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The chapters in this component of Assessing Media Education are
valuable for those who need to know how to develop an assessment
plan.
Designed as a handbook, this text provides media, speech (public
speaking, interpersonal, small group, and organizational
communication), and theatre educators with both the theoretical and
practical ammunition to fight the assessment battles on their
campuses. The philosophical implications of accountability are
balanced with concrete, specific, and usable assessment strategies.
Stressing student, faculty, course, program, department, and
institutional assessment, this book's aim is to provide, in one
place, information that will help diverse and complex communication
programs face the growing challenges in assessment.
The book is divided into three sections: background and
foundational information for assessment; broad assessment
strategies that apply to a variety of media, "speech," and theatre
courses and programs; and context-specific assessment strategies.
While covering a host of topics, it:
* provides an overview of assessment and suggests how it might
impact communication education,
* discusses the elements of program assessment and how linkage of
mission statements with outcomes can lead to strong, innovative
programs,
* compares and contrasts regional association requirements and
presents a specific how-to strategy for writing outcome statements,
* discusses teaching evaluation and argues that we need to
identify the "what" of teaching before we try to measure the "how,"
* looks at creative ways for formative and summative course
evaluation that starts with the creation of an explicit syllabus,
* discusses the use of capstone courses as a way of evaluating not
only their major but also how students have integrated their
"total" educational experience,
* suggests the variety of ways that interpersonal communication
can be assessed and calls for future research that stresses the
"knowledge" component of learning,
* reports on a strategy for developing small group communication
assessment measures, and
* provides media, speech, and theatre faculty and administrators
with the background, understanding and tools to build stonger
programs and develop better courses and educational experiences for
their students.
This book, part of the BEA Electronic Media Research Series, brings
together top scholars researching media literacy and lays out the
current state of the field in areas such as propaganda, news,
participatory culture, representation, education,
social/environmental justice, and civic engagement. The field of
media literacy continues to undergo changes and challenges as
audiences are reconceptualized and reconfigured, media industries
are transformed and replaced, and the production of media texts is
available to anyone with a smartphone. The book provides an
overview of these. It offers readers specific examples and
recommendations to help others as they develop their own teaching
and research agendas. Media Literacy in a Disruptive Media
Environment will be of great interest to scholars and graduate
students studying media literacy through the lens of broadcasting,
communication studies, media and cultural studies, film, and
digital media studies.
To Be Honest is a play script and series of essays reflecting on
the ways Muslims are perceived and spoken of in America. With
funding from a Mellon Foundation grant, several professors
conducted more than two hundred hours of qualitative interviews in
Texas with people across religious and political spectrums. Their
conversations confirm expected polarizations and reveal new,
troubling perspectives. To Be Honest is a “documentary theater”
script born from these interviews, which were used to help create
monologues that give a face to the nuanced complexity of what is
rarely said aloud. The monologues touch on non-Muslim
millennials’ understandings of Islam, racism’s intersection
with Islamophobia, the fatigue of “activist” Muslims, the
impact of intervention in the Middle East on U.S. military
veterans, feminist readings of the hijab, the Trump presidency, and
more. Six essays contextualize the script’s underlying themes and
provide material for further study. In these polarizing times, To
Be Honest illuminates the striking reality that Americans have
vastly different experiences with Islam, from evangelicals who work
to convert Muslims with the aim of “helping them achieve peace”
to Muslim youth who struggle to make sense of why society dissects
their religion. Students, scholars, readers, and theatergoers will
come away with insights that allow them to move beyond limited
views of Islam by listening to and engaging with others. To Be
Honest is an important script for staging and a valuable tool for
dialogue across ideological perspectives.
This book provides academic reformers with a blueprint for tackling
the upheaval facing media education. It calls for a new
professionalism that rejects the status quo, reflects the mission
and diversity of individual programs, and demands a redefinition of
both traditional media studies and the liberal arts.
Assessing media education is a formidable task because both
assessment and media education are complex and controversial
concepts. Assessment, which can take place at the individual
student, class, sequence, program, department or unit, and
university levels, is questioned in terms of reliability, validity,
relevance, and cost. Media education, which has been challenged at
a number of schools, finds faculty and administrators in the midst
of soul-searching about how to clearly articulate its missions and
purposes to a broader audience. Departments are under increasing
national, state, and institutional pressure to get assessment
procedures carried out quickly, but there is an obvious danger in
rushing to implement assessment strategies before establishing what
is essential in media education. In communication education in
general, the "what" of assessment is often discussed in terms of
skills, attitudes, affect, values, and knowledge. People assess
students to determine what they know, think, feel, value, and can
do. Here it is suggested that one of the places to start defining
what students should learn from their media education is by
identifying outcomes. Outcomes can be assessed in a variety of
ways, but first they need to be developed and clearly articulated.
Assessing Media Education provides guidelines for media educators
and administrators in higher education media programs who are
creating or improving student-learning assessment strategies.
Covering the topics and categories established by the Accrediting
Council on Education in Journalism and Mass Communications, this
key resource guides readers through the steps of developing an
assessment plan, establishing student learning outcomes in the
various areas of the curriculum, and measuring those outcomes. This
timely and critical volume provides detailed discussion on:
developing an assessment plan, placing special emphasis on mission
statements; the development of student-learning outcomes, with
chapters reflecting the eleven competencies presented in the ACEJMC
requirements; and indirect and direct measures of student-learning
outcomes, ranging from advisory boards to examinations. The volume
concludes with case studies of programs at different points in
their development of student outcomes, illustrating the
implementation of assessment plans in a variety of contexts.
"Assessing Media Education" provides guidelines for media educators
and administrators in higher education media programs who are
creating or improving student-learning assessment strategies.
Covering the topics and categories established by the Accrediting
Council on Education in Journalism and Mass Communications, this
key resource guides readers through the steps of developing an
assessment plan, establishing student learning outcomes in the
various areas of the curriculum, and measuring those outcomes.
This timely and critical volume provides detailed discussion on:
*developing an assessment plan, placing special emphasis on mission
statements;
*the development of student-learning outcomes, with chapters
reflecting the eleven competencies presented in the ACEJMC
requirements; and
*indirect and direct measures of student-learning outcomes, ranging
from advisory boards to examinations.
The volume concludes with case studies of programs at different
points in their development of student outcomes, illustrating the
implementation of assessment plans in a variety of contexts.
As assessment gains importance throughout the curriculum,
"Assessing Media Education" will be a useful and practical resource
for media educators and administrators as they grapple with the
challenges of assessment.
This book addresses many of the issues facing new and seasoned
communication and media administrators. Though there are
business-oriented management and leadership books, there is no
handbook--to the editor's knowledge--that emphasizes academic
administration. This book fills an important gap in the literature
by providing--in one place--interesting, important, and useful
information that will help administrators by anticipating problems
and suggesting strategies for the variety of challenges they face.
This scholarly, anecdotal, useful, and very readable volume is
conceived as an action handbook that contains philosophical,
theoretical, and practical information. It is divided into three
sections: "background" material, "programmatic" challenges facing
administrators, and "specific" challenges facing administrators. It
contains information that both the seasoned administrator and those
faculty who are thinking about moving into administration will find
useful. Although aimed at the communication and media disciplines,
administrators in other fields will also find it valuable. In
addition, deans and vice presidents outside the discipline who are
responsible for communication and media programs will view the book
a "must" read.
Assessing media education is a formidable task because both
assessment and media education are complex and controversial
concepts. Assessment, which can take place at the individual
student, class, sequence, program, department or unit, and
university levels, is questioned in terms of reliability, validity,
relevance, and cost. Media education, which has been challenged at
a number of schools, finds faculty and administrators in the midst
of soul-searching about how to clearly articulate its missions and
purposes to a broader audience.
Departments are under increasing national, state, and
institutional pressure to get assessment procedures carried out
quickly, but there is an obvious danger in rushing to implement
assessment strategies before establishing what is essential in
media education. In communication education in general, the "what"
of assessment is often discussed in terms of skills, attitudes,
affect, values, and knowledge. People assess students to determine
what they know, think, feel, value, and can do. Here it is
suggested that one of the places to start defining what students
should learn from their media education is by identifying outcomes.
Outcomes can be assessed in a variety of ways, but first they need
to be developed and clearly articulated.
The chapters in this component of Assessing Media Education are
valuable for those who need to know how to develop an assessment
plan.
This component of Assessing Media Education is intended for those
who would like to know how other schools have grappled with
implementing assessment initiatives, and who have used assessment
to improve their programs.
Designed as a handbook, this text provides media, speech (public
speaking, interpersonal, small group, and organizational
communication), and theatre educators with both the theoretical and
practical ammunition to fight the assessment battles on their
campuses. The philosophical implications of accountability are
balanced with concrete, specific, and usable assessment strategies.
Stressing student, faculty, course, program, department, and
institutional assessment, this book's aim is to provide, in one
place, information that will help diverse and complex communication
programs face the growing challenges in assessment.
The book is divided into three sections: background and
foundational information for assessment; broad assessment
strategies that apply to a variety of media, "speech," and theatre
courses and programs; and context-specific assessment strategies.
While covering a host of topics, it:
* provides an overview of assessment and suggests how it might
impact communication education,
* discusses the elements of program assessment and how linkage of
mission statements with outcomes can lead to strong, innovative
programs,
* compares and contrasts regional association requirements and
presents a specific how-to strategy for writing outcome statements,
* discusses teaching evaluation and argues that we need to
identify the "what" of teaching before we try to measure the "how,"
* looks at creative ways for formative and summative course
evaluation that starts with the creation of an explicit syllabus,
* discusses the use of capstone courses as a way of evaluating not
only their major but also how students have integrated their
"total" educational experience,
* suggests the variety of ways that interpersonal communication
can be assessed and calls for future research that stresses the
"knowledge" component of learning,
* reports on a strategy for developing small group communication
assessment measures, and
* provides media, speech, and theatre faculty and administrators
with the background, understanding and tools to build stonger
programs and develop better courses and educational experiences for
their students.
This book provides academic reformers with a blueprint for tackling
the upheaval facing media education. It calls for a new
professionalism that rejects the status quo, reflects the mission
and diversity of individual programs, and demands a redefinition of
both traditional media studies and the liberal arts.
The book directs philosophical assaults and uses real-life
examples to challenge the paralyzing effects of the seven deadly
sins of media education.
This book addresses many of the issues facing new and seasoned
communication and media administrators. Though there are
business-oriented management and leadership books, there is no
handbook--to the editor's knowledge--that emphasizes academic
administration. This book fills an important gap in the literature
by providing--in one place--interesting, important, and useful
information that will help administrators by anticipating problems
and suggesting strategies for the variety of challenges they face.
This scholarly, anecdotal, useful, and very readable volume is
conceived as an action handbook that contains philosophical,
theoretical, and practical information. It is divided into three
sections: "background" material, "programmatic" challenges facing
administrators, and "specific" challenges facing administrators. It
contains information that both the seasoned administrator and those
faculty who are thinking about moving into administration will find
useful. Although aimed at the communication and media disciplines,
administrators in other fields will also find it valuable. In
addition, deans and vice presidents outside the discipline who are
responsible for communication and media programs will view the book
a "must" read.
This book, part of the BEA Electronic Media Research Series, brings
together top scholars researching media literacy and lays out the
current state of the field in areas such as propaganda, news,
participatory culture, representation, education,
social/environmental justice, and civic engagement. The field of
media literacy continues to undergo changes and challenges as
audiences are reconceptualized and reconfigured, media industries
are transformed and replaced, and the production of media texts is
available to anyone with a smartphone. The book provides an
overview of these. It offers readers specific examples and
recommendations to help others as they develop their own teaching
and research agendas. Media Literacy in a Disruptive Media
Environment will be of great interest to scholars and graduate
students studying media literacy through the lens of broadcasting,
communication studies, media and cultural studies, film, and
digital media studies.
"Assessing Media Education" provides guidelines for media educators
and administrators in higher education media programs who are
creating or improving student-learning assessment strategies.
Covering the topics and categories established by the Accrediting
Council on Education in Journalism and Mass Communications, this
key resource guides readers through the steps of developing an
assessment plan, establishing student learning outcomes in the
various areas of the curriculum, and measuring those outcomes.
This timely and critical volume provides detailed discussion on:
*developing an assessment plan, placing special emphasis on mission
statements;
*the development of student-learning outcomes, with chapters
reflecting the eleven competencies presented in the ACEJMC
requirements; and
*indirect and direct measures of student-learning outcomes, ranging
from advisory boards to examinations.
The volume concludes with case studies of programs at different
points in their development of student outcomes, illustrating the
implementation of assessment plans in a variety of contexts.
As assessment gains importance throughout the curriculum,
"Assessing Media Education" will be a useful and practical resource
for media educators and administrators as they grapple with the
challenges of assessment.
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