Tag Archives: interviews

Here Are My Spring 2014 Syllabi: Writing and Research

The snow is coming down here in West Virginia! Classes are canceled today so I will be catching up on research and some other things. But let’s talk classes and syllabi!

In addition to the applied Communication Research class I am teaching this semester (discussed in the previous post) I’m also teaching a few other classes. 🙂 I want to quickly share some of my syllabi for the semester. I’ve uploaded syllabi for these classes to my Scribd account, which is where I host past syllabi and class assignments. Click the link below to see the syllabus. (You can also see all the below-described syllabi as well as past syllabi via the menu on the left, by mousing over “syllabi.”)

Comm 435: Communication Research – This class is discussed in depth in my previous post. Please read it to learn more about that class.

Comm 335: Writing Across Platforms – Changes from Fall 13 include: A lab day for greater access to press release examples and working with peers on the first press release assignment, I’ve re-organized and updated the related social media and blog writing assignments, and have shifted a few lectures around to more effectively deliver material. Other minor changes to make sure content is up to date. I’m also super excited that for our PitchEngine assignment this semester, all of our students will be temporarily upgraded from the free version of PitchEngine to the paid level thanks to the awesome people at PitchEngine! So, students will get experience with advanced functionality.

Hope you find these new syllabi helpful! If you share your syllabi online, please share in the comments below!

Teaching The Applied Communication Research Class

Metrics, Metrics, Metrics! I hear it everywhere I turn. 🙂 More than ever, we need to be teaching our students research skills.

This Spring 2014 semester I am really excited to be teaching an applied Communication Research class!

For two years at Utah Valley University, I taught communication research with an emphasis on academic research. You can see the syllabus for that class. In that class, student groups planned, wrote up, and executed a semester long academic research study. Though many professors don’t prefer to teach this class, research is one of my favorite classes to teach. I’ve had numerous undergraduate students present their research at undergraduate research conferences and earn travel grants to do so. This is a super valuable experience for those considering grad school. Though it is very time demanding, and some feel teaching others how to conduct research is tedious, I didn’t find it that way at all. Seeing students get that “aha” moment in research and seeing them succeed makes teaching the class very rewarding.

This semester, I’ll be focusing on the more practical uses of research with an emphasis on using research for strategic purposes. This class emphasizes research across new media, legacy media, and interpersonal and online environments. Students will learn both quantitative and qualitative methods.

Our textbook is Paine’s “Measure what Matters: Online Tools for Understanding Customers, Social Media, Engagement, and Key Relationships.” I considered the Stacks book as well, but liked the emphasis on new media in Paine and felt her book may be more accessible to students, as students can be intimidated by a research class.

This hands on class will emphasize the following research skill sets:

  • How to conduct content analysis using a coding sheet.
  • How to conduct a computer-assisted content analysis
  • How to conduct interviews and focus groups
  • How to conduct quantitative electronic surveys using iPads

Students will work in teams to conduct 3 applied projects. The first 2 projects are real-world problems I set up and the students have to solve, and in the 3rd project they have to identify a problem, write a proposal, and execute:

  • Media placement evaluation – Answering questions such as, placement, share of voice, and whether key messages are included in media coverage and to what extent. Done via content analysis of media clippings.
  • Sentiment analysis of social media content – What are people saying about your brand on social media, and what is sentiment towards it? Done via computer-assisted content analysis of Twitter posts.
  • Audience Research – Focuses on 1 of the 5 key PR variables discussed by Stacks (2011): Confidence, credibility, relationship, reputation (which may include awareness), or trust. Students will choose 2 of the following: interviews, focus groups, and surveys.

Students will be introduced to the following software:

  • Computer-assisted content analysis (Yoshikoder will be used as it is free and easy to learn)
  • Digital Survey programming with XLS Forms
  • Open Data Kit Collector – field data survey collection software (we will be using this with the XLS forms on the free FormHub.com online form tool).
  • SPSS – We won’t get too far into SPSS due the other demands on the students time, but students will learn data entry, descriptive statistics, and correlation analysis.

I’ll be posting the syllabus for the class soon! As the semester goes along, I hope to get up a number of blog posts expanding on the class, assignments, and so forth. So check back!

Have you taught research – what do you emphasize in your class? How can I improve my class? What key skill sets should we be teaching  future practitioners?



– top photo CC by IntelFreePress