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The purposes of this study were to determine the extent and type of placement services provided by colleges and universities offering curricula in broadcast journalism, to determine the number of broadcast journalism graduates during the period 1971 to 1974, and to determine how many of these graduates were placed in professional positions upon graduation. The questionnaire was placed on the reverse side of the annual Radio/TV Division membership directory questionnaire and was mailed to the Radio/TV Division members of the Association for Education in Journalism, then numbering 115, with 60 members (56 percent) responding. The 60 respondents represented 41 United States colleges and universities and one in Canada. Thirty-seven of the 41 colleges and universities (90 percent) reported that they do help place broadcast journalism graduates upon completion of the students' degree programs, using one or more of four methods of placement. (Author/RB)

The purposes of this study were to determine the extent and type of placement services provided by colleges and universities offering curricula in broadcast journalism, to determine the number of broadcast journalism graduates during the period 1971 to 1974, and to determine how many of these graduates were placed in professional positions upon graduation. The questionnaire was placed on the reverse side of the annual Radio/TV Division membership directory questionnaire and was mailed to the Radio/TV Division members of the Association for Education in Journalism, then numbering 115, with 60 members (56 percent) responding. The 60 respondents represented 41 United States colleges and universities and one in Canada. Thirty-seven of the 41 colleges and universities (90 percent) reported that they do help place broadcast journalism graduates upon completion of the students' degree programs, using one or more of four methods of placement. (Author/RB)

The purposes of this study were to determine the extent and type of placement services provided by colleges and universities offering curricula in broadcast journalism, to determine the number of broadcast journalism graduates during the period 1971 to 1974, and to determine how many of these graduates were placed in professional positions upon graduation. The questionnaire was placed on the reverse side of the annual Radio/TV Division membership directory questionnaire and was mailed to the Radio/TV Division members of the Association for Education in Journalism, then numbering 115, with 60 members (56 percent) responding. The 60 respondents represented 41 United States colleges and universities and one in Canada. Thirty-seven of the 41 colleges and universities (90 percent) reported that they do help place broadcast journalism graduates upon completion of the students' degree programs, using one or more of four methods of placement. (Author/RB)

This paper contends that it is essential that broadcast journalism courses possess a roughly equal balance between hands-on radio, television, and electronic news gathering assignments and analytical term papers. The importance of students writing and analyzing mass communication issues and personalities cannot be overstated in a highly competitive job market. The paper contains all syllabi and production and writing assignments required of broadcast journalism majors at Southern Arkansas University. It is hoped these syllabi can serve as examples by which current and future broadcast journalism professors can update their respective syllabi for maximum instructional impact. Each course listed in the paper includes an academic course syllabus preface with grading criteria, assignments, prerequisites, and point total; a complete syllabus is also included for each course, with catalog description, textbook used, purpose/objective, topics to be emphasized, types of teaching strategies used, major student assignments, student assessment/evaluation, student readings, instructor's bibliography, and procedure. Courses listed are: Principles of Speech, Introduction to Mass Communication, Radio Production, Broadcast Performance, Television Production, Broadcast Practicum, Electronic News Gathering, Advanced Radio Production, Broadcast News Writing, Advanced Electronic News Gathering, Broadcast Sales and Management, Senior Research Project, and Broadcast Internship. (NKA)

This paper contends that it is essential that broadcast journalism courses possess a roughly equal balance between hands-on radio, television, and electronic news gathering assignments and analytical term papers. The importance of students writing and analyzing mass communication issues and personalities cannot be overstated in a highly competitive job market. The paper contains all syllabi and production and writing assignments required of broadcast journalism majors at Southern Arkansas University. It is hoped these syllabi can serve as examples by which current and future broadcast journalism professors can update their respective syllabi for maximum instructional impact. Each course listed in the paper includes an academic course syllabus preface with grading criteria, assignments, prerequisites, and point total; a complete syllabus is also included for each course, with catalog description, textbook used, purpose/objective, topics to be emphasized, types of teaching strategies used, major student assignments, student assessment/evaluation, student readings, instructor's bibliography, and procedure. Courses listed are: Principles of Speech, Introduction to Mass Communication, Radio Production, Broadcast Performance, Television Production, Broadcast Practicum, Electronic News Gathering, Advanced Radio Production, Broadcast News Writing, Advanced Electronic News Gathering, Broadcast Sales and Management, Senior Research Project, and Broadcast Internship. (NKA)

This annotated bibliography presents annotations of 61 journal articles (published from 1982 to 1991) which deal with broadcast journalism for the communication educator. The annotations are divided into five main categories: (1) curricular concerns; (2) surveys of the professional environment; (3) professional ethics; (4) technology; and (5) total education (liberal arts vs. skills orientation). (SR)

There is great inherent educational value in teaching broadcast journalism students the proper techniques in videography, editing, writing, and producing. That is why Advanced Electronic News gathering students at Southern Arkansas University (SAU) are expected to do more than just point a camera and shoot. The ability to produce university news stories for a local NBC-TV affiliate gives students a flavor of what awaits them in the high pressure atmosphere of a professional television newsroom. An agreement was reached with KTVE-TV in Monroe, Louisiana to show student-produced Southern Arkansas University news reports. Footage is shot and edited on the SAU campus with Super-VHS equipment. Edited reports are then transferred to three-quarter inch videotape and sent by express mail with accompanying scripts to the Monroe news bureau. One can have the best educational ideas in teaching broadcasting, but there is no substitute for experience with the best technological equipment. (TB)

@ With AdamFX Presentation Flexi self similarity ft Martin Charisma with AdamFX N history of filtered broadcast journalism propaganda

Broadcast restrictions won't stop BBC Archive delivering our usual dose of hard-hitting journalism today. This lion and mouse are friends! https://t.co/eTmi7WzyTa Source: https://twitter.com/BBCArchive/status/872750370937819136 Uploader: BBC Archive

Broadcast restrictions won't stop BBC Archive delivering our usual dose of hard-hitting journalism today. This lion and mouse are friends! https://t.co/eTmi7WzyTa Source: https://twitter.com/BBCArchive/status/872750370937819136 Uploader: BBC Archive

Getting Internships & a Broadcast Journalism Degree Lauren Smiley, Intern WHHI-TV Carolina Women Hosted by Debi Lynes & Erin Lentz June-July 2025 WHHI Television: Your Hyperlocal South Carolina Television Station Serving the Lowcountry! Hilton Head Island, SC - Bluffton, SC - Beaufort, SC - Pooler, GA Beaufort County - Jasper County - Hampton County WHHI-TV. Local News. Local Sports. Local Television. Live Local. Spectrum Channel 3 & 1230 - Sparklight Channel 8 & 418 - Over the Air 30.1 843-785-4545 http://www.WHHITV.com http://www.Facebook.com/WHHITV http://www.Twitter.com/WHHITV [email protected] 32 Office Park Rd, Hilton Head Island, SC 29928

Getting Internships & a Broadcast Journalism Degree Lauren Smiley, Intern WHHI-TV Carolina Women Hosted by Debi Lynes & Erin Lentz June-July 2025 WHHI Television: Your Hyperlocal South Carolina Television Station Serving the Lowcountry! Hilton Head Island, SC - Bluffton, SC - Beaufort, SC - Pooler, GA Beaufort County - Jasper County - Hampton County WHHI-TV. Local News. Local Sports. Local Television. Live Local. Spectrum Channel 3 & 1230 - Sparklight Channel 8 & 418 - Over the Air 30.1 843-785-4545 http://www.WHHITV.com http://www.Facebook.com/WHHITV http://www.Twitter.com/WHHITV [email protected] 32 Office Park Rd, Hilton Head Island, SC 29928

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Source: https://www.youtube.com/watch?v=H0YSaoP-k3s Uploader: tj TODAY

xii, 148 pages : 24 cm

xii, 148 pages : 24 cm

xii, 148 pages : 24 cm

xii, 148 pages : 24 cm

A survey of the membership of the radio-television division of the Association for Education in Journalism revealed professional and academic backgrounds, broadcast industry affiliations, and attitudes toward broadcast education and the news media. Of those responding to questionnaires, almost all were teachers in higher education who had had about seven years of broadcast news work experience during their careers. The "typical" respondent was male, 37 years of age, a full-time teacher with earlier broadcast work experience, and one who believes that television news, especially CBS evening news with Walter Cronkite, is doing a "good job" as compared to radio. This "composite" respondent considers his teaching role as primary in importance and research or service to the profession as secondary. He also is able, for the most part, to use actual broadcast facilities within the content of his academic courses. (CH)

Ohio University's Modern Languages Department designed two sequences of courses in French and Spanish for students in journalism and communication. The six-course programs provide curricula based on print and broadcast media, and stress listening, reading, and speech skills. The program was begun to encourage journalism students to pursue professionally useful language study and to coordinate with the incentive provided by journalism school and language department foreign internships. Enthusiastic support was found in the journalism school, and a federal grant was obtained to implement the program. Other preparations included coordinated scheduling with the journalism program, production of a recruitment brochure, preregistration advising, and participation in precollege orientation. Retention during the program's first year has been good. Instructional techniques use video recordings from satellite transmissions, audio recordings, foreign newspapers and magazines, the computer laboratory, and a review grammar text in a variety of exercises. Guest native speakers and journalists with international experience are also invited to address and participate in classes. The program has been found to a strong student motivator, to have brought visibility to the language department, and to have produced a frutiful collaboration with the journalism school. (MSE)

Ohio University's Modern Languages Department designed two sequences of courses in French and Spanish for students in journalism and communication. The six-course programs provide curricula based on print and broadcast media, and stress listening, reading, and speech skills. The program was begun to encourage journalism students to pursue professionally useful language study and to coordinate with the incentive provided by journalism school and language department foreign internships. Enthusiastic support was found in the journalism school, and a federal grant was obtained to implement the program. Other preparations included coordinated scheduling with the journalism program, production of a recruitment brochure, preregistration advising, and participation in precollege orientation. Retention during the program's first year has been good. Instructional techniques use video recordings from satellite transmissions, audio recordings, foreign newspapers and magazines, the computer laboratory, and a review grammar text in a variety of exercises. Guest native speakers and journalists with international experience are also invited to address and participate in classes. The program has been found to a strong student motivator, to have brought visibility to the language department, and to have produced a frutiful collaboration with the journalism school. (MSE)

Ohio University's Modern Languages Department designed two sequences of courses in French and Spanish for students in journalism and communication. The six-course programs provide curricula based on print and broadcast media, and stress listening, reading, and speech skills. The program was begun to encourage journalism students to pursue professionally useful language study and to coordinate with the incentive provided by journalism school and language department foreign internships. Enthusiastic support was found in the journalism school, and a federal grant was obtained to implement the program. Other preparations included coordinated scheduling with the journalism program, production of a recruitment brochure, preregistration advising, and participation in precollege orientation. Retention during the program's first year has been good. Instructional techniques use video recordings from satellite transmissions, audio recordings, foreign newspapers and magazines, the computer laboratory, and a review grammar text in a variety of exercises. Guest native speakers and journalists with international experience are also invited to address and participate in classes. The program has been found to a strong student motivator, to have brought visibility to the language department, and to have produced a frutiful collaboration with the journalism school. (MSE)

Includes bibliographical references (p. [418]-421) and index

http://www.sdstate.edu/admissions/ 12,725 people can't be wrong. That's how many chose SDSU to pursue their education last year. And that number keeps growing. Here's how it all adds up: Academic excellence in 175 fields of study + 217 involvement opportunities + 130 years of school pride + 1 incredible value + YOU. It's a simple formula with a great result. Start here. Apply now. https://apply.sdbor.edu/login.cfm

Bisan Owda (@wizard_bisan1) has just won one of broadcast journalism’s highest honors – the Peabody Award – for her work with AJ+. Bisan is currently facing intense Israeli bombardment in Rafah in the occupied Gaza Strip. She dedicated her prize to “college students who are protesting, to all the people who took to the streets, to all the people at home who are participating in boycotts,to all the people worldwide, regardless of their religion, color, ethnicity, and kind.” And she is demanding a ceasefire and a free Palestine. This is her message to the world: #Bisan #BisanOwda #Award #Gaza #Israel #Palestinians #Rafah #Encampments #College #Peabody

Bisan Owda (@wizard_bisan1) has just won one of broadcast journalism’s highest honors – the Peabody Award – for her work with AJ+. Bisan is currently facing intense Israeli bombardment in Rafah in the occupied Gaza Strip. She dedicated her prize to “college students who are protesting, to all the people who took to the streets, to all the people at home who are participating in boycotts,to all the people worldwide, regardless of their religion, color, ethnicity, and kind.” And she is demanding a ceasefire and a free Palestine. This is her message to the world: #Bisan #BisanOwda #Award #Gaza #Israel #Palestinians #Rafah #Encampments #College #Peabody

An instructor increases student performance, participation, and motivation in broadcast journalism and other media courses through the base group cooperative learning model. Base groups are a specific form of cooperative learning which enables students to become actively involved in small-group discussions and learning with a permanent group of students. Groups are formed at the beginning of the semester; students with prior experience in a given area are dispersed to avoid "stacking" one group at the expense of the others. In the introductory broadcast journalism course, base groups enable more focused discussion of key concepts. Base groups can also be given writing assignments, the results of which are then shared with the class. Students from other groups are invited to offer constructive criticism of other groups' work. Base group instruction offers a dynamic and productive means of directly involving students in course content, providing experience in cooperative learning, and exposure to a variety of viewpoints. (Contains a list of suggested reading.) (RS)

An instructor increases student performance, participation, and motivation in broadcast journalism and other media courses through the base group cooperative learning model. Base groups are a specific form of cooperative learning which enables students to become actively involved in small-group discussions and learning with a permanent group of students. Groups are formed at the beginning of the semester; students with prior experience in a given area are dispersed to avoid "stacking" one group at the expense of the others. In the introductory broadcast journalism course, base groups enable more focused discussion of key concepts. Base groups can also be given writing assignments, the results of which are then shared with the class. Students from other groups are invited to offer constructive criticism of other groups' work. Base group instruction offers a dynamic and productive means of directly involving students in course content, providing experience in cooperative learning, and exposure to a variety of viewpoints. (Contains a list of suggested reading.) (RS)

Do textbooks matter in an ever-changing field of broadcast journalism? Are some teaching materials irrelevant or out of touch with equipment needs, or lack thereof, at small institutions? Noting that these questions need to be considered when evaluating broadcast or mass communication writing and production textbooks by national companies, this paper discusses the process of reviewing new college textbooks in the field of mass communication. The paper presents review questionnaires for two different textbooks, one an introductory text in mass communication and the other a research methods textbook. It contains questions for each text, along with the evaluator's responses, followed by academic course syllabi in which the two textbooks in question could be incorporated at Southern Arkansas University. (NKA)

Do textbooks matter in an ever-changing field of broadcast journalism? Are some teaching materials irrelevant or out of touch with equipment needs, or lack thereof, at small institutions? Noting that these questions need to be considered when evaluating broadcast or mass communication writing and production textbooks by national companies, this paper discusses the process of reviewing new college textbooks in the field of mass communication. The paper presents review questionnaires for two different textbooks, one an introductory text in mass communication and the other a research methods textbook. It contains questions for each text, along with the evaluator's responses, followed by academic course syllabi in which the two textbooks in question could be incorporated at Southern Arkansas University. (NKA)

In June 1997 a 25-minute television interview program, "The SAU Report," was born at Southern Arkansas University. In January 1998 a 15-minute radio news program titled "SAU Magazine" was produced by Advanced Radio Production students. As 1998 began, with coverage available for SAU student broadcasts, it made sense to encourage Arkansas political candidates to visit campus to videotape "The SAU Report." In addition, edited audio segments of these interviews could air on "SAU Magazine." In all, seven candidates for United States Senate, Governor, House of Representatives, and Attorney General came to campus to videotape their interviews. Students did the research for questions and alerted the local media, and they addressed their assignments professionally. This particular assignment proved to be a rewarding educational activity and community service. Included is the syllabus for the course BJ 2033/Broadcast Performance which: outlines grading criteria and assignments, provides a catalog description, gives the text to be used and purpose/objective, lists topics to be emphasized, and presents information on teaching strategies, student readings, major assignments, and instructor bibliography. Contains interview tips, student correspondence with candidates, campus communication for publicity purposes, and letters from two candidates following their interviews. (NKA)

In June 1997 a 25-minute television interview program, "The SAU Report," was born at Southern Arkansas University. In January 1998 a 15-minute radio news program titled "SAU Magazine" was produced by Advanced Radio Production students. As 1998 began, with coverage available for SAU student broadcasts, it made sense to encourage Arkansas political candidates to visit campus to videotape "The SAU Report." In addition, edited audio segments of these interviews could air on "SAU Magazine." In all, seven candidates for United States Senate, Governor, House of Representatives, and Attorney General came to campus to videotape their interviews. Students did the research for questions and alerted the local media, and they addressed their assignments professionally. This particular assignment proved to be a rewarding educational activity and community service. Included is the syllabus for the course BJ 2033/Broadcast Performance which: outlines grading criteria and assignments, provides a catalog description, gives the text to be used and purpose/objective, lists topics to be emphasized, and presents information on teaching strategies, student readings, major assignments, and instructor bibliography. Contains interview tips, student correspondence with candidates, campus communication for publicity purposes, and letters from two candidates following their interviews. (NKA)

In June 1997 a 25-minute television interview program, "The SAU Report," was born at Southern Arkansas University. In January 1998 a 15-minute radio news program titled "SAU Magazine" was produced by Advanced Radio Production students. As 1998 began, with coverage available for SAU student broadcasts, it made sense to encourage Arkansas political candidates to visit campus to videotape "The SAU Report." In addition, edited audio segments of these interviews could air on "SAU Magazine." In all, seven candidates for United States Senate, Governor, House of Representatives, and Attorney General came to campus to videotape their interviews. Students did the research for questions and alerted the local media, and they addressed their assignments professionally. This particular assignment proved to be a rewarding educational activity and community service. Included is the syllabus for the course BJ 2033/Broadcast Performance which: outlines grading criteria and assignments, provides a catalog description, gives the text to be used and purpose/objective, lists topics to be emphasized, and presents information on teaching strategies, student readings, major assignments, and instructor bibliography. Contains interview tips, student correspondence with candidates, campus communication for publicity purposes, and letters from two candidates following their interviews. (NKA)

In June 1997 a 25-minute television interview program, "The SAU Report," was born at Southern Arkansas University. In January 1998 a 15-minute radio news program titled "SAU Magazine" was produced by Advanced Radio Production students. As 1998 began, with coverage available for SAU student broadcasts, it made sense to encourage Arkansas political candidates to visit campus to videotape "The SAU Report." In addition, edited audio segments of these interviews could air on "SAU Magazine." In all, seven candidates for United States Senate, Governor, House of Representatives, and Attorney General came to campus to videotape their interviews. Students did the research for questions and alerted the local media, and they addressed their assignments professionally. This particular assignment proved to be a rewarding educational activity and community service. Included is the syllabus for the course BJ 2033/Broadcast Performance which: outlines grading criteria and assignments, provides a catalog description, gives the text to be used and purpose/objective, lists topics to be emphasized, and presents information on teaching strategies, student readings, major assignments, and instructor bibliography. Contains interview tips, student correspondence with candidates, campus communication for publicity purposes, and letters from two candidates following their interviews. (NKA)

In June 1997 a 25-minute television interview program, "The SAU Report," was born at Southern Arkansas University. In January 1998 a 15-minute radio news program titled "SAU Magazine" was produced by Advanced Radio Production students. As 1998 began, with coverage available for SAU student broadcasts, it made sense to encourage Arkansas political candidates to visit campus to videotape "The SAU Report." In addition, edited audio segments of these interviews could air on "SAU Magazine." In all, seven candidates for United States Senate, Governor, House of Representatives, and Attorney General came to campus to videotape their interviews. Students did the research for questions and alerted the local media, and they addressed their assignments professionally. This particular assignment proved to be a rewarding educational activity and community service. Included is the syllabus for the course BJ 2033/Broadcast Performance which: outlines grading criteria and assignments, provides a catalog description, gives the text to be used and purpose/objective, lists topics to be emphasized, and presents information on teaching strategies, student readings, major assignments, and instructor bibliography. Contains interview tips, student correspondence with candidates, campus communication for publicity purposes, and letters from two candidates following their interviews. (NKA)

In June 1997 a 25-minute television interview program, "The SAU Report," was born at Southern Arkansas University. In January 1998 a 15-minute radio news program titled "SAU Magazine" was produced by Advanced Radio Production students. As 1998 began, with coverage available for SAU student broadcasts, it made sense to encourage Arkansas political candidates to visit campus to videotape "The SAU Report." In addition, edited audio segments of these interviews could air on "SAU Magazine." In all, seven candidates for United States Senate, Governor, House of Representatives, and Attorney General came to campus to videotape their interviews. Students did the research for questions and alerted the local media, and they addressed their assignments professionally. This particular assignment proved to be a rewarding educational activity and community service. Included is the syllabus for the course BJ 2033/Broadcast Performance which: outlines grading criteria and assignments, provides a catalog description, gives the text to be used and purpose/objective, lists topics to be emphasized, and presents information on teaching strategies, student readings, major assignments, and instructor bibliography. Contains interview tips, student correspondence with candidates, campus communication for publicity purposes, and letters from two candidates following their interviews. (NKA)

In June 1997 a 25-minute television interview program, "The SAU Report," was born at Southern Arkansas University. In January 1998 a 15-minute radio news program titled "SAU Magazine" was produced by Advanced Radio Production students. As 1998 began, with coverage available for SAU student broadcasts, it made sense to encourage Arkansas political candidates to visit campus to videotape "The SAU Report." In addition, edited audio segments of these interviews could air on "SAU Magazine." In all, seven candidates for United States Senate, Governor, House of Representatives, and Attorney General came to campus to videotape their interviews. Students did the research for questions and alerted the local media, and they addressed their assignments professionally. This particular assignment proved to be a rewarding educational activity and community service. Included is the syllabus for the course BJ 2033/Broadcast Performance which: outlines grading criteria and assignments, provides a catalog description, gives the text to be used and purpose/objective, lists topics to be emphasized, and presents information on teaching strategies, student readings, major assignments, and instructor bibliography. Contains interview tips, student correspondence with candidates, campus communication for publicity purposes, and letters from two candidates following their interviews. (NKA)

In June 1997 a 25-minute television interview program, "The SAU Report," was born at Southern Arkansas University. In January 1998 a 15-minute radio news program titled "SAU Magazine" was produced by Advanced Radio Production students. As 1998 began, with coverage available for SAU student broadcasts, it made sense to encourage Arkansas political candidates to visit campus to videotape "The SAU Report." In addition, edited audio segments of these interviews could air on "SAU Magazine." In all, seven candidates for United States Senate, Governor, House of Representatives, and Attorney General came to campus to videotape their interviews. Students did the research for questions and alerted the local media, and they addressed their assignments professionally. This particular assignment proved to be a rewarding educational activity and community service. Included is the syllabus for the course BJ 2033/Broadcast Performance which: outlines grading criteria and assignments, provides a catalog description, gives the text to be used and purpose/objective, lists topics to be emphasized, and presents information on teaching strategies, student readings, major assignments, and instructor bibliography. Contains interview tips, student correspondence with candidates, campus communication for publicity purposes, and letters from two candidates following their interviews. (NKA)

In June 1997 a 25-minute television interview program, "The SAU Report," was born at Southern Arkansas University. In January 1998 a 15-minute radio news program titled "SAU Magazine" was produced by Advanced Radio Production students. As 1998 began, with coverage available for SAU student broadcasts, it made sense to encourage Arkansas political candidates to visit campus to videotape "The SAU Report." In addition, edited audio segments of these interviews could air on "SAU Magazine." In all, seven candidates for United States Senate, Governor, House of Representatives, and Attorney General came to campus to videotape their interviews. Students did the research for questions and alerted the local media, and they addressed their assignments professionally. This particular assignment proved to be a rewarding educational activity and community service. Included is the syllabus for the course BJ 2033/Broadcast Performance which: outlines grading criteria and assignments, provides a catalog description, gives the text to be used and purpose/objective, lists topics to be emphasized, and presents information on teaching strategies, student readings, major assignments, and instructor bibliography. Contains interview tips, student correspondence with candidates, campus communication for publicity purposes, and letters from two candidates following their interviews. (NKA)

In June 1997 a 25-minute television interview program, "The SAU Report," was born at Southern Arkansas University. In January 1998 a 15-minute radio news program titled "SAU Magazine" was produced by Advanced Radio Production students. As 1998 began, with coverage available for SAU student broadcasts, it made sense to encourage Arkansas political candidates to visit campus to videotape "The SAU Report." In addition, edited audio segments of these interviews could air on "SAU Magazine." In all, seven candidates for United States Senate, Governor, House of Representatives, and Attorney General came to campus to videotape their interviews. Students did the research for questions and alerted the local media, and they addressed their assignments professionally. This particular assignment proved to be a rewarding educational activity and community service. Included is the syllabus for the course BJ 2033/Broadcast Performance which: outlines grading criteria and assignments, provides a catalog description, gives the text to be used and purpose/objective, lists topics to be emphasized, and presents information on teaching strategies, student readings, major assignments, and instructor bibliography. Contains interview tips, student correspondence with candidates, campus communication for publicity purposes, and letters from two candidates following their interviews. (NKA)

In June 1997 a 25-minute television interview program, "The SAU Report," was born at Southern Arkansas University. In January 1998 a 15-minute radio news program titled "SAU Magazine" was produced by Advanced Radio Production students. As 1998 began, with coverage available for SAU student broadcasts, it made sense to encourage Arkansas political candidates to visit campus to videotape "The SAU Report." In addition, edited audio segments of these interviews could air on "SAU Magazine." In all, seven candidates for United States Senate, Governor, House of Representatives, and Attorney General came to campus to videotape their interviews. Students did the research for questions and alerted the local media, and they addressed their assignments professionally. This particular assignment proved to be a rewarding educational activity and community service. Included is the syllabus for the course BJ 2033/Broadcast Performance which: outlines grading criteria and assignments, provides a catalog description, gives the text to be used and purpose/objective, lists topics to be emphasized, and presents information on teaching strategies, student readings, major assignments, and instructor bibliography. Contains interview tips, student correspondence with candidates, campus communication for publicity purposes, and letters from two candidates following their interviews. (NKA)

Includes index

John Anderson and Laura Miller join Paul in the studio to talk about the state of journalism in the electronic media. Prior to becoming producer of Free Press’ Media Minutes, John worked in commercial radio news — his last job was morning anchor for the Wisconsin Radio Network. John talks about how he watched radio news get defunded and shrunk under the pressure of consolidation. Laura is the editor of investigative journal PR Watch, published by the Center for Media and Democracy. She talks about how the decline of electronic journalism provided an opportunity for corporations to pass off their own propaganda as news. Podcast broadcast quality mp3 (64kbps 13 MB)

Get the scoop on the Red Sox's World Series win, new scheme for the NBA Finals, concussion protocols in the NFL, and the latest on the Ski vs Snowboard debat...