in
credit hours ten through
15.
Standards/Benchmark
Capstone
Advanced
Results/Analysis
Action Taken to
improve the
program
The certificates
offered in the
school of
Journalism and
Mass
Communications
are still relatively
new programs that
are only now
attracting a critical
mass for
assessment.
Students who have
completed
certificates to date
are largely those
who folded a
certificate into their
master’s programs
with the addition
of a few courses.
Assessments of
their work was
completed as part
of the larger MAJ
assessment. the
certificates are
now attracting
182
numbers that will
permit rigorous
assessment in the
coming year
Students will build skills for
successful functioning in the
industry.
Students will prepare and
disseminate oral and written
communications typically
used in promoting, branding,
publicizing and managing
profit making and non profit
entities.
Assessment Point 1:
Portfolio of all final
course assignments in
first nine hours of
courses
Assessment Point 2:
Portfolio of all final
course assignments in
credit hours ten through
15.
Assessment Point 1:
Portfolio of all final
course assignments in
first nine hours of
courses
Assessment Point 2:
Portfolio of all final
course assignments in
credit hours ten through
15.
Capstone
.
Advanced
Capstone
Advanced
183
Certificate Program in Integrated Strategic Communications Outcome 1: Students will write correctly and clearly in forms
and styles appropriate for the communications professions, audiences and purposes they serve.
Traits
Writing mechanicsgrammar
Writing mechanicsspelling
Writing mechanicspunctuation
Writing mechanics-AP or
appropriate style
Writing contentcoherence
Writing contentorganization
Writing contentthesis/thought quality
Same as above.
Performance Levels
Milestone
Capstone
Formulaic sentence
Functional sentences but a
structure. Some spelling
few errors are present.
punctuation or
Occasional errors
capitalization errors. Some demonstrate carelessness
non-standard syntax
and lack of adequate
usage. A few grammatical
proofreading. Vocabulary
errors may be noticeable
and sentence structure
but do not interfere with
indicate some
readability. Vocabulary is
acknowledgement of target
used properly in research
audience. Complex
papers, although
sentences appear as
sentences are mainly
appropriate for academic
simple and only few
projects.
compound sentences
noted.
Same as above.
Same as above.
Same as above.
Same as above.
Same as above.
Same as above.
Same as above.
Same as above.
Same as above.
Same as above.
Errors demonstrate
weaknesses in coherence,
thesis and organization.
Limited subject-specific
vocabulary used.
Unable to track from
beginning to end. No flow
from point to point is
evident.
Unclear what the main
thrust of the document is
supposed to be.
“Chunk writing,” blocks of
text are united under an
idea, but suddenly shift to
a different point and then
back to the original.
Functional transitions, but
they do not contribute to
flow.
Overall clear arguments
with a few points that are
extraneous or inapplicable.
Well developed and
organized. Consistent
evidence and sufficient
support for arguments.
Organization is easily
followed but with some
ambiguities.
Succinct and articulate,
helping keep target
audience’s interest.
Thesis may be too broad
and unsupported. May lack
focus or introduce more
than one major idea.
Ineffective transitions,
Thesis has stated purpose
but is too broad or vague.
Engaging and clear thesis.
Introductory
Numerous errors are
commonly found in
subject-verb agreement,
spelling, singular-plural
verb number and tense,
pronoun/ antecedent,
adjectives/adverbs, syntax,
punctuation, word choice,
sentence structure, and
AP/APA styles.
Advanced
Virtually free of
grammatical errors. Uses
appropriate format and
style for intended
audience. Varied sentence
structure, often for
effect/impact.
Same as above.
184
Appropriate for audience
Appropriate for language
Appropriate style
Speaks too broadly and/or
uses language and
concepts below or above
audience comprehension,
writes to impress, not to
express.
Language choices are too
simple or too complex for
the target.
Casual style is used for
formal presentations and
vice versa.
rambling format difficult to
follow, There are some
examples and evidence,
though unsupported
generalizations or
irrelevant ideas may be
common.
Some content falls outside
the target’s frame of
reference.
Recognizes the audience,
but relies on jargon and
terminology that may be
unusual for audience
members’ vocabulary.
Selects from available
styles that which
corresponds to audience
experiences.
Subject and construction
are of interest and value to
the audience, but a few
references are outside the
audience’s experience.
Clearly focused on a
particular audience and
argues with concepts that
are comprehensible to the
target.
Audience and language
are matched, but
references that are outside
the target’s reference are
still evident.
Judges without prompting
or assistance messages
that appeal to targets and
meshes with target
experience.
Demonstrates command of
language for the field and
when and how it is used.
Constructs message style
that match target
experiences.
185
Certificate Program in Integrated Strategic Communications Outcome 2: Students will build skills for successful
functioning in the industry.
Traits
Demonstrate
fundamental skills that
show competency in and
ability to be employed in
a mass communications
field.
Think critically,
creatively and
independently.
Introductory
Practices message
construction with guidance
from others.
Restates general practices
of the field.
Performance Levels
Milestone
Capstone
Sorts information,
Arranges components in
inventories traditions and
appropriate style, brings
practices, recognizes the
together a variety of
significance of targets,
viewpoints, and diagnoses
problems in ones own
work.
Sorts a variety of positions
presented and identifies
sources of support for
those arguments.
Constructs messages that
accurately reiterate viable
arguments and that
present fresh perspectives.
Advanced
Formulates a complete
message without
assistance, argues in
support of the message
using a variety of sources
from the synthesized
materials, gives reasons
why messages address
audiences in the way they
do.
Argues effectively in
support of positions taken
relying on a variety of
sources without guidance.
186
Certificate Program in Integrated Strategic Communications Outcome 3: Students will prepare and disseminate oral and
written communications typically used in promoting, branding, publicizing and managing profit making and non profit entities.
Traits
Understand concepts
and applying theories in
the use and presentation
of images and
information
Conducting research and
evaluating information
by methods appropriate
to the communications
professions in which
they work.
Critically evaluate their
own work and that of
others for accuracy and
fairness, clarity,
appropriate style and
strategy.
Apply basic numerical
and statistical concepts.
Synthesize information
from primary and
secondary sources.
Introductory
Chooses weak or
inappropriate images, text,
interviews, clips--does not
capture the complete and
accurate story.
Restates basic research
requirements of paper or
assignment. Fails to find
research sources and/or
finds inappropriate
sources. Pursues "easiest"
path to find sources, i.e.
searching simply web
sources only.
Performance Levels
Milestone
Capstone
Chooses adequate
Creates an effective story
images, text, interviews,
with a combination of
clips.
appropriate images, texts.
Describes research
requirements and
discusses possible
methods to find
information. Retrieves
information from research
databases, interviews
and/or other appropriate
sources.
Clearly states focus.
Strategizes methods to
find relevant resources.
Selects relevant research
databases, implements
effective research
strategies and finds useful
information.
Work shows little or no
critical assessment, no
revision of own work is
evident.
Reflects rudimentary
critique of information and
restructuring work for
effectiveness.
Consistently reviews
materials and strives to
validate information and
improve work.
Interprets correctly
statistics and numbers
used to present a point.
Questions validity of
numbers an statistics
presented in content
Discriminates among
options the numbers that
accurately convey an idea.
Sorts from compiled
information that which is
needed to convey a
message.
Arranges in logical order
main points and support
points to be made in the
presentation of materials.
Composes a complete
message that brings
together a variety of points
in interesting and logical
order.
Advanced
Creates a compelling story
with a combination of
appropriate images, texts.
Targets a variety of
relevant information
sources including
appropriate databases,
employs effective research
strategies by using
appropriate scholarly
search terms, revises
searches as necessary
and selects most relevant
sources.
Thoroughly analyzes own
and others' work and
carefully evaluates the
materials in storytelling.
Disputes or supports, a
position using accurate
numbers, stances
presented by varying
sources.
Argues in support of the
message that was
constructed using a variety
of sources from the
synthesized materials.
187
Appendix XII
Certificate Program Completers
# of Certificate Completers by Year
Year 1
2010-2011
Year 2
2011-2012
Year 3
2012-2013
Year 4
2013-2014
Year 5
2014-2015
Five Year
Totals
Digital Communications
0
0
0
0
0
0
Media Management
0
0
1
0
2
3
Integrated Strategic Communications
0
0
1
1
0
2
188
Figure 2. Trend Line for Total Number of Students Awarded Graduate
Certificates in Digital Communications, Media Management, and
Integrated Strategic Communications
2.5
2
Digital Communications
1.5
Media Management
1
Integrated Strategic
Communications
0.5
0
2010-11
2011-12
2012-13
2013-14
2014-15
189
Appendix XIII
Job and Further Study Placement Rates: Graduate Certificate Programs in Digital
Communications, Media Management, and Integrated Strategic Communications
Year
# of completers
employed in fields
related to certificate
# of completers
employed in fields not
related to certificate
# of completers
accepted to Further
Study
# of completers not
accounted for
2010-2011
na
na
na
na
2011-2012
na
na
na
na
2012-2013
1
0
0
1
2013-2014
1
0
0
0
2014-2015
2
0
0
0
Five –Year Total
4
0
0
1
190
Attachment A
Marshall University
W. Page Pitt School of Journalism and Mass Communications
Master of Arts in Journalism Program
Entry into a graduate school raises many questions
and concerns beyond those encountered in an
undergraduate program. The following material
is intended to answer frequently asked questions
and to offer guidance for new students in the
Master of Arts in Journalism (MAJ) program. If,
after reviewing the information, you still have
questions please feel free to ask the graduate
coordinator or your professors for additional
information or clarification.
The Graduate Catalog
Students are responsible for making themselves
knowledgeable of all requirements, guidelines, and
deadlines included in the Graduate Catalog,
http://www.marshall.edu/catalog/files/2013/07/
Gr_Spr13_published_rev1.pdf.
The graduate coordinator and all other faculty
are available for guidance, but the responsibility
for satisfying requirements and for meeting
deadlines is each student’s.
Pay particular attention in the catalog to:
• Plan of Study
• General Requirements for Master’s Degree
• Grade Point Average and Other Requirements for Graduation
• Comprehensive Assessment
• Journalism and Mass Communications
Admission to Graduate School
Admission into the School of Journalism and Mass Communications requires:
• a completed admission form or apply online at http://www.marshall.edu/admissions/apply.asp
• an earned bachelor’s degree, and
• a 3.0 undergraduate gpa (on a 4.0 scale) and a total score of 370 on the Graduate Record Exam
n(GRE), OR
• a 2.5 to 2.99 undergraduate gpa (on a 4.0 scale) and a total score of 396 on the GRE.
• International students must also have a TOEFL score of 525 on the paper exam, 197 on the
computer based exam or 71 on the internet exam or complete English as a second language
requirements.
• International graduate students must complete the GRE no later than during their first semester in
the program.
Converting the analytical score
GRE scores are reported in three areas: verbal,
quantitative and analytical writing. The verbal
and quantitative sections are scored on a scale of
0 to 170. The analytical writing score is reported
on a scale of 0 to 6. Before adding the three
sections to determine if the 370 or 396
requirements have been met, convert the
analytical writing score using the following
scale.
191
0.5 = 14
1.0 = 28
1.5 = 43
2.0 = 57
2.5 = 71
3.0 = 85
3.5 = 99
4.0 = 113
4.5 = 128
5.0 = 142
5.5 = 156
6.0 = 170
Application Process
Application materials are sent first to the
Graduate College, where initial processing takes
place. The application package is then forwarded
to the School of Journalism and Mass
Communications where admission or denial is
determined.
304-696-4636, rabe@marshall.edu. The graduate
coordinator will explain the core requirements,
discuss areas of professional interest and design
a program of courses that will satisfy graduation
requirements and fit individual academic and
professional goals.
Letters of acceptance/denial are sent from the
Graduate College offices. After being accepted,
students must schedule an appointment with the
graduate coordinator in the School of Journalism
and Mass Communications, 304 -696-2360, or
Admission Application Deadlines are:
Fall enrollment: August 1
Spring enrollment: December 1
Summer enrollment: May 1
Two Tracks: Professional and Thesis
Students may choose from professional or thesis tracks to complete the required 30 hours.
Professional Track
The professional track requires:
• five core courses (15 credit hours),
• 15 credit hours in a concentration to fulfill professional goals for a total of 30 credit hours,
• any undergraduate courses determined by the graduate coordinator to be necessary, and
• successful completion of the comprehensive examination.
Thesis Track
The thesis track is appropriate for students planning to pursue doctoral degrees and for others
with a special interest in research. It requires:
• five core courses (15 credit hours),
• 9 credit hours in a concentration to fulfill professional goals for a total of 24 credit hours,
• a six-credit hour thesis,
• any background graduate or undergraduate courses determined by the graduate coordinator to be
necessary, and
• successful completion of the comprehensive examination.
Core Requirements
All journalism and mass communications students must complete core courses of:
• JMC 600 —JMC Proseminar
• JMC 601 —Theory of Mass Communications
• JMC 602 —Mass Communications Research and Methodology
• JMC 604 —Ethics and Law
• JMC 612 —History of American Journalism and Mass Communications
(International students may substitute another JMC course for JMC 612 with the approval of the
graduate coordinator.)
MAJ program—2
192
At least one half of all graduate credit must be
above the 500 level.
Educational Foundations 517 or Psychology
517, Statistical Methods, is also required for
students who have not completed a statistics
course that meets the approval of the graduate
coordinator. EDF 517 or an equivalent statistic
course, and JMC 601 are prerequisites for JMC
602.
Students with no prior experience in the mass
communications field will be required to
complete JMC 501—Multi-media writing.
In Addition to the Core
In addition to required core courses, each
student will plan, in conjunction with the
graduate coordinator and a professor in an area
of concentration, the remainder of their graduate
program. Students may opt to focus on advertising,
broadcast journalism, print journalism, public
relations, or radio/television. It is in the non-core
courses that students will find some flexibility in
constructing a graduate program to meet
individual goals.
Plan of Study
Before registering for the 18th graduate credit
hour, a student must submit a Plan of
Study/Admission to Candidacy form. At least
two of the courses must be from the required
core, and the student must have maintained a
minimum grade point average of 3.0 in journalism
and mass communications courses and in any
courses taken in other academic areas.
requires the signatures of the student, the
graduate coordinator, a second department
member and the journalism and mass
communications dean. Should proposed course
offerings not be available or new offerings
change student goals, a plan of study may be
amended with the approval of the graduate
coordinator.
The plan of study should be typed. It presents
the student’s completed course work, courses
currently enrolled in, and courses proposed to
complete degree requirements. The form
Plan of Study forms are available at
http://www.marshall.edu/graduate/currentstudents/forms-and-information-2/.
Thesis
Students who choose the thesis option have a
number of additional requirements including:
• forming a graduate thesis committee
consisting of three graduate faculty,
• securing Institution Research Board (IRB)
approval,
• selecting a committee chair or “thesis
director,”
• securing approval to proceed following
review of the proposal,
• meeting thesis deadlines, and
• filing the approved thesis electronically on
the graduate College website.
During the final semester of thesis production,
candidates are expected to submit a final draft to
their committee chair shortly before midterm,
submit a copy to the Graduate College
approximately a week before the end of the
semester and upload an electronic version of
their thesis at the end of the term. For specific
dates check http://www.marshall.edu./graduate/
graduation-and-commencement-timetable/
Thesis committee members assist throughout the
process, but meeting the requirements is the
candidates’ responsibility. Thesis candidates must
complete the short online module about
electronic thesis and dissertation submission
accessible at http://www.marshall.edu/graduate/
current-students/edt/
MAJ program—3
193
Minor
A minor consisting of a minimum of six hours in
one subject area may be approved by the
graduate coordinator. Students who enter the
program without appropriate preparation in
journalism and mass communications and also
without relevant professional experience may be
permitted by the graduate coordinator to
complete their entire program in journalism and
mass communications.
The Written Comprehensive Examination
A written comprehensive examination is
required of all graduate students. A five-part
examination covers, but is not limited to
proseminar, mass communications theory,
research, law and ethics, and journalism and
mass communications history. The comprehensive
examination should be taken during the
student’s final semester of course work.
Requests to take the examination earlier or later
must be approved by the graduate coordinator.
Candidates ready to sit for their comprehensive
assessment must submit an Application for
Graduation on or before the deadline that is
generally the fourth Friday of the semester.
Students writing their comprehensive exams
gather on a designated day and complete
individual answers to a series of essay questions.
The exam generally takes approximately five
hours to complete, one hour for each of the core
areas. To receive a passing grade on the
comprehensive examination, a student must
receive a passing grade in at least four of the
five sections. Students are permitted three
attempts to pass.
Suggested Plan
Progression through the master’s program is
individualized with guidance and consultation
from the graduate coordinator. It may be
beneficial to take courses in different sequences
and time frames, but the following suggestions
may help with your initial planning. Students
without backgrounds in journalism or mass
communications may be required to take
additional preparatory courses.
Semester 1
JMC 600—JMC Proseminar *
JMC 601—Theory of Mass Communications*
Graduate level statistics if not taken before;
elective from Plan of Study if statistics credit
is presented
Semester 2
JMC 602—Mass Comm Research/Methods**
JMC 604—Ethics and Law**
From Plan of Study
Semester 3
JMC 603 (Management) or 630 (Criticism)*
JMC 681—Thesis or from Plan of Study
Semester 4
JMC 612—Hist. of Journalism/Mass Comm**
JMC 681—Thesis or from Plan of Study
Schedule comprehensive assessment
* Offered only in the fall terms
** Offered only in the spring terms
MAJ program—4
194
The graduate catalog offers a complete list of
graduate courses that are available that will help
complete your plan of study, but the list below
identifies those that are offered most frequently.
500—Digital Imaging II
501—Mult-Media Writing
508—Strategic Communications Research
510—Magazine Editorial Practices
514—Reporting Public Affairs
515—Advertising Strategy and Execution
525—Advertising Campaigns
530—Magazine Article Writing
532—Corporate and Instructional Video
533—Radio-Television Programming
536—International Communications
537—Public Relations Writing
538—Public Relations Case Studies
539—Public Relations Campaign Mgt.
545—Advertising in Modern Society
555—Women, Minorities/Mass Media
562—Web Design for Mass Media
575—Documentary Journalism
590—JMC Internship I
591—JMC Internship II
603—Media Management
605—Master’s Network
606—Narrative Reporting
620—Public Relations in Health Care
630—Seminar in Media Criticism
640—Design Thinking
641—Web/Online Strategies for JMC
643—New Media Cultures
650-651 Special Topics
678—Organizational Storytelling in PR
681—Thesis
682—Master’s Initiative
Health care public relations emphasis
This graduate degree area of emphasis consists of public relations campaigns for medical services and
organizations (both internal and external audiences; Research, Planning, Communicating, and Evaluating),
writing and other public relations tactics for health care audiences, the use of public relations in the health
care setting in time of crises, media relations in health care, privacy laws, budgeting, and the use of social
media in health care organizations.
Graduate Certificate Programs
The School of Journalism and Mass Communications offers graduate certificates in
• Digital Communications,
• Integrated Strategic Communications and
• Media Management.
Certificates serve students with or without a
background in the field but with an interest in
newspaper, magazine, television, radio, digital
or converged media, advertising or public
relations. Courses are packaged to target specific
areas of development that will augment depth of
knowledge or skills, help students remain
competitive in the job market, advance their
careers, or help them pursue personal
enrichment. Students may complete a standalone certificate or incorporate it into their JMC
master’s program or other master’s programs on
campus.
Students interested in completing a certificate
either as a standalone program or as part of a
master’s must submit an application specifically
for the certificate.
Admission to the certificate programs requires:
• official transcript baccalaureate degree from a regionally accredited college or university,
• an application for admission to a certificate program unless already admitted to a degree program,
• at least a 2.5 undergraduate GPA, and
• a 3.0 graduate GPA if already awarded a master's degree,
• OR current admission to a Marshall University graduate program.
MAJ program—5
195
• Courses completed in certificate programs can apply to an MAJ where appropriate. (Students who
want to apply certificate credit to a master's must meet all admission requirements for the MAJ
including completion of the GRE.)
Students must maintain a 3.0 GPA in all course
work with no more than two C’s. If the student
falls below these standards, the student will be
placed, on academic probation. A student who
successfully completes the proper series of
courses will earn a certificate.
Students pursuing Graduate Certificates in Digital Communications must complete 15 hours as
follows:
Required courses:
• JMC 562—Web Design for Mass Media
• JMC 641—Web/Online Strategies for JMC
Select nine hours from among the following:
• JMC 500—Photojournalism
• JMC 501—Multi-Media Writing
• JMC 532—Corporate and Instructional Video
• JMC 575—Documentary Journalism
• JMC 606—Depth Reporting
Students pursuing Graduate Certificates in Integrated Strategic Communications must complete
15 hours as follows:
Required courses:
• JMC 508—Strategic Communications Research
• JMC 515—Advertising Strategy OR JMC 538 –Public Relations Case Studies
Select nine hours from among the following:
• JMC 515—Advertising Strategy (if not taken as part of required six hours)
• JMC 525—Advertising Campaigns
• JMC 532—Corporate and Instructional Video
• JMC 537—Public Relations Writing
• JMC 538—Public Relations Case Studies (if not taken as part of required six hours)
• JMC 539—Public Relations Campaigns
• JMC 609—Seminar in Public Relations
• JMC 641—Web/Online Strategies for Mass Communications
Students pursuing Graduate Certificates in Media Management must complete 15 hours as
follows:
Required courses:
• JMC 603—Media Management
• JMC 604—Journalism and Mass Communications Law and Ethics
Select nine hours from among the following:
• JMC 510—Magazine Editorial Practice
• JMC 533—Radio-Television Programming
• JMC 536—International Communications
• JMC 550—Contemporary Issues in Radio and Television
• JMC 555—Women and Minorities in the Media
• JMC 632—Public Broadcasting
• JMC 612—History of Mass Communications
• JMC 641—Web/Online Strategies for Mass Communications
MAJ program—6
196
Transfer Credit
The dean of the Graduate School with the
recommendation of the School of Journalism and
Mass Communications may accept a maximum
of 12 semester hours of graduate credit relevant
to the student’s major field of study. A
minimum grade of “B” is required in each
course transferred. Transfer credit can be used to
satisfy credit hour requirements for graduation
but will not become a part of the student’s grade
point average at Marshall University. All
transfer credit must meet time requirements
established for completion of the graduate degree. The
School of Journalism and Mass Communications
will not accept transfer credit for courses in the
core requirements.
Graduate Student Probation
The first semester a graduate student’s grade
point average (gpa) drops below 3.0 he/she is
placed on academic probation that means:
• a letter is sent advising him/her that he/she
is on academic probation, and that he/she
must met with the graduate adviser, and
• he/she must sign a contract to raise his/her
gpa to a minimum of 3.0 in the next
grading period.
If the gpa stays below a 3.0 in the following
grading period:
• the student is informed by letter that
he/she has not met the requirements of the
contract,
• he/she forfeits any graduate assistant
positions,
• he/she is limited to enrollment of no more
than (6) six graduate credit hours in the
following grading period.
If the gpa is below a 3.0 in the third grading
period the graduate student will be suspended
from the Masters of Arts in Journalism program
for one semester.
Applying for Graduation
The Application for Comprehensive Assessment
and Graduation serves as the graduation
application. File this with the Graduate College
on the designated date in the semester you plan
to graduate and pay a diploma fee. The deadline
for the application is published each semester.
Graduate Assistantships
Apply for graduate assistantships by writing to
the Graduate Coordinator, W. Page Pitt School
of Journalism and Mass Communications,
Marshall University, 100 Communications
Building, Huntington, WV 25755-2622. Send a
letter of application, a resume, and the names,
addresses, and contact information of three
references.
A limited number of assistantships are available.
They include a partial waiver of tuition for the
fall and/or spring semesters and a stipend.
Assistantships are generally awarded in late
March. Assistantships also are offered through
various departments of the university. Check the
graduate website, http://www.marshall.edu/
graduate-assistantships-2/graduate-assistantshipopportunities/ for positions outside the School of
Journalism and Mass Communications.
MAJ program—7
197
Professional Internships
The school has an outstanding internship
program in which graduate students may receive
three semester hours of credit toward their
degree. Most interns also receive a salary from
their employer. Internships must be arranged
through and approved by the Director of
Internships.
Student Organizations
The school has chapters of the American
Advertising Federation (AAF), Diversity Club,
the National Broadcasters Society (NBS), the
Public Relations Student Society of America
(PRSSA), the Society of Professional Journalists
(SPJ), and Students in Free Enterprise. Student
media include a five-day a week newspaper, the
Parthenon, a full-time radio station WMUL, a
weekly television newscast, MU Report, and a
student run advertising and public relations
agency, Out Loud.
Journalism Graduate Student Discussion List
All journalism graduate students are added to an
on-line discussion list that serves as an
information channel for announcements and
communication among graduate students. Any
graduate student can generate a message to send
to everyone else on the list by sending an email
to JMCMAJ-list@lists.marshall.edu.
Remember that any message sent to the list
address is going to be seen by over 50 people, so
don’t use the list for communication meant for a
limited audience.
Forms
A number of forms needed in the graduate
program are available at http://www.marshall.
edu/graduate/, then under the “Current
MAJ program—8
Students” drop down menu,
“Forms and Information.”
activate
198
MAJ program—9
199
MAJ program—10
200
MAJ program—11
201
MAJ program—12
202
MAJ program—13
203
M ak e yo u r mar k . Leav e yo u r l eg ac y.
100 Communications Building • 304-696-2360 • http://www.marshall.edu/sojmc
College of Arts and Media
MAJ program—14
Revised 6/5/15
204
Attachment B
JMC Alumni Survey 2014
Executive Summary
A survey of alumni of the W. Page Pitt School of Journalism and Mass Communications was
administered through Qualtrics, an online research tool, from January 2014 through August
2014.
n = 156
Year undergraduate degrees were received
Range 1966 – 2014
mode=2007
Years graduate degrees were received
Range 1969-2013
mode=2011
Respondents’ majors
Advertising 19%
Broadcast
22%
EMM/RTV
9%
Print
21%
PR
19%
Other
10%
The majority of respondents are working in a media related field, and with a variety of titles.
More than 70% indicated they have found full-time employment in an area closely related to
journalism and mass communications.
Of those who are not working in the field, about 18% of respondents, many worked in media
related positions and then moved into other fields to advance or they simply chose not to work in
the industry (9%). Law school and education were frequently mentioned as attractive
alternatives.
Graduates’ salaries are heavily in the $25,000 to $74,000 range with 34% in the lower bracket
and 30% at the upper range. Eight percent indicated earning $100,000 or above.
Roughly 90% of respondents agreed or strongly agreed that their courses, their practical
experience and their professional organization activities helped in their careers.
Courses cited as most useful were profuse, with nearly every course referenced at some point,
but those that generated the greatest number of notations were campaigns, Parthenon, reporting,
writing, ethics, law and design.
205
Strengths of the program, again, were plentiful, but without challenge professors (and faculty)
and experience were most often mentioned.
The Take Away
There is a great deal to be gleaned from the respondents’ comments, but the subjects that come to
the surface most readily reflect a positive experience in the SOJMC, fondness for the experience
high regard for the faculty and respect for high standards.
Practical, hands-on experience, caring professors and high standards and expectations were the
overarching strengths of the program. Practice with InDesign and Photoshop were frequently
mentioned as useful.
Consistently, respondents pointed out
• a need to allow more flexibility in the majors to spill–in and spill-out of the major
requirements in order to sample other areas.
• a desire to have more contact with alumni during their time as a student and post
graduation,
• a need for even more challenging internships, and
• a need for tougher standards in the graduate program to separate it from the undergraduate
program.
Furthermore, it must be noted that “without Turner and Arnold the school has lost its gravitas.”
206
Greetings Marshall SOJMC graduate. Here is a simple way to assist your alma mater that will
take only a few minutes.
Complete the following survey to the best of your ability. Your answers are valuable in assessing
our program's ability to meet the needs of employers and in gauging your satisfaction with your
education from the W. Page Pitt School of Journalism and Mass Communications.
Please read the attached consent letter. Understand that your entry into the survey is indication of
your consent to participate in the survey. The Qualtrics link will not track identifying
information.
Thank you very much for your cooperation. Click the forward button at the bottom of the page to
begin.
Marshall University IRB
Online Survey Consent
Approved on:
Expires on:
Study number:
12/4/13
12/4/14
543235
You are invited to participate in a research project entitled SOJMC Alumni Survey 2013
designed to analyze your path and professional preparedness following graduation from
the W. Page Pitt School of Journalism and Mass Communications. The study is being
conducted by Janet Dooley, Director of the School of Journalism and Mass
Communications and has been approved by the Marshall University Institutional Review
Board (IRB).
This survey is comprised of an online questionnaire that should take no more than 10
minutes to complete. Your replies will be confidential, so do not type your name
anywhere on the form. There are no known risks involved with this study. Participation
is completely voluntary and there will be no penalty or loss of benefits if you choose to
not participate in this research study or to withdraw. If you choose not to participate you
may either return the blank survey or you may discard it. You may choose to not answer
any question by simply leaving it blank. Once you complete the survey you can delete
your browsing history for added security. Completing the on-line survey indicates your
consent for use of the answers you supply. If you have any questions about the study or
in the event of a research related injury, you may contact Janet Dooley at 304-696-2734.
If you have any questions concerning your rights as a research participant you may
contact the Marshall University Office of Research Integrity at (304) 696-4303.
By completing this survey you are also confirming that you are 18 years of age or older.
Please print this page for your records.
If you choose to participate in the study you will find the survey at:
https://marshall.az1.qualtrics.com/SE/?SID=SV_0UsmNX6jONBRklT
207
1. If you received your undergraduate degree from the School of Journalism and Mass Communications in what year
was it awarded?
208
Text Entry Question 1
2006
2009
2012
1971
2009
1997
2014
2013
2010
1999
2006
1992
N/A
2008
2004
1998
2012
2005
2009
2001
Yes, 2001
1982
1997
2007
n/a
2010
2002
1998
2008
1990
2010
2007
2003
2003
2011
2006
1998
2007
1995
BA 1996 (It was obviously not
Called the School of
Journalism and Mass
Communications.)
2004
2012
2013
2007
2010
2005
2007
1992
2011
2004
1989
2004
1974
1985
2013
1981
2008
na
2009
2012
2011
2010
1984
1985
1984
2004
2003
2000
2008
2012
1985
1999
2004
2012
2005
2007
2009
2012
2011
1974
1972
2010
1997
2010
2007
2007
2010
2009
2008
2001
2009
2008
2007
n/a
2000
2007
209
20036 your graduate degree from the School of Journalism and Mass Communications in what year was it
2. If you received
awarded?
210
Text Entry Question 2
N/A
2006
n/a
2002
n/a
1993
2000
2007
n/a
No
N/A
N/A
1995
2009
N/A
2013
Not applicable
n/a
2003
n/a
MA 1969
2010
2009
2013
NA
na
N/A
1997
2011
2005
2011
1993
2007
2011
n/a
n/a
n/a
2001
2012
2011
NA
1999
1986
n/a
2004
2011
NA
1997
2011
2002
211
3. Did you receive any degrees at institutions other than Marshall or other than the School of Journalism and Mass
Communications? Check all that apply.
(If you did not receive any degrees at institutions other than Marshall or other than the School of Journalism and
Mass Communications, please skip questions 3 and 4 and continue with question 5.)
#
Answer
Bar
Response
%
1
Bachelor’s
14
33.33%
2
Master’s
17
40.48%
3
Ph.D.
3
7.14%
4
Ed.D.
0
0.00%
5
Other, please specify
8
19.05%
42
100.00%
Total
212
Other, please specify
Audio Production Certification
Associate
J.D.
Accounting Certificate, Medical Billing & Coding Certificate
Doctor of Jurisprudence
n/a
J.D.
Associate Arts - Junior College
4. From what other institution(s), schools or departments, if any, did you receive a degree?
213
Text Entry Question 4
Queens College
University of Cincinnati and The Cooper Union in Manhattan, NYC
Marshall - Communications Studies
Middle Tennessee State University
WV State University
Syracuse University
WVSU and WVU
B.A. Broadcasting, Marshall University Speech Department 1991
West Virginia University School of Journalism
Political Science, Marshall University BA 1989
SAE Institute
West Virginia State University
West Virginia University, BA Philosophy
Marshall University, Health and Physical Education
Eastern Kentucky university
Marshall Lewis College of Business
Portland Adult Education: Portland, ME; Northeast Technical Institute: Scarborough, ME
Virginia Tech
University of Florida
Integrated Marketing Communications - West Virginia University
West Virginia University
Western Carolina University
Edinburgh Napier University
Savannah College of Art & Design
West Virginia University (MBA)
B.A. in Political Science, Marshall University
University of California, San Diego
National Economic University in Vietnam
Marshall University - Master of Science, Athletic Administration
None
Pasco-Hernando Community College
University of Tennessee
Morehead State University
University of Kentucky College of Law
University of South Carolina, School of Journalism and Mass Communications
Marietta College, Master's in Corporate Media
Ohio University
New York University
PhD, Rutgers, The State University of New Jersey; MA, Marshall University in
Communication; BA, National Cheng-Kung University
Marshall University College of Business
College of Education and College of Liberal Arts
WVU
214
5. If you received your undergraduate degree from Marshall's School of Journalism and Mass Communications,
what was your undergraduate degree focus? (check all that apply)
(If you did not receive your undergraduate degree from Marshall's School of Journalism and Mass
Communications, please skip question 5 and continue with question 6.)
#
Answer
Bar
Response
%
1
Advertising
18
19.15%
2
Broadcast Journalism
21
22.34%
3
Electronic Media Management or Radio
Television Production and Management
8
8.51%
4
Online
0
0.00%
5
Print Journalism
20
21.28%
6
Public Relations
18
19.15%
7
Sports Journalism
0
0.00%
8
Other: Please specify
9
9.57%
94
100.00%
Total
215
Other: Please specify
Radio/TV Broadcasting
I was in the Radio/TV Journalism Program but missed graduating by a few credit hours
Double Major: Sports Journalism and Public Relations
education
Radio/TV
I took all the classes in PR and Broadcast JRN. Survey won't let me check both.
Radio Broadcaster
Educational Theatre
N/A
216
6. Who is your current employer?
(If you're not currently employed, pleased skip to question 8.)
Text Entry question 6
Marshall University
WSAZ
WV Public Broadcasting
WV Radio Corp
The Weather Channel
Lawrence County Board of Developmental Disabilities
TeamPeople
ENC Strategy, McLean, Va. and Washington, D.C.
MotionMasters
Kindred Communications
The West Virginia Record
Peake Media
Education Nonprofit
WSAZ-TV
Snowshoe mountain resort
217
United States Senate
Mason County Board of Education, Pt. Pleasant, WV
Sinclair Broadcasting
Self-employed
WOWK-TV
Marshall University College of Health Professions
Mountwest Community & Technical College
Touch Points
Diocese of Wheeling-Charleston
West Virginia Office of the Attorney General
Doth Brands
WOWK TV 13 News
Ebiquity
West Virginia University Institute of Technology
Mountwest Community and Technical College
Bowling Green State University
Kentucky Coal Association
Virginia Commonwealth Unviersity
NCI, Inc.
Carson-Newman University
Marshall University
Mountwest Community and Technical college
University of Virginia
Gannett Co. Inc.
Charles Ryan Associates
IHS, Inc.
Action News (Cox Media Group)
Crouser & Associates, Charleston, WV
Innovative Mattress Solutions
Adventures On The Gorge
Mercer University
United Service Organizations
Gannett Co. Inc.
Rodale Inc.
the 26th Street church of Christ
Old Dominion University
Live Nation
Marshall University College of Arts and Media
INTO Marshall University
Astra Zeneca Pharmaceuticals
Spurs Sports & Entertainment
Southern Maryland Newspapers
Halifax Health
Marshall University
Lexicon Relication
Time Warner
218
Self-Employed
The Association on Higher Education And Disability (AHEAD)
University of North Florida
Charleston Newspapers (Charleston Daily Mail)
Aerotek Professional Services
Marshall University
Suddenlink Media
The Herald-Dispatch
University of Maryland Department of Athletics
Wayne County News
Marshall University
West Virginia Higher Education Policy Commission
University of Memphis, Department of Journalism
Kanawha county schools
Department Of Education NYC
Richmond Times-Dispatch
John Q. Hammonds
Huntington WV Area Habitat for Humanity
Naegi Elementary School (Korea)
Marshall University
Kilopass Technology
New South Media Inc
Marshall University
WCHS-TV/WVAH-TV
CDMiConnect, New York City, NY
Huddleston Bolen LLP
The RoseTree Boutique
West Virginia Coal Association
NewCity (www.insidenewcity.com)
Forever XXI
Vox Media
Ogilvy Public Relation
Raleigh County Board of Education
University of Florida Athletic Association
Jenkins Fenstermaker, PLLC
Global Vision International
Amazon
Marshall University
219
7. What is your current position and title?
Text Entry Question 7
Program Assistant
Technical Media Producer
Major gifts, Development Officer
News/Sports Anchor
Technical Production Manager
Public Relations/Personnel Director
Communications Technician
Senior Director, Communication Services
CEO
Traffic Director
Editor
Creative Designer
Program Director
NewsChannel 3 Today Producer
Resort experience liaison
Senior Advisor
Substitute Teacher
220
Reporter/Photographer
Producer of Corporate Training Materials
On-air Director
Alumni and Outreach Coordinator
Director of Development
President and Founder
Catholic Campus Minister at University of Charleston & West Virginia State University
Assistant Attorney General
Owner & Creative Director
Reporter/Multimedia Journalist
Media Data Analyst
Admissions Counselor
Chief Communications Officer
Director of Student Recruitment
President
Public Relations/Marketing Specialist
Student Registrar/Technical Training Specialist
Director of Athletic Communications
Director of Public Affairs
associate professor of english
Assistant Athletics Media Relations Director for Publication
Multimedia News Editor/Managing Editor
Media Director
Marketing Programs Specialist
Producer, Action News @ 5 & 5:30
Senior Consultant
Director of Communications
Marketing Coordinator
Associate Dean of Faculty and Research - Stetson School of Business and Economics
Manager of Volunteer Operations
Project Manager - Gannett Digital
Assistant Editor
Campus Minister
Assistant Professor
Director of Premium Seat Sales
Special Projects Coordinator
Student Services Coordinator
Pharmaceutical Sales Specialist
Interactive Content Manager
Regional sports editor
Marketing Specialist
Communications Specialist
Director, Glibal Integrated Marketing
Media Consultant
Embroidery Digitizer
Manager of Communications and Events
221
Director of Athletic Marketing & Radio PxP Voice
Capitol reporter
Reimbursement Specialist
Director of Broadcasting - Athletic Department
Production Manager
Editor/designer
Assistant Athletics Director for Communications
Reporter
Chief of Staff/Senior VP for communications
Communications Manager
Assistant Professor of Visual Communication
Teacher
High School Physical Education Teacher
A1 and features designer
retired
Director Human Resources
Director of Development and Communications
English teacher
Assistant Professor, Department of Integrated Science and Technology
Marketing Specialist
Advertising Account Executive
Director of Public Affairs
News Anchor/Reporter
Account Services, Senior Account Executive
Attorney
Advertising and E-commerce Manager
Communications Director, Manager of Friends of Coal
Digital Marketing & Analytics Coordinator
Assistant Store Manager
Senior Editorial Producer
Account Manager
Director of Public Relations
Sr. Producer
Associate Attorney
Volunteer/Project Coordinator
HR Assistant
Program Director of Scholarships and Donor Relations
222
8. If currently attending school, what is your area of study?
(If you are not currently attending school, please skip to question 10.)
Text Entry question 8
Mass Communications
Law
N/a
Elementary Education K-6
Higher Education Administration
MBA
Public & Media Relations
Higher Education Admin
Masters of Education, Sport Leadership
J.D.
educational leadership
Masters of Educational Leadership-Athletic Administration
N/A
N/A
Accounting
223
9. If currently attending school, where are you studying?
Text Entry question 9
Louisiana State University
Washington and Lee University
N/a
Marshall University and West Virginia University Parkersburg
West Virginia University
Marshall
Johns Hopkins University
Marshall U
Virginia Commonwealth University
Law
Concord
University of North Florida
N/A
N/A
Southern New Hampshire University: College Of Online & Continuing Education
224
10. Please indicate your current annual salary range.
#
Answer
Bar
Response
%
1
$
0 - $24,999
16
14.81%
2
$ 25,000 - $49,999
37
34.26%
3
$ 50,000 - $74,999
32
29.63%
4
$ 75,000 - $99,999
14
12.96%
5
$100,000 – and above
9
8.33%
108
100.00%
Total
225
11. Click the response that best describes your experience post graduation, since receiving your latest degree from
the W. Page Pitt School of Journalism and Mass Communications.
#
1
2
3
4
5
6
Answer
I have found full-time
employment that
closely relates to my
study.
Imajor
have field
foundoffull-time
employment that
does not closely relate
to
my major
of
I have
found field
part-time
study.
employment
that
closely relates to my
major
I have field.
found part-time
employment that
does not closely relate
to
my major
fieldfullof
I have
not found
study.
time employment in
any field.
I have not found parttime employment in
any field.
Total
Bar
Response
%
76
71.70%
23
21.70%
3
2.83%
2
1.89%
2
1.89%
0
0.00%
106
100.00%
226
12. If you are working in a field that does NOT closely relate to your field of study, answer the following question.
Otherwise skip to question 13.
I am currently not working in a field closely related to my field of study because:
#
Answer
Bar
Response
%
1
I could not find work
that closely related to
my major field of
study.
9
31.03%
2
I chose not to work in
my field of study.
10
34.48%
3
Other: Please specify
10
34.48%
Total
29
100.00%
Other: Please specify
I worked as a TV news anchor and PR specialist for a few years and wasn't feeling fulfilled. The pay and hours in TV deterred
me from staying in that field.
Chose to earn a graduate degree before working.
Found PR/marketing work at a nonprofit one and a half years after graduation. Position was eliminated approximately one
year after employment, leading me to my current job which does require PR knowledge in certain aspects.
I made a terrible, terrible mistake and pursued a law degree for the wrong reasons.
Combine with #11: I was offered a full-time job in my major, and chose to continue attending school instead
Both - I wanted to work in non-profit advertising and public relations and could not find a job in that so I decided to work
for a non-profit instead.
I spent 10 years in my field of study & then decided to puruse other interests. My education helped me with both.
I worked as the Public Relations Manager and Social Media Director for a year at Goodwill Industries. I found working
student affairs on campus and promoting Marshall more to fit my style
I taught school for 19 years, in my related field of study. Then, I choose to move to another field of work.
I worked in my field of study following graduation, but decided to go to law school a year later.
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13. Click the response that best describes your reaction to the following question.
#
1
Question
How useful was
your education
from the W. Page
Pitt School of
Journalism and
Mass
Communications?
Very
Useful
69
Useful
39
Not
Useful
Useless
-
1
N/A
Response
-
109
Average
Value
1.39
228
14. Click the response that best describes your reaction each of the following statements.
Strongly
Agree
Agree
Disagree
Strongly
Disagree
N/A
Response
Average
Value
#
Question
1
My degree has helped me advance in
my field.
47
52
2
3
5
109
1.78
2
The technology used and taught in
the W. Page Pitt School of Journalism
and Mass Communications prepared
me sufficiently for the technology
used in my field.
40
48
9
2
9
108
2.00
3
The courses I took in the W. Page Pitt
School of Journalism and Mass
Communications helped prepare me
for my field.
46
56
5
1
1
109
1.67
4
My experience with student media
and professional organizations
helped prepare me for my field.
62
31
5
1
10
109
1.77
5
The internship I completed as a
student helped prepare me for my
field.
41
21
9
2
34
107
2.69
6
The internship I completed as a
student made me more marketable
in my field.
39
21
7
5
36
108
2.80
7
Overall, my experiences in Marshall
University's
W. Page Pitt
School of Journalism and Mass
Communications prepared me to
work in my field.
58
43
1
2
4
108
1.62
229
15. What three courses within the W. Page Pitt School of Journalism and Mass Communications were most helpful to
you?
Text Entry question 15
230
First course
Photography classes
Law
Advertising Campaigns
publication design
JMC 330
JMC 301
Public Relations
PR campaigns
Parthenon news reporting
JMC 231
Intro
Campaigns
Second course
MU Report
Parthenon
Media Planning
reporting
JMC 438
JMC 241
Third course
Parthenon writing
Ethics
Advertising Strategy
editing
JMC 439
JMC 439
Parthenon
Information gathering
JMC 420
TV
Media Planning
Media Writing
PR Case Studies
Audio Production
Graphics of Communication
Media Ethics
Graphic Design
JMC 231
Newswriting II
JRN 202
Audio Production
Media Law
Journalism History
Intro to Audio Production
Newspaper design
Media Management
Magazine Editorial Practices
201
JMC 360
Sports Broadcasting
JMC 200
241
201
Writing
MU Report JMC 300-level (forget
what number)
Graphics of Communication 341
Student Teaching
PR Campaigns
Work study / MU Report and Up
Late
Media Law - Hollis
JMC 302, Copy editing and Design
JMC 437/438/439 PR Campaigns
Television Production
Campaigns
Media Criticism
Marketing
JMC 334
Reporting Public Affairs
Bos' broadcasting courses
Video Production
Parthenon
Graphic Design
Advertising and Copywriting
Ethics
Media Law
Reporting 301
301
JMC 330
TV Reporting
JMC 301
Ad strategy
301
Ethics
Media Law (again, forget what
number)
Newswriting 201
all other classes in my major
JMC 101 with Dr. Arnold
Graphics of Communication
Layout/design
JMC 201
Mass media
Research
PR Capstone (Sorry, Can't remember
correct names)
Media Management
Internship
Research
Advertising Fundamentals
n/a
Copy editing
Graphics taught by Turner
Media Management
Digital Imaging
Mass Communications Theory
International Communications
Journalism Law
Media Ethics
Law
305
JMC 101
Ethics
Campaigns
Ad campaigns + internship
100
Advertising
Digital Imaging - JMC 360
News Writing101
Ethics
Media Ethics
Audio Production
Video Production
Campaigns - Hapney
JMC 360, Digital Imaging
JMC 201 The Parthenon
Women & Minorities in Mass
Media
Layout and Design 201
Parthenon
JMC 601, Research Methods
JMC 360 Digital Imaging
Law of Mass Communications
Media in Society
231
First course
Advanced Audio Production
(Documentary)
Second course
Intro to Audio Production
Campaigns
Photography
The Parthenon
News Writing
Public Relations Writing
Media Law
Media planning
Public Relations Writing
Graphics of Communication
Magazine Writing
News Writing II (Parthenon)
Media Management
Audio Production
Basic Broadcast News
Ethics of Mass Communications
News Writing
Web Strategies
Digital Imaging
Every Dr. Bailey course
Media Literacy
Parthenon JMC 202 at the time
Reporting
photoshop
Broadcasting (MU Report)
Parthenon
Parthenon Class
JMC 100
News Reporting
Campaigns
Advertising Campaigns
Freshman reporting and writing
courses
Campaigns
Grammar Course (JMC100)
JMC 241
Public relations writing
Campaigns
Reporting on Public Affairs
Cold War
Public Relations
Law
Radio Reporting w/ Hollis
Writing
Parthenon
Parthenon
Radio WMUL
News Writing
Advertising
Parthenon
Web Strategies
JMC 350 television news at the time
Copy Editing
media planning
Print (The Parthenon)
Web Design
Graphic Design Class
J mc 302
Ethics/Law
advertising strategy
Continuity Writing
TV News production classes--MU
Report
Research
Parthenon Course
JMC 360
Ethics
Strategy
Intro to Journalism
History
Graphic Design
Info Gathering/Research (JMC 102)
Television News w/ Swindell
Editing
JMC 360
JMC 360
Television Production
Public Relations Campaigns
Broadcast Sales
Required internship
Media Law
Third course
Dr. Arnold's Class JMC 100 or 101
can't remember #
Research
Public Relations Campaigns
Print Design
Public Relations Campaigns
Media Ethics
Anything not taught by Swindell (just
kidding - Bailey's Sportscasting
Class)
Campaigns
Whatever the class about learning
how to do Public/Government
organizations
Ethics or Women and Minorities in
the Media
JMC 351 television news at the time
Mass Communication Theory
campaign
Ethics
JMC 101
ethics
Internship
Copywriting
Digital Imaging
Audio production
Writing
Law Course
Mass Com law
Research
Research
Photography
Media Law
PR Writing
PR Campaign Capstone
Parthenon w/ Young
Photography
Reporting Public Affairs
Reporting Public Affairs
Internship at WSAZ
Digital Imaging
Production
JMC 330 - Intro to PR
Corporate and Instructional Video
232
First course
JMC 221 - Advertising and
Continuity Writing
Copy Editing
Ethics
Audio Production
PR Campaigns
Writing for Parthenon
Advertising Research
Advertising Campaigns
Law
Media Sales Management
Campaigns
JMC 302 -- Advanced editing and
design
JMC 100 - the grammar-style class
with Dr. Arnold's book that I still use
as a reference!
Second course
JMC 360 - Digital Imaging
Third course
JMC 425 - Campaigns
Sports Reporting
Parthenon
Video Production
The Parthenon
Digital Imaging
Mass Communication Research and
Methods
Web Design
Media Criticism
Public Relations Campaigns
Ethics
JMC 201 -- Beginning News Writing
Magazine Design
Case Studies
Ethics
Dr. Bailey's Intro Media Course
Intro to Journalism
Advertising Campaigns
News reporting
First Amendment law
Graphic Art Design
Magazine Writing
Research
Any design related course
Magazine Editorial Practices
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16. Regarding the courses identified in question 15, why do you consider them the most helpful to
you?
Text Entry Question 16
Most practical for my current line of work.
Professor Morris was a tough, but extraordinary professor for Parthenon. He truly taught you what it
was like to be a real newspaper reporter. I treasure my time and the lessons learned in his class. Law
and ethics are two subjects that are typically pretty boring, but Hollis and Dennison were able to make
these boring topics interesting and pertinent to students. I still think of cases and stories I learned about
in those two courses.
These three courses engaged me with real-world scenarios or actual clients. These classes are valuable
to my experience in similar ways to the Internship I did through SOJMC. In Campaigns and Media
Planning I worked through real case studies with teams to build full campaigns for clients, and Strategy
built on research foundations: focus groups, data gathering and interviewing for campaigns.
they became the basics of my career
Basic PR knowledge, proper writing techniques and how to run a successful campaign.
The technology learned and the hands on experience really helped.
The paper simulates a real job and the other two provide valuable skills that can be used and is
applicable to many fields.
I work in radio so the skills learned in Audio Production are put to use every day. Not only that, but that
was one of the few classes that taught that 95% wasn't good enough. Electronic Media Management
gave us a glimpse of how to be managers and what managers must deal with on a daily basis. News
writing is a fundamental part of my job. You must be able to write and it be second nature.
These classes were the foundation for building my knowledge and skills.
I carried around my media planning and research books and materials until they fell apart. If you work
in advertising in any capacity, whether for media at an agency or within a company's marketing dept;
this is practical NEEDED information. You will use it daily. Campaigns prepares you to work on an
actual
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campaign. The class gets set up nicely by taking research the semester prior (if you can). Be bold and
go for the top jobs both in that class and as you look toward graduation. You're not going anywhere
sitting on the sidelines!!
They were spot on and related to the work I do.
These courses helped me prepare for the technical work in media and to work with employees. While
the technology has changed, many of the basic concepts taught in these classes have created a solid
foundation for my work over the years.
Graphics of Communications - I learned InDesign and Photoshop. Campaigns - I learned about
working in an agency, seeing a campaign from start to finish, and planning and organizational skills.
Internship - Real world experience where I utilized InDesign and Photoshop, learned more about
promotions, social media and planning.
I use the skills obtained in these classes in my professional (and personal) life. That said, it was hard
to narrow it down to just three.
Helped me to market myself and work towards becoming a successful entrepreneur.
Because it was more hands on and less theory based. I actually still use or at least use the information
learned in those two classes as a basis for a majority of my on-air/production based work.
I entered journalism school with the intention of covering politics for a newspaper or magazine.
Newswriting II allowed me to get my feet wet by covering the City of Huntington and Reporting
Public Affairs further helped by teaching me how to dig through budgets, write FOIAs and report on
hard-hitting political news. Copy editing helped because it taught me to be a better writer and become
more aware of simple mistakes, such as spelling or grammatical errors. It also taught me more about
AP Style.
JRN 202 taught me to proof, double and triple proof my work. My AP Stylebook is always within
reach -- even though I don't write for print.
Bos' courses were real-world based and demanding. The graphics course I had was a solid foundation
that's served me well in print and on-screen applications.
Closest to what I wanted to pursue as a career and the most relevant information and experience
pertaining to possible post-graduate employment Writing and technical skills; critical thinking about
actions.
Having a solid knowledge of the history of mass media and communications theories has proven
helpful on many occasions -- more than I ever would have expected. Even though I work in
broadcasting, a basic understanding of InDesign, Photoshop, etc., has been very helpful to me over the
years.
I was/am able to use much of what I learned in these classed in the real world.
They are the things I do at a newspaper on a daily basis. I have to know the right way to word and
display stories and photographs to not only appeal to the reader, but to be factually and ethically
correct.
They focused on more items I have dealt with in the management realm.
Those courses challenged me, and I felt engaged. The opportunity to learn was tangible and exciting.
Plus, those courses (and several others) prepared me for my internships, graduate school and work in
the field.
Those courses laid the groundwork for what I do now. They made me a better writer and a better
editor. I use things I learned in those courses daily.
JMC 360 - It's becoming increasingly important to have design/layout/image skills in any job. JMC
330 - Good introduction to public relations field. JMC 101 - Great introduction to media literacy.
Being able to write effectively is a skill that I use every day.
They helped me develop a well-rounded skill set.
241 and 360 taught me the computer stuff I need to do my daily job and law has provided many facts
that have helped me in my professional situations.
Sports Broadcasting was taught in a manner that covered more than simply the realm of sports. I
learned about pacing, communicating in simple terms, and concise descriptive writing/speaking. TV
Reporting prepared me more for the technical side of the job. Although Final Cut Pro on the 2004
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knew clip editing vs. tape machines. I knew tape machines, too, but the digital switch happened just
before my employment. Ethics is used in journalism every day. What to run, what not to run, and how
to approach stories are daily decisions that the Ethics course prepared me to make with little to no
hesitation.
Sorry - it's been too many years. I can not remember the courses I took.
They had the most applicability to the real world.
They were the most practical to real life in an advertising agency. The work we did for the National
Student Advertising Competition spilled throughout multiple classes and very closely mirrored the
work I do every day.
They helped me learn my voice as a writer, how to interview, and how to capture photos for
journalistic use, all skills I use constantly at my current job.
Professor Rabe's courses were what I considered to be "graduate level" courses. Some
other professors' expectations were below what I thought should be expected of graduate level studies.
I have been applying all the skills I learn from these courses to my current job position.
Law - I'm in law school, and I seem to be one of the few students who "gets" First
Amendment jurisprudence. JMC 102 - I think this was helpful because Prof. Rabe taught my section.
He was one of the few professors I had at Marshall who actually expected well-researched and wellwritten work. It seemed boring at the time, but all I do now is research, and I realize how helpful and
great his class actually was. PR Campaign - This is the best possible class for teaching a person how
to handle frustrating situations. Having actual responsibility in school with a kind of safety-net is
really helpful.
Radio reporting set a solid framework for broadcast news, television news gave me hands-on
experience in my field, and Parthenon reporting gave me a diverse, strong background as a journalist.
They provided the basic underpinnings of skills I have used my entire career in print production and
public relations.
In my job my abilities to write, ask good questions and be one step ahead of where I need to be are
crucial. These classes helped to develop skills while also being pushed outside of my comfort zone
with deadlines. All very important to my daily tasks.
All of these courses offered the opportunity for hands-on experience. In television production, it's all
about what you are able to produce, shoot, edit or write that future employers want to see. There is no
question, that I wouldn't have the job I have today without the experiences at WMUL. I was able to
work around with athletes, call games, produce features and report and produce sports shows. To this
day when I come across students that want to work in sports radio I encourage them to look into
Marshall.
The skills I learned in these courses are the most valued with my current employer particularly
writing, event planning, and design.
When I took Janet Dooley's Advertising course I got interested in it. I also joined Ad-Fed team. From
there, my career centered around broadcast News (I was a TV and a Radio news anchor) but I always
stayed close to advertising and sales. When I got my Ph.D., I got interested in in the Internet, from
there, I did a ton of research on Internet marketing. I worked at Florida State for ten years in the
Integrated Marketing Communication Division where I taught Advertising and Marketing. From
there, I was hired at Mercer, where I am today (although out of the classroom and in Administration.
But it was Dooley's class that was most influential in my career.
Parthenon was the hardest class I ever had to take. Even though, I am not currently working in the
print journalism field, the grueling hours, quick lessons in professionalism, and absolute reliance on
integrity prepared me for any professional occupation. If the internship wasn't required, I wouldn't
have done it. That experience alone was the reason I received my first position out of college. The
Introduction to PR was a whirlwind tour of my future. Also, an honorable mention would go to JMC
101. It taught me how to not procrastinate, and to find sources. Also, there were current news quizzes
which encouraged us to be news hounds. Lastly, JMC 201 was helpful because AP Style was drilled
into my brain where it continues to thrive to this day.
I apply those teachings to my current profession.
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100 – taught me proper grammar and AP Style
The idea of ethics can be applied to many applications in everyday life. A writing course is helpful in
everyday situations as well. An advertising course is helpful for me as a future educator.
Advertisements are everywhere and I could possibly create a lesson for students to learn about
advertising. I might be able to work with my students on a project creating and advertisement.
Each was taught by Dan Hollis. MU Report was basically a precursor of what I would end up doing in
my career. Dan was also incredibly tough on me, but fair. Challenged me to be better, without settling
for anything less than what I was capable of.
Understanding of importance of visual presentation and a touch of marketing, and helped me land my
first PR internship, which launched my PR career. Learned to write concisely and factually in a
condensed news style. Ethical situations shape every media response every day and have a different
perspective of the public relations field.
Since I was planning on becoming a teacher, of course, that was most valuable.
I believe these courses in particular gave me a very well-rounded look at what I would face in the
future as a public relations professional.
Hands on experience in and out of the classroom were the most helpful.
Media law - now in law school may specialize in this Campaigns - practical work where you can learn
on the job Parthenon - understanding deadlines and the other side of pr for getting stories placed.
In my professional career as a news designer, I needed the skills of copy editing and design, as well as
digital imaging, which is why 302 (Sullivan) and 360 (Johnson) were the most important. The range
of assignments in both classes tested and expanded my abilities as a visual communicator. As for my
academic career, I recall JMC 601, research methods with Prof. Dooley, as a class that set my career
into motion as a researcher. A particular exchange where she explained operationalization by asking
me to explain a tub of popcorn sticks in my mind; I use this same exchange with my own graduate
students now.
In each of these courses, my professors (Terry Hapney, Burnis Morris and Rebecca Johnson) provided
me with practical, hands-on knowledge which enabled me to gain the necessary experience to succeed
in the field of communications and public relations. More specifically, Professor Hapney was a great
mentor to have in regard to PR writing and campaign management. After his classes, I felt ready to
pursue a master's degree in corporate media in addition to working as a market researcher for a firm in
Southeastern Ohio and as a society editor for The Parkersburg News & Sentinel. Truly, I
probably learned as much, if not more, from my time at Marshall University's J-School than I did in
my master's program at Marietta College. Thanks guys!
Too old to remember the course names. - Intro writing and AP style - Semester writing for the
Parthenon - Senior broadcasting course
Digital Imaging focused on how important new and developing technology is ever-changing and we
need to know the basics of a variety of programs to succeed. Women and Minorities helped shine a
light on the realities of how things work outside of college, which is necessary to know if we are the
generation to close the gap. Law of Mass Communications contained important information that every
journalist needs to know to succeed in the work place. Knowing your boundaries is important.
They are the most applicable to my current job in the legal field.
i don't remember its been a long time
The professors were what made the courses useful. Dan Hollis taught me a lot and I have no memory
of the course titles I took from him.
All of the courses had real life assignments instead if hypothetical situations. Real experience that I
was able to put on my resume.
All of the skills gathered in these courses made me marketable to my current employer as someone
who has experience in multiple areas of higher education and in marketing/public relations strategy-in a well-rounded way (design, writing, campaign execution).
They were a great help in preparing me for the real world.
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JMC 302 -- Though I already had some design and editing experience through being on the summer
Parthenon staff, this class formalized it and expanded my knowledge in the area of journalism in
which I eventually focused JMC 201 -- Laid the foundation for interviews and organization of news
stories which, in turn, lay the foundation for editing skills. Magazine Editorial Practices -- Expanded
my design horizons, gave me experience planning a large-scale design project and forced me to
draw on my creativity to fill the project magazine with stories and ads, in addition to the editorial
design. I had to fight for this class by getting enough student signatures for it to be offered the
following semester, as it had not been taught in some time. If it's not being taught at least once every
year or two, you're cheating students out of a fun and beneficial experience.
The Advanced Audio Production class taught about a variety of useful concepts that I still use today
ranging from editing audio with digital programs, to the importance of natural sound, to writing,
interviewing, etc. Dr. Arnold's class taught so many valuable lessons that will be stuck in my head
throughout my life.
The first two 101 - 102 and 201 - 202 were Turner and Arnold classes. You learned from them. The
classes were not as important as they were. The Media in Society class was Tom McCoy. It was an
eye opener. McCoy was good, he opened new windows and doors on the role and function of mass
media.
These courses were the most helpful because they challenged me as a writer and gave me many
opportunities to create pieces for my work portfolio that I could use upon graduation. They also
provided me with real world experience that made the transition into the workplace smooth and
successful.
Most applicable to my career and gave me better understanding of the mass media and why they do
what they do.
I still rely on the skills I learned in those classed to this day.
The three courses listed above were helpful because they taught more than the topic at hand. The
most important things I learned in these classes were real-world skills such as how to think and view
ethical dilemmas, how to write in a manner that communicates the information quickly and
thoroughly and how to work as part of a team. Even though my field is not focused on Advertising,
I still need and use skills that I was taught at SOJMC. In fact, I am a more valuable member of my
team because I know how to communicate and work with people of all ages and backgrounds.
It is important to know how to use the web as EVERYTHING is going that way Same with Digital
Imaging Understanding how to read a budget is extremely important
Dr. Bailey was the first time I had ever had solid expectations with solid consequences in my life.
There were no excuses, no dilly dallying, no favorites. There was nothing but pure, cold justice. He
taught me what critical thinking actually was, and the difficulty involved. He taught me that the true
worth of my education was dependent on how much work I was willing to put into it. The
remarkable part of these lessons is that he never came out and said them. I learned them on my own
from his teaching style. I have never had a teacher like him, and I will never again. I owe him a debt
of gratitude. Media Literacy taught me how the mass media works, how to watch TV, and how to be
aware of the messages I was receiving. I do not regret this class, because the media is ubiquitous in
this day and age, and it's wise to know how penetrating and pervasive these messages are. I bundled
my last answer with Ethics and Women and Minorities in the Media (WMM), because I think they
go well together. Ethics taught me how unethical the field of Journalism is. I spent my semester in
this class listening to my classmates and being disgusted. They knew right from wrong but didn't
care. When I took WMM, I was very closed off. I have a tendency to play devil's advocate, and
taking that class combined with my white/male privilege bullheaded mindset didn't do any good for
me at the time. However, it planted a seed in my head that grew, and after taking that class, I started
reading feminist literature and reading more about black history. I now know how ignorant I was,
how my privilege propagates that privilege, and therefore how to overcome that way of thinking. I
am a better person because that class made me confront something in myself.
.
238
First needed is a skill, second is how to work with numbers and statistics of
viewership/clicks/members, third is how to follow a project through
The Parthenon experience required me to learn the basics of interviewing, writing and editing on
deadline. Regardless of the field you ultimately work in, these basics are invaluable.
The Parthenon class helped me develop skills in working with people and working on tight deadlines.
It also, helped me with accountability and gave me a since of belonging at Marshall. The beginning
graphic design course helped pave the way into what I love to do and what I do now. JMC 101 was an
interesting course that taught me a lot about the field of journalism and kept me interested in being a
journalism major when I had planned on switching at first.
Yes
Even with advances in technology, traditional journalism skills are required for a strong foundation to
a career in media. As a leader in my newsroom, I face difficult decisions about our coverage, about
managing our employees and myriad other tasks that require me to use critical thinking skills and to
balance a variety of needs and concerns. Media ethics and media law teach different approaches to
critical thinking and decision making. The internships I completed, under the guidance of my
professors, were most helpful in determining my success in finding a job after graduation. Because I
had completed several internships, I was hired on at a higher salary.
They provided me with the most concrete application of my knowledge. The background and history
of the field are essential and it's up to the student to understand that, but to this day I still draw from
things that I learned from my experience sin the campaigns class. Beyond the book there are so many
critical thinking and execution exercises that mirror my daily workload as a mid-level account
manager at a national ad agency in NYC. Understanding how the cogs work together to execute
everything you learned was by far the most valuable experience of my time at SOJMC.
My position is varied in the work I do and has changed drastically over the last several years. I have
used knowledge I gained in these classes as well as the hands-on experience to complete tasks in my
current and past positions.
Parthenon was the hardest class I ever had to take. Even though, I am not currently working in the
print journalism field, the grueling hours, quick lessons in professionalism, and absolute reliance on
integrity prepared me for any professional occupation. If the internship wasn't required, I wouldn't
have done it. That experience alone was the reason I received my first position out of college. The
Introduction to PR was a whirlwind tour of my future. Also, an honorable mention would go to JMC
101. It taught me how to not procrastinate, and to find sources. Also, there were current news quizzes
which encouraged us to be news hounds. Lastly, JMC 201 was helpful because AP Style was drilled
into my brain where it continues to thrive to this day.
The import of JMC 221 (and, frankly, any course that is writing intensive) is that it teaches and/or
hones a skill that can truly set you apart from the average person. Being able to put pen to paper and
produce a coherent thought has brought me recognition well out of proportion to my actual skill. To
some degree, I BLAME classes like 221 for making me a better writer, thereby allowing me to feign
competency in my current profession and dooming me to a life of soulless drudgery in exchange for
full benefits and an affordable car payment. Whereas JMC 221 focused on learning one particular skill
-- like sprinting, JMC 425 was a decathlon. Writing, graphic design, strategy, public speaking,
management/delegation, and even “office politics” came into play. This was as close to practical as
you can get in an academic setting, and it gave a nice glimpse into the future. Not only did it help
refine numerous skills, but it prepared me for real-world expectations. Finally, JMC 360 was just fun.
It allowed me to do things I enjoy doing. Photography. Graphic layout. Editing. All things I should
have focused on instead of signing away the last six years of my life to the legal profession.
Writing for The Parthenon really helped my become and effective communicator. It really prepared me
for interviews, being prepared and always asking the right questions. It also helped me become more
professional and always doing my homework before an interview.
They well rounded me the best and gave me an overview of a field I did not receive my Bachelor's in.
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Campaigns was the most helpful course to prepare me for the real world because it gave me an
inside into what it would be to work on an actual campaign. The deadlines, clients, stress,
pressure, and reward were exactly as they are when you get a job in your field. Ethics was also
very helpful because it provided me with thought provoking ideas that I wouldn't have considered
beforehand to come up in a work situation. The teacher also provided a relationship with the class
that you would find in a workplace and not just college classroom. As far as design courses go I
think more projects should incorporate them as I have found even the slightest ability can make or
break and interview.
1) Copy editing is now an undervalued skill in this field with blogs and information everywhere.
If you can edit, it helps you stand out these days. 2) Just the daily grind of covering a variety of
subjects/teams really helps you think broad on what is interesting to the audience. 3) Incorporates
a lot of elements into one class. I never thought much about the journalism industry as deeply as I
did in this class, from organization, design, conception, etc.
Real world examples and experience. Skilled professors.
Audio Production pushed me in ways I had not been willing to push myself before. I realized that
I was capable of more than I thought I was. It has given me the confidence to and ability to
achieve & even over-achieve in my work. Video Production gave me the foundation to work
in TV for 10 years. While I learned a great deal on the job, the foundation was invaluable. Ethics
was not only an interesting class it was the capstone course for me. It involved a research paper
and debate presentation. While I had written many papers leading up to this class, none had
carried this much weight. It was the best paper I had ever written, earning an A, and the
presentation helped prepare me for a life of making presentations in front of others.
Real-world experience with Dr. Hapney = Priceless. 2. Interviewing, fact-checking, writing and
grammar. 3. Learned to be exceptionally conscious of my grammar.
Advertising Campaigns was the closest thing my peers and I had to understanding all of the
different departments and jobs made up an ad agency. It was a great look into your strengths and
weaknesses of being in a team and what area of an ad agency you might enjoy the most. Although
a master of none, I feel like when I need to dabble in web or graphic design for my job, I have a
base understanding of the concepts of the software, and when i'm working with professional
graphic artists, because of my classwork in these two classes.
I work in sales. Before entering pharm sales, I worked in TV advertising sales. Media Sales
Management taught me to plan a sales territory, as well as the strengths of media and media plans.
All sales always starts with research, and a good salesperson interviews clients much like a
reporter. At the end of the day pharma sales is as much PR as it is sales.
Hands-on experience. Parthenon taught by two journalism professors who were excellent. Same
for the JMC television classes.
The helped me become a better writer and helped me be a better professor
Foundations for my chosen field.
240
17. Is there a course or were there courses offered by the SOJMC that you wish you had taken?
Text Entry Question 17
First Course
Internet / Social Media classes
Digital Imaging for JMC
sports writing
Sports Writing
Advertising
JMC 360
Advanced Art
Public Relations
Don't specifically remember
names; but a more integrated
approach w/ PR and ad and
journo, etc.
Photography
Newspaper/ Parthenon
Web design
The additional graphic arts class
380something
Second course
Third course
Internet / Social Media classes
Public Relations Writing
Internet / Social Media classes
Media Sales
Parthenon
Advanced Graphic Design
Marketing
Entrepreneur Marketing
Radio
More multimedia/video production
Web development
Anything that taught me to us a
camera
The additional web strategies class
PR writing
241
First course
Second course
Advanced Radio
New Media
Web design
MU Report
Digital Media Management
JOUR 350/ MU Report
Corporate Video - JMC 532 *not
offered during my time*
History of Journalism
Web Classes (at the time I didn't
see the importance)
Advanced photography
PR (writing)
Video Editing
Ad design
Documentary - JMC 575 *not
offered during my time*
Video Editing
Anything social media related
I wish I had taken all the ones I
did not have time for
I wish I had taken all the ones I
did not have time for
Magazine Writing
Any Public Relations Course
Newspaper design
Whatever taught design and
publishing software more in depth
Digital Imaging
graphic design
Digital Media
None offered by the SOJMC, but I
wish I had a stronger background
in business and technology
Parthenon
Business strategy
Media law
Broadcast journalism and editing
Web Development (a course
actually teaching code)
Online Journalism
Digital Imaging
graphic design
Digital Media
None offered by the SOJMC, but I
wish I had a stronger background
in business and technology
Parthenon
Broadcasting
Third course
Anything IT-related
PR strategies
Web Design - JMC 652
Web Strategies
Any television specific classes
More design courses
web advertising
More case studies
News Writing
financial management
marketing/economics
Social media management
Social Media Strategy (although
this would have been a bit
premature when I was there 20032007)
Public Relations
a public relations course
web advertising
News Writing
Advanced Graphic Design
Anything teaching search engine
optimization theory and practices
Copyediting
More case studies
242
First course
PR Campaigns
Broadcast reporting (MU Report)
MU Report
Advertising Sales
Social Media didn't really exist
back then, but I'm sure that is a
helpful class presently
JMC 400 - Photojournalism
Another research-based class--not
sure if there was one
Second course
Radio course
Advertising
Broadcast
Crisis Management should be a
class offered for PR majors, that's
what I deal with on at least an
every other week basis
JMC 332 - Video Production
Third course
TV course
More PR classes
Persuasive Communication
JMC 301 - News Reporting
Reporting Public Affairs
18. Based on your experiences post-graduation, what are the three biggest strengths of the W. Page Pitt School of
Journalism and Mass Communications?
243
Text Entry question 18
First strength
Second strength
All the student media
Hands-on client experience.
Hands down, best take away from
my education at Marshall.
The Parthenon
Professors
Training for mining research
databases, to discover existing
insights
focus on clear reporting
dedicated educators
hands-on experience offered
through extra-circular activities: ie
-the parthenon, wmul
It's an entire “School” of
Journalism.
Internships
Faculty
WMUL-FM. The station actually
gives students a chance to get
experience in programming,
producing shows, newscasts,
sportscasts, etc. I learned more
and took more away from my time
volunteering there than in class I
took while at Marshall. Students
who work there gain a sense of
ownership and are proud of their
work. It is a sense of pride that
can't be matched with any
classroom assignment.
Professors
Relationships/ helpful staff
Internship program and
connections with Huntington
businesses
Reputable, accredited journalism
school.
Professors
WMUL-FM
It prepared me for most jobs in the
mass communications field.
Proper writing and grammar
courses
Provide a well-rounded education
Small Classes
Program and courses
Third strength
equipment
interviews, focus groups and
survey integrity
can do attitude by students and
professors
Course material which allow us to
learn in a professional
environment as professionals
would work.
Small and it's own school
Internships. Working at WV
Radio, I've learned “other”
schools don't require the
internships. Students need to get a
taste of the “real world.”And
while I know about WMUL's
reputation, employers still want to
see some sort of professional
experience on the resume.
Equipment and technology
Partnership with the AAF.
WMUL-FM
Internship Program
Many opportunities were afforded
to me during my time at SOJMC
that were/will be beneficial to
post-grad opportunities.
Approachable and helpful faculty /
staff
Professor relationships
Cashet from being associated with
the program
Support from, knowledge and
dynamics of the faculty.
R-TV Professors
Help students develop a tough
skin for the real world of JMC
Class diversity
244
First strength
Second strength
Third strength
A commitment to outstanding
course content and the “real life”
lessons that were taught so that it's
easy, as a graduate, to look back
on examples taught in school to
determine next steps in a
professional situation.
Many chances to learn outside of
class
The faculty. I have never seen a
faculty more dedicated to the
success of its students than at the
SOJMC. I remember many trips to
faculty offices to discuss courses,
coursework, and professional
development.
The high expectations placed on
SOJMC students - sink or swim.
The professors I had from fall
2000 - spring 2004 were
outstanding! Very knowledgable
in the field as well as exemplary in
the classroom lecture.
Close group of students
Its faculty and staff, hands down.
You guys are awesome.
The award winning student groups
(WMUL, The Parthenon, etc.)
Working with student media
helped me network around
campus which has helped me
network on other campuses.
Ability to communicate with a
variety of different offices and
colleges, which has helped me
communicate effectively on other
campuses.
Small class size
Open atmosphere with opportunity
to be creative
Community and culture. The
SOJMC always felt like a family,
and I think the faculty and the
organizations created an
atmosphere where students
supported one another. We
worked together. We succeeded
together. We failed together. It
was a family.
The overall atmosphere of the Jschool. Welcoming, supportive
and generally friendly. Made it
hard to skip class lol
The support of the faculty. I was
very lucky to connect with faculty
that cared about my personal wellbeing before and after graduation.
The extracurriculars. From faculty
workshops, symposia, guest
speakers (including the late Helen
Thomas), the SOJMC always had
something important happening
outside the classroom. Students in
the school were expected to go,
and we did
Professors - very personable and
eager to assist
teacher experiences and their input hands on equipment in radio,
television and print
Lots of hands-on experience
Close-knit enough that professors
writing, editing and designing,
and students can get to know each
both through classes and
other as people instead of just
semesters as Parthenon staff.
educator and educate.
Strong professors who get
Places like WMUL that offer “true
involved in the education of
to life” experience.
individual students, push them and
root for them.
The men and women who teach
The Parthenon and other student
there
media
Opportunity for hands-on
Small class size/ very personal
experiences
learning experience
Hands on learning
easy access to the equipment
The Parthenon as an independent
lab to learn, screw up and
experiment with journalism.
Relevant classes that truly prepare
graduates to work in their
preferred industry.
The development of writing skills
that can be used in many places
Passionate staff
245
First strength
Second strength
Third strength
Exposure to many different areas
of journalism
News writing
WMUL-FM
Thorough education in my
specific major-- Public relations
Networking
Chuck Bailey
Excellent instructors
Faculty/Staff that has worked in
the industry
The faculty was knowledgeable,
caring, and passionate about their
work. I felt comfortable and
welcome there.
Hands-on experiences
Nationally know program
Learning how to write print stories Most up-to-date technology
for all majors
I felt that the mass media program Technology was embraced, and it
was well structured
was possible to use it whenever
we wished.
Campaign projects
Real world preparation
Bos Johnson and the rest of the
faculty.
Hands-on education
Graphic design training
networking
Internship Program
Dan Hollis
Rigorous coursework
The professors there were acrossthe-board outstanding.
The rest of the faculty
Faculty
Its small size, which allows for
personal relationships and one-onone attention from professors.
Integrity you have for the history
and craft of journalism and
advertising.
A rock solid and unwavering
approach to fundamentals. In
whatever field you choose,
prioritizing and executing perfect
fundamentals is a huge part of
your success.
Post-graduation relationships with
professors have continued and I
would never doubt using one for a
professional reference.
Professors who get to know you
and care
I got a variety of experience in
SOJMC that I feel comfortable
applying for jobs not exactly in
my field.
Small classes
Small class size
Great Professors and Staff
Caring and accessible professors
Rigor of course work
Internship experience
Dan Hollis
Alumni within the profession who
help other alumni
Student-run media
Hands on experience though
laboratory newspaper and
internship program.
Hands on
multi discipline experience
Story-telling opportunities on
public tv.
Connections to local media outlets
The use of technology
Student media
The SOJMC “plays up” It's a
small school that has a solid
reputation. I worked with and
competed against students from
schools such as Northwestern and
never felt like I was less prepared
or at a disadvantage.
THE STAFF. The dedicated,
passionate, dynamic and
downright tireless staff that is
SOJMC. I've very rarely met such
people in my professional life.
Skills being taught
Tough Standards
246
First strength
Second strength
Size - It is small enough to make
the students believe they are more
than just a number.
Faculty - Dan Hollis remains the
best professor I have been
associated with.
Writing
Passionate faculty
Helpful, knowledgeable faculty.
Research
Small class sizes
Competition--a chance to compare
your work with other students
regionally and nationally.
Excellent program sequence
Strong emphasis on small group
work and practical assignments
Great faculty
Small class size and the ability to
work one on one with the
professors
The internship requirement
Hands-on training for future
media professionals.
great courses with updated skills
Regional name recognition and
respect
Professors
Newspaper production
The ability for students to actually
DO things. BY that I mean print,
video and radio options to work
for student publications.
WMUL
The campaigns classes and
internship experiences required.
Third strength
Writing - The emphasis on a
quality written work product
prepared me for my current job
and law school.
Analytical thinking
Excellent equipment
The professors themselves and the
real world knowledge they possess
Dedicated faculty
Class size
Student body involvement
Professor interaction/availability
great professionals with fully
support for students
Approachable professors who
value teaching
updated technology and software
Hands-on work producing The
Parthenon
Technology
The professors.
Locations to television stations in
Huntington
The staff, I know personally that
the amazing staff is what made me
love journalism and mass
communications even more than I
knew possible. They were also
highly invested in each students
progress and future. I have yet to
find another graduate from
another school who feels that way
about their professors.
Value of a J-school degree,
practically--grads appreciate
deadlines, time constraints,
succinctness, etc.
Photography
Technology - such as the Mac lab.
Faculty
The class size is really nice. Big
enough that you get some
diversity but small enough that
your voice is heard and that you
get one on one attention.
247
First strength
Second strength
Hands on approach
Real world experience
The focus on quality work
translated well to real-world
application.
It fostered a sense of family
among a number of the students,
and I still stay in contact with
friends I made during my time in
the J-School.
Editing
The faculty
Preparation for working in the
media
Small class size, which makes for
individualized attention with
professors who know you by
name, and will not hesitate to call
you out by name when you
haven't lived up to what they
know you can be
Story generation
Variety of majors
Hands-on experience in a variety
of media-related work
SOJMC fostered a truly
collaborative environment, with all
the classes and labs in the same
hallway, we weren't just
classmates we were each other's
biggest fans and would spend
hours in the labs together helping
each other master InDesign or
reword our opening paragraph for
the 8th, 9th, or 16th time.
Setting high standards for student
work that only help when seeking
post graduation employment
Requiring an internship
Research skills
Projects prepared me for real
world projects
Third strength
Active student professional
organizations
The quality of professors is
deceptively high. I had professors
at the J-School whose knowledge
about, and passion for, their field
put many of my law professors (at
“Tier” university) to shame.
Design
Family atmosphere
Online exposure
Emphasis on writing...my best
friend from back home was
attending WVU studying PR just
like me. But, they emphasized
event planning (my least favorite
aspect of PR). I would've hated it
there! She learned how to write
press releases, but never had to
write for a newspaper with
deadlines, controversial topics for
stories, hunting down sources, and
the pressure of not being scooped.
We had two very different
experiences.
Encouraging real-world
experiences, such as reporting for
The Parthenon, rather than strict
assigned reading or bookwork
Work ethic. There were no easy
classes in the J School. It taught
me to work hard.
While it has been a while since I
was in school, the biggest
strength I found was the ability to
stretch creatively. I was very well
rounded in all mass media.
Internships
Hands-On Experience
Parthenon
Research
hands on experience
Professors
The technology. iMacs, latest
software, etc.
Content
The professors: Dr. Hapney,
Professor Johnson, Dr. Bailey.
Internships
Opportunities for participation:
The Parthenon, WMUL, MU
Report.
The demand for excellence
248
First strength
None
Writing
Even though I did not work at
WMUL myself, I have enough
experience with it and those
students to know that the
opportunities it offers aspiring
broadcasters – especially in the
area of sports – are outstanding
Requiring internships
Hands on applications, WMUL
especially
The faculty.
The instructors. Dr. Bailey and
Professor Hollis in particular
prepared me for this line of work.
Professors
Internships
Ability to have real world
experience
Parthenon
Availability of student media
Qualified instructors
Dan Hollis
Required internships
Personal relationship with
professors in my major
Hands-on exposure to multiple
forms of media
Second strength
Third strength
None
Responsibility
My undergraduate degree had
given me a strong technical
background of learning how to use
equipment etc. My graduate
studies at Marshall gave ma much
stronger historical perspective and
theoretical background to round
out my knowledge and experience.
The staff
None
Photoshop
My undergraduate degree and
professional aspirations were in
broadcasting, but I made sure in
my graduate studies to round out
my skills by adding graphic design
and print-related skills, and those
have proven beneficial over the
years.
On campus media experience
(Parthenon, WMUL, etc.)
Variety of courses available
Knowledgeable teaching staff
The student media and the
school’s dedications to those
programs.
Hands-on teaching. We didn’t talk
about everything in journalism, we
did most everything there is to do
in journalism. The hands-on
opportunities were impossible to
replace.
A network of alumni who help
graduates when possible. I have
hired Marshall grads when I can.
The working environment within
the school of journalism is much
like that of a newsroom. Eccentric
personalities from all walks of life
with many different interests but a
shared enjoyment of story-telling
and its various artforms. Some of
my best friends were fellow JSchoolers. We worked many
hours together, much like the
workplace.
Chance to gain real work
experience
Great professors
Ability to speak the jargon
intelligently
WMUL
Well-rounded curriculum
Intermixing of all majors and
broad variety of classes offered.
Professional organizations
Ability to relate to others and think
for myself
Faculty
Connection between students and
professors
Dan Hollis
Hands-on, practical
Variety of classes offered
Dan Hollis
Quality time with professors
Hands-on experience in many
classes
Strong focus on grammar and the
written and spoken word
249
First strength
Second strength
Third strength
Real-world, industry experience.
All degrees in the SOJMC are
hands-on where you get to try out
what you're doing before you do it.
Requiring an internship is another
great push for students to get
hands-on experience before
entering a career field.
Size. When you are small you not
only get more one-on-one teaching
but students have more
opportunity for hands on
experience without overcrowding.
I have always felt lucky that my
school was so small and so handson and I have a good relationship
with the administrators and faculty
there.
Real-world, hands-on experience
Tough professors who care
250
19. Based on your experiences post-graduation, what are the three biggest weaknesses of the W. Page Pitt School of
Journalism and Mass Communications?
Text Entry question 19
First weakness
We were put into silos (print,
radio, broadcast, pr) and media is
not that way anymore and was
moving from that rapidly.
Portfolio is largely built in Junior
and during Senior year, making
early Internship apps difficult.
Second weakness
Nothing concerning social media
was offered.
Third weakness
Only a couple of internet classes
were offered and only to “online”
majors.
Program pre-requisite structure is
a bit too rigid in early semesters
not enough funding by university
lack of contributions by graduates
Scheduling. I often found it hard to
get into classes I needed or I found
they were not offered enough. The
class sizes are not equal to the
student sizes
Grading scale. I get it, having a
higher level to get an “A” makes
us work harder. However, I find it
to be ridiculous since no one else
in the University uses it.
Generally Ad majors take Ad
professors, PR majors take PR
professors, etc. Beyond Media
Literacy and Info Gathering, you
hardly ever get exposure to varied
professor knowledge/experience,
which is a J-School strength.
response to changing and
declining industry
Freshmen involvement. It took me
until halfway through my
sophomore year to find out all the
wonderful things the school has to
offer outside of the classroom,
such as WMUL or the Parthenon. I
think it is important to try to get
students involved at a younger
age.
Editing
Digital communications/ social
media
Opportunities for continuing
education for alums (or if there is letting us know about it). Online
preferably.
Multimedia
No photo journalism program. I
still think this is relevant - 20+
years later.
Not even integrated skills
Digital
251
First weakness
Second weakness
Television equipment / facilities Lack of classes regarding basic to
however, note my timeframe
advanced use Adobe programs
1988-1993.
(Photoshop, InDesign, etc.)
As a broadcast major, I really wish
I could say the two courses of MU
Report were the most helpful, but
that isn't the case. The professor
was unhelpful, erratic, uneducated
and unfair in both of the courses.
Compared to WVU's student
broadcast show, Marshall's is
lacking big time. I think mostly
due to the professor teaching it. If
you want to make outstanding BJ
graduates, Dan Hollis would be a
prime candidate to take over MU
Report. A common theme with
some of the professors at the J
School is they pick favorites while
punishing others. Rebecca Johnson
was very cruel to me in JMC 360
and 461 for no apparent reason. I
know that professors don't give
grades, they are earned but
receiving Ds on everything when I
was truly not doing D level work
was uncalled for and I was not the
only one she graded that way.
There was a trend of the type of
students she treated and graded
unfairly. I thought long and hard if
I still wanted to go into journalism
after taking her. While I
understand life isn't fair, I think
Marshall could get a new professor
that would foster a more positive
learning environment. Students
never forget certain professors,
sometimes they are for good
reasons and mostly because of bad
reasons. I'm not sure professors
like Rebecca Johnson realize the
negative affect they can have on
students.
Third weakness
No business classes (this could be
very useful in all facets)
252
First Weakness
There is very little to the art of
news producing. At least, that was
the case when I attended. Putting
together a daily one-hour newscast
from scratch is something I was
not fully prepared for. The school
really needs the TV studios to
work like the radio station does,
not just for a single class.
Volunteers and shows of various
quality. That's how you learn.
too many non-essential courses
Difficult today to provide the
emphasis on basic journalism
ethics and fundamentals. I think
the students are different today, as
well.
The Parthenon seems to be more
focused on university politics
rather than student-generated
news. What happened to the
human interest pieces and the
current events going on in
Huntington and our region? Need
more campus-wide coverage,
especially for the bigger colleges
on campus, such as the College of
Health Professions :)
Second Weakness
ENPS or any number of systems
used for news production. We did
none of this. We wrote our
information in Microsoft Word.
internship
Not as strong on journalism skills
due to changing student
marketplace. I strongly believe
those fundamentals are lacking in
today's students.
I wish I'd had the chance to take
more classes which strengthened
my digital media
management/IT/Video editing
skills. JMC 360 touches on this, but
as a public relations major, I didn't
have the option to take the video
editing/IT courses that could have
really added to my skill set. I
suppose the argument could be that
I could in fact have taken them
anyway, but I wanted to graduate in
4 years (which I did) and taking
classes that weren't “;in my major”
would have made this very
unlikely.
I wish I'd had a more meaningful
I felt like I had no concept of what
internship experience. When I
the journalism job market was
graduated and went to OU for my
actually like (pay, hours, etc) until I
master's, I found that professors set was well into my fourth year.
a very high standard for their
undergrads there to have high
profile internships for major media
outlets and publications. I always
regretted my internship experience
at the H-D. Helping students make
those connections is key.
Third Weakness
VO/SOT writing was not taught.
All three of these are related. We
did nothing but packages.
Shooting skills were very weak
when I first got into the
workplace. That was one hole in
the process.
lack of organization
You guys do a good job on your
social media pages letting alums
know about job
opportunities...but it'd be cool to
see more of this and more
frequently. You'd probably get
more followers this way too.
253
First Weakness
The availability of full time
graduate assistantships that help
pay for graduate school. The lack
there-of resulted in a lot of my
time spent in a position I hated that
didn't help me progress in
journalism
none
Not enough real-world speakers
from within the industry. And by
that I mean people from places
other than the Herald-Dispatch,
Gazette and Daily Mail. Seek out
alumni working at larger
organizations who could
participate in classroom talks
through Skype, live chats, etc., to
give students a more full
perspective on the industry. While
professors are smart,
knowledgeable people, their
current industry knowledge can be
out of date.
Lack of web strategy and web
design
Technology
Forcing students to take courses
that are not in the line of work
they want to do.
Equipment or technology
deficiencies.
Not enough focus on new media
A realistic picture of the
opportunities available in
Journalism.
Social media
Could use more design classes
Second Weakness
Some of the faculty are not held to
their highest standards which only
hurts the programs we offer and
the students who are eager to
learn. Some professors were given
tenure when their programs are
hurting and their students aren't
benefiting from their teaching.
Third Weakness
The lack of focus on improving
MU-Report and Up-to-the-Minute
and the lack of awarding television
broadcast students on their work.
In the same way that copy editing
has been spun out from 302 into its
own class, the same should be
done for news design. You're at a
disadvantage when you get out of
school and you've had to struggle
to teach yourself design principles.
While software changes and goes
out of date, design fundamentals
are timeless and should be taught.
Since the retirement of Ralph
Turner and George Arnold, the
school has no one with the gravitas
and stature they gave to the
SOJMC.
Lack of current case studies....need
more about companies such as
Google, Facebook....and all the
start ups. High Tech companies
Need more current programs, tools
and services commonly used in
advertising/marketing departments
and how different levels of
company growth use
advertising/marketing strategies.
Lack of supervision and assistance
in writing for newspaper
Continuing education for alumni.
Not enough focus on niche media
Internships opportunities
Integrated communications
More web classes
Touching base with alumni--Homecoming gatherings, social
events with current students.
Lack of cross platform education
Job Search Assistance
254
First Weakness
I just had my annual performance
evaluation, during which it was
brought up that I don't know code.
Companies today are looking for
journalists with strong technical
backgrounds. I've learned on the
job and have strong foundations in
content management systems and
social media, but increasingly,
that's not going to be enough. I
don't fully know the direction the
SOJMC has taken since I left, but
there should be partnerships with
other areas of academic study that
focus on technology.
The fishbowl that happens when
being a part of academia. Out of
all fields Marshall offers, the
SOJMC should be at the forefront
of nation-wide internships,
partnerships and excursions that
make great employees.
There was no area of emphasis in
my field. Now that I am applying
for jobs, I question what job is for
me. Having a specific area of
study may have helped me more.
SELECTIVITY. There were some
students in both graduate and
undergraduate courses that did not
seem qualified for higher
education.
Public Relations students could
use more in-depth instruction on
graphic design
Connections to bigger media
organizations
PR Faculty at the time was not
stable and there was no plan for
classes
The internship program.
Second Weakness
All journalists, regardless of their
areas of focus or job aspirations,
need to take business and
marketing courses. In addition to
producing content, we're now
responsible for promoting that
content across platforms and
developing our own audiences and
monitoring audience metrics.
Every reporter in my newsroom
monitors Chartbeat and Omniture
to see where his/her individual
audience comes from and seeks
ways to build engagement using
social media and other tools.
Students who finds themselves in
the middle often to do get the kind
of attention or dedication they
need to find internships. It is up to
the student, but the department
could be stronger in developing
partnerships with companies who
offer internships
There are no courses focuses on
social media and social media
usage, only courses that integrate
in lectures, lesson plans, etc..
Third Weakness
More people need to know about
the SOJMC. I don't feel like it gets
the credit it deserves, despite its
national awards and awardwinning student media. It's known
on a regional level, but needs more
of a national presence.
EXPECTATIONS. There were
some courses that I did not try that
hard in and received higher grades
than I should have.
Some professors lacked
professionalism.
Pushing students to get work
published outside the school
Certain classes only being offered
certain semesters
Need perhaps another class similar
to JMC 360 to help develop
crucial web skills.
Poor some money in the radio
station already!
255
First Weakness
I'm sure courses and the focus has
changed since I attended. But I
walked away thinking that the only
route in advertising was through
agency work. And I've heard the
same from a few other graduates.
Maybe look into why students
walk away with thinking the
only/or best choice for advertising
is in an agency? That's not a
weakness. It's just something I
noticed and thought I should
mention.
Resources, some larger schools
have more resources available for
the students to travel and gain real
world experience
Classes that don't produce a
product need to be more difficult.
Showing up shouldn't be enough.
College should be hard work, and
it really wasn't.
Television experience isn't as
technologically up to date as I
wish it had been. Experience with
ENPS or iNews would have been
extremely beneficial.
Not enough course work for a MA
degree...an extra semester might
be necessary for those who did not
receive their BA in the school
It is located in Huntington WV
and is not connected to any
metropolitan locations.
None
Lack of funding for equipment
Second Weakness
Third Weakness
Flexibility to take classes outside
the specific major; would have
loved to take more creative classes
and development based classes
without extending the number of
semesters needed to graduate
Not enough first- and second-year
writing
Variety of classes offered
I think more television classes
would be beneficial for broadcast
majors. I feel like the print/radio
experiences get to be more indepth than television, which two
classes doesn't fully cover for TV.
In general, I guess the television
side felt a bit less developed than
the other focuses of the J-school. It
was still a good experience, but I
would like to have seen more
stories required, more shows done,
and more live news. Adding in
weather would have been great,
too.
The quarrels between the staff and
professors was well known
between the students and it was
distracting at times.
None
Online presence (which is
improving) should be much more
active for a school that's all about
communication.
None
256
First Weakness
Not enough design classes.
Need more exposure to online
media
Second Weakness
Could incorporate more
technology into classroom.
Need more cross training between
broadcast, print, and online
Third Weakness
Less general journalism classes and
more classes in student's field.
Need true editorial system that
prepares students for real work in a
media environment - publish once
to print and web - typically web
first.
There should be more cross
pollinating with other departments.
In the “real world” unless you work
at a PR firm, you have to deal with
people who are math majors and
want you to take their complicated
excel and make it look pretty on a
flyer, or a design team who create a
flyer for you, but has too many
calls to action on it, or a manager
who doesn't understand that caps
lock looks demanding. There
should be more opportunities to
work with other departments on
projects to foster collaboration
skills
Funding: very few graduates come
out of the SOJMC and make big
bucks, which in turns mean the
donations from alumni are minimal,
which in turn stunts the growth of
the school.
When I was there PRSSA was
basically a joke. We didn't do
anything. We weren't involved at
all. We just had meetings.
Why in the world was accounting
a required course? I have
absolutely never used that
knowledge anywhere, and besides
Parthenon it was my greatest
challenge
Often a strength is also a
weakness. Much like with
consolidation, when a school is
small in students, it limits the
classes that can be offered because
there isn't enough interest in them.
Classes need to be “all
encompassing” in that you really
have to go into the workforce
today being a “jack-of-all-trades”
knowing camera, radio, PR, adv,
print and web, because so many
communication jobs want you to
do it all
This may have changed, but there
More state-wide and nation-wide
needs to be more teamwork among recognition of the achievements of
majors/mediums.
the school and the students.
Everyone should know that
Marshall University has one of the
best Journalism schools in the
country.
Develop a stronger relationship
Push for solid summer
with the networks; ESPN, CBS,
internships...which will come with
FOX
strong relationships with networks.
Some of the equipment was old
and dated
I thought there could be more tv
shows produced by the students.
Of course this may have changed
since I've been there.
Partnerships with professional
media.
Alumni outreach and program
marketing.
Building/classrooms lack
inspiration.
257
First Weakness
If anything, I would say the only
weakness involves the
internship/practicum. I recall
feeling that it should have been
more structured, or that I should
have been made more aware of
options to complete it. Instead, I
ended up essentially creating an
“internship” at my former
workplace, and using that to earn
credit. That's really less weakness
of the school, and more a personal
weakness, however.
Needed more selection in regards
to public relations courses
At the time - poor equipment (long
time ago though!
No networking opportunity with
alumni or assistance finding jobs
post graduation.
not applicable
Technology, it is hard to keep up
but we must.
No one outside of WV has heard
of it
Some classes were a bit
unnecessary
Not enough media sales courses.
Even though I live in the area and
work at Marshall, I haven't felt
especially connected to the
SOJMC since graduation. This is
as much my fault as any, I'm sure,
but some sort of regular
correspondence (even email) from
the school with updates as to
what's going on might help people
feel more connected
can't think of any
Second Weakness
Third Weakness
Lack of chances to work with
news entities because there are few
in area.
not applicable
not applicable
No one outside of WV has heard
of it
The Marshall Plan forced me into
classes that ate up a lot of my time
No one outside of WV has heard of
it
Not enough classes on online
journalism
258
First Weakness
Second Weakness
Equipment. I wish the SOJMC Facilities. More classroom
had Digital SLR cameras for
space in the Communication
students to use in JMC 360.
Building would have been
nice.
There was no emphasis on
different types of production
from film (creative) to
broadcast news. News was the
main focus of classes, but we
lacked the technology (AP
ENPS, Ross, Inews) to have a
well rounded news education.
The studio and control room
were great, but the technology
is already outdated.
Math Requirements. I wish I
had taken more math classes.
Journalists deal a lot with
numbers. Forgot some very
basic formulas to do math
quickly. I said it when I left
six years ago... I wish
Marshall has made me take
more math classes.
Learning outside of the
classroom was the best
experience for me, but I
usually only learned of the
opportunities from a friend of
a friend who once held a
position. The opportunities to
shoot a football or basketball
game, or work on production
for MU Report should be
promoted more to the
students.
Third Weakness
Graduate classrooms. A
roundtable seminar room for
core graduate seminars
(theory, methods) would be
nice. In many classes, we
simulated this by arranging
chairs into a circle, but a
dedicated room would be nice.
Consider adding an all
encompassing advanced
production class for audio,
video (and animation),
writing, and editing.
259
20. Do you follow alumni news on Facebook (MUJMC Alums-https://www.facebook.com/groups/29848272430/)?
#
Answer
Bar
Response
%
1
Yes
64
58.72%
2
No
45
41.28%
109
100.00%
Total
260
21. Do you follow the SOJMC on Instagram (@marshalljschool)?
#
Answer
Bar
Response
%
1
Yes
16
14.68%
2
No
93
85.32%
109
100.00%
Total
261
22. Please add any additional comments about your experiences with the W. Page Pitt School of Journalism and
Mass Communications that were not asked.
Text Entry question 22
Dooley rocks!
proud of my degree from W. Page Pitt School of Journalism and Mass Communications. With it, I have
always had a good job that I enjoyed doing.
I left to finish my J school degree at the University of Cincinnati. I was part of their first accredited
journalism class graduating in 2007. Now, I hire students right out of college (my company is
www.dothbrands.com) I can say that I specifically request journalism students because they tend to have
good writing skills which graduates from programs like English, Marketing and Advertising do not.
Journalism students are incredibly marketable on the job market, many are just not aware of how useful
skills like writing, information collection, research and project management are to other fields they may be
a great fit in. While at Marshall, I do wish there had been some baseline education in typography. This
knowledge helps tremendously in all kinds of situations and settings.
By far, my most valuable SOJMC experiences were my five semesters on the Parthenon staff, including two
as managing editor and one as executive editor. Those semesters were eye-opening and taught lessons
applicable in the real world.
I would like to see more outreach to “old” alumni
I have very little complaints. The SOJMC gave me a very strong base to build my career. Passionate
professors and hands on experience made all the difference.
I can not say enough wonderful things about my experience with the W. Page Pitt School of Journalism and
Mass Communications. It is not often you find a group of faculty and staff so dedicated to the individual
success of each student. It was challenging, welcoming, and could not have prepared me better for life after
college.
262
My positive experiences with the school came from WMUL-FM. It was and is the best thing the school
has going for it.
Broadcaster Hall of Fame inductee Charles G. Bailey is the sole reason I took broadcasting at Marshall.
Thank you!
I think SOJMC is vastly underrated on a national scale. I would put the talent of both the students and
faculty against any in the country. I am proud to tell people where I went to school.
I feel the radio portion of then, the Broadcast division, was superb while the television portion was lacking
regarding equipment. I do realize, however, television is quite expensive compared to radio and understand
the challenges. I learned most of my hands-on TV skills at MU Instructional Television as a work-study
student and on my first professional television job. Today, nonlinear editing skills are a must in addition to
video/audio file management, encoding, converting, etc. and online media publishing/streaming.
If I were to do it over, I would not have graduated with a degree in Mass Communications. I would have
gotten a degree in Education, because that is what I am doing right now. It seems to be a much more useful
degree. Though I learned a lot, I think the Broadcast/Masscom field is too competitive, too strict, and not a
lot of time and energy is invested in teaching the students what they want to learn. I remember being
wildly eager to shoot and edit, but being incredibly frustrated at having to spend my time picking through
manuals and learning it on my own. I remember thinking “why didn't I just buy my own camera, buy my
own manual, buy my own editing software, teaching myself like I am right now, and saving myself
thousands of dollars in the long run?” I felt like I was paying thousands of dollars to be thrown to the
wolves in most of my courses.
I would recommend the school require marketing courses for PR and Advertising majors. Business skills
are very important for PR/Advertising professionals operating in solo or small shops.
Where is the alumni out reach? I feel no connection with SOJMC as an alum. What happened to the
SOJMC alumni group?
Overall, I had a fantastic experience in the SOJMC school. I started out rough, a result of learning the
ropes of being a new college student, but eventually fell into stride. Parthenon was a real wake-up call. I
felt essentially “thrown to the wolves,” but now I understand that it was necessary to weed out the serious
students from the not-so-serious. My favorite time was in graduate school where I gave my all and was
rewarded with skills that I use every day. Writing and completing my thesis was an incredible experience!
My internship and degree allowed me to pursue a career in broadcasting, which I have been involved with
now for more than 30 years. Thank you School of Journalism. It's been a great ride.
I think stressing to the students that while A's and quality classroom work is important. Pushing students to
work outside of the classroom on their futures is a must. As a person who now hires college graduates, I
NEVER look at GPA as a determining factor. I look at work completed and ability to continue ones
education outside of the classroom. Journalism is not a job. It is a full-time hobby. You have to love it.
This is not digging a ditch or fixing a TV. This is a lifestyle that you have to love.
I rarely hear from MU in regards to internships. Why is that? Are there really no students interested in
video production? I'm never invited to any events or to speak to classes and I know several other alums in
the same circumstances. There appears to be a disconnect with at least some of us.
It was my own fault that the W. Page Pitt School of Journalism & Mass Communications did not help
in my professional career. Radio Broadcasting is not a very good field to begin with so there weren't very
many jobs. Also, I didn't study as much as I should have nor put enough time and effort into each class as I
should have, which is why I'm taking continuing education courses in Accounting, which is a higher
demand field with more available jobs. I should've majored in Accounting all along while I was an
undergraduate at Marshall.
263
Overall, SOJMC prepared me very well for grad school and a professional career. If I had stayed directly
in newspaper journalism, I would've been good to go. In fact, I started working as a writer for the
Roanoke Times almost immediately upon graduation. But I've since migrated to strategic communications
as a field, so the writing, etc., helps. But I wish my PR internship had been more robust and featured more
faculty guidance. I wish even as a print major I had been taught more skills beyond design/layout and
writing into also multimedia, more web stuff, etc. There really shouldn't be different segments in the
majors these days.
I'm a proud alum! I speak in public often. Anytime I am introduced, my bio mentions that I am a graduate
of the W. Page Pitt School of Journalism and Mass Communications at Marshall University.
More people in the world should be like Janet Dooley, Dan Hollis, Tammy Reynolds, and Charles Bailey.
Proud to be an alumnus of the SOJMC.
Other than I miss Dr. Shaver and Dr. Turner, no...
Please don't feel my comments in question 19 are negative or hateful. I loved my time at Marshall
University and still do side projects there as a community volunteer. Those were merely observations.
There isn't a single instructor I left Marshall with harsh feelings for, and I feel I could sit and have
enlightened, passionate discussions on the state of journalism and various mediums that are struggling,
succeeding, and in some cases, disappearing. I was adequately prepared for the starter pay... there were no
surprises there. But I am a proud alum of the SOJMC, and a proud Son of Marshall. I grew up that way
and my experiences as a student only strengthened that feeling.
My internship is still helping me. I was offered my summer position for this year with the possibility of a
post-school job because the person who hired me knew me from my SOJMC internship in 2011 and liked
that I went to the J-School.
Although my degree was in broadcast journalism, my education at Marshall helped prepare me for life in
the world of public relations because I was better prepared to work with a vast array of journalists. I owe
a great deal to the W. Page Pitt School of Journalism and Mass Communications.
I enjoyed my time at Marshall and am glad to have obtained my first bachelor's degree. It has prepared
me for my future as an educator.
During my time there I received a very good foundation in news and print production. The school had
excellent instructors and I continue to use what I learned there. I feel I received an excellent education in
Journalism.
I loved my experience in the SOJMC. I would never have wanted to do anything else. I had always
wanted to be a broadcaster but upon graduation decided that lifestyle was not for me. However, the skills
and experiences I had in the SOJMC made me who I am and still helped me get a job (closely related) in
my field. I truly love that place - it's special.
I 100% would reccomend Marshall to any student looking to get into journalism. I had the opportunity to
learn from some of the best faculty in the country, while figuring out what I wanted to do with my life.
There isn't a week that goes by that I don't talk about Marshall. I learned a lot about journalism and
myself while I was in Huntington, things that I still rely on today. Go Herd!
I had a very positive, well-rounded experience, and I tell folks all the time that I am thankful I chose
Marshall and the W. Page Pitt SOJMC. I'm thankful that it was required to work for the Parthenon. I was
pushed outside of my comfort zone because of the beat I covered and that was very good for me. I am
also thankful for the opportunity to work at WMUL and the experience I gained through my short stent on
air. I'm also thankful for the internship requirement. My internship was an amazing experience! In my
professional career I've had the opportunity to identify and supervise interns and strive to provide the
same level of opportunities I received as an intern.
264
I loved my experience at Marshall and in the School of Journalism. I met many passionate and talented
people. I am, however disappointed that I did not feel any progression after learning the basics of my
field. Production can be very quick and simple like a news broadcast, but it can also be incredibly
complex and take years to complete. After graduating in 2012 I felt confident stepping into a job in the
news business, but I am having trouble advancing to creative areas beyond it.
It's difficult to answer the questions about strengths and weaknesses... that was about 30 years ago.
The people, not the courses, make the place. My roommate and I both took the same course at the same
time (JMC 101) with two different professors. I had many more assignments due than her. I got an 'A'
and learned the importance of sources, research, interviewing, and much more. She learned how to
write a 10 page research paper in a week and received a worse grade. I'm thankful that I had a tougher
teacher. I loved it while I was there, and I appreciate it now while I'm out. The J school was the
foundation for a career I am absolutely in love with (dangling preposition!)
I enjoyed my time at the J-School, and often regret that I let myself become distracted by the
expectations of others instead of focusing on building the foundation for a career in a related field. I
still recall Professor Dooley's reaction when I asked her for a letter of recommendation for law school:
“Why?” Why, indeed.
I find myself trying to replicate my experience at the W. Page Pitt SOJMC for my students at the
University of Memphis. I look back to my days at Marshall with great fondness all because of the
SOJMC. I met many of my greatest friends during my bachelors and masters programs, all because of
the culture of the SOJMC.
Overall, I was very pleased with my education at Marshall University's School of Journalism. Thank
you for all you've done!
I know this survey is run by Janet Dooley and I want to make sure the school knows what an amazing
and inspirational woman she is. She was a mentor to me when I went through school and still remains
someone I look up to and admire. I also feel like there is a lot of assistance in getting your required
internship however, I feel like the help with job placement was not as intense. It may have been my
personal experience as I was not prepared to work right out of college due to an accident. But I loved
my time in SOJMC and have highly recommended it to others!
People always ask if I use my journalism degree since I'm not working in that field, and I always give
the same answer - Absolutely! From grant writing to relationship-building to managing various
promotions and everything in between, I have the J-School to thank for so much of what I apply to my
work on a daily basis - not to mention the time management and organizational skills we all learn from
working on a deadline.
Thank you for the wonderful education and wonderful experience
I could not be more thankful for my time spent in SOJMC. I very much appreciate the faculty and their
support to get me through my graduate degree after a family emergency. Not only did they get me to
the graduation stage, but they cared about my well-being afterwards. I have had support from a few
faculty members through my job hunt, and even after I found a job outside journalism. Some SOJMC
faculty have outstanding quality and students are lucky to have their support.