Advising starts on Monday, MARCH 16, 2015. Advising appointments are available to the following:
- my Advisees or “shadow” advisees (double majors)
- Advisees whose Communication/Graphic Design Advisor is on sabbatical, or
- because I have advised you informally in recent months.
There is a full week of advising before anyone can register, and a further two weeks when Sophomores and Freshmen can be advised prior to registration.
So I’m asking that if you want an advising appointment, please sign up in the following order:
- Week 1 (MAR 16-20): Juniors and Seniors only
- Week 2 (MAR 23-27): Sophomores and Juniors
- Week 2 (MAR 30-APR 3): Freshman, Sophomores and anyone else.
Setting up an advising appointment is fairly easy… but getting the slot YOU want means doing it NOW!
- Please go to my online SIGN UP: roconnell-advising1.youcanbook.me. If you have trouble accessing it, email me.
- Find an open slot that works for you.
- FILL IN THE FORM and SUBMIT.
If none of the available times works for you because of classes or work, let me know and we will set something up outside these times. I’ll be filling up the chocolate jar Those of you studying abroad this semester should already have the advising spreadsheet to work from but, certainly, email me if you have questions.
If you are a graduating Senior, please make sure that you have filed your Graduation Petition. I can help you with that.
Office: GHH 323 (Global Heritage Hall, 3rd floor).
Instead of putting these responses in all the course companion websites… I am posting them here:
1. How to create a hanging indent for the APA References in your paper:
2. How to cite email correspondence in APA:
3. How to cite websites, tweets, blog posts, and other pesky sources:
Handy PDF of missings…
I’m putting this here for the benefit of ALL my students, not just those who will have to write one or more papers in my classes. Instead, I will put a link to this post on all my course companion websites in the syllabi.
Walvoord, B. E. (2014). Assessing and Improving Student Writing in College: A Guide for Institutions, General Education, Departments, and Classrooms. San Francisco: Jossey-Bass.
The expert writer:
- Focuses the writing appropriately for the demands of the assignment, situation, and audience, whether that means constructing an argument, recommending solutions to a problem, or reporting scientific research. Uses the modes of reasoning and inquiry, as well as the conventions of correctness that are considered appropriate to the discipline, but also understands the rhetorical situatedness of those modes and their intellectual, political, and social consequences.
- Organizes the writing in an effective way for its audiences and purposes.
- Locates, evaluates, integrates, and cites information from various sources.
- Follows ethical principles for research and writing, including collaboration with peers, use of sources (avoiding plagiarism), and ethics of the disciplines such as protecting privacy, presenting accurate data, and respecting alternative viewpoints.
- Integrates quantitative material, charts and graphs, images, and other multimedia material as appropriate; understands, critically evaluates, and appropriately employs new technologies and new digital and multimedia forms.
- Produces clear, coherent sentences and paragraphs shaped for their audiences and purposes.
- Uses the grammar and punctuation of Edited Standard Written English (ESWE) in appropriate circumstances, such as formal academic, business, civic, and professional writing.
- Follows productive writing processes.
- Collaborates effectively with others to both give and receive feedback on a writer’s emerging work. (my emphasis).
But before you can do that, you have to internalize the following:
- See that writing is important and necessary
- Experience a safe, supportive, yet rigorous environment with instructors who believe in students’ ability to improve as writers
- Read, read, read, and, more broadly, work within an interactive, language-rich environment
- Write frequently in genres that require higher-order thinking
- Learn to work in multimedia forms and use developing technologies
- Get helpful guidance, feedback, and chances to revise
- Learn mindfulness about their own writing (metacognition) and principles they can apply across contexts (again, my emphasis)
Taken from Tomorrow’s Professor eNewsletter #1387, February 16, 2015.
To help with what seems to be growing confusion, here is what is going to be available in Fall 2014 and Spring 2015
COMM 390 Qualitative Research Methods in Communication is Recommended for Majors only
COMM 100 Introduction to Communication Studies – multiple sections offered every semester
…and any FOUR of the following (at least one must be at the 200-level and two at the 300/400-level) for Core Concentration
…and any FIVE of the following (at least one must be at the 200-level and two at the 300/400-level) for the Minor
|100 level||200 level (1 req’d)||300-400 level (2 req’d)|
|*COMM 165 Introduction to Visual Communication||*COMM 250 Intercultural Communication||COMM 330 International Communication||2015-2016|
|*COMM 265 Visual Rhetoric, Visual Culture||COMM 365 Digital Media in a Global Context||SP2015|
|COMM 375 Global Audiences, Global Consumers||2015-2016|
|COMM 380 Visual Media in a Cultural Context||SP2017|
|COMM 385 Gender and Globalization||currently COMM 432 in SP15|
|COMM 432 Special Topics in Global Communication|
|COMM 465 McLuhan’s Global Village||SP2016|
|* OFFERED EVERY SEMESTER||* OFFERED EVERY SEMESTER||WTNG 300 Rhetoric and Cultural Differences||FA2015|
AVAILABLE SPRING 2015
COMM 165 Introduction to Visual Communication
COMM 250 Intercultural Communication
COMM 265 Visual Rhetoric, Visual Culture
COMM 365 Digital Media in a Global Context – CLOSED
COMM 432 Gender and Globalization (not yet in catalog) – CLOSED
COMM 432 SpTp: Emancipation through Documentary (cross listed with FILM 430) – CLOSED
OTHER OFFERINGS THAT WILL BE AVAILABLE IN FUTURE YEARS:
COMM 330 International Communication (2015-2016)
COMM 375 Global Audiences, Global Consumers (2015-2016)
COMM 380 Visual Media in a Cultural Context (SP2017, was last offered SP14)
COMM 432 Special Topics in Global Communication
COMM 462 Washington DC Global Communication Seminar for people doing the semester long internship
COMM 465 McLuhan’s Global Village (SP2016)
WTNG 300 Rhetoric and Cultural Differences (FA2015)
Everyday I get an email from the Visual Thesaurus people… I love that site!
I particularly like those that my students might profit from… like today’s:
Stuff Happens Word of the Day: incidence
The most important take-home about today’s word, in view of modern usage, is that it’s a noncount noun, and so incidences are a confusion for which users probably mean incidents (plural of incident) or just incidence, which means “relative frequency.” The Latin root that gives us both words meant ‘happening.’
Visit the following URL to look up the word of the day in the Visual Thesaurus
Between 2007 and 2010, I conducted interviews with over 60 participants (informants) regarding the impact of media in their musical lives from their earliest recollections. My own practice was to conduct these interviews with no fewer than two people because I wanted to exploit the associative power of storytelling and narrative to help my participants recall small, rich details. I wanted to get what Clifford Geertz called “thick description”. The combination of participants in any one session depended more on scheduling convenience than any sense of relationship between the participants I might be aware of or assume. Without exception each session uncovered surprising connections and memories, often the most heartwarming and fulfilling aspect of the process.
In this snippet, Seamus Connolly, a native of Killaloe, County Clare, 10 time National Fiddle Champion and “Sullivan Artist in Residence” for Boston College, is talking about his experience of learning music by ear from 78 rpm discs his father procured at various record shops in Limerick and Dublin. When his family was able to get him formal instruction on the fiddle, Seamus discovered that he had learned to play the instrument all wrong! He had to learn it over from the beginning.
I’ve given a PechaKucha about this… and I created a personal essay for an e-portfolio class about it as well. I had better put it somewhere where I can study it now.
The 12 Photo Quilt project:
These are 12 of my own photos. They feature abstractions that focus on color, shape and the division of space. I want to render them or re-present them using fabric and stitchery. It may mean abstracting them further… or, for some, it will be mimesis.
Hopefully, when the twelve quilt blocks are assembled, the quilt will become the centerpiece of an exhibition with the twelve photos individually mounted as well. We’ll see…