| |
News Blotter |
 |
| |
|
|
Years ago, finding nothing existed on the market sketched out a textbook for an undergraduate CMC course. I've been gob-smacked how well it's been received and how many of my colleagues have found it helpful to introduce students to mediated communication. Given the demand, the second edition of Computer-Mediated Communication: A theoretical and practical approach to online human communication is now out. A comprehensive survey of this contemporary field, and instructor materials (e.g.,video lectures, quiz bank, slide decks) for each chapter; and instructors are always welcome to reach out to me about Zoom visits and any help I can provide. Available in early January!
 |
|
|
|
Dr. Alex Hinck and I are back at it! A bit ago, we put forward our theoretical model to understand and explain when and how individuals initially perceived others online either as individuals (i.e., interpersonally) or as members of a social category (i.e., intergroup). Now, in our first test of the dual-factor model, we find initial empirical support for some (but not all) of our initial propositions. Take a read to find out when college-aged people view an older adult on a social medium as themselves vs. just a "Boomer."
 |
|
|
|
Making sense out of a lot of information online can be challenging. How do we understand multiple open-text reviews on Amazon alongside an aggregated product rating? Dr. Cameron Piercy and I worked to understand this sensemaking in the context of employer reviews. Findings reveal perceptions of an employers credibility and relevance are derived from qualitative reviews on GlassDoor, whereas evaluations of the organization as an employer are informed by the aggregated quantitative metrics.
 |
|
|
|
Ethical research is important; but do the consent documents IRBs mandate work to provide informed consent as-intended? Not if participants don't take the time to read them. New research by two brilliant graduate students, Daria Parfenova and Alina Niftulaeva, looks at how long participants spend on consent forms. Answer: Not long enough to read them.
Open Access for all to read, thanks to Milner Library!
 |
|
|
|
A Little
About Caleb |
|
| |
Born at an early age just outside Flint, Michigan, Caleb T. Carr is
a Professor of Communication,
and sometimes refers to himself in the third person. His research
primarily explores computer-mediated communication as it converges organizational and interpersonal
phenomena, decision making and the development and presentation
of identity online; he also cares about your interests.
In addition to scholarly pursuits, he has performed in London’s
West
End, water skied with alligators, and yodeled in the Alps.
His career path has allowed him to pursue his passions of
research, teaching, and skiing;
though he sometimes restructures those priorities. He takes
his cheesesteaks
“with.”
|
| |
A Little More About
Caleb's Research |
|
| |
Although he has had training in qualitative
analysis and rhetorical criticism, Caleb is epistemologically
a quantitative researcher, who typically uses
experiments and surveys to answer research questions.
His research focuses on how individuals and organizations
are blurring the line between personal and professional
through technology. As effective lenses through
which to explore these issues, Caleb's research
has often used online
discussions and group decision tasks, the
popular online multiplayer game World
of Warcraft, and online communities in his
experiments. In survey research, interesting data
is often authored from human resource practitioners
and managers in organizations.
Curriculum
Vitae
Word (*.doc) Format
Adobe (*.pdf) Format
|
| |
|
|
Yet More About Caleb's
Teaching |
|
| |
Though an avid and involved researcher, Caleb
also enjoys teaching, particularly the opportunity
to take material from the lab straight into the
classroom to keep students abreast of the latest
developments in their discipline. Caleb has taught
many courses in several departments to an equally
diverse array of students. With teaching experience
in Business, Communication, and Telecommunication,
he has taught to both traditional (i.e., undergraduates
living on-campus) and non-traditional (i.e., returning,
older, and telecommuter) students in both on-ground
and online courses.
Current
Schedule
COM229: Foundations of Organizational Communication
COM495: Seminar in Organizational Communication
|
|
|
| |
|
|
