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professionals, often with varied job descriptions—producers, reporters, anchors,videographers, managers—to class and ask them to critique student work on anindividual basis. We will set up a room or several rooms with different televisionviewing stations and students sit down, one at a time, with the professional and showsome of their work. The journalist then critiques that work, whether it is a newspackage, some anchoring or a photo essay.To look at a piece of work and critique it is something that takes place veryfrequently in newsrooms—mangers critique employees’ work, colleagues critique eachothers’ work, and most professionals examine their own work to see what they mightimprove upon. I’ve seen professionals who did not do well in front of a class doexceptionally well in these individual critique sessions.There are multiple benefits to the students. They get an abundance of feedback ontheir work, much of it may reinforce feedback they have already received from aninstructor. But they also get a variety of opinions. Quality is a very subjectivestandard, so hearing from different voices with different perspectives gives studentsquite a bit to think about. It also gives students the opportunity to practice somethingthey may experience in job interviews; reviewing their work with a perspectiveemployer.ConclusionThe Pauley Report and The Winds of Change emphasized the importance of puttingpeople with professional experience and students together in journalism education, butvalue can be gained from this idea in any of a wide variety of fields. As discussed earlyin this piece, simply inviting professionals to speak in classes may not always be thebest way to encourage interaction between professionals and students. Because of someof the patterns identified by the archetypes – educators at times must find morecreative and innovative ways of helping professionals share their expertise. This articlehas sought to identify some of the pitfalls and to suggest some strategies for successfullymaking professionals a part of the curriculum. Through some planning and managingin advance, an instructor may be able to convert archetypes such as the Angry Burnout,the Meteor, and the Insider into more effective classroom guests.74Feedback April 2003 (Vol. 44, No. 2)
BEA Related News from Across the CountryDivision NewsBEA NEWSBEA Communication Technology Division Leadership for 2003-2004CHAIRTom McHardyJames Madison UniversityMSC 4010Harrisonburg, VA 22807Office: 540-568-2547mchardtj@jmu.eduVICE CHAIR – PAPERCOMPETITION CHAIRMelissa Lee PriceStaffordshire UniversityPO Box 660College RoadStoke-on-Trent ST4 2XNUnited KingdomOffice: 01782294565m.l.price@staffs.ac.ukBEA FESTIVAL – STUDENTINTERACTIVE MULTIMEDIACOMPETITION CHAIRAndy LaphamLondon College of Music & MediaGrove House, 1 The GroveEaling, London W5 5DXUnited KingdomOffice: +44 (0) 20 8231 2262andy.lapham@tvu.ac.uk/dimBEA FESTIVAL – STUDENTINTERACTIVE MULTIMEDIACOMPETITION VICE-CHAIRPosition vacantBEA FESTIVAL – FACULTYINTERACTIVE MULTIMEDIACOMPETITION CHAIRTim ClukeyPlattsburg - State University of New YorkYokum Hall 136E101 Broad StreetPlattsburg, NY 12901-2681Office: 518-564-4290clukeytj@plattsburg.eduBEA FESTIVAL – FACULTYINTERACTIVE MULTIMEDIACOMPETITION VICE-CHAIRHoward GoldbaumUniversity of Nevada - RenoMail Stop 310Reno, Nevada 89557-0040Office: 775-784-6531goldbaum@unr.eduWebmanagerCarla Gesell-StreeterCincinnati State Technical andCommunity CollegeDivision of Humanities3520 Central ParkwayCincinnati, OH 45223-2690Office: 513-569-5740carla.gesellstreeter@cincinnatistate.eduLIST SERVE MANAGER FOR LIFETom StreeterUniversity of CincinnatiElectronic Media Division/CCMMailstop 0003Cincinnati, OH 45221tom.streeter@uc.eduBEA—Educating tomorrow’s electronic media professionals 75
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Educating tomorrow’selectronic me
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CONTENTSESSAYTransitionsRalph J. Be
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ESSAYTRANSITIONSBy Ralph J. Begleit
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party. It was a fabulous experience
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een accustomed to leaving my “whe
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ADVISING:THE LITTLE SECRET HIDDEN I
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• Total intake model—all studen
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Response to the survey has never re
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assessment of the Center in conclus
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SENSE-MAKING AND THE PERSONALVIDEO
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database. A limited implementation
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RESEARCHTHE PARTICIPATION OF WOMENI
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Local newsroom employmentIn July 20
Page 27 and 28: the referral source of each person
Page 30 and 31: Discussion and ConclusionsOur analy
Page 32 and 33: Lind, R. A., & Braun, M. J. (1996,
Page 34 and 35: downloading services. www.schoolsuc
Page 36 and 37: major professional selling points i
Page 38 and 39: COURSE GRADINGElement Percent of Du
Page 40 and 41: REVIEWHyde, Stuart (2003). Idea to
Page 42 and 43: The primary purpose of this study i
Page 44 and 45: detailing the number of phone numbe
Page 46 and 47: these newscasts that “primary”
Page 48 and 49: As Table 1.3 shows, comparing only
Page 50 and 51: RESEARCHACCURACY IN LOCAL TELEVISIO
Page 52 and 53: anked 26 to 50. After eliminating n
Page 54 and 55: 2. How often do news sources compla
Page 56 and 57: Participants were asked which one m
Page 58 and 59: These stations still archive script
Page 60 and 61: TABLE 12002 BEA News Division stude
Page 62 and 63: Eiles at WCHS-TV, Portland, Maine.
Page 64 and 65: ESSAYWHAT’S OLD IS NEW AGAIN:THE
Page 66 and 67: are. If the news agency editor or r
Page 68 and 69: said Sagan, just as broadcast chann
Page 70 and 71: “We’re perfectly positioned to
Page 72 and 73: John Miller, News Director of KTVT-
Page 74 and 75: CLASSROOMGUEST SPEAKERS IN BROADCAS
Page 76 and 77: students just starting out, their m
Page 80 and 81: District NewsTo the members of Dist
Page 82 and 83: several held on college campuses. I
Page 84 and 85: 2ND PLACE: Jillian Oppegard, Colora
Page 86 and 87: Faculty News CompetitionC.A. Tuggle
Page 88 and 89: AWARD OF EXCELLENCE: Kevin Hager, W
Page 90 and 91: BEA PRESIDENT’S MESSAGEGOALS AND
Page 92: THANK YOU to the following individu
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