“Document Your Learning” Internships, student learning and program evaluation • Sharee Broussard, Belmont University • Directing students to “document your learning” in internships and establishing best practice-enabled internship program structure and tools yields thoughtful student reflection that demonstrates achievement of student learning outcomes. Through well-designed structure and tools, data collected in regular student and supervisor reporting can be used in program-level assessment as required by regional accrediting bodies and can inform program-level discussions and decision making.
* Extended Abstract * The Advertising & Public Relations Portfolio Imperative: Not Just for “Creative” Students Anymore • Margaret (Peg) Murphy, Columbia College Chicago • ““Creative” advertising and public relation students (art directors, designers, copywriters, etc.) are pushed to develop portfolios. However, an examination of 2020 coursework, websites, and career centers at 87 leading universities nationwide reveals “non-creative” ad and PR tracks seldom include portfolio work. Yet, academic and industry literature support portfolio development to highlight skills and differentiate candidates in competitive marketplaces. This author argues digital portfolios are a career preparation imperative for all advertising and public relations graduates.”
* Extended Abstract * Seeking ‘Skilled, Poised, Fluent’ Verbal Communicators: Aesthetic Labor and Signaling in Journalism Job Advertisements • Elia Powers, Assistant Professor, Towson University • Journalism job advertisements send important signals about skills and attributes that news organizations value. This study explores how advertisements convey expectations for how journalists should sound by conducting a thematic content analysis of U.S. journalism job listings (n = 510) for positions requiring substantial verbal communication (e.g., reporters and broadcast anchors). Requirements for exceptional verbal skills and explicit calls for vocal clarity create obstacles to occupational entry for journalists with speech disabilities or speech anxiety.