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News Blotter |
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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.
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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!
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What happens when our conversations with friends becomes a game? New work with the brilliant Dr. Sarah Rosaen looks at the relathsips we maintain via Snapchat, finding that those who treat Streaks (multiple consecutive days of exchanging at least one message) as a game tend to send more 'black snaps' (those devoid of content) as a means of gaming the Streak, and report slightly lower relational qualities. If you're looking to keep that relationship in good standing, perhaps send something more than a blank image.
Open Access for all to read, thanks to Milner Library!
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Every Friday after work you go out with coworkers for a few drinks, and invariable end up posting a few pictures of your Friday Funzies to Instagram. Can the way you depict yourself in relation to alcohol actually change your relationship with alcohol? A registered report by Dr. Femke Geusens, myself, and Dr. Kathleen Beullens drew on identity shift theory to answer this question. Perhaps fortunately, neither posting pictures of alcohol or being social with alcohol affected participants' intention to drink in the future.
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Overview |
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I have taught over 200 credit hours of graduate and undergraduate
courses in several departments (Business, Communication, and
Telecommunication) and in many formats (traditional, residential
college, returning students, and Online courses). If you are interested in working with me as an advisor or committee member, please see my open letter to prospective graduate students. |
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Traditional
Courses |
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I have really enjoyed my classroom hours working with students
at various stages in their academic careers. I have taught
several entry-level and survey courses, as well as upper-level
and specialized courses, each deriving a unique joy of teaching.
In entry-level courses, I have particularly enjoyed the opportunity
to engage and nurture developing scholars, challenging them
to think creatively yet objectively, and in doing so illustrate
the exciting fields they have chosen to explore. Upper-level
courses have presented their own enjoyment for me, such as
the ability in IPC495A to train senior undergraduates to be classroom
discussion leaders and facilitators--essentially teaching
others how to teach. At the same time, teaching a course with
8 enrolled students has been very different from teaching
a course whose enrollment exceeds 250 students. In a small
class, I try to make the course personal and personable, using
individual presentations and reports to guide and govern class
discussion. In a large class, daily individual attention becomes
impractical, but the large number of students allows opportunities
for more group work and small-group interaction. In the Spring
of 2009, the 200+ students enrolled in my TC100 course gained
first-hand knowledge of mass collaboration by collaborating
on a single 25-page final paper using a Wikipedia-like program-a
project less feasible with only a handful of students. |
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Nontraditional
Courses |
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One challenge facing many institutions today is the nontraditional
student. Some students return to college following children
or jobs to better themselves or provide an opportunity for
job advancement. Others enter school following corporate downsizing,
learning new skills to re-enter a competitive job market.
These students present challenges, but also new opportunity,
for a classroom environment. In several classes I have dealt
with students (and sometimes even a course-load) who are resuming
their higher education after taking time off for professional
development, family, and health reasons. I have tried to draw
on these students' experiences as much as possible to illustrate
that more often than not it is not about learning entirely
new skill sets, but rather looking at a familiar situation
from a new perspective. I considered it a successful class
period when a student (who lost his labor-intensive job after
25 years when the plant closed) explained to me the managerial
and financial benefits of closing his former employer's factory
and offshoring the job--and in doing so preparing himself
for a position that cannot be outsourced. |
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Online
Courses |
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Online classrooms and courses are a mixed blessing: Highly
desirable for their flexibility and low overhead, yet challenging
as it requires decades-old pedagogy to be rethought and applied
in a mediated environment. I have been fortunate to work with
several online courses that have begun to address these challenges
while aspiring to their benefits. For example, an online public
speaking course has allowed deployed soldiers and rural students
to get a University-level education, utilizing iTunes
to record, upload, and view class speeches. Another online
course, Group Dynamics, has been focused to discuss online
group interaction, using class groups, discussion fora,
and decision support systems to create teachable moments while
discussing course content. |
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Course
Development |
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One challenge to teaching is creating a course. Once created
it is relatively easy to copy and tweak, yet its genesis takes
careful planning, articulation of goals and evaluations, and
pedagogical style to implement. I have developed several courses,
both within and outside of academia. I was responsible for
the redevelopment of SPK211: Group Dynamics, an online course
at Baker College, and worked closely with staff to construct
a syllabus, timelines, assignments, and evaluation materials.
In an applied setting, I worked with a non-profit organization
to create a 13-week training program to provide individuals
with disabilities job-seeking and public speaking skills to
increase their employability. |
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Sample
Syllabi |
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TC100: The
Information Society (MSU)
SDA101: Introduction to Communication
(CMU)
SPK211: Group Dynamics (DU)
MGMT225: International Business
(DU)
COM229: Foundations of Organizational
Communication (ILSTU)
COMM5363:
Communication and Technology (OU)
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