Feedback May 2002 (Vol 43 No 2)

Because much of the satisfaction in the broadcasting business stems from the abilityto advance (Lipschultz & Hilt, 1999), students should have the opportunity to learnand move as quickly as possible if they desire. I believe we have all had self-starters inour classes who learn quickly how to run the equipment or have incredible energy andtime when taking on a project. Unfortunately, some of these same students do notdevote the needed time to their other classes. As advisors, we should carefully monitorthe time and effort students commit to productions and counsel them as needed.Students often hold down part-time jobs to fund their education. As advisor, youcould use the production facilities to not only raise money for your department, butalso to keep students practicing broadcasting and earning money rather than flippingburgers while they are in school.ConclusionA production intense broadcast program allows students to produce quality resumetapes or portfolios. Employers are impressed by students who are able to produce aquality resume tape while in school (Donald, 1995). The article has addressed some ofthe critical issues that face faculty, staff, and students when deciding how muchproduction is too much. The broadcast instructor must carefully balance all the factorsinvolved that may limit the amount of television production students do while tryingto earn a degree.Reference ListBarner, D. L. (1996, Spring). A national sample of recent graduates address broadcastcurriculum. Feedback, 37(2): 22-25Bolduc, W. J. (1998, Spring) The low ropes course as a means of team development invideo production. Feedback, 39(2): 29-37.Donald, R. R. (1995, Spring) The senior portfolio: Assessment with a ripple effect.Feedback, 36(2): 13-16.Dupagne, M. (2000, Spring) How to set up a video streaming operation: Lessons froma University of Miami project. Feedback, 41(2): 11-21.Ferraro, C. D. & Olsen, B. (2000, Spring) Revisiting attitudes toward the use of thecomputer in video production. Feedback, 41(2): 22-27.Gullifor, P. F. & Berman, J. (1998, Summer) Teaching and evaluating student creativity.Feedback, 39(3): 1-7.Hanson, L. & McCoy, D. M. (2001, Fall) The Ideal Teaching TV Studio. Feedback,42(4): 22-28.12Feedback May 2002 (Vol. 43, No. 2)