Running Head: RTVF FOCUS GROUP
RTVF Focus Group Lacey Beno COMM 7010: Dr. Brinson Fall 2010
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Abstract The department of Communication & Journalism at Auburn University houses four programs for students to specialize in. Assessment is necessary to gauge the effectiveness of these programs and to measure the extent to which they carry out their learning objectives. We conducted focus groups with student participants in the Radio, TV, and Film program, to gather an in-depth understanding of its effectiveness. Our research found that Auburn University’s RTVF program effectively meets two of the three criteria stated in its learning objectives. Introduction Benefits of a mass communication education from a college university can be seen throughout the media industry. However, these programs must be assessed in order to evaluate the extent to which established learning objectives are being met and preparing students for life after college. Our study was designed to provide information on Auburn University’s Radio, TV, and Film (RTVF) program by conducting focus groups to gather feedback from students in the major. In order to create and direct our focus group questions, the following research question was developed: Are the learning objectives of the Radio, Television, and Film program at Auburn University being effectively taught and understood by students? Our research revealed that Auburn University’s RTVF program effectively meets two of the three criteria stated in the learning objectives. Our focus groups found that while the program fosters an awareness and understanding of the messages, origins, evolution, interrelations and processes of the mass media industries, it does not effectively cultivate an appreciation for these factors of mass media industries. RTVF participants focused more on their desire to refine technical skills and build job experience than to cultivate their knowledge through the integrated program. As a result, two of the three identified RTVF objectives proved successful.
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Literature review This study includes background information on Auburn’s RTVF program, outside scholarly articles, and information gathered from focus group discussions. We used the program’s learning objectives (see Appendix A) as criteria for forming both our research question and focus group questions. This study compares Auburn University’s RTVF objectives to our focus group findings and other research which identifies necessary goals of successful programs, as well as potential struggles. Dr. George Plasketes, RTVF program director, and Dr. Susan Brinson, full time RTVF faculty member, also offered valuable information on the program, and structure of the learning objectives. These objectives were constructed in order to provide students a balanced curriculum that meets the mission of the university and establish a lifelong foundation for them to explore their general area of study (G. Plasketes, personal communication, Nov. 3, 2010). The dominant themes expressed by students in the focus groups fit nicely into three of the RTVF learning goals of understanding, awareness and appreciation of mass media messages. Background There are approximately 180 – 200 RTVF students at Auburn University, with seven fulltime RTVF faculty members. Due to the nature of the RTVF curriculum, courses are constantly being added or altered to accommodate professors and students. Recent program assessments have presented a challenge for the program to construct and implement long-term goals and evaluate previous goals, one of which is to be more interdisciplinary, structuring classes to be relevant to multiple areas of the discipline. Learning objectives have been revised in the past year (G. Plasketes, personal communication, 2010). We hope our focus group findings serve as a tool to measure the progress of previous assessments, as well as provide direction for further efforts.
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Methodology We conducted three focus groups on Auburn University’s campus with student participants of senior standing in the RTVF program. A total of 18 students participated, with one group of seven, one group of six, and one group of five participants, respectively. Dr. Brinson contacted eligible senior students to participate, and instructors offered extra credit to those who volunteered. We developed focus group questions to initiate discussion on the RTVF program, student’s experience with class material and instructors, and the internship process. We developed 21 open-ended questions, as well as nine follow up questions to motivate conversation. Focus group sessions were recorded, transcribed and analyzed to discover dominant themes relating to our research question. Several emergent themes overlap in the following sections because they are dependent on one another, but awareness, understanding, and appreciation sufficiently categorize these themes in answering our research question. Fostering awareness The first emergent themes apply to awareness. We found that students are aware of the emphasis on theoretical foundations, creative contexts, audience implications, visual and cultural literacy, basic skills, professional experience, and contacts as identified in the learning objectives. Participants expressed confidence in their knowledge of the critical, historical, and cultural foundations of mass media messages to apply in the industry. However, several students differed on their confidence in theoretical knowledge. Some believed that theory was useful to apply to other classes and media messages, but most were unsure of how. I address students’ feelings toward theoretical courses, specifically the “trilogy,” in more detail in my third section. Regardless, the learning objectives provide an emphasis on theoretical foundations, the awareness of which is proven to aid critical thinking skills (Rosenberry & Vicker, 2006).
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Participants explained how they view and interpret mass media messages differently now than before entering the program. They used several examples of how they critique messages for their positive and negative content and construction, even pointing their observations out to friends. Participants gained this perspective of mass media messages after learning to evaluate and assess them in class, and agreed that these types of classes are useful and relevant to the major. Participants best understood mass media message construction and delivery when they could apply classroom material to personal experience and media observation. This correlates with the message interpretation process outlined by Martens (2010). Participants expressed awareness of the impact and potential risks of mass media messages on audiences. They approached television shows, commercials, and news stories with a critical lens. Our participants gave specific examples which demonstrated their awareness of the potential sociocultural, psychological and political impact of mass media messages on audiences. Sociocultural examples included media biases and the nature which mass media portrays religious and social issues. Psychological examples included advertisements and commercials constructed to appeal to audience demographics. Political examples included news stories and coverage of elections and debates, such as the Kennedy-Nixon debate. Students expressed their ability to recognize the power mass media can have on an audience with these examples. Fostering understanding Student participants identified specific examples which support their understanding of the messages, origin and evolution of the mass media industry. While the participants did not expressly state their understanding and application of each learning objective, they talked about projects and experience which illustrate their understanding and evaluation of a variety of mass
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media messages. Understanding these topics will help students cultivate and demonstrate their skills and abilities in practical settings beyond college (Rosenberry & Vicker, 2006). Participants understood the origin of mass media messages, mass media transition periods, and how mass media messages are used today. They talked about history courses and teachers who used lectures, tests, essays, and projects to help them express their understanding. Teachers in the RTVF program expect a high level of academic writing, which students saw as an effective challenge. This prior understanding of mass media history served as a foundation for students to build upon in current higher level classes, further proving the program’s effectiveness in integration (Rosenberry & Vicker, 2006). Student participants expressed an understanding of the creative and commercial techniques used to write, design, and produce mass media messages. They were first able to recognize examples given inside the classroom, as teachers pointed out techniques to help them understand the nature of messages. Participants said they watched TV and movies differently now than before taking RTVF classes, even having to warn their friends not to talk to them in a movie theater so that they can analyze the film. Teachers hold students accountable for learning when they require them to exercise their knowledge through class discussion, as well as through tests, projects, and essays. Participants expressed appreciation for assignments and essays they could work on for class credit and later attempt to get published. They liked open discussion in the classroom because it helped them work through concepts outlined in textbooks and lectures. Participants did not prefer large classroom lectures because they had little opportunity for feedback and felt uncomfortable talking in front of many students. Participants were more comfortable around the classmates they have interacted with for several semesters, and explained that speaking up in current classes was easier because it felt more like natural conversation.
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Participants identified student-faculty engagement as useful in understanding mass media concepts. They stated that failure to ask questions and visit teachers during office hours resulted in decreased classroom involvement and attention to the material. Also, participants expressed the benefits of forming relationships with teachers by participating in class and attending office hours. The benefits included higher respect for teachers, a better understanding of the material, more pride and time spent on assigned work, and increased class participation. This theme is consistent with other findings that mass media is best learned when educators and pupils interact, enabling them to learn through a participatory, social process (Martens, 2010). Some participants said that they did not seek explanations and answers from teachers outside of class because they either felt intimidated by the instructor or were satisfied by asking other classmates. Participants understood the importance of extracurricular opportunities and internship requirements which allow them to practice the basic writing, design, production, and technological skills introduced and referenced in the classroom. Students enjoyed practicing these skills and valued class assignments which utilized them. They revealed that they spent more time outside of the classroom working on projects which applied these skills than on reading for class. In fact, participants thought these opportunities were not being emphasized enough by the RTVF program. Participants identified Eagle Eye News, the Auburn Network, WEGL-FM 91.1, and ESPN-U as local and specialized media programs providing these opportunities, if one is fortunate enough to receive a position and devote the time to it. Participants said RTVF students have the talent and potential to promote the program and aid their marketability, but lacked the equipment to develop their skills (see last section). Participants showed evidence of the long-term cognitive effects that the program has already had on them. Essentially, the students expressed a bit of what they will have to show at
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the conclusion of their undergraduate studies. Participants agreed that they will never watch TV as they did before entering the program, but will continue to analyze mass media content and production style. Participants said they frequently point out creative techniques and mistakes in TV shows, movies and commercials when watching with friends. This example supports their media literacy because they can express not only their knowledge of mass media phenomena, but also their skills to analyze and evaluate media messages (Martens, 2010). Effective understanding of these key learning objectives proves that the curriculum is focused on the students’ learning, rather than teaching (Rosenberry & Vicker, 2006). This aligns with a longterm program goal of integration (Dr. Plasketes, personal communication, Nov. 3, 2010). Lack of appreciation While our focus group participants displayed an awareness and understanding of program objectives, they failed to make a strong connection between mass media and communication theories and their practical application to the mass media industry. They also expressed negative feelings toward the trilogy classes, a lack of “hands-on” technical experience, and frustration when registering for RTVF classes. Participants contradicted their statements which proved successful learning, and did not appreciate the program’s method for effectively designing the curriculum. They identified several other areas needing improvement, as well as suggestions to help RTFV students better appreciate and promote the program. Participants expressed negative feelings toward foundation classes (the trilogy) because they did not see them as relevant and applicable to the RTVF major. Students singled out the communication theory course, stating that they did not think it applicable to their interest in the radio, TV, and film field. Some students timidly identified it as a possible tool to help understand the industry they wished to be a part of. Participants saw foundations of mass communication
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and rhetoric to be more interesting and useful than communication theory in providing applicable information for further RTVF studies. Four participants in all three focus groups were adamant in expressing negative thoughts on the communication theory class; others were hesitant because they saw how it affected the way they approached following courses, but said it was the most difficult and abstract of their required coursework. Even fewer participants served as exceptions and expressed the benefits of knowing theory to help them understand concepts in higher level classes. Participants noted instructors, class size, material, and inability to draw practical application from lectures as factors in their negative perception of the trilogy. One disadvantage of large, lecture style classes was that students did not feel comfortable participating and sharing thoughts or questions in front of so many others. As previously discussed, a classroom setting that encourages discussion and feedback aids in the students’ understanding and appreciation of the teacher and the material. The majority of focus group participants felt that the trilogy classes were essentially irrelevant to developing their skills, viewing RTVF as a skills-based, professional program, rather than a balance between the outlined objectives (See appendix A). Participants consistently identified a lack of “hands-on� experience offered by the program and felt it necessary to have prior to an internship. Contrary to the program goals and learning objectives and expressed by Dr. Plasketes (personal communication, Nov. 3, 2010), students further expressed a lack of balance between mass media history, theory and production because they felt that their higher level classes did not offer ways to apply their knowledge. Research supports teaching concepts in the classroom, as well as providing opportunities for application outside of the classroom in literacy education (Martens, 2010). Martens (2010) suggests that students may be inclined to resist or reject complex media concepts taught by their teachers if they cannot see or practice strategies in other settings. Participants identified a lack of
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equipment provided for them to practice with, and limited access to labs when enrolled in select classes, such as introduction to film studies. Some students worked part-time jobs to purchase equipment of their own to practice with. Participants said that film students found it difficult to promote the program due to a lack of resources. This was acknowledged by Dr. Plasketes as a limitation of the RTVF program, due to its size and budget. Martens (2010) also identified students’ demand for real-life field experience as problematic for educational institutions due to the amount of time and cooperation required to conceive, implement and assess the extended programs. Several participants contradicted their statements about perceived learning objectives, underestimating the power of awareness, understanding, and existing program requirements to help them develop critical skills. For example, students correctly identified the purpose of the required internship to help them decide what field to pursue, to develop new skills, refine existing skills, make contacts, and to establish credibility in the field. However, they said that the program does not provide or require enough hands-on experience. Dr. Plasketes described the internship as a tool to help students explore their particular interest. At 21 and 22-years-old, educators and employers do not expect new college graduates to possess expert experience, but research shows that students will be better prepared for life beyond college if they can demonstrate an integrated view of their discipline (Rosenberry & Vicker, 2006). Discussion and other emerging issues Because the benefits of classes such as communication theory are hard to immediately see, focus group participants failed to appreciate them. However, this should not be a reason to shift the focus to a skills-based curriculum. Participants also expressed difficulty with other areas in the program, most notably class registration and class selection. Several of the participants had
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to postpone their graduation from Auburn because required classes were either not offered, were filled to capacity, or conflicted with other classes. They described the registration process as “disheartening,” and “frustrating,” causing some to question the program and its efficiency (Appendix B, p.5). Also, with a limited number of professors, there was not a variety of classes tailored to their specific interests, such as film or broadcast news production. Participants would like to see more live event production and business-geared classes offered. They volunteered suggestions such as creating classes that collaborated with other majors and clubs, as well as providing more resources to RTVF students, such as new equipment or access to existing equipment, to enhance and promote the program. Dr. Plasketes (personal communication, Nov. 3, 2010) said the RTFV curriculum is constantly being tuned. This idea is reinforced by research on effective media literacy programs, emphasizing the importance of continuous adjustments due to rapidly changing technology (Marten, 2010). While the RTVF program cannot change the professional industry’s expectations of students, it can change students’ perception of their integrated education as effective in preparing them for the industry, thus fostering appreciation. Conclusion Auburn University’s RTVF learning objectives are designed and implemented not just for students to acquire knowledge and skills, but to allow them to actively and mindfully apply their awareness, understanding and appreciation of mass media messages to the exciting and challenging industry. While our focus group findings supported two of the program objectives, they also identified one area for the program to further evaluate and improve. This does not necessarily suggest that the teaching is ineffective or that students do not understand the material, but that students fail to appreciate the curriculum objectives as useful in their professional aspirations after college.
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References Martens, H. (2010). Evaluating Media Literacy Education: Concepts, Theories, and Future Directions. Journal of Media Literacy Education, 2: 1-22. Rosenberry, J. and Vicker, L. (2006). Capstone Courses in Mass Communication Programs. Journalism &Mass Communication Educator, 267-279.
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Appendix A RTVF Learning Objectives: The RTVF curriculum is designed to foster an appreciation, awareness and understanding of the messages, origins, evolution, interrelations and processes of the mass media industries, including: 1) the critical, historical, cultural and theoretical foundations; 2) creative and commercial contexts; 3) the sociocultural, psychological and political impact on audiences; 4) visual and cultural literacy; 5) basic writing, design, production and technological skills; and 6) professional experience and contacts via the internship program.
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