Great People with Great Ideas Sought for Annual ICIG Business Meeting

Want to get more involved in the Internships & Careers Interest Group? All AEJMC members with interest in internships and careers are encouraged to attend the business meeting at the conference. All of this year’s panels are a result of ideas that came forth at the business meeting last year, making program development very efficient and effective. If you have programming ideas and want to discuss them ahead of time, please contact Program Chair Alan Kirkpatrick at alan.kirkptrick@colorado.edu or 303-492-5480.

The business meeting will be Tuesday, August 7, 4:30 to 6 p.m. Check your conference schedule for the location in the Hyatt. Items of business include the issue of internships & career research, the status of the group's application for renewal and programming ideas for 2002 in Miami.

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ICIG presents ambitious slate of
programming in D.C.
Alan Kirkpatrick, Vice Head & Program Chair

     The Internship and Careers Interest Group has pushed into some new territory for its programming during the AEJMC annual conference Aug. 4-8 in Washington, D.C.

     ICIG members attending the conference will find:

• The group is the primary sponsor for five of its seven cosponsored sessions.
• ICIG is sponsoring its first pre-convention activity.
• All but two ICIG programs are cosponsored with large, discipline-oriented divisions (in particular, Newspaper and RTVJ).

     Another difference is that this year ICIG will not sponsor a research session, due to a shortage of papers submitted. Whether ICIG will continue to participate in career-related research will be a major topic at the group's annual business meeting 4:30 to 6 p.m. on Tuesday, Aug. 7.

     ICIG offerings begin with a three-part workshop examining journalism students at risk. Panels will include "Students as Human Subjects: Appraising Risk and Crafting Protections" and "Covering Columbine."

In Harm's Way: Educators, Students and the News
Saturday, Aug. 4
5:30 to 10 p.m.
Co-sponsor: Newspaper (primary)
Moderating: Frank E. Fee, Jr., North Carolina, and Beth Gaeddert, Colorado.
Panelists include:
     Bonnie Bucqueroux, Michigan State
     Meg Moritz, Colorado
     Roger Simpson, Washington
     Vicky Sama, CNN associate producer and instructor at Colorado

The first of three ICIG-sponsored sessions on Sunday, Aug. 5, is a review of D.C.- area news internships and what journalism educators need to know to prepare students for them.

The D.C. Experience: Capital Ideas for News Interns
Sunday, Aug. 5
8:15 to 9:30 a.m.
Co-sponsor: Newspaper
Moderating: Alan Kirkpatrick, University of Colorado at Boulder
Panelists include:
     Terry Michael, Washington Center for Politics & Journalism
     William Keyes, The Institute on Political Journalism at Georgetown University
     Jennifer Gibson, CNN
     Tony Harris, Bureau of National Affairs

     Next up is a look at RTNDF’s new Excellence in Journalism Project, through which college journalism educators spend a summer at a broadcast news operation. Among the panelists are a professional who sponsored one of these mid-career interns and educators who interned in 2000 and 2001.

Mid-career Interning: Faculty Going from Classroom to Newsroom
Sunday, Aug. 5
4:15 to 5:45 p.m.
Co-sponsor: RTVJ
Moderating: Dana Rosengard, North Carolina
Panelists:
     Robert L. Jones II, Trinity College
     C.A. Tuggle, University of North Carolina
     Staci Feger-Childers, news director, WMAR-TV, Baltimore
     Roz Stark, executive director, RTNDF

     Various aspects of merging news media practice and curricula are examined in the final Sunday session.

Convergence in the Curriculum
Sunday, Aug. 5
6 to 7:30 p.m.
Co-sponsor: RTVJ
Moderating: Michelle Betz, Central Florida
Panelists include:
     Edward Jay Friedlander, South Florida
     Donna Reed, Tampa Tribune
     Jerry Renaud, Nebraska-Lincoln
     Doug Mitchell, supervising producer, NPR Weekly Edition

     Two afternoon panels are scheduled for Monday, Aug. 6.

     At the first, a panel of female media managers will focus on how journalism educators can prepare women (who comprise 65 percent of all journalism students in the U.S) for jobs atop the organizational chart and how the presence of women as managers affects the culture of an organization, including what newsrooms cover.

Women at the Top: Lessons Learned and Learned and Learned
Monday, Aug. 6
2:45 to 4:15 p.m.
Co-sponsor: Commission on the Status of Women
Moderating: Beth Gaeddert
Panelists include:
     Joan Konner, former dean, Columbia Graduate School of Journalism.
     Sharon Rosenhouse, South Florida Sun-Sentinel
     Sue Bunda, senior vice president, CNN/U.S.
     Carolyn Lee, assistant managing editor, New York Times

     The second Monday panel offers insights for journalism educators as to what students need to know about the hard-nosed business side of broadcast journalism careers.

Contracts, Unions and Agents: Preparing Students for the Business of the Broadcast Industry
Monday, Aug. 6
4:30 to 6 p.m.
Co-sponsor: RTVJ (primary)
Moderating: Jim Upshaw, Oregon
Panelists include:
     Marcy Vandervoort, on-air talent coordinator, Broadcast Image Group, San Antonio
     Dave Cupp, news director, Charlottesville, Va.
     Tim Furlong, news reporter, WLNE-TV, Providence, R.I.
     John Doolittle, American
     Bob Papper, Ball State

     Every year, ICIG helps to sponsor at least one session on how to provide students with career-entry skills. Temple’s Michael Maynard will add a humorous twist this year through various cartoons he has collected that show how not to go about getting a job. The cartoons and other materials will be made available to audience members.

A Light-Hearted Look at Serious Career-entry Gaffes
Tuesday, Aug. 7
2:45 p.m. to 4:15 p.m.
Co-sponsor: Community College Journalism Association
Moderating: Michael L. Maynard, Temple
Panelists include:
     Fran Bernhards, Ketchum Communications
     Ron Krannich, Impact Publications
     Martha Lequeux, The Washington Post
     Arlene Scadron, Pima Community College

     ICIG sessions conclude this summer with the annual business meeting. Items of business include the aforementioned research question, the status of the group’s application for renewal and programming ideas for 2002 in Miami.

     All AEJMC members with interest in internships and careers are welcome to attend. All of this year’s panels are a result of ideas that came forth at the business meeting, making program development very efficient and effective. If you have programming ideas and want to discuss them ahead of time, please contact Program Chair Alan Kirkpatrick at alan.kirkpatrick@colorado.edu or 303-492-5480.

ICIG Business Meeting
Tuesday, Aug. 7
4:30 to 6 p.m.
Moderating: Teresa Mastin, Middle Tennesssee State, ICIG head

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ICIG Up for Renewal
Teresa Mastin, ICIG Head

     The Interest Group status of the Internships and Careers Interest Group expires on September 30, 2001. Maintaining interest group status requires filing a formal petition for renewal, which the AEJMC Executive Committee considers at its second meeting during the August convention.
     As the current head of ICIG, it was my responsibility to submit the renewal report. One of the primary requirements of the renewal report was to document our accomplishments during the past two years. As it is important that every member is aware of the goals set by the ICIG leadership, below you will find an excerpt of the report that focuses on ICIG’s goals and accomplishments. We have actually come a long way since the establishment of the interest group in 1994. Not only has membership increased tremendously, from eight in 1994 to 76 in 2000, we have become a more solid internships and careers information repository.
     I hope each of you will take time to read this year’s annual report, which was prepared by Alan Kirkpatrick, incoming head. The full report is available in this issue of the newsletter. Alan served as the program chair this year. The caliber of programming offered is a direct result of Alan’s dedication and perseverance.
     It has been a great pleasure for me to serve as a leader in ICIG for the past several years. As is often the case when one holds a leadership role, I learned a great more than I gave. That being said, I am excited about turning my responsibilities over to Alan. He has many great ideas that are sure to move ICIG to the next level.
     I would like to encourage each of you to join us at the business meeting, which will be held from 4:30 - 6:00 p.m., Tuesday, August 7th. We will use the meeting to brainstorm about programming ideas for the 2002 convention. Also, it is important that we discuss the status of research in our interest group.
     I look forward to seeing each of you in D.C.

Excerpts from the 2001 Renewal Report

5B. Group Accomplishments

• An examination of ICIG goals for the past two years shows that the interest group has experienced a great deal of success. ICIG has worked diligently to establish itself as a resource that academics and practitioners can look to for an active conversation regarding how the groups can work together more effectively. For example, during the past two years ICIG has sponsored numerous panels that covered vast changes in the communication industry. A main focus has been to help academics stay current-and help their students to do likewise-in the midst of constant industry changes.
  
• ICIG has developed a Web site that is well maintained and frequently updated. The site provides a range of resources for ICIG members and the entire AEJMC membership. The web address is http://www.psu.edu/dept/comm/icig/. The site links to the ICIG new online newsletter, a database of internship sources as well as other features. The ICIG listserv was launched to provide a venue for online discussion and sharing. Anyone who wants to join or post to the listserv can do so. Instructions for using the listserv are given at the ICIG web site. This Web site has the potential to be developed into a national resource of internships and careers information and forums.
  
• We have also made a concerted effort to reach out to graduate students, encouraging their involvement in ICIG. This past year we sponsored a workshop that covered employment opportunities for international graduate students. The session was well attended. Additionally, a PF&R panel session that focused on helping graduate students develop a working understanding of how to negotiate their first academic job was extremely well attended.
  
• We have been quite successful in building a strong officer base. We have officers lined up for the next two years. Women, minorities and graduate students are represented in our officer base. A diverse officer base has helped ICIG offer the membership a broader coverage of ethnic, racial, gender, and cultural issues.
  
• We have strengthened our programming ability by establishing relationship with a wider range of divisions and interest groups. During our early years, we most often partnered with a few interest groups.
• This year, for the first time in ICIG history, a pre-convention workshop will be provided for the general AEJMC membership. The ICIG/Newspaper Division pre-convention program, “In Harm’s Way: Educators, Students and the News,” is an attempt to recognize that while there's an identifiable movement to provide some sort of after-coverage support or counseling for journalists who cover traumatic events, similar needs for student journalists also should be considered.
  
• Our weakest link has been research. This year, despite sending “invitations to submit research” to individuals who have submitted research to ICIG over the past several years, only two research papers were received. As a result, we decided not to sponsor a research session. We will discuss the nature of research for ICIG during this year's business meeting.

5C. Why this group fills a unique niche within AEJMC

     As internships are integral components of practically all communication discipline areas, we provide a tremendous service for all divisions and interest groups, providing general information about internships and careers. The ICIG interest group is able to program panels that cover the broader range of issues related to internships and careers. In other words, because we are in tune with the broader view of internships and careers, were are able to provide all AEJMC divisions and interest groups with a foundation they can build upon in their specialty areas. For example, we often program panels that cover ethics, gender, race, ethnicity, etc., as they relate to internships and careers. In turn, divisions and interest group are then able to program internship and careers panels as they relate specifically to their specialty area.

     Moreover, keeping in mind rapidly changing journalism and mass communication technologies and other employment trends, the ICIG endeavors to provide updated job-market information for faculty members who, from their academic perspectives, may not be able to keep up with such movement easily.

     Recent examples include AEJMC panels about agents and contracts, District of Columbia internship updates, RTNDF’s new mid-career interning program and how to prepare students for online newspaper jobs. Also included in panels have been updates on new laws affecting international journalism and mass communication students entering the academic job market, and keyword strategies in light of many employers’ practice of scanning resumes electronically.

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Interns to Partners: One Example
of a Grad Level Internship Program
Richard L. Barton
College of Communications
The Pennsylvania State University

     Ernest Boyer believed that teaching should be organized so that it serves as a staging area for action. Following that logic, recent research on graduate education is brimming with suggestions that it is time to “re-envision” or “reshape” graduate programs so that grad students can be trained to connect with the world beyond the research-centered academy. That “other world” is variously described as “business and professional reality,” “the real world of practitioners,” or “the arena of community service and public scholarship.” Few would argue that graduate students will not benefit from bringing their research and creative skills to the active forums of business, government and public service.

     However, graduate internships can't simply follow the undergraduate internship model. Graduate education is built upon highly individualized programs of study that are organized around specific long-term research/creative projects. These programs require careful planning and collaboration by the grad student and his/her faculty committee. When we contemplate internships at the graduate level the inevitable question from the university community is “what does this internship have to do with rigorous grad-level research expectations?”.

     In the College of Communications at Penn State grad student advisers collaborate with their advisees, the Internship and Placement Director and the Graduate Dean in planning and evaluating each graduate student’s internship. The primary aim of this collaboration is to establish a dynamic, reciprocal connection between the internship experience and the research/creative plan of the student’s approved program of study.

     This process involves the following steps:

1. Grad student discusses internship plans with his/her faculty adviser
   
2. Student meets with Internship/placement coordinator to explore possible sites.
   
3. After a site is selected and approved, the student prepares a 2-3 page formal proposal for the internship including the project objectives and a rationale for the project in the context of their approved academic program. More specifically, the proposal includes:
   
   
   •      A description of the activities planned at the internship site; observation, participant/observation, specific job/task assignment etc.
     
   •      A description of the research/observation questions that will be used to guide, organize the internship experience. A brief discussion of the appropriateness of this particular internship for the student's particular program.
     
   •      A Description of the method of observation/participation, data gathering, collection of evidence and note keeping strategies (journals, etc.).
     
   •      A Formal statement of approval by the student's academic program adviser.
     
     
4. Graduate Dean reviews the proposal package.
   
5. Internship Site supervisor and the College’s Internship Coordinator confirm the agreement to sponsor the grad student.
   
6. Following the internship period the Internship Site Supervisor provides a detailed description of the student’s involvement at the site and an evaluation of the student's performance, benefits for the student and for the intern organization. Evaluation of and suggestions for the grad internship process are submitted as part of this review.
   
7. Grad student submits 10-15 page comprehensive summary report of the internship experience using the criteria outlined in the proposal.
   
8. The faculty adviser and Associate Dean review the final report and assign a grade for the experience.

     As an option to the more traditional solo internship experience our grad students can participate in our Research Partnerships with Professionals Program. In this program teams of advanced grad students led by senior faculty contract to work on long-term projects with a particular organization. Research and/or creative projects are designed to be compatible with faculty, grad and the client’s objectives. In return for the work of the research teams, professional partners make financial contributions to the College’s graduate programs to support fellowships, research facilities etc.

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Getting a Job in Media Still Tough
But Online Networking Can Help
Darby Saxbe
mediabistro.com

     Ten years ago, breaking into the media industry was tough. If you were looking to land an entry-level job, you probably spent a few weeks licking envelopes, cold-calling secretaries, and begging your bigwig Uncle Herbert to introduce you to his editor friends. Jobs were tight in those days, especially for newcomers; the magazine and book publishing worlds were famously insular, and the early ’90s recession created cutbacks and hiring freezes that hit the media industry especially hard. Working personal connections and pounding the pavement seemed like the only ways to get a foot in the door.

     Today, breaking into the media industry is...tough. Welcome back to a media job market that’s reminding jobseekers of the last Bush administration. Personal connections still matter, and the most tantalizing jobs still seem to get filled before they're even advertised. But while the job-hunting landscape may look bleak to entry-level candidates, the media hiring game has changed significantly during the last decade. Three years of stunning economic growth, a proliferation of new niche titles and presses, and the introduction of new job-placement technologies haven’t made the search for media jobs any less competitive, but the market IS more accessible to new entrants, who have more job-hunting tools at their fingertips than ever before.

     In the early ’90s, job-hunters seeking a foothold in the media industry had only one resource at their disposal, the newspaper classified section. The buck stopped at The New York Times, where the city’s magazine and book publishers listed new jobs. But insiders knew that the best listings weren’t advertised in newspaper classifieds - they were transmitted across the phone lines from one trusted friend to another. Without a Press Club for editorial folks, newcomers struggled to make the connections that could launch them into book, magazine and newspaper jobs.

     Media industry denizens made several attempts to bridge the gap between the anonymity of classified ads and the often cliquey world of the editorial elite. mediabistro.com was born out of one such attempt. In 1993, Laurel Touby, a freelance journalist and columnist for Glamour and Working Woman, felt lonely. She worked from home and wanted to meet people in her industry. She began a series of salon-style cocktail parties for media industry veterans, freelancers and in-house editors alike. The parties, called Laurel’s Press Club, caught on, and Touby’s database of invitees grew from 20 people to several thousand.

     In 1997, Laurel’s Press Club reinvented itself with the benefit of the same medium that has since transformed the way media outlets publish, promote themselves, and recruit: the World Wide Web. Touby created a simple page where her party guests could post announcements and chat online. Her page, originally called hireminds.com, became a virtual water cooler for editorial folks and a magnet for job listings. Because Touby’s user base was created by word-of-mouth, editors felt comfortable posting the kinds of under-the-radar jobs that they wouldn't submit to the Times.

      Three years later, hireminds.com had blossomed into mediabistro.com, a Web site with 16,000 registered members who checked the site regularly for events listings, a bulletin board, a health insurance program for freelancers, and a job board with more than 200 postings a month. After raising a million dollars from Gotham Capital Partners in July 2000, Touby hired a staff and expanded her media-only parties to Los Angeles, San Francisco, Washington, D.C., and London, in addition to New York City.

      mediabistro.com’s rapid growth mirrors the explosive expansion of the electronic recruiting industry between 1997 and 2000. As thousands of companies sprang into existence, buttressed by billions of dollars in venture capital, internet companies and traditional media companies fought over a dwindling pool of job-seekers, and spent unprecedented amounts of money identifying and attracting employees. Recruiting sites like Monster.com, Hotjobs.com, and mediabistro.com thrived, as HR departments began advertising job openings on multiple sites in order to grab the attention of candidates. Job posting aggregators like Recruit USA and Webhire made it possible to get a single job posting in front of hundreds of thousands of job candidates; companies eager to sniff out passive candidates turned to resume databases like JobDirect.com and Webhire.com.

     Despite the current industry gloom, the party’s not completely over - and the internet boom did make some valuable contributions to the media industry. Even retrograde The New Yorker went online this fall, suggesting that the Web will continue to grow in importance to readers. New interactive web communication models like discussion boards Plastic.com and Slashdot.com have gained recent attention. And the plethora of online job boards and resume databases, now increasingly niche-specific, have brought once-exclusive job listings in front of a larger audience. Freelancers can create virtual portfolios of their clips and zap them to editors instantly; instead of just calling personal friends, editors can post freelance assignments online and attract a wider group of candidates without drowning in paper resumes.

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Screening Possible Internship Sites
R. Ferrell Ervin
Department of Mass Communication
Southeast Missouri State University

     Since its inception, journalism and mass communication education has had an understanding that essential skills cannot be learned through lecture and textbooks alone. Theoretical courses and discipline-based literature, history, ethics, law and theories have been coupled with an experiential component. Within the last two decades, most other disciplines have been caught up in the current frenzy of experiential learning that is sweeping the American academic scene.

     Making experiential educational valuable depends on a very careful matching of the intern’s strengths to an internship opportunity, a clear understanding of the organization’s needs, and the educational institution’s expectations of minimum standards of educational development.

     Most internship programs have developed very detailed schemes to evaluate the student's strength through grade point standards, recommendations of classroom teachers, student media supervisors and/or part-time employers, and portfolio reviews. However, some programs are so “happy” to find an additional internship site that they may not complete a careful review of the site supervisor who is expected to mentor the intern.

     At the bare minimum site supervisors should be required to provide resumes for evaluation of academic background and professional accomplishment. But this is not sufficient. An academic representative should visit the internship site to evaluate the site environment and to determine the site supervisor’s management style.

     Site supervisor management styles have been variously described as:

• “nurturers”-those with an open attitude whose hands-on approach demonstrates a willingness to teach or model professional behavior and skills,
  
• “providers”-those defining tasks and allowing the intern to independently succeed or fail before the supervisor reviews work, and
  
• “team players”-those driven by results who challenge the intern to do her/his best but allow the intern to sink or swim.

• identify potential internship sites,
• invite representatives of those sites to attend internship interest meetings often held in conjunction with our alumni organization or hosted by representatives of our professional advisory council,
• participate in Q and A sessions about student internship requirements, ask professionals interested in being site supervisors to voluntarily provide copies of their resumes,
• evaluate resumes for appropriate backgrounds,
• arrange for a site visit, and, if appropriate,
• ask supervisors to attend short training sessions. These sessions always include former interns discussing successful corporate or media internship programs and site supervisors from those locations.

     It is imperative, however, that before any site approval is issued, that an on-site visit be made to the proposed site. By observing the manner in which the supervisor initiates both positive and negative feedback with his staff and associates, one can identify whether the proposed site supervisor will be an active participant in the student's learning objectives.

     My experiences indicate that the best site supervisors are those who articulate very deliberate educational objectives for their interns. As supervisors, they are committed to intern involvement in very specific phases of the profession. They are convinced that hands-on guidance should be provided so that the intern's experiences are significant and that the work performed will build a graduate's portfolio.

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International Internships for Academics
Michelle Betz, ICIG Teaching Standards Chair

     As academics, we are often so focused on helping our students find internships that we forget about internship possibilities that exist for us, and there are many, including opportunities outside the United States.

     International internships for academics can prove valuable for a variety of reasons. They allow us to gain practical experience in our areas of expertise that is not only important to us as academics in the field of communications, but also gives us more credibility in the eyes of our students. Interning overseas can also provide unique opportunities to conduct research. We can share with our colleagues overseas, making valuable contacts not only for ourselves, but for our institutions and our students. Finally, just the experience of living and working in another country provides us with a vast array of experiences that we would be hard pressed to have staying at home in a known and secure environment.

     The Internship and Career Interest Group, together with the International Communication Division, has started a database of international internships for journalism and communications educators. The database can be found at the ICIG website: http://www.psu.edu/dept/comm/icig/.

     The types of internships are varied and include well-known opportunities such as the Fulbright Scholar Program and the Knight International Press Fellowship Program. Additional opportunities include training documentation workers of human rights organizations, doing volunteer public relations work in Central and Eastern Europe, Asia and South America, and curriculum development in China.

     While many of these programs target media professionals, they will usually consider academics with experience in the particular area. International internships also vary as to how formal (or informal) the application process and the actual internship are. Sometimes an application is required, while some internships can be acquired by simply making a few calls or firing off a few emails.

     What other qualifications do you need in addition to your professional and academic experience? Usually none, although because of the location of many of these internships, a second language is often desirable. The length of the internship can vary from a week to several months and in some cases a commitment for a longer period may be required. Of course there’s always the question of money Ð is the internship paid or not? Again, it depends on the program. Many internships are with non-governmental organizations that have little funding available for interns, even if they are highly specialized academics. Some will pay travel expenses while other programs provide compensation ranging from a few hundred dollars to several thousand. In some cases spousal placement is also possible.

     For more information on a variety of international internships, check out the ICIG website. If you don’t find what you’re looking for in the database, contact companies and organizations directly, many of them are eager to have an academic work with them, even if only short-term. Also, if you’d like to make an addition to the database, please email Michelle Betz at mmbetz@hotmail.com.

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Strategies for Preparing an
Internship Orientation/Analysis
Nancy M. Somerick
School of Communication
The University of Akron

     Some students with excellent communication skills may avoid taking an internship because they fear entering an unfamiliar situation. Or, they may take an internship and not do well because they are unfamiliar with their organizations. Fortunately, these potential problems can be alleviated through a well-planned and implemented internship program that can result in a positive outcome for everyone.

     In The University of Akron School of Communication internship program, during fall and spring academic terms, interns who remain in the Akron area are required to attend a number of regularly scheduled seminars. During each seminar, students obtain information and provide feedback about their experiences. (Interns outside of the Akron area exchange information by email, fax and phone.)

     At the first seminar, an orientation/analysis assignment is made. To fulfill this assignment, students must interview their supervisors at their internship organizations, review relevant available documents such as organizational charts, and prepare a concise verbal report that is presented to other interns during the next internship seminar, which is scheduled the following week.

     This assignment helps students become acquainted with their supervisors, become familiar with their organizations, give thought to the goals that they wish to accomplish during their internships, compare what they are doing with what other interns are expected to do, and obtain valuable advice from supervisors about achieving success in the communication field.

     Each intern is asked to prepare a verbal report that covers the following items:

• Identify yourself and your organization.
• Indicate your organization's location, how many people it employs, and the products or services it offers.
• Identify your organization’s major target audiences.
• Identify your organization’s chief competitors.
• Identify your supervisor by name and title, indicate how long your supervisor has been employed by the organization, and indicate to whom your supervisor reports.
• Indicate your supervisor’s academic background and professional background.
• Explain your supervisor’s advice for achieving success in the communication field.
• Indicate the professional quality responsibilities that you expect to perform.
• Explain the goals that you wish to accomplish with this internship.

     At the end of the academic term, during the last seminar, students prepare a final verbal report and indicate the professional quality experiences that they have performed, they cite their major accomplishments, and they can ascertain whether they have obtained (or modified) their original goals.
Note: An earlier version of this article was presented at the Plenary Session of Speech Communication Association of Ohio’s 64th Annual Conference, Oct. 7, 2000, at Otterbein College, Westerville, Ohio.

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Please send ideas and comments to Anne Hoag, mailto:amh13@psu.edu
July, 2001