Communication 124, Principles of Mass Communication, Spring 2020
This is a scholarly article evaluation that I created in Dr. Kretz’s Principles of Mass Communication in the Spring of 2020, my second semester of my first year. The goal of the paper was to closely examine a scholarly article and then give my evaluation of it, explaining what I thought worked and what I thought didn’t work. And as Dr. Kretz was the audience for this assignment, writing a paper made sense, allowing this to fulfill Learning Outcome 1. As this work is exploring a scholarly article and working to engage with research, it fulfills Learning Outcome 3.
Communication 180, Research Methods, Spring 2020
This is an artifact analysis, created for Dr. K (Smith)’s Research Methods class in the Spring of 2020, the second semester of my first year. The goal of this paper was to examine a popular press article, looking at the societal messages it was spreading and how it was presenting these messages. Dr. K and other Communication & Media Studies scholars were my audience, and as I was looking at things like rhetorical elements, a paper made sense, allowing this to fulfill Learning Outcome 1. As this work is working to critically analyze a popular message and its impact, it fulfills Learning Outcome 2.
Communication 331, Gender and Media, Fall 2020
This is a poster that I created in Dr. Kretz’s class. It was created in the Fall of 2020, the first semester of my sophomore year, and it was for my Gender and Media class. This project was created to sum up a semester long analysis of gender roles in The Twilight Zone. The target audience was my professor, classmates, and other scholars of media interested in this classic show. After all of the research I did, and for my audience (as we did a poster presentation), this format made a lot of sense, allowing it to fulfill Learning Outcome 1. Additionally, as this piece was exploring the messages related to gender embedded in The Twilight Zone and the influence these have, it fulfills Leaning Outcome 2.
Communication 122, Interpersonal Communication, Fall 2020
This is a scholarly article evaluation, which was created for Dr. Antos’ Interpersonal Communication class. It was created in the Fall of 2020, the first semester of my sophomore year, and I created as a way to further explore how to engage with scholarly work in the field of communication. As this was an assignment in which my professor was my main audience and in which I was supposed to examine one article in depth, creating a written piece made sense, allowing this to fulfill Learning Outcome 1. And, as this work is exploring a scholarly article, it fulfills Learning Outcome 3.
Communication 315, Conflict Communication, Spring 2021
This is a podcast, which was created for Dr. Antos’ Conflict Communication class. It was created in the Spring of 2021, the second semester of my sophomore year. The goal of this project was to inform the masses of how things like birth order could impact how one acts when confronted with conflict but also to teach people about the different approaches to conflict in general. As I was trying to communicate with a more general audience, a podcast made sense, as it made the information more approachable and allowed me to share some of the interviews I conducted; thus, it fulfills Learning Outcome 1. As this work also made use of scholarly research, it fulfills Learning Outcome 3.
Communication 328, Family Communication, Fall 2022
This is a presentation, which I created along with Em von der Ruhr and Lydia Myszka (both of whom were an absolute pleasure to work with) in Dr. Morgan’s Family Communication class my first semester of senior year, Fall of 2022. The goal of this project was to explore the idea of In-Law relationships with our class, who were our audience. As our class was our audience, a presentation, with interactive elements like questions and activities, made sense, allowing it to fulfill Learning Outcome 1. We brought in various examples to explore the master narratives surrounding in-law relationships; as we were looking at these forms of media and analyzing them along with the class to look at the societal messages they send, this piece fulfills Learning Outcome 2. And as this presentation leaned heavily on scholarly research, it fulfills Learning Outcome 3.
Communication 305, Social Identity and Intergroup Communication, Fall 2022
This is an infographic that I made for Dr. Morgan’s Social Identity and Intergroup Communication class my first semester of senior year, Fall of 2022. The goal of this project was to examine how LGBTQ+ students are able to move around in the context of Christian college campuses, like SNC, and what they and allies can do when facing things like discrimination, which often starts at the institutional level. My audience was LGBTQ+ students and allies that go to Christian colleges; thus, the infographic format, as approachable as it is, made sense, allowing this project to fulfill Learning Outcome 1. I was also able to do a fair amount of research, which I based my work on, allowing this piece to fulfill Learning Outcome 3.
Communication 427, Communication Theory, Spring 2023
This is a website that I made for my communication capstone with Dr. Morgan during my final semester, senior year (Spring of 2023). The goal of this project was to provide resources for all of those in the estrangement process: adult children estranging themselves, parents of estranged children, and the voluntary kin who support adult estranged children. In this project, I give general information about the estrangement process and voluntary kin, tips for protecting one’s mental health in the midst of these processes, specific resources and information that may be helpful if leaving a toxic situation, a blog outlining my personal estrangement journey, which began more concretely at the beginning of this final semester, and more! I put a lot of work into this. My audience is estranged adult children, the parents of estranged adults, and the voluntary kin support system for estranged adult children. As this is quite a ranging audience, I thought having a website where people could look for the specific information they were looking for and where this information was stored in an organized manner would be helpful, so it fulfills Learning Objective 1. The website often brings up the idea of master narratives and discusses the impact that these societal messages have on those in the estrangement process, as the estrangement process is often stigmatized. I work to help people work through this stigma and see their own experience as valid and healthy (as it is in many cases). Thus, my website fulfills Learning Objective 2. My website also uses many, many scholarly sources, leaning very heavily on the literature, allowing it to fulfill Learning Objective 3.
