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title section category alias introtext modified name
Select Your PhD Program Courses programs phd-program course-schedule

Fall 2017 Course Schedule

View the online schedule of classes for current course room assignment.

Unit Sub Course Sec Course Title Instructor Day Time (pm)
16 194 600 01 PhD Colloquium TBA F 1:30 – 3:30
16 194 601 01 Communication, Information and Media Pro-seminar TBA W 6:20 – 9:00
16 194 602 01 Research Foundations Reynolds W 3:10 – 5:50
16 194 604 01 Quantitative Research Methods Shah T 3:10 – 5:50
16 194 610 01 Seminar in Information Studies Wacholder Th 3:10 – 5:50
16 194 621 01 Organizational Communication Weber M 3:10 – 5:50
16 194 623 01 Research Design Katz Th 3:10 – 5:50
16 194 631 01 Media Theory Marchi M 6:20 – 9:00
16 194 670 01 Special Topics: Mental Health Mokros Th 6:20 – 9:00
16 194 672 01 Special Topics: Communities and Health Matsaganis M 6:20 – 9:00
16 194 673 01 Special Topics: Organizational Reputation and Representation Doerfel T 6:20 – 9:00
16 194 675 01 Special Topics: Machine Learning Shah W 3:10 – 5:50
16 194 680 01 Special Topics: Media Subjectivities Bratich T 6:20 – 9:00
16 194 681 01 Special Topics: Gender, Race, and Empire

Kumar

 T 3:10 – 5:50
16 194 608 01 Practicum core faculty   by arrangement
16 194 698-699 01 Independent Study advisor   by arrangement
16 194 701 01 Research in CILS advisor   by arrangement

 

Spring 2017 Course Schedule

View the online schedule of classes for current course room assignment.

Unit Sub Course Sec Course Title Instructor Day Time (pm)
16 194 600 01 PhD Colloquium Radford F 1:30 – 3:30
16 194 603 01 Qualitative Research Methods Mandelbaum M 6:20 – 9:00
16 194 605 01 Critical Research Methods Dalbello T 3:10 – 5:50
16 194 612 01 Human Information Behavior Belkin T 6:20 – 9:00
16 194 614 01 Information Retrieval Theory Belkin W 3:10 – 5:50
16 194 620 01 Interpersonal Communication Theiss W 6:20 – 9:00
16 194 624 01 Communication Theory Yanovitzky Th 3:10 – 5:50
16 194 626 01 Organizational Communication Networks Doerfel M 3:10 – 5:50
16 194 641 01 Media Law and Policy Keith Th 3:10 – 5:50
16 194 665 01 Media and Politics Feldman M 3:10 – 5:50
16 194 675 01 Special Topics: Understanding Designing and Building Social Media Singh Th 6:20 – 9:00
16 194 671 01 Introduction to Conversation Analysis
(Course offered over three weekends: 2/17-2/19,
3/17-3/19, 4/7-4/9)		 Bolden,
Hepburn,
Mandelbaum		 by arrangement
16 194 608 01 Practicum core faculty by arrangement
16 194 698-699 01 Independent Study advisor by arrangement
16 194 702 01 Research in CILS advisor by arrangement

 

 

Fall 2016 Course Schedule

View the online schedule of classes for current course room assignment. Download a PDF of the current course descriptions.

Unit Sub Course Sec Course Title Instructor Day Time (pm)
16 194 600 01 PhD Colloquium Radford F 1:30 – 3:30
16 194 601 01 Communication, Information and Media Pro-seminar Radford W 6:20 – 9:00
16 194 602 01 Research Foundations Todd W 3:10 – 5:50
16 194 604 01 Quantitative Research Methods Shah T 3:10 – 5:50
16 194 610 01 Seminar in Information Studies Wacholder Th 3:10 – 5:50
16 194 622 01 Health Communication Yanovitzky Th 6:20 – 9:00
16 194 631 01 Media Theory Marchi M 3:10 – 5:50
16 194 671 01 Special Topics: Social Media Chayko Th 3:10 – 5:50
16 194 675 01 Special Topics: Social Informatics Erickson M 6:20 – 9:00
16 194 680 01 Special Topics: Experiential Media Pavlik T 3:10 – 5:50
16 194 696 01 Special Topics: Applied Interaction Research in Health and Wellness Hepburn T 6:20 – 9:00
16 194 608 01 Practicum core faculty by arrangement
16 194 698-699 01 Independent Study advisor by arrangement
16 194 701 01 Research in CILS advisor by arrangement

 

Spring 2016 Course Schedule

View the online schedule of classes for current course room assignment.

Unit Sub Course Sec Course Title Instructor Day Time (pm)
16 194 600 01 PhD Colloquium Radford F 1:30 – 3:30
16 194 603 01 Qualitative Research Methods Radford M 6:20 – 9:00
16 194 605 01 Critical Research Methods Aronczyk T 3:10 – 5:50
16 194 612 01 Human Information Behavior Shah T 3:10 – 5:50
16 194 670 01 Persuasion Greene T 3:10 – 5:50
16 194 671 01 Relationships & Identities In Interaction Mandelbaum W 3:10 – 5:50
16 194 672 01 Organizational Change Lewis T 6:20 – 9:00
16 194 624 01 Communication Theory Yanovitzky Th 3:10 – 5:50
16 194 675 01 Current Issues In Archives & Preservation Dalbello Th 11:50 – 2:30
16 194 608 01 Practicum core faculty by arrangement
16 194 698-699 01 Independent Study advisor by arrangement
16 194 702 01 Research in CILS advisor by arrangement

Fall 2015 Course Schedule

View the online schedule of classes for current course room assignment. Download a PDF of the current course descriptions.

Unit Sub Course Sec Course Title Instructor Day Time (pm)
16 194 600 01 PhD Colloquium Radford F 1:30 – 3:30
16 194 601 01 Communication, Information and Media Pro-seminar Radford W 6:20 – 9:00
16 194 602 01 Research Foundations Todd W 3:10 – 5:50
16 194 604 01 Quantitative Methods O’Connor M 6:20 – 9:00
16 194 610 01 Seminar in Information Studies Wacholder TH 3:10 – 5:50
16 194 619 01 Experiment and Evaluation in Information Systems Belkin T 6:20 – 9:00
16 194 636 01 Interpersonal Health Communication Greene TH 3:10 – 5:50
16 194 671 01 Work and Technology Scott by arrangement
16 194 672 01 Research Design Hampton M 11:50 – 2:30
16 194 676 01 The History of Books, Documents & Record Dalbello W 11:50 – 2:30
16 194 680 01 Media, Technology, and the Global City Wolfson M 3:10 – 5:50
16 194 608 01 Practicum core faculty by arrangement
16 194 698-699 01 Independent Study advisor by arrangement
16 194 701 01 Research in CILS advisor by arrangement

 

 

Spring 2015 Course Schedule

View the online schedule of classes for current course room assignment. Download a PDF of the current course descriptions.

Unit Sub Course Sec Course Title Instructor Day Time (pm)
16 194 600 01 PhD Colloquium Radford F 1:30 – 3:30
16 194 603 01 Qualitative Research Methods Radford T 3:10 – 5:50
16 194 612 01 Human Information Behavior Belkin T 6:20 – 9:00
16 194 656 01 Theories & Issues in Library Studies Todd W 6:20 – 9:00
16 194 670 01 Measurement and Psychometrics Greene M 1:00 – 3:40
16 194 671 01 Communication Theory Yanovitzky TH 3:10 – 5:50
16 194 680 01 Media, Affect and Subjectivity Bratich TH 3:10 – 5:50
16 194 681 01 Media Institutions & Organizations Napoli M 3:10 – 5:50
16 194 608 Practicum core faculty by arrangement
16 194 698-699 01 Independent Study core faculty by arrangement
16 194 702 Research in CILS advisor by arrangement

The following MCIS/MLIS classes are open to doctoral students and cross-listed as topics classes in the PhD Program:

Unit Sub Course Sec Course Title Instructor Day Time (pm) Cross-listed
16 194 621 01 Organizational Communication Research Scott M 6:20 – 9:00 17:194:543
16 194 672 01 Communication About Sexual Health & Relationships Theiss T 6:20 – 9:00 17:194:672
16 194 674 01 Dynamics of Global Organizations Gibbs TH 6:20 – 9:00 17:194:505

 

Fall 2014 Course Schedule

We’ve prepared a list of courses being offered this fall. You can access full course descriptions in a PDF file we prepared for you. View the online schedule of classes for current course room assignment.

Unit Sub Course Sec Course Title Instructor Day Time (pm)
16 194 600 01 PhD Colloquium Radford F 1:30 – 3:30
16 194 601 01 Communication, Information and Media Pro-seminar Radford W 3:10 – 5:50
16 194 602 01 Research Foundations Todd W 6:20 – 9:00
16 194 604 01 Quantitative Methods O’Connor W 3:10 – 5:50
16 194 610 01 Seminar in Information Studies Wacholder M 3:10 – 5:50
16 194 620* 01 Interpersonal Communication Bolden M 6:20 – 9:00
16 194 631 01 Media Theory Kumar W 6:20 – 9:00
16 194 641 01 Media Law and Policy (new title) Keith H 3:10 – 5:50
16 194 670 01 Topics Comm Process I: Ethnography Katz T 3:10 – 5:50
16 194 672 01 Topics Comm Process III: Research Design Hampton M 11:50 – 2:30
16 194 608 01 Practicum core faculty by arrangement
16 194 698-699 01 Independent Study core faculty by arrangement
16 194 701 01 Research in CILS advisor by arrangement

*This course is also cross-listed and open to MCIS students (17:194:570).

The following MCIS/MLIS classes are open to doctoral students and cross-listed as special topics classes in the PhD Program:

Unit Sub Course Sec Course Title Instructor Day Time (pm) Cross-listed
16 194 673 01 Topics Comm Process IV: Organizational Leadership Ruben H 6:20 – 9:00 17:194:540
16 194 675 01 Topics Lib & Info Sci I: History of Books Dalbello W 11:50 – 2:30 17:610:586
16 194 696 01 Special Topics: Social Media Gibbs M 6:20 – 9:00 17:194:556
16 194 697 01 Special Topics: Social Networks Weber T 6:20 – 9:00 17:194:508

 

Spring 2014 Course Schedule

You can access full course descriptions in a PDF we prepared for you. View the online schedule of classes for current course room assignment. The syllabi for spring 2014 courses can be accessed here.

Unit Sub Course Sec Course Title Instructor Day Time (pm)
16 194 600 01 PhD Colloquium Dalbello F 1:30 – 3:30
16 194 603 01 Qualitative Research Methods Mandelbaum T 3:10 – 5:50
16 194 605 01 Interpretive Research Methods Dalbello W 3:10 – 5:50
16 194 612 01 Human Information Behavior Shah T 6:20 – 9:00
16 194 633 01 Mediated Communication Hampton M 6:20 – 9:00
16 194 656 01 Theories & Issues in Library Studies Todd W 6:20 – 9:00
16 194 662 01 Media Criticism Sinnreich TH 3:10 – 5:50
16 194 664 01 Media and Culture Aronczyk T 6:20 – 9:00
16 194 665 01 Media and Politics Feldman M 10:00 – 12:40
16 194 608 01 Practicum core faculty by arrangement
16 194 698-699 01 Independent Study core faculty by arrangement
16 194 701 01 Research in CILS advisor by arrangement

The following MCIS/MLIS classes are open to doctoral students and cross-listed as topics classes in the PhD Program:


Unit
Sub
Course
Sec
Course Title
Instructor
Day
Time (pm)
Cross-listed
16 194 670 01 Tpcs Comm Process I: Community Health Warren M 6:20 – 9:00 17:194:562
16 194 671 01 Tpcs Comm Process II: Work&Technology (online) Scott by arrangement 17:194:506:90
16 194 672 01 Tpcs Comm Process III: Family&Relationship Theiss W 6:20 – 9:00 17:194:504
16 194 673 01 Tpcs Comm Process IV: Organizational Leadership Ruben TH 6:20 – 9:00 17:194:540

Fall 2013 Course Schedule

Click here for a list of course descriptions for fall 2013. View the online schedule of classes for current course room assignment. The syllabi for fall 2013 courses can be accessed here.

Unit Sub Course Sec Course Title Instructor Day Time (pm)
16 194 600 01 PhD Colloquium Dalbello F 1:30 – 3:00
16 194 601 01 Communication,
Information and Media Theory		 Dalbello/Keith/Theiss W 3:10 – 5:50
16 194 602 01 Research Foundations Todd W 6:20 – 9:00
16 194 604 01 Quantitative Methods Yanovitzky W 3:10 – 5:50
16 194 610 01 Seminar in Information Studies Wacholder H 3:10 – 5:50
16 194 614 01 Information Retrieval Theory Belkin T 3:10 – 5:50
16 194 620* 01 Interpersonal Communication Greene T 3:10 – 5:50
16 194 621 01 Org Comm Research Aakhus M 3:10 – 5:50
16 194 631 01 Media Theory Kumar M 3:10 – 5:50
16 194 663 01 Media History Greenberg W 3:10 – 5:50
16 194 696 01 Special Tpcs: Cyberethnography Sanchez/Wolfson M 6:20 – 9:00

*This course is also cross-listed and open to MCIS students (17:194:570).

The following MCIS/MLIS classes are open to doctoral students and cross-listed as special topics classes in the PhD Program:


Unit
Sub
Course
Sec
Course Title
Instructor
Day
Time (pm)
Cross-listed
16 194 670 01 Tpcs Comm Process I: Relationships & Identity Mandelbaum M 3:10 – 5:50 17:194:571
16 194 671 01 Tpcs Comm Process II: Social Media Gibbs T 6:20 – 9:00 17:194:556
16 194 672 01 Tpcs Comm Process III: Organizational Networks Doerfel H 6:20 – 9:00 17:194:501
Health Informatics Zhou H 6:20 – 9:00 17:610:597

 

Spring 2013 Course Schedule

View a partial list of course descriptions for Spring 2013. View the online schedule of classes for current course room assignment.

Unit Sub Course Sec Course Title Instructor Day Time (pm)
16 194 600 01 PhD Colloquium Dalbello F 1:30 – 3:00
16 194 603 01 Qualitative Research Radford T 3:10 – 5:50
16 194 605 01 Interpretive Research Methods Marchi W 3:10 – 5:50
16 194 612 01 Human Information Behavior Shah T 6:20 – 9:00
16 194 633 01 Mediated Communication Scott W 6:20 – 9:00
16 194 636 01 Interpersonal Health Communication Greene H 3:10 – 5:50
16 194 656 01 Theories & Issues in Library Studies Todd M 6:20 – 9:00
16 194 664 01 Media History Dunbar-Hester M 3:10 – 5:50
16 194 663 01 Media and Culture Bratich W 6:20 – 9:00
16 194 671 01 Topics Comm Process II – Organizational  Development & Training Ruben H 6:20 – 9:00
16 194 672 01 Topics Comm Process III – Uncertainty and Communication Theiss T 6:20 – 9:00
16 194 674 01 Topics Comm Process IV – Interpersonal Processes in Organizations-Research and Methods Bolden M 6:20 – 9:00
16 194 675 01 Topics Lib & Info SC I – Language and Information Muresan M 3:10 – 5:50

 

Unit Sub Course Sec Course Title Instructor Day Time
16 194 600 01 PhD Student Colloquium Dalbello F 1:30 – 3:00 pm
16 194 603 01 Qualitative Research Radford W 3:10 – 5:50 pm
16 194 605 01 Interpretive Research Methods Kumar T 3:10 – 5:50 pm
16 194 612 01 Human Information Behavior Belkin W 6:20 – 9:00 pm
16 194 614 01 Information Retrieval Theory Gwizdka Th 3:10 – 5:50 pm
16 194 621 01 Org Comm Research Aakhus Th 6:20 – 9:00 pm
16 194 633 01 Mediated Communication Hampton T 6:20 – 9:00 pm
16 194 656 01 Theories & Issues in Lib Studies Todd M 6:20 – 9:00 pm
16 194 662 01 Media Criticism Sinnreich Th 3:10 – 5:50 pm
16 194 663 01 Media History Greenberg M 6:20 – 9:00 pm
16 194 670 01 Tpcs Comm Proc I: Relationships & Identities in Interaction Mandelbaum M 3:10 – 5:50 pm
16 194 671 01 Tpcs Comm Proc II: Communication & Community Wellness Katz, V. W 6:20 – 9:00 pm
16 194 672 01 Tpcs Comm Proc III: Org Train & Develop (HYBRID) Ruben Th 6:20 – 9:00 pm
16 194 673 01 Tpcs Comm Proc IV: Social Marketing & Public Health Yanovitsky ONLINE
16 194 674 01 Tpcs Comm Proc V: Interorg Relat & Stakehd Lewis T 6:20 – 9:00 pm
16 194 675 01 Tpcs Lib and Inf Sci: Understanding Designing & Building Social Media Naaman M 3:10 – 5:50 pm
2017-03-02 01:45:17 Franklin Bridges
Graduation Ceremony 2017 school current-students faq-about-graduation SCI GraduationCongratulations to all students earning degrees in 2017! 
SC&I students should plan to attend at least these two events:

SC&I Convocation

This is where we will call your name and you will walk across the stage. Graduation will be held on Thursday, May 11, 3:00–5:00 p.m., at the Louis Brown Athletic Center (RAC). See below for more details.

  

University Commencement 

The event will be held Sunday, May 14, 10:00 a.m., at the Rutgers Stadium. Get more details about this ceremony. This event will end by noon.

 

 

Students With SC&I Degrees Are Invited! 

The School of Communication and Information Convocation will be held at the Louis Brown Athletic Center (the RAC) on Thursday, May 11. This is the ceremony at which your name will be called and you will walk across the stage and be congratulated individually.

  • Graduates must arrive by 2 p.m. inside the RAC to line up for the processional.
  • Guests should plan to be seated by 2:45 p.m.
  • The ceremony itself will run from 3:00-5:00 p.m. You can count on us to begin and end promptly.
  • A small reception will follow the ceremony.

If you are graduating with a 2017 degree – whether January, May or October – you are eligible to participate in May 2017.

Please read all of the instructions below so you are ready for the ceremony!

If you have guests who cannot come to campus but want to watch, live, they will be able to view the ceremony live at https://livestream.com/RutgersCommInfo/events/6954141

 

Other Ceremonies Where Your Name Will Be Called 

Undergraduate students: For information about ceremonies associated with your SAS, SEBS, or other Rutgers school, visit the Rutgers graduation website.

Masters students: The SC&I ceremony is the one where your name will be called.

Doctoral students: Graduate School New Brunswick will be holding their ceremony Friday, May 12,  at 10:00a.m. at the RAC. You may participate in the GSNB ceremony and the SC&I ceremony. You will be hooded at both, although at the SC&I ceremony, we will read your dissertation title and you will be hooded by your adviser. For more details about the GSNB ceremony, visit the GSNB website.  

 

General Information About Graduation 


Ticketing

Neither guests nor graduates need tickets for the SC&I ceremony on Thursday at the RAC. We have seating for as many guests as you want to bring. Students do not need to RSVP if they are coming.

Students can pick up souvenir invitations to graduation to give to your family and friends by visiting our Student Services office (Room 214) after spring break, or mailing to us a 6×9 self-addressed envelope with $1.06 in postage to SC&I Convocation, Rutgers University, 4 Huntington Street, New Brunswick, NJ  08901-1071.  

 

Parking

For the SC&I ceremony on May 11:  No special parking tags are needed. Park near the RAC. Directions may be found on the Rutgers maps website.  There will be plenty of signs to direct you once you are near campus.

For university Commencement on May 14:  Please see the University Commencement website for all of the latest details.

 

Students With Special Needs

If you are a graduating student who needs accommodations of any kind for yourself at the ceremony, please send an email to Associate Dean Karen Novick as early as possible or call 848-932-8220 to make arrangements.

 

Guests With Special Needs

Parking

  • SC&I ceremony: The best place for a guest to park who has accessibility issues is in the Green Lot near the RAC.  If someone else is driving, you can be dropped off relatively close to the front door.
  • For university Commencement, you will be able to register for an accessible permit when you sign up for graduation. At the Stadium, you will be able to park nearby (although it is still a bit of a walk).

Seating

  • SC&I ceremony: There is special needs seating inside the RAC and there is no need to register separately for access to it. One member of your group will be able to sit with the person who has special needs; the rest of the group will be directed to regular seating.
  • University Commencement:  See the University Commencement website for details.

 

Caps and Gowns

You can purchase regalia (caps, gowns, hoods, tassels) from the Rutgers Bookstore from April 3 to May 13.   

  • If you are an undergraduate, you should purchase a gown based on your four-year Rutgers college (e.g., SAS, SEBS). You will wear a white hood for a B.A. degree.
  • If you are a graduate student, make sure you get a black cap and gown and the appropriate colored hood: for MCIS it is silver; for MLIS it is lemon yellow; for PhD it is a deep blue.
  • Doctoral students who are planning an academic career may consider having a custom set of regalia made. This takes four to six weeks.

The bookstore will run a Graduate Fair on April 12 from noon to 6:00pm.  Regalia and other graduation accessories such as rings will be sold. 

Students who do not have a cap and gown may still participate in the SC&I ceremony.

 

Food and Drink on the Day of Graduation

SC&I ceremony: Graduates and guests may want to bring a water bottle with you to the RAC, because it can get warm inside the building. Water will also be available for sale.

SC&I will host a small reception immediately after the ceremony.

University Commencement: See the University Commencement website for details.

 

Live Stream

We will stream our graduation ceremony live at https://livestream.com/RutgersCommInfo/events/6954141 beginning just before 3:00pm on May 11th.

 

Diplomas

Your Rutgers diploma will be mailed to you at the address you gave the Register when you completed the Online Diploma Application during your last semester of classes. It takes about six weeks for the diplomas to be sent to you.

 

Flowers 

Flowers to give to graduates will be on sale at University Commencement and SC&I convocation.  If you want to order in advance, during April go to the University Commencement site. 

 

Photography

We arrange for a photographer to come and take photos of every graduate who walks across the stage. The vendor, Island Photography, will email you shortly after the ceremony with a link so you can review and purchase your photos. If you would like to receive a direct link to the photos, visit the Island Photography website to register. You can register several emails to allow all of your family and friends to receive a direct link. Images will be posted within 72 hours of the ceremony. For questions, contact Island Photography at 800-869-0908. Purchase is optional.

 

If You Will Complete Your Degree in the Summer, or Are a May Graduate with Some Outstanding Grades

Bachelors and masters students who will complete their requirements during Summer 2017 may participate in the May 2017 graduation ceremony.  You should be registered for your summer classes before graduation.

If you are a May graduate and have one or two incomplete grades, you can still participate in the convocation ceremony.  Obviously you will not receive a diploma until all of your degree requirements have been completed successfully.

 

Make Sure You’ve Done All the Steps!

  • Be sure all your academic requirements are on track
  • Register for Sunday’s Commencement parking hangtags between March 20 and April 17
  • Make sure you have cleared out all outstanding financial obligations
  • Purchase your academic regalia
  • Invite your guests
  • Record a thank you shout-out and register for Senior Days events
  • Get excited!
  • Attend SC&I’s convocation on Thursday, May 11
  • Attend Rutgers’ Commencement on Sunday, May 14

 

Congratulations on earning your degree!

 

 2017-02-28 17:40:49 Karen Hundert Novick
Scholarships and Awards school current-students scholarships-and-awards The School of Communication and Information is proud to be able to recognize high achieving undergraduate and graduate students each year by awarding scholarships and awards.  Each undergraduate and graduate program at SC&I offers its own scholarships and awards.

In order to apply for a scholarship within a given program, you must already be matriculated into that program.  Information about the scholarships, along with the scholarship eligibility criteria are listed in our application portal.  All students are encouraged to apply for financial aid by completing a Free Application for Student Aid (FAFSA).  Additional information about the FAFSA application and other financial aid information is available on the Rutgers University Financial Aid webpage at http://studentaid.rutgers.edu/.

APPLICATIONS WILL BE ACCEPTED THROUGH MARCH 17, 2017 FOR CONTINUING STUDENTS.

APPLY HERE [2017-2018 Scholarship Application]

Instructions

  1. Log-in to the SC&I scholarship portal with your Rutgers University NetID and password.
  2. ALL scholarship applicants must complete the “General Application” section of the scholarship application.
  3. If you are an ITI, MI/MLIS, or MCIS student, you only need to complete the “General Application” section of the application.
  4. Students matriculated in the COM or JMS majors must proceed to the “Opportunities > Recommended” screen and complete the additional set of application criteria FOR EACH INDIVIDUAL SCHOLARSHIP OR AWARD in order to be considered for COM or JMS scholarships and awards.

If you have any questions, you may contact the scholarship administrator at scholarship@comminfo.rutgers.edu.

Good luck!

 2017-02-23 04:20:25 Kevin J. Ewell
Undergraduate Admissions school prospective-students undergraduate-admissions

SC&I Application for admission

2016 – 2017 Application Periods

 

Application Cycle
 Application Period
 Admission Decisions By
Fall 2016 (for Spring 2017 Admission) Sept 6, 2016-Oct 7, 2016 October 21, 2016
Spring 2017 (for Fall 2017 Admission) Jan 17, 2017-Feb 17, 2017 March 20, 2017
Summer Cycle I
 May 15, 2017-June 2, 2017
Summer Cycle II
 June 26, 2017-July 14, 2017
  

About SC&I Majors

SC&I offers three undergraduate major programs.  Use these links to find out more about them:

If you are a current Rutgers student, we welcome you to apply to one of our majors if you meet our admission criteria, below.

If you are a prospective Rutgers student and need information about applying to Rutgers for admission to the university, you can get detailed information about Rutgers and the application process from the Office of Undergraduate Admissions.  We  hope once you’re here you will consider one of our majors.

Applying to a SC&I Major

Interested students must meet each of the following minimum requirements in order to submit an application to any SC&I major:

    1. You must have already COMPLETED Expository Writing (01:355:101) at Rutgers University or an exact equivalent course with a grade of C or better; AND

 

    1. You must have already COMPLETED at least 15 credits at Rutgers, or at least 15 transfer credits to Rutgers, with at least a 2.0 cumulative GPA; AND

 

  1. You must have already COMPLETED the required course for the major of your choice with a grade of C or better:

For Communication Major applicants, the required prerequisite survey course is 04:189:101 Introduction to Communication and Information Processes

For Journalism & Media Studies Major applicants, the required prerequisite survey course is 04:189:102 Introduction to Media (formerly Introduction to Media Systems and Processes).

For Information Technology & Informatics Major applicants, the required prerequisite survey course is 04:189:103 Information Technology and Informatics

Please note that meeting our minimums does not guarantee admission to a major.

Our application to the major is relatively simple to complete.  Log in to the application below; complete some basic information about yourself; and complete a one page essay.  (The essay question asks you to explain why you are interested in the major and what you project yourself doing after you graduate with your bachelor’s degree from Rutgers.  Your essay should be a maximum of one page.)  When we receive your application online we will get copies of your transcripts from the Registrar’s Office.  If you are a transfer student, we will obtain any required transfer transcripts from Undergraduate Admissions.

Our application is available online from the beginning of each semester until the application deadline for the semester.  It is important that you “SUBMIT” your application once you have completed it in entirety, as our admissions committee will not be able to review applications that are not ‘submitted’.

<!–

{mosmodule modulediv=Undergraduate Application Login}

–>

Deadlines and Admissions Notifications

The next deadline for applying for a SC&I major is FRIDAY, JUNE 3, 2016.  The online application will be open for you to begin your application as of MONDAY, MAY 16, 2016.

SC&I admits students to our majors during the fall, spring, and summer semesters.  Specific deadlines are posted each semester, but in general our deadlines are:

  • During fall semester:  first week of October
  • During spring semester:  mid-February
  • During summer:  mid-July

Students who apply are notified of the admission decision within six weeks of the admission application deadline.  During the fall and spring, this enables newly admitted students to pre-register for the next semester as a major.  Students admitted during summer will have the opportunity to change fall course registrations to majors-only classes during late August.

Changing your Major within the School of Communication and Information

We encourage you to consider carefully before applying to or selecting a major for your college career, no matter what your interests.  If you are considering SC&I, it is best if you take more than one of our 100 level survey courses (04:189:101, 102, 103) so you are exposed to more than one major before submitting an application to us.  Since a second 100 level course is required in order for you to graduate from SC&I and as a prerequisite for all of our upper (400 level) classes anyway, taking the second 100 level class early will help you in two ways.

If you are admitted to a SC&I major and later feel that a different major would be a better choice for you, you can apply to change your major during our admissions process each semester.  When the online application opens, log in and then select that you are applying to change your major.  We ask you to submit an essay explaining why you want to make the switch, what you hope to gain from the new major, and what you project yourself doing five years after you graduate from Rutgers.

BE ADVISED THAT UNDERGRADUATE STUDENTS CAN NOT DOUBLE MAJOR WITHIN THE SCHOOL OF COMMUNICATION AND INFORMATION. For instance, you can not double major in Communication and Journalism and Media Studies.

 2017-02-22 19:39:46 Kevin J. Ewell
Get Ahead With SC&I Summer Offerings programs communication-major get-ahead-with-scai-summer-offerings- Do you have some extra free time during your summer break? Do you want to get ahead on your degree before the fallalt term? Check out these summer offerings from the School of Communication and Information.

 

Section Session Dates:

B1/B6/B7: 05/30/2017 – 07/07/2017

C1: 05/30/2017 – 07/21/2017

E1: 06/26/2017 – 08/04/2017

F1: 06/26/2017 – 08/16/2017

H1/H2/H6: 07/10/2017 – 08/16/2017

 

04:189:101 – Introduction to Communication and Information Processes

 

B6 – Monday/Wednesday 6:00 PM – 10:00 PM, CI-103, Searles, Darcy

 

H1 – Monday/Wednesday 1:45 PM – 5:25 PM, CI-103, Shin, Inyoun

 

04:192:120 – Beginning American Sign Language

 

B6 – Tuesday/Thursday 6:00 PM – 10:00 PM, FH-B1, Karras,Charlot

 

B7 – Monday/Wednesday 6:00 PM – 10:00 PM, FH-B1, Karras,Charlot

 

H6 – Monday/Wednesday 6:00 PM – 9:40 PM, MU-208, Karras,Charlot

 

04:192:121 – Intermediate American Sign Language

 

H6 – Tuesday/Thursday 6:00 PM – 10:00 PM, FH-B1, Karras,Charlot

 

04:192:200 – Communication Theory

 

B1 (eCollege) – Hours by Arrangement, Theiss Jenn

 

H2 – Monday/Wednesday 1:45 PM – 5:25 PM, CI-201, Kang, Katie

 

04:192:201 – Communication in Relationships

B1 – Monday/Wednesday1:15 PM – 5:15 PM, CI-201, Yoon, Deborah

 

H1 –  Monday/Wednesday 11:15 AM – 3:15 PM, CI-212, Cyoun, Hyunsook

 

04:192:300 – Communication Research

H6 – Tuesday/Thursday 6:00 PM – 10:00 PM, CI-103, Cox, Joy

 

04:192:313 – Message Design For Public Relations

 

B7 – Tuesday/Thursday 6:00 PM – 10:00 PM, CI-101, Hunter, Ken

 

04:192:354 – Communication And Technology

H1 – Tuesday, Thursday 1:45 PM – 5:45 PM, CI-201, Lu, Weixu

 

04:192:355 – Interpersonal Communication

 

B1 – Monday/Wednesday 1:15 PM – 5:15 PM, CI-101, Faw, Meara

 

04:192:357 – Organizational Communication

 

H6 – Monday/Wednesday 6:00 PM – 9:40 PM, CI-101, Shi, Wei

 

04:192:359 – Persuasive Communication

B6 – Monday/Wednesday 5:30 PM – 9:30 PM, CI-201, Householder, Brian

 

04:192:365 – Principles Of Public Relations

B6 – Monday/Wednesday 6:00 PM – 10:00 PM, SC-221, Grasso, John

 

04:192:369 – Internship In Communication

E1 – Hours by Arrangement, Application Required

 

04:192:370 – Internship In Communication II

 

E1 – Hours by Arrangement, Application Required

 

04:192:380 – Public Speaking

B1– Monday/Wednesday 1:00 PM – 5:00 PM, CI-103, Dool, Rick

 

B2 – Tuesday/Thursday 11:15 AM – 3:15 PM, CI-203, Maddex,Matthew

 

C1 – Hours by Arrangement, Linardopoulos

 

F1 – Hours by Arrangement, Gigliotti, Ralph

 

H1 – Tuesday/Thursday 1:15 PM – 5:15 PM, CI-101, Cox, Joy

 

H2 – Monday/Wednesday 1:45 PM – 5:45 PM, CI-101, Jaffe, Azriela

 

04:192:409 – Public Relations Management

 

H6 – Monday/Wednesday 6:00 PM – 9:40 PM, SC-120, Grasso, Jack

 

04:192:411 – Crisis Communication & Public Information

 

B1 – Hours by Arrangement, Linardopoulos

 

04:192:458 – Leadership in Groups and Organizations

B6 –  Tuesday/Thursday 6:00 PM – 10:00 PM, CI-103, Beal, Mark

 

04:192:470 – Research In Communication

 

B1 – Hours by Arrangement

 

H1 – Hours by Arrangement

 

04:192:491 – Independent Study In Communication

 

B1 – Hours by Arrangement

 

H1 – Hours by Arrangement

 

04:192:492 – Independent Study In Communication

 

B1 – Hours by Arrangement

 

H1 – Hours by Arrangement

 2017-02-21 22:00:01 Carol Peters
Creating or Copying a Course Site in Canvas, eCollege, or Sakai school idts cmscreateandcopy

To setup (create/copy) your Course Site/Shell, you must have a Rutgers NetId.

Please follow these instructions for your course management system:

Canvas (http://canvas.rutgers.edu; help@canvas.rutgers.edu;  877-361-1134)

  • Create a site – email/call the Canvas helpdesk to create a site
  • Import a site (If needed, from a Template course site or prior semester) – https://community.canvaslms.com/docs/DOC-2676
  • Note: Be sure to “publish” your course before the semester starts on the course homepage (link) (if it is not already published) so students can access the course. Rosters are added ~2 weeks prior to the beginning of the semester and will take ~ 24 hours for students to display under “People” after the “live/SP17” course has been created.

eCollege LearningStudio (http://ecollege.rutgers.edu; help@ecollege.rutgers.edu; 848-260-2941)

Sakai (http://sakai.rutgers.edu; sakai@rutgers.edu; 848-445-8721)

  • Create a site (directions) – http://bit.ly/2j1vRhH
  • Duplicate a site (directions) – http://bit.ly/2j1t208
  • Connect a course roster (directions) – http://bit.ly/2j1tgV3
  • Note: Be sure to “publish” your course before the semester starts on the course homepage, if it is not already published. Once you have connected the roster, students will display under “Site Info” almost immediately (refresh your screen or log in/out). You can also obtain ‘picture’ rosters of your students in a Sakai course under Site Info –> Show photo rosters for section
 2017-02-20 19:43:18 Steve Garwood
Instructional Technologies school idts instructional-technologies

Instructional Design and Technology Services (IDTS) in cooperation with SC&I’s Information Technology Services (ITS) works to identify, review, acquire and support hardware and software for instructional purposes. Further, IDTS works with various offices around the university that administer technologies that are used for instruction such as eCollege and Sakai.

Below is a list of the principal Instructional Technologies which are available for SC&I instructors. To most effectively incorporate any of these systems into your instructional practice, please contact IDTS via Steve Garwood at 848-932-8780.

 

Lecture Capture – Panopto (Windows/Mac)

Panopto is our core system used to record instructor and student presentations. It can be used to record narrated PowerPoint, screencasts, or even webcam video. It is very easy to use and eliminates the need for a lot of technical knowledge.

Online Training Library – lyndaCampus

As a School of Communication and Information (SC&I) instructor, staff member, or Rutgers student in a SC&I course, you have access to the full lynda.com library including exercise files. lyndaCampus is a school-wide version of lynda.com, an industry standard online training library of over 3,000 courses with 100,000 video-based tutorials on over 2000 software titles. Courses include: Adobe and Microsoft software, audio and video techniques, SPSS, Social Media tools and use, etc.

Web Conferencing – GoToMeeting (Windows/Mac)

GoToMeeting is industry standard software for web-based meetings and conferencing. Contact Steve Garwood to set up an account for instruction or to have accounts created for a student activity.

Course Management Systems

Rutgers – New Brunswick utilizes two primary systems for online course companions. At SC&I we primarily use eCollege/eCompanion for online and hybrid courses and Sakai for fully face-to-face courses. In AY ’16-’17 the Canvas course management system will become available as eCollege/eCompanion is decommissioned. For assistance setting up your course shell/site please contact Steve Garwood, 848-932-8780 

 2017-02-20 19:15:26 Steve Garwood
Instructional Design and Technology Services school idts home Instructional Design and Technology Services (IDTS) leads efforts to improve the design, development, implementation and analysis of student focused, outcomes based curriculum and instruction for online, on-campus, and hybrid/blended courses through the use of technical and pedagogical support for the School of Communication and Information.

Staff

Steve Garwood, Asst. Dean for Instructional Support and Assessment
Denise Kreiger, Sr. Instructional Design and Technology Specialist
Erica Lucci, Canvas Migration Coordinator 

Natalia Kouraeva, Instructional Designer (p/t)
Tia Lanette, Audio/Video/Lecture Capture Specialist (student p/t)

 

Guide to Services

Please see our brochure on the types of services we offer, estimated time commitment for work, and project milestones that we recommend.

Resources

Please see specific resources on instructional design and instructional technologies in the menu to the left. We can help with course management systems, presentations, presentation recording, video support, course design and development, assignment and rubric creation and much more.  To get an idea of the types of things we can help you with please check out our @5min videos below.

@5Min Video Series – Brief instructional design and technology themed videos

 2017-02-20 19:11:50 Steve Garwood
PhD Meetings and Colloquia – Spring 2017 programs phd-program meetingscolloquia

SC&I PhD Program Meetings

May 3, 2017 – PhD Faculty Meeting – 11:30 – 12:30 p.m., Room 323

 

 
 

 

PhD Program Colloquia

Presentations of dissertation proposals and public presentations of completed dissertations are scheduled on select Friday afternoons starting at 1:30 PM in Room 323, followed by a DSA-sponsored social, unless otherwise noted. Students needing to schedule presentations of proposals or public presentation of finished dissertations should contact Marie Radford.

 

Spring 2017

January 20
No colloquia this week 

January 27
Dissertation & Proposal Presentations
Student presenters: Alexa Bolaños-Carpio, Jing Wang & Xiaofeng Li

February 3
Practice Job Talk
Student presenters: Vanessa Kitzie

February 10
CVs and Cover Letters: Summarizing Yourself as a Scholar and Teacher
Faculty presenter: Susan Keith

February 17
Growing social network platforms in scholarly communication
Presenter: James Phimister

February 24
DSA Research Chat
Student Presenters: Jiqun Liu, Manasa Rath, Yiwei Wang & James A. Hodges 

March 3
Understanding Faculty Compensation, Support, and Workload
Presenter: Karen Novick

March 10
Dissertation Presentations
Student Presenters: Ralph Gigliotti & Maria Dwyer 

March 17
No colloquia this week

 

March 24
Topic TBA
Presenter: Stan Deetz 

March 31
No colloquia this week

 

 

April 7
Social Media Research Panel
Presenters: TBA 

 

April 14
Dissertation Presentations
Student presenters:Vanessa Kitzie, Steph Mikitish, Stefani Gomez

 

April 21
TBA

April 28
TBA

May 5
No colloquia this week

 

 

 

 

Special Colloquia

There will be special PhD program-sponsored or co-sponsored guest lectures, events, and symposia throughout the year.  Information will be posted here as it becomes available.

Student Practicum Poster Display

Room 323, 11 am – 3 pm

 

Other Important Events

Students and faculty are also encouraged to scan the School Calendar. the GSNB Calendar of Events, and the Rutgers main events page for announcements of symposia, lectures and speakers coming to campus this fall.

 2017-02-15 18:30:54 Franklin Bridges
Student Services school student-services student-services The School of Communication and Information Office of Student Services (SCISS) provides academic and student life support to undergraduate and graduate degree and non-degree students in SC&I academic programs.

In addition to supporting students, the Office of Student Services provides ongoing administrative support to the academic departments and faculty in SC&I. We offer assistance with managing special permission numbers, monitoring course enrollments, and proctoring make-up exams and assignments.

OFFICE OF STUDENT SERVICES

SC&I Building (CI – 214)

4 Huntington Street

New Brunswick, NJ 08901

Phone: 848-932-7550

Fax: 732-932-4912

Email: sciss@comminfo.rutgers.edu

 

Meet the Staff

Undergraduate Student Services:

• Stephanie Jones, Student Counselor (stephanie.jones@rutgers.edu; 848-932-8743)

 

Graduate Student Services:

• Alli Larkin, Coordinator (allison.larkin@rutgers.edu; 848-932-8742)

• Margo Weber, Administrative Assistant (margo.weber@rutgers.edu)

• Jay Stefanelli, Associate Director of Student Services (j.stefanelli@rutgers.edu; 848-932-8936)

 

Career Services:

• Dr. Hester Coan, Assistant Director of Student Services (hester.coan@rutgers.edu; 848-932-8702)

 

• Kevin Ewell, Assistant Dean and Director of Student Services (ewell@rutgers.edu; 848-932-8741)

• Nina Echeverria, Administrative Assistant for Student Services (nina.echeverria@rutgers.edu; 848-932-7550)

 2017-02-14 04:05:13 Kevin J. Ewell
IT Services for Faculty and Staff school it-services home

Quick URL:&nbsp;http://comminfo.rutgers.edu/its

Call: 848-932-5555
Internal: 2-5555
Email/ticket:&nbsp;help@comminfo.rutgers.edu

IT Services at SC&amp;I provides all the technical needs to the Faculty, Staff, and Students.&nbsp; We provide support for office desktops, laptops, and printers as well as the various computer labs and smart classroom resources.&nbsp; In addition we can support development projects for research and instruction on a number of platforms.

In this section you can read about the various services offered, and find documentation to answer any questions you may have.

Hours of Operation (until 8/12/15)

Monday-Thursday: 8am to 10pm
Friday: 8am to 5:30pm
Saturday &amp; Sunday: CLOSED

Hours of Operation (8/13/15 to 9/1/15)

Monday-Friday: 8am to 5:30pm
Saturday: Closed
Sunday: Closed&nbsp;

Staff

Jon Oliver, Asst. Dean and Director of Information Technology
George Yu, Help Desk Manager
Mike Souren, Systems Administrator

Guide to Services

Please see our IT Resource Guide&nbsp;on the types of services we offer, estimated time commitment for work, and project milestones that we recommend.

Featured SCI Resources

IT Forms and Tools

Rutgers Resources

 2017-02-06 14:19:24 John Bowen
Visit SC&I school about-scai visit-scai Our address:

School of Communication and Information
Rutgers, The State University of New Jersey
4 Huntington St.
New Brunswick, NJ&nbsp; 08901-1071

Directions:

Additional SC&amp;I facilities:

  • DeWitt House, 185 College Ave.
  • SC&amp;I Annex (Annex A), 192 College Ave.
  • Friedrich House (Annex B), 192 College Ave.
  • Huntington House, 184 College Ave.
  • Richardson House, 1 Richardson St.
 2017-02-06 14:06:03 John Bowen
Field Trip to ABC Studios Gave COM Students a Lot to ‘Chew’ On programs com-program-news field-trip-to-abc-studios-gave-com-students-a-lot-to-chew-on On December 13, 2016, 30 Communication students from the School of Communication and Information (SC&I)alt ventured into New York City to see a live taping of the ABC show “The Chew.” A tangible example of uniting theory and practice, the interactive field trip also gave students the golden opportunity to pitch network executives their applied persuasion projects from their Persuasion course which used communication research from academic studies, and used those findings to design persuasive messages for either social media or commercial message attempts targeted to “The Chew’s” needs.

Led by Brian Householder, Director of Undergraduate Studies in Communication and Assistant Teaching Professor, the practical excursion also allowed students to tour the production facilities and professional kitchen, and gave students some audience on-air time as they were frequently shown and acknowledged throughout the program.

A Watch Party was held in Room 323 on December 15, 2016. “I think the students got a lot out of this,” Householder said of the trip. “Presenting to show executives on the set with the lights on – this is just the kind of ‘real world’ interaction students are looking for.”

“The Chew” has over 3 million viewers nationwide on a daily basis and is co-hosted by one of Rutgers’ most famous alums, Mario Batali.

 2017-01-31 17:15:22 Carol Peters
Program Information programs information-technology-and-informatics-major program-information The Department of Library and Information Science offers a 39-credit undergraduate major in Information Technology and Informatics. The ITI major places emphasis on the evaluation, implementation, use, and management of information technologies for a wide range of organizations and corporations, as well as the social and organizational aspects of information and communication technologies. The major unites theories drawn from the humanities and social sciences with practical computer-based competencies.

Program Overview

Introduction & Overview of ITI Program

For video with student perspectives and additional descriptive information click here.

Handbook and Resources

ITI Brochure

ITI Handbook

ITI Major Requirements

Academic policies and procedures may be found in the school catalog at: http://catalogs.rutgers.edu/generated/sci_current/.

Program-level Learning Objectives


Upon successful completion of the ITI program and through the body of work completed in the 39 credits in the program, students will be able to:

 

[CREATE] Develop new technological solutions to real world problems through innovative, collaborative, and computation approaches.

[THINK CRITICALLY] Analyze the ever-changing interactions of people and technology, regarding pertinent social, cultural, philosophical, ethical, legal, and economic issues.

[COMMUNICATE] Communicate to professional stakeholders utilizing evolving technological platforms.

[COORDINATE] Evaluate, implement, use, and manage information technologies for a wide range of organizations and corporations.

 

Admission to the Major

To become an ITI major, you must be first be admitted to the School of Communication and Information. In order to apply to the major you must:

  1. Have completed Expository Writing (01:355:101), or an equivalent course or placement, with a grade of C or better,
  2. Have completed at least 15 credits at Rutgers, or at least 15 transfer credits to Rutgers, with at least a 2.0 Grade Point Average, and

  3. Have completed with a grade of C or better the required prerequisite survey course 04:189:103 – Information Technology and Informatics.

Please note that meeting the minimum requirements does not guarantee you admission to the ITI major.

SC&I accepts applications to majors in the fall, spring, and summer terms.  Details about deadlines and application forms are available on this website; use the link to the right or go directly to the undergraduate application page. If you are not admitted in a given semester and have special circumstances, you may wish to discuss this matter with Assistant Dean Kevin Ewell.  You may also re-apply in the next semester.

The ITI major begins with two pre-requisite courses required for admission. Students normally take these courses during their freshman or sophomore year.

Degree Requirements

After completing 103 and being admitted to the major, ITI students must complete three sets of requirements:  an interdisciplinary requirement within SC&I, core ITI courses, and elective ITI courses.

SC&I Interdisciplinary Requirement

  1. [04:189:101] Introduction to Communication and Information Systems and Processes
    or
    [04:189:102] Introduction to Media Systems and Processes
    (Click to see descriptions of these SC&I-Wide Undergraduate Courses)

Core Courses

ITI students must complete four required courses in the major:

1. 04:547:200   Social Informatics

2. 04:547:201   Introduction to Computer Concepts

3. 04:547:202   Object-Oriented Programming

4. 04:547:210   Management of Technological Organizations

Elective Courses

In addition, ITI students must select seven elective courses from the course listing for the ITI Major.

**Please see the advisors in the Student Services Office, SC&I Room 214, if you have any questions or need assistance with prerequisites or special permission numbers pertaining co-requisites or prerequisites.

Study Abroad

(The Study Abroad section is currently being updated.)

Contact the Information Technology & Informatics Program

By Email: iti@comminfo.rutgers.edu
By Phone: 848-932-7550
By Mail:
Information Technology & Informatics Program, SC&I
Rutgers , the State University of New Jersey
4 Huntington Street
New Brunswick , NJ     08901-1071

 

 2017-01-18 19:14:41 Sharon Stoerger
Frequently Asked Questions programs information-technology-and-informatics-major faqs The following are some frequently asked questions and answers about the ITI major.

What is the ITI major?

The ITI major places emphasis on the evaluation, implementation, use, and management of information technologies for a wide range of organizations and corporations, as well as the social and organizational aspects of information and communication technologies. This combination prepares students to work in a diverse and highly competitive technological marketplace that demands individuals who understand the social, economic, and organizational impacts of technology locally, nationally and globally.

What are the requirements for applying to the ITI major?

To become an ITI major, you must first be admitted to the School of Communication and Information (SC&I). In order to apply to the major you must:

  1. Have completed Expository Writing or an equivalent course or placement with a grade of C or better,
  2. Have completed at least 15 credits at Rutgers, or at least 15 transfer credits to Rutgers, with at least a 2.0 Grade Point Average (GPA) although having a 2.0 GPA does not guarantee entry into the major, and
  3. Have completed with a grade of C or better 04:189:103 – Information Technology and Informatics.

What GPA do I need to apply?

You must have at least a 2.0 Grade Point Average (GPA).

How do I apply to the ITI major?

Information about the ITI major admissions process and access to the online application portal is available on the SC&I Undergraduate Admissions site.

When can I apply to the ITI major?

SC&I admits students to the ITI major during the fall, spring, and summer semesters. Specific deadlines are posted each semester, but the general deadlines are:

  • Fall semester: first week of October
  • Spring semester: mid-February
  • Summer: mid-July

Students who apply are notified of the admission decision within six weeks of the admission application deadline.

Can I minor in ITI?

A minor in Information Technology and Informatics is not offered.

Are there any ITI courses I can take before being accepted into the ITI major?

Each semester there are selected ITI courses that have sections for non-majors. Common ones include:

  • Social Informatics [04:547:200]
  • Retrieving and Evaluating Electronic Information [04:547:220]

A limited number of seats for non-majors are also available in these ITI Game Production and Innovation courses:

The course I want to take is full. Are special permission numbers available?

Courses in the ITI major often fill up within the first few days of the online registration period. Things to keep in mind:

  • Keep checking the online registration system. Sometimes slots become available in closed courses.
  • If you believe that you have documented extenuating circumstances, you can speak with an academic advisor in the SC&I Office of Student Services (CI – 214) who will discuss your academic options.

Are ITI majors required to complete an internship?

Students majoring in ITI are not required to complete a internship, but they are strongly encouraged to do so. Details about obtaining credit through the ITI Internship course [04:547:450] is available here.

How many ITI credits must I have completed before taking the ITI Internship or ITI Independent Study courses?

Students MUST have completed 24 credits in ITI courses to take the ITI Internship or Independent Study courses.

NOTE: Students may not complete an internship and independent study in the same semester.

 

 2017-01-18 15:53:35 Kevin J. Ewell
Contact Us school current-students contact-us

The School of Communication and Information Office of Student Services (SCISS) provides academic and student life support to undergraduate and graduate degree and non-degree students in SC&amp;I academic programs.

In addition to supporting students, the Office of Student Services provides ongoing administrative support to the academic departments and faculty in SC&amp;I. We offer assistance with managing special permission numbers, monitoring course enrollments, and proctoring make-up exams and assignments.

 

Office Hours and Location

WALK-INS WELCOME DAILY 9:00A – 4:30P

School of Communication and Information

OFFICE OF STUDENT SERVICES

SC&amp;I Building (CI – 214)
4 Huntington Street
New Brunswick, NJ 08901

Phone: 848-932-7550
Fax: 732-932-4912

Email: sciss@comminfo.rutgers.edu

Meet the Staff

Undergraduate Student Services:

Graduate Student Services:

Career Services and Alumni Relations:

Kevin Ewell, Assistant Dean and Director of Student Services

Nina Echeverria, Administrative Assistant and Receptionist for SC&amp;I Student Services

Email by program:

 

Graduate Students

To speak with a representative of the Office of Student Services, please dial 848-932-7550848-932-7550.

To speak with a student representative, please reach out to the Graduate Advisory Network:

The mission of the Graduate Advisory Network is to create a welcoming and informative environment for prospective, new, and current students. Our Graduate Liaisons demonstrate professionalism, dedication, and a drive to build community through memorable and meaningful peer-to-peer interactions.

Please feel free to reach out to any of our Graduate Liaisons to discuss the program, the admission process, current course offerings, the community at SC&amp;I, and anything else where you would like a genuine and friendly student perspective.

Email by program:

Computing and Technology Support

Support for Rutgers-wide computing is provided by the University:

The university also gives access to computer labs around the various campuses for student use.

SC&amp;I has several computing labs in our buildings that have desktop computers, sophisticated software, and printers. Hours are posted at the door to each lab and announced via the SC&amp;I_ANNOUNCE listserv.

Call
Send SMS
Call from mobile
Add to Skype
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 2017-01-13 19:41:40 John Bowen
December 31, 2016 SC&I Update school public-communication december-31-2016-scai-update

alt

Faculty

Publications

 

Assistant Professor of Professional Practice Mary D’Ambrosio published a story about a Syrian refugee’s dangerous but successful journey to Europe in the magazine Anthropology Now. Titled “Her Road from Damascus,” the story is about how Raghad Alhallak and her family sold their home and bakery in Syria, scaled a mountain, fought off wild dogs, evaded border guards and nearly drowned at sea — before being welcomed in Germany. Unlike the tragic fate of many residents of Aleppo, the story of Raghad and her family has a happy ending.

Assistant Professor Lisa Mikesell published the following:

  • Mikesell, L. (2016). “The Use of Directives to Repair Embodied (Mis)understandings in Interactions With Individuals Diagnosed with Frontotemporal Dementia.” Research on Language and Social Interaction, 49(3), 201-219.
  • Mikesell, L. (2016). “Opposing Orientations in Interactions with Individuals with Frontotemporal Dementia: Blurring the Boundaries Between Conflict and Collaboration.” Journal of Language Aggression and Conflict, 4(1), 62-89.
  • Khodyakov, D., Mikesell, L., Schraiber, R., Booth, M., & Bromley, E. (2016). “On Using Ethical Principles of Community-Engaged Research in Translational Science.” Translational Research, 171, 52-62.

Translation

Associate Professor Deepa Kumar’s book “Islamophobia and the Politics of Empire” has been translated into Arabic.

Presentations

Associate Professor Marija Dalbello:

  • Presented “The Metaphysics of Replacement in Text-Image Forms,” at Replacemement international conference organized by Birkbeck Research in Aesthetics of Kinship & Community (BRAKC) and the Birkbeck Institute for Social Research at Birkbeck, University of London, London, Dec. 8-10, 2016.
  • At the same conference, Dalbello served as chair for the panel session: “Cultural Theory,” Replacemement international conference, Birkbeck, University of London, London, Dec. 8-10, 2016.

Assistant Professor Lisa Mikesell made the following presentations in November 2016 at the National Communication Association, Philadelphia, Pa:

  • Mikesell, L. “Exploring Impairments in Executive Functioning and How Caregivers Manage Them: Redirecting Participation of Individuals Diagnosed with Frontotemporal Dementia.”  Top Paper Panel.
  • Mikesell, L. “Discursively Compensating for Frontotemporal Dementia-Related Challenges: A Longitudinal Case Study of a Single Idiosyncratic ‘Practice.’”
  • Mikesell, L., Marti, A., Guzman, J., & Zima, B. “‘I Don’t Know What to Say’: Scaffolding Children’s Reporting of Medication Experiences during ADHD Medication Titration Clinic Visits.”

Professor John Pavlik gave an invited speech to the Garden State Journalists Association, “Journalism Disrupted: Threats and Opportunities on the Horizon” on Nov. 9, in Hackensack, N.J.

Referred Symposium Presentation

Assistant Teaching Professor Anselm Spoerri gave the following presentation: Sapira L., Kitto K., Spoerri, A., Stoebe T. (Nov 2016). “Leveraging the Power of Interactive Data Visualization and Customizable Active Learning Projects to Teach Materials Science and Engineering.” Presented at the Materials Research Society (MRS) Fall Meeting, Symposium on Today’s Teaching and Learning in Materials Science—Challenges and Advances, Boston.

In the Media

Professor David Greenberg wrote two op-eds:

Popular Science quoted Associate Professor Lauren Feldman in a story about how late-night comics could have an impact on climate change denial.

Seattlepi.com quoted Professor Robert Kubey in a blog titled “Eating While Watching TV, A Formula for Weight Problems.”

 

The Globe and Mail quoted Associate Professor Melissa Aronczyk in a story on the value of the “Made in Canada” brand.

Professor Jenny Mandelbaum was quoted in a Daily Targum article titled “New App Helps Students Cut ‘Um’ and ‘Like’ from their Vocabulary.”

Students

Fulbright Visiting Scholar Mikkel Flyverbom has published the article “Digital Geopolitics: Information Control and the Power of Visibilities” in a special issue of Vanguardia Dossier titled  ‘El Imperio de Silicon Valley y Su Nuevo Orden Mundial’, along with articles by Manuel Castells, Evgeny Morozov and Kenneth Cukier and others. The issue, published in both Spanish and English, is available here.

Doctoral Student Ralph Gigliotti and Distinguished Professor Brent Ruben recently published an article titled “Preparing Leaders in Higher Education: A Conceptual, Strategic, and Operational Approach,” in the Journal of Leadership Education.

Alumni

PhD alumna Debbie Rabina ’01 was recently quoted in The New York Times article, “Harvesting Government History, One Web Page at a Time.”

MI alumna Susan Stanziano ‘16 published a paper “Information Seeking Behavior of Older Adults” online in the Serials Librarian, “Voices of the Future” section on Dec. 2.

 

 

 

 

 2017-01-04 20:00:22 Carol Peters
SC&I Update school public-communication sci-update

Keep up on SC&I faculty, student and staff presentations, publications, honors and awards.

December 31, 2016
November 30, 2016 
October 28, 2016
September 30, 2016
August 31, 2016
June 15, 2016
June 1, 2016
May 17, 2016
April 29, 2016
April 15, 2016
March 31, 2016
March 15, 2016
February 29, 2016 
February 16, 2016
January 29, 2016
December 15, 2015 
November 30, 2015
November 16, 2015
October 30, 2015
October 15, 2015
September 30, 2015
September 15, 2015
August 31, 2015
August 17, 2015
July 31, 2015 
June 30, 2015
June 15, 2015
May 29, 2015 
May 15, 2015
April 30, 2015
April 15, 2015
March 31, 2015 
March 13, 2015
February 27, 2015
February 16, 2015
January 30, 2015
January 15, 2015
December 15, 2014
December 1, 2014
November 14, 2014
October 31, 2014
October 15, 2014
September 30, 2014
September 15, 2014
August 29, 2014 
July 30, 2014
July 15, 2014
June 27, 2014
June 16, 2014
May 30, 2014
May 15, 2014
April 30, 2014
April 15, 2014
March 31, 2014
March 14, 2014
February 28, 2014
February 14, 2014
January 31, 2014
January 15, 2014
December 20, 2013
December 13, 2013
December 3, 2013
November 15, 2013
 2017-01-04 19:54:02 Carol Peters
November 30, 2016 school public-communication november-30-2016-

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Faculty

Publications

Professor John Pavlik has published: Pavlik, John V. (2016). “Data, Algorithms and Code: Implications for Journalism Practice in the Digital Age” in Bob Franklin and Scott A. Eldridge II (eds) The Routledge Companion to Digital Journalism Studies (pp. 265-273), Abingdon, UK: Routledge.

Professor Marie Radford has published the following:

Book: Lynn Silipigini Connaway and Marie L. Radford. “Research Methods in Library and Information Science,” 6th Ed., Santa Barbara, CA: Libraries Unlimited.

 

Book Chapter: Naaeke, A. Kurylo, A. Grabowski, M. Linton, D., and Radford, M. L. (2016). “Insider and Outsider Perspective.” In Kurylo, A. (Ed.) “Negotiating Group Identity in the Research Process: Are You In or Are You Out?” pp. 205-214. Lanham, Md: Lexington Books, an imprint of Rowman & Littlefield Publishing Group. Anastacia Kurylo ’06, the book’s editor, is a SC&I Ph.D. alumna.

Competitive Papers:

  • Radford, G. P., Radford, M. L., and Lingel, J. “The Heterotopia in the Panopticon: Conceptions of the Library Experience From the Work of Michel Foucault.” Presented at the Annual Conference of the National Communication Association, Nov. 10-13, Philadelphia, Pa. Both Gary Radford ‘91 and Jessica Lingel ’13 are Ph.D. alumni.
  • Radford M. L., Singh, V., Huang, S., and Furrer, S.  “A Joke Taken Too Far: Cyberbullying & Newer Apps in Schools.” Presented at the New Jersey Association of School Librarians conference, Nov. 17-19, Long Branch, N.J.

Distinguished Professor Brent Ruben and Ph.D. Student Ralph Gigliotti:

Appointments

MCIS Director and Teaching Professor Richard Dool:

  • Was selected to be a Leadership Mentor for incarcerated students under a Federal Grant administrated by Adams State University.
  • Has been appointed as a Mini-Grant Reviewer for the Association of Leadership Educators.
Presentations and Conferences

Teaching Professor and Director of Undergraduate Interdisciplinary Studies Mary Chayko co-presented, with Sociology Ph.D. student Victoria Gonzolez, the paper “When the Story Doesn’t Fit: The Negotiation and Impact of Narrative in Digital Social Movements” at the annual conference of MAPACA (Mid-Atlantic Popular and American Culture Association), Nov. 5 in Atlantic City, N.J.

MCIS Director and Teaching Professor Richard Dool:

  • Presented papers on “The Effect of Paid Time Off for Volunteerism on Organizational Citizenship Behavior: Is it Influenced by National Culture” as well as “Leadership Lessons from College Athletics” at the International Academy of Business and Public Administration in New Orleans in October.
  • Presented “Leaders v managers: A four lens perspective” at the International Academy of Management and Business (IAMB) in London, in September.
  • Presented at the 32nd Distance Teaching and Learning Conference in Madison, WI, in August on “Impactful Cohort and Dialogue Intensive Learning.”

Associate Professor Lauren Feldman:

 

  • Presented a paper (co-authored with Sol Hart), “Is there Any Hope: How Climate Change News Imagery and Text Influence Audience Emotions and Support for Climate Mitigation Policies,” at the National Communication Association Conference in Philadelphia on November 13.
  • Gave a keynote talk on October 29 titled “Science Communication in Political Contexts: Media and Climate Change” as part of a workshop and research incubator at Penn State University on “Science Communication: Research and Practice.”

Associate Professor Vikki Katz made the following conference presentations:

  • At the Digital Media & Learning Conference (Oct. 5-7, at University of California-Irvine): “Children as Family Technology Brokers, and Members of Digital Learning Teams.”
  • At the Society for Research in Child Development’s conference on Technology and Media in Children’s Development (Oct. 27-30, at University of California-Irvine): “Family Learning with Technology in Lower-Income Families” (co-authors: Meghan Moran, Johns Hopkins University and Carmen Gonzalez, University of Washington).
  • On a panel celebrating the 10th anniversary of the Journal of Children & Media: “Researching Children, Intersectionality and Diversity in the Digital Age” (co-authors: Meryl Alper, Northeastern University and Lynn Schofield Clark, University of Denver).
  • At NCA (Nov. 9-12, Philadelphia): Invited speaker at preconference, “Media and Class in the 21st Century” and “Community Variations in Low-Income Latino Families’ Technology Adoption and Integration” (with Carmen Gonzalez, University of Washington).
  • As an invited speaker at Princeton University’s Adult School (Nov. 7, Princeton, N.J.) as part of a series titled, “The Many Worlds of Communication”: “Family Communication in the Digital Age: How Technology Influences Family Learning and Social Opportunity.”

 

Opening Plenary: Associate Professor Deepa Kumar was invited to present a paper on the opening plenary panel at the 2nd International Conference on Islamophobia, University of Fribourg, Switzerland, Oct. 21-22, organized by the Department of Historical Studies, along with Brian Klug (Oxford), Salman (Leeds) and Ulrike Brunote (Maastricht University).

Associate Dean for Programs Dafna Lemish chaired and participated in a panel entitled: What happens next? The 10th anniversary of the Journal of Children and Media, at the meeting on Technology and Media in Children’s Development of the Society for Research in Child Development at the University of California Irvine, October 2016.

Assistant Teaching Professor Nick Linardopoulos and Assistant Dean for Instructional Support and Assessment Steve Garwood presented their paper “Student Use of Captions When Using Lecture Recordings for Studying and Learning in the Basic Communication Course” on Friday, Nov. 11 at the National Communication Association (NCA) conference in Philadelphia, Pa. This paper was presented in the Top Papers session of the Scholarship of Teaching and Learning division.

Associate Professor Regina Marchi:

  • Gave a talk about her book “Day of the Dead in the USA: The Migration and Transformation of a Cultural Phenomenon” at the Boston Public Library on Nov. 3.
  • On Friday, Nov. 11, Marchi did a presentation on Critical Communication Studies and Peace Journalism as part of the panel: Pedagogy of Peace and Conflict held at the National Communication Association Annual Meeting in Philadelphia.

Assistant Professor Katherine Ognyanova was cited in Wired for this story on political Twitter bots used this election season.

Professor Marie Radford gave an invited talk: Radford, M. L., Mentor N.J. In-Person Networking Event 2016. “What Library Schools Are or Are Not Teaching.” Monroe Township Public Library, N.J., Nov. 9.

School of Communication and Information faculty members and students attended the Annual Meeting of the Association for Information Science and Technology’s (ASIS&T):

ASIS&T was held in Copenhagen, Denmark from Oct. 14-18.  At the international conference, scholars and practitioners in the fields of information science and technology gathered to share research, innovations and insights through paper, poster, panel, and workshop discussions. SC&I professors and students presented their research throughout the conference.

SESSIONS

Sunday, October 16

Health Information Behavior (Paper Session)

“Managing Personal Information Over the Long-term, Or Not? Experiences by Type 1 Diabetes Patients”

SC&I Doctoral Student Si Sun and Distinguished Professor Nicholas J. Belkin

 

“Impact of Patient-provider Communication on Online Health Information Behaviors in Chronic Illness”

Assistant Professor Kaitlin Costello

Qualitative Methods for Studying Health Information Behaviors (Panel Session)

Sanghee Oh, Florida State University, Assistant Professor Kaitlin L. Costello , Annie T. Chen, University of Washington, Barbara M. Wildemuth, University of North Carolina

 

Monday, October 17

The Science of Queries (Paper Session)

“Exploring the Relationships Between Search Intentions and Query Reformulations”

SC&I Doctoral Student Eun Youp Rha, Distinguished Professor Nicholas J. Belkin, CS Doctoral Student Matthew Mitsui, Associate Professor Chirag Shah

Searching for Relevance (Paper Session)

“Using Affective Signals as Implicit Indicators of Information Relevance and Information Processing Strategies”

Roberto I. González-Ibáñez, Universidad de Santiago de Chile and Associate Professor Chirag Shah

 

Information Session, new Special Interest Group: SIG Information and Learning Sciences

New SIG Chair and Assistant Professor Rebecca Reynolds. This was an information session on the scope and goals for this exciting new SIG at ASIS&T proposed by Reynolds and colleagues.

 

President’s Reception Featuring Posters

“Perceptions of Accessibility and Usability by Blind or Visually Impaired Persons: A Pilot Study”

SC&I Doctoral Student Shannon M. Tomlinson

“What Social Media Data Should I Use in My Research?: A Comparative Analysis of Twitter, YouTube, Reddit, and the New York Times Comments”

SC&I Doctoral Students Dongho Choi and Ziad Matni and Associate Professor Chirag Shah

“Deconstructing the Failure: Analyzing the Unanswered Questions within Educational Q&A”

SC&I Doctoral Student Manasa Rath and Associate Professor Chirag Shah

 

“Exploring Support for the Unconquerable Barriers in Information Seeking”

SC&I Doctoral Student Yiwei Wang and Associate Professor Chirag Shah

 

“Information Worth Spreading: An Exploration of Information Sharing from Social Q&A to Other Social Media Platforms”

SC&I Doctoral Students Jiqun Liu and Yiwei Wang

 

“Which Team Benefits from Collaboration?: Investigating Collaborative Information Seeking Using Personal and Social Contextual Signals”

SC&I Doctoral Student Dongho Choi, Associate Professor Chirag Shah and Assistant Professor Vivek Singh

 

Tuesday, October 18

Spanning Languages and Cultures (Paper session)

Chair: Associate Professor Chirag Shah

“Plagiarism-free Inquiry Project-based Learning with UPCC Pedagogy”

Celina Wing Yi Lee, Samuel Kai Wah Chu, Joanna Oi Yue Cheng
The University of Hong Kong, Hong Kong S.A.R. (China), Assistant Professor Rebecca Reynolds

Ethical Tensions in Research: The Influence of Metatheoretical Orientation on Research Ethics (Panel Session)

SC&I Doctoral Student Sarah Barriage, Wayne Buente, University of Hawai’i at Mānoa, Elke Greifeneder, Humboldt-Universitaet, Berlin, Devon Greyson, University of British Columbia, Canada, SC&I Doctoral Student Miraida Morales, Department Chair and Associate Professor Ross Todd

Poster Presentations by SC&I Doctoral Students:

Yiwei Wang, Shannon Tomlinson, Miraida Morales, Dongho Choi, Sarah Barriage, Jiqun Liu, Eun Youp Rah, Manasa Rath, Ziad Matni

For more information, click here. View the full program here.

Associate Professor Chirag Shah:

  • Gave a talk on “Information Fostering: Proactively Supporting Information Seeking” at University of Tampere, Finland on Oct. 21.
  • Presented the following paper: Mitsui, M., & Shah, C. (2016). “Multi-Word Generative Query Recommendation Using Topic Modeling.” In Proceedings of RecSys 2016 Conference. Boston, Mass. The first author is Matt Mitsui, a Ph.D. student in Computer Science.

Distinguished Professor Brent Ruben and Ph.D. Student Ralph Gigliotti presented a session, entitled “Excellence in Higher Education: A Model for Assessment, Planning, and Improvement Within Administrative and Business Units,” at the Eastern Association of College and University Business Officers Annual Meeting in Washington, D.C., on Oct. 18.

Assistant Professor Matthew Weber:

  • Gave an invited talk in November with Ph.D. Student Allie Kosterich at the Tow Center for Digital Journalism at Columbia University. The presentation was titled, “Work Histories and Changing Skills in 21st Century Newsrooms.”

Weber presented the following papers at the Annual Meeting of the National Communication Association (NCA) in Philadelphia, Pa.:

  • Kristensen, T.M. and Weber, M. (2016). “From Traits to Ties: The Communicative Influence on Creative Processes.” The slides can be found here.
  • Kosterich, A, and Weber, M. (2016). “Rapid Organizational Legitimacy: The Case of Mobile News Apps.” The paper can be found here. The slides can be found here.
  • Weber, M. S., Ogyanova, K., and Kosterich, A. (2016, November). “Imitation in the Quest to Adapt: Lessons from News Media on the Early Web.”
  • Weber, M. S., and Treem, J. (2016, November). “Organizational Metrics of Technology Use and the Paradox of Control.”
  • Yanovitzky, I. and Weber, M. S. (2016, November). “News Media as Knowledge Brokers: Rethinking the Influence of the News Media in Public Policymaking.”
Video

The SC&I Social Media and Society Cluster has produced a short animated video describing the research of Teaching Professor and Director of Undergraduate Interdisciplinary Studies Mary Chayko. The video, titled “Superconnected: The Internet, Digital Media, and Techno-Social Life,” can be viewed on the Cluster’s YouTube channel here. View the videos of other cluster members’ research, and subscribe to the Cluster’s YouTube channel, here.

Debate Moderation and Events

Instructor and Debate coach Matthew Maddex served as a political debate moderator in the city of Perth Amboy on Monday Oct. 24 and Tues. Oct. 25. In working with a non-profit group (United Messengers of Peace) on Oct. 24, he moderated the Board of Education debate. On Oct. 25 he moderated the mayoral debate for the city of Perth Amboy.

Coached by Maddex, The Rutgers University Speech Society hosted the first ever speech (forensics) competition at Rutgers University on the weekend of Oct. 15 and 16. Rutgers was the host university for the Rutgers Revolutionary Invite / SNAFU swing competition. SNAFU stands for the Southern & Northern Atlantic Forensics Union (a non-profit organization designed to help university’s compete in speech events). Universities from 5 different states totaling 10 teams, with around 100 competitors competed in 11 different individual speech events. The competition was so popular that the RU_Speech Society was asked to host their competition in the future.

In the Media

CBS Philly, in a story titled “Anti-Trump Protests Break Out While Social Justice Academics in Philly” covered the protests that took place at the National Communication Association (NCA) conference, a conference many SC&I faculty and students attended. Associate Professor Jack Bratich noted Associate Professor Todd Wolfson’s work to connect many of the local organizations to the NCA organizers, as well as his efforts with Media Mobilizing Project in a number of sessions (not included in the article).

Teaching Professor and Director of Undergraduate Interdisciplinary Studies Mary Chayko was quoted in the following articles:

Professor David Greenberg:

  • Quoted by the New York Times regarding voters’ intense negative feelings about Trump and Clinton may say as much about the times as the candidates. Read more here.
  • Is among the experts quoted by the Christian Science Monitor in a story about how Donald Trump will redefine the relationship between the media and the presidency. Read more here.
  • Wrote in the Washington Post about the role political spin played in this and past presidential elections. Read more here.

Associate Professor Deepa Kumar:

Associate Professor Regina Marchi was quoted in Refinery 29 in a story titled “Beyond The Sugar Skull — What We Can Really Learn From The Day Of The Dead.”

Director of Undergraduate Studies in Journalism and Media Studies Steve Miller was quoted by Gannett New Jersey in a story titled “Rutgers’ Kayla Jackson is a Renaissance Student.”

Assistant Professor Katherine Ognyanova was cited in Wired for this story on political Twitter bots used this election season.

Students

Ph.D. Student Sarah Barriage’s paper “The Use of Task-Centered Activities in Research with Children & Youth: Inspiration from Childhood Studies for Research in Library & Information Science” was selected as the winner of the 2016 ALISE/ProQuest Methodology Paper Competition. Barriage has also been chosen as the winner of the  ALISE/UW Information School Youth Services Graduate Student Travel Award. This award will enable her to travel to the ALISE Annual Conference, January 17-20 in Atlanta.

Ph.D. Student Robin Caplan was quoted in the New York Times: “Facebook Must Acknowledge and Change its Financial Incentives,” and she was interviewed and quoted by Gizmodo: “We Need to Stop Taking Facebook’s Word For It.”

Ph.D. students Maria Dwyer, Ralph Gigliotti, Katie Kang, Sean Leavey and Surabhi Sahay, along with recent Ph.D. program graduate Maggie Boyraz and Teaching Professor and Director of Undergraduate Studies Mary Chayko, were among the presenters in a session on online and hybrid learning at the annual conference of the National Communication Association (NCA), Nov. 12, 2016 in Philadelphia, Pa. The session was titled “Hybrid and Online Approaches to Teaching Communication Courses in a Civic-Minded Academy: Strengths, Weaknesses, Opportunities, and Threats.” Boyraz and Dwyer were co-organizers and co-chairs of the session and the panel discussion that anchored it.

Ph.D. Student Ralph Gigliotti:

  • Presented a session, titled “Faculty and Staff Leadership Education: An Overview of the Rutgers Leadership Academy,” at the Leadership in Higher Education Conference in Atlanta, Ga., on Oct. 7.
  • Was recently recognized as one of 23 2016 Emerging Leaders of Bucks and Montgomery counties. Previously presented as the “Forty Under 40,” this award is sponsored by the Central Bucks Family YMCA, the Bucks County Courier Times, and The Intelligencer. For more information, please visit here.

Doctoral Candidate Cheryl Klimaszewski presented a paper titled “Experience as use in a local museum in Horodnic de Jos, Romania (towards a rhizomal model for documentation)” at the Document Academy Annual Meeting, held at the University of North Texas, Denton, Texas September 30-October 1, 2016.

Doctoral Candidate Jing Wang gave an invited talk on “New Media, Performative Agency, and Financialization in China” in the Institute for Public Knowledge at New York University on Friday, October 28.

 

 

 

 

 2016-12-09 19:26:32 Carol Peters
School Library Certification programs mi school-library-certification Navigating the road to certification can be a bit confusing. We aim to provide you with all the relevant information about New Jersey certification and how to apply for certification. The process will differ depending on your circumstances, such as your education, current certifications and goals.

The SLMS certification is offered in concert with the Master of Information program and the School Library Studies specialization (ranked #2 nationally). It is a state-approved, ALA-accredited degree program consisting of 36 credits (12 classes) and three non-credit courses (501, 502, and 503) that you must complete within three years. The school library plan of study has been approved by the New Jersey Department of Education for use toward state certification as a School Library Media Specialist.

In addition to the courses required for the degree, the SLMS certification also requires students to satisfy an education component that can be fulfilled in any of the following three ways:

  1. by possessing a standard teaching certificate,
  2. by proving that you completed a NJ State-approved college teacher preparation program, or
  3. by completing a cohesive plan of study of at least 9 credits that covers the education content areas mandated by the state. The three online education courses Rutgers offers fulfill this education requirement.

Our LibGuide has more information regarding the field experience requirement for students on the school media specialist track.

Send all questions regarding certification to Jay Stefanelli at j.stefanelli@rutgers.edu.

 2016-12-07 22:59:30 Jay Stefanelli
Master of Communication and Information Studies programs master-of-communication-and-information-studies master-of-communication-and-information-studies Why Rutgers and MCIS?

  • Rutgers prestige – your degree will be from a University that is:
  • Join our extensive Rutgers Alumni network of over 433,000 graduates
  • Exceptional value for your tuition investment
    • Our tuition is very attractive compared to other schools
    • The Master’s credential is a clear differentiator – only 8.9 percent of Americans have a Master’s degree (NCES, 2015).
  • Employers of all types are seeking individuals with strong interpersonal, communication, and teaming skills.
  • The MCIS degree can enable you to enhance your current position or enter a new area of interest. Our graduates work in an array of professional positions in corporate communication, public relations, health communication, social media management, marketing, digital media, branding, social justice and non-profits and a host of others.
    “It all happened at Rutgers. The pivot of my life and career happened there.” Pamela Pruitt (MCIS 2012), Director of Multicultural Affairs
  • World class faculty who combine theory and practice in unique ways to enhance your learning experience.
  • Study at the epicenter of many communication and media studies professions at our Campus with New York City and Philadelphia less than one hour away. We offer a range of experiential learning opportunities through internships and other options.
  • You can further enhance your learning with a choice of five specialized study areas.
  • You can study on-campus or online and complete your degree in 18-24 months.
  • You can work and complete our program – over 60% of our students work full-time.
  • The MCIS degree is a STEM program.

 

Are you a prospective student? Want more information about the program?

Find more information about the program and the different tracks offered here

 2016-11-30 17:21:58 Jay Stefanelli
Master of Information programs mi master-of-information The mission of the Master of Information (MI) program is to enable you to provide professional expertise, leadership
and innovation across diverse information and technological landscapes. People-focused, information technology-intensive,
data-driven and career-oriented, our Master of Information is your gateway to making a significant contribution to
organizational leadership, information management, community and social development in 21st century societies.

Facts about the MI
program

  • Flexible MI program — offered online, on campus or in a hybrid situation
  • Ranked 6th nationally by U.S. News and World Report, and #2 for school library media across the country
  • 1 of the 59 international members of the iSchool consortium
  • STEM program
  • Tuition competitive with top 10 national programs
  • ALA accredited
  • GRE Waiver, for those that hold a strong academic record
  • Five concentrations include Data Science, Library and Information Science, Archives and Preservation, Technology, Information and Management, and Informatics and Design

Program Goals

People and Community

Understand and analyze diverse information communities in organizational, social and cultural contexts to identify needs, situations and opportunities to provide quality information services.

 

Data, Information and Knowledge

Understand the intersection of data, information, and knowledge and their creation, organization and use to provide meaningful and adaptive services to information organizations and communities.

Technologies, Systems and Networks

Develop expertise in designing, implementing, and evaluating information systems, services and organizational structures that enable access to information and its use for meeting organizational and community goals.

 

Lead the Change

Develop capacity to safeguard and make available the cultural, intellectual, and technological records of humankind. Understand the role and value of data, information and knowledge in shaping human capacity to be productive, creative and transformative.

 2016-11-30 15:04:22 Jay Stefanelli
Kitzie and Mikitish Awarded ACRL and OCLC Partnership Contract programs phd-news kitzie-and-mikitish-awarded-contract-from-acrl-and-oclc-partnership The Association of College & Research Libraries (ACRL), a division of the American Library Association, has selected a team from the Online Computer Library Center (OCLC) Research to design, develop, and deliver a new ACRL “Action-Oriented Research Agenda on Library Contributions to Student Learning and Success.”

The team was selected after an open and competitive request for proposals to investigate and write a research agenda that provides an update on progress since the publication of ACRL’s 2010 Value of Academic Libraries: A Comprehensive Research Review and Report and examines important questions where more research is needed in areas critical to the higher education sector. The focus of the research agenda will be on institutional priorities for improved student learning and success (e.g., retention, persistence, degree completion).

Project director Lynn Silipigni Connaway, senior research scientist at OCLC, is joined by team members William Harvey, consulting software engineer at OCLC, and Vanessa Kitzie and Stephanie Mikitish, both doctoral candidates in the Library and Information Science program at Rutgers University. The team will seek regular feedback from both ACRL’s Value of Academic Libraries Committee and an advisory group consisting of academic librarians at 12 institutions that include community colleges, 4-year colleges, and research universities from secular, non-secular, public, and private institutions representing the 4 geographical regions of the United States.

“We are excited to be working with OCLC Research, a renowned independent research unit, to create this new agenda as a way to both guide academic librarians on actions they can take now to communicate their contributions to higher education and to identify essential areas that merit further investigation,” remarked ACRL Executive Director Mary Ellen K. Davis.

The agenda clearly will identify actions academic libraries can take now based on both existing scholarship and practice-based reports, and it will include 10-15 future-focused key inquiry questions that the literature and interview data suggest are essential for academic librarians to explore. In addition, the project will include an interactive visualization dashboard to help librarians understand and make use of existing literature for studies most relevant to their research interests. It will also contain a visualization component that highlights the major themes in the report, enables data entry based on local projects, and produces a graphic that can be shared with campus stakeholders.

“We were impressed with OCLC’s in-kind contributions to the project as well as the composition of the advisory board and the active role they will take in connecting the team with vice presidents and provosts for interviews,” continued Davis. “Likewise, the robust data visualization component will prove a powerful tool in helping academic librarians navigate the rich body of scholarly research and practice-based literature that already exists. We are particularly fortunate to benefit from the unique perspective that Lynn brings through her work at OCLC and her deep engagement with ACRL as a former chair of ACRL’s Value of Academic Libraries Committee.”

Lorcan Dempsey, vice president and chief strategist at OCLC Research, commented, “This project fits perfectly with our commitment to act as a community resource for shared research and development. Like ACRL, we are committed to scaling learning and innovation across the communities we serve. We are really pleased to be collaborating with ACRL on a project to advance thinking on a central library question.”

The team’s work began in early August 2016 and includes a presentation at the upcoming Library Assessment Conference as well as an online open forum in mid November to share progress with the broader community and solicit feedback. A final document of publishable quality, 60-100 pages in length, is due in May 2017 for public release in June. Read more about project deliverables and timeline in an excerpt of the successful proposal.

 2016-11-30 01:24:56 Franklin Bridges
Meet Miraida Morales programs phd-news meet-miraida-morales Miraida Morales is a fourth-year Ph.D. student in the LIS area. Her advisor is Dr. Nina Wacholder. Miraida’s research focuses on the readability of consumer health information.

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What point are you at in your dissertation process and what are you currently working on?

I am finalizing my dissertation proposal, which is a mixed methods study. I have already completed the first phase of the study, which was a linguistic analysis of about 500 health resources from Medline Plus and other collections. Now I’m editing the proposal with my advisor, and submitting the IRB for the subsequent phase of my study, which is a usability study of the documents I analyzed.

Where has your research taken you that you did not expect to go?

There are 2 ways to interpret this question: literally and metaphorically. Literally speaking, last summer my research took me to Lisbon, Portugal to a Machine Learning summer workshop where I learned how natural language processing works and, more specific to my interests, how computers read.  This was important for my work, and am now using what I learned in order to conduct linguistic analysis of health information.

Metaphorically speaking, I guess I could say that my research has taken me into the world of programming. I’ve learned to code and have even written some programs using Python.  Learning to code has been a lot more fun than I expected.

What is one of your best conference memories?

Earlier this year I went to the Canadian Association for Information Science (CAIS) conference in Calgary, Alberta, with Sarah Barriage, another student in our program. The conference was really small, and attended mostly by Canadian LIS faculty and students.  Sarah and I presented a poster on a study we had just completed on the readability of consent forms, and it was very well received!  After the conference, we spent a couple of days in Banff visiting the Canadian Rockies and even got to walk on a glacier.  It is an experience I won’t soon forget.

What do you like to do when you are not working on your research?

I like to read, spend time with friends and travel. I also love to go on runs in my neighborhood, and am learning to play the djembe drum.  This past winter, I ran a half marathon in Sedona, AZ, and got to visit the Grand Canyon. It was an incredible trip.

What is your advice to in-coming students?

If you’re staying on or around campus, try to visit NYC and Philadelphia as often as you can.  They’re both an easy train ride away on NJ Transit. If you’re not staying near campus, try to stay involved in some aspect of Rutgers life.  Whether it’s attending events at SCI, such as those organized by the DSA, or events outside our school, like symposia at other departments, art shows, guest lectures, etc. Be an active part of this community. You won’t regret it. And don’t be afraid to learn something new or something you think is too hard. Take a leap of faith on yourself. You got into this program, so you can do anything you set your mind to.

 2016-11-30 00:59:18 Franklin Bridges
Meet Alexa Bolaños-Carpio programs phd-news meet-alexa-bolanos-carpio Alexa Bolaños-Carpio is a fifth-year Ph.D. student in the Communication area. Her advisor is Dr. Galina Bolden. Alexa’s research examines interactions in calls to the 9-1-1 Costa Rica.

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What point are you at in your dissertation process and what are you currently working on?

I already defended the dissertation proposal and now I am analyzing the data and writing the findings. I have already submitted two analytic chapters to my advisor, so I am currently revising those chapters and working on the third one. It is a lot of work, as you see!

Where has your research taken you that you did not expect to go?

I got interested in analyzing the interactions in calls to the 9-1-1 Costa Rica because the different practices that callers use to formulate the location of the incident. For example, in some communities people might use landmarks and very detailed descriptions to communicate where the incident is. At first I though my dissertation was going to focus exclusively on place formulation, but while digging into the data a whole new world of research opportunities opened up! Now I am also examining how the requests for help may project other elements of the incident, and what may be some cultural differences in the organization of the calls.

What is one of your best conference memories?

Every academic event has its charm, but I have good memories on one methodological workshop. This summer I was awarded with the Summer Research Training Support from SC&I to participate in a workshop of the International Academy for Conversation Analysis (Groningen, The Netherlands, 2016). Scholars from all around the world attended the workshop, so it was a great opportunity for networking. I actually met some doctoral students in the workshop, and we are working together to create our own research group to spread the word about Conversation Analysis in Latin America!

What do you like to do when you are not working on your research?

I like getting together with friends for a coffee, or just chatting. That is how I recharge energies after a long day of writing the dissertation. I try to stay in touch with my family and friends back home (I am from Costa Rica!). I also like hiking and travelling. I love spend some time in the contact with the nature.

What is your advice to in-coming students?

Take advantage of the different academic events around campus: the TA Project offers good workshops for dealing with grading, teaching, and students. The CarreerKnight offers workshops that might be helpful preparing you for the job market –writing a CV, feeling confident during interviews, and more! Also get involved with the SC&I DSA. It is a good way to know people and build a sense of community. We are all in the same boat, and it is nice to meet other sailors that will join you in this new journey. And because life is more than just academia, my advice is to balance the academic life and the social life. Here are few things you may want to check out:

-Rutgers Go Outdoors offers several trips throughout the year. Check out their website!

-Rutgers Reading Club might work for you if you want to read for fun!

-Spa at Rutgers offers great facials and relaxing massages with special prices for students. I have asked for the deep tissue massages and they are simply awesome!

-Rutgers Recreational Centers are open for all students to use their facilities. They offer several classes, and you can buy a pass to attend the fitness classes. Check out their website!

Find time for yourself! Yes, pursuing the doctoral degree is important, but your mental health is important too, otherwise you cannot finish the degree! Go to the spa, go to the gym, go hiking, go to the pool, go to the movies, go to a musical, go to museums! Reserve a time during the week –every week!– to take care of yourself. Enjoy the PhD journey!

 2016-11-30 00:58:37 Franklin Bridges
Meet Fredrika Thelandersson programs phd-news meet-fredrika-thelandersson Fredrika Thelandersson is a fourth-year Ph.D. student in the Media Studies area. Her advisor is Dr. Jack Bratich. Fredrika’s studying the figure of the sad girl as she appears in pop culture and on online media platforms, using theories from cultural studies, feminist theory, and affect studies to try to understand why this urge to represent and manifest sadness emerges at this moment in time.

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What point are you at in your dissertation process and what are you currently working on?

I am just about my qualifying exams (next week!) so I am preparing for that, but I’m also trying to work towards the next step, which is writing the proposal.

This past June I went to the Summer Doctoral Institute for Difference in Media and Culture at USC Annenberg. It’s a workshop-style weeklong conference where 20 PhD students and seven faculty members come together to share work and exchange feedback. I got some really good comments about my work both in terms of theory and of methodology. Since then I’ve started to think about my project on sad girls in a larger framework, one that broadens it to (female coded) sadness and connects it to a historical perspective. So the first thing to do after my quals is to start turning these multiple notes and strands of thought into a somewhat coherent proposal.

Where has your research taken you that you did not expect to go?


To a windowless room in the Rio All-Suite Hotel and Casino in Las Vegas, where I presented a paper at the National Communication Association’s annual conference. It was a really bizarre experience to attend an academic conference in Vegas, having to pass through slot machines and waitresses in bikinis to get from one panel to the next.

What is one of your best conference memories?

One of the most interesting and inspiring conferences I have attended was the Affect Theory Conference: Worldings, Tensions, Futures held at Millersville University in Lancaster, PA, in October 2015. It was the first conference focused exclusively on affect studies and the schedule was intense, with two or three plenary talks each day.

I not only got to present a paper there, which felt like a huge deal, but also take a writing workshop with one of my scholarly heroines, Ann Cvetkovich, which was very intellectually nourishing. And, I got to do experience it all with a great group of new and old grad school colleagues (including fellow Sc&I PhD candidate Vyshali Manivannan).

What do you like to do when you are not working on your research?

I don’t really have a hobby but it’s really important for me to cultivate and maintain relationships with friends outside of academia. I live in Brooklyn, so I guess my main non-research activity is to hang out with friends, doing various things around the city. And of course binging too many TV-shows (which I think I can check off as work at this point, a lot of my research has to do with pop culture…)

For me, the flexibility of where I can work, and the breaks in the school year, are some of the best perks of academic life. I’m from Sweden and have family and many close friends there, and on an academic schedule I can go back for at least a month every summer and a couple of weeks in the winter.

What is your advice to in-coming students?

Find out what works for you – how you work best (hours of the day, location, most efficient caffeine level, etc), what gets you motivated and what keeps you going. Don’t compare yourself to others, that’s a closed off circuit that will give you nothing but misery.

The geniuses over at Crunk Feminist Collective have a very helpful guide on academic survival that I try to live by, and would recommend to grad students at all levels.

And, figure out your basic physical and emotional needs so you don’t burn out – get enough sleep, take breaks, leave the house at least once a day, exercise (even if it’s just a walk around the block it makes a huge difference to get your body moving just a little).

 2016-11-30 00:57:19 Franklin Bridges
MI Online programs mi online

Online Learning Option

All course work for the online program is conducted entirely online, with the same requirements as on-campus students. Designed primarily for part-time study, a typical course load online is six credits (two courses) per semester. The online program was built with generous funding from the federal agency of the Institute of Museum and Library Services.

Online classes are taught by full-time faculty members or highly qualified part-time instructors. The classes are NOT structured as self-paced tutorials. Class size is limited to ensure interaction among students and teachers in every class.&nbsp;

Quick Facts:

  • Can be completed 100% online (including Orientation!)
  • Interaction between students and faculty is critically important to online learning.
  • Our course format is asynchronous, meaning you will not have to log in at a specific time to meet for class.
  • Average Class Size: ~14 (for-credit courses, Fall 2015 semester)
  • Course Management System: Pearson eCollege

 

For more information about the online program

 

Apply to the online program

 2016-11-28 13:31:18 John Bowen
Meet The Core PhD Faculty programs phd-program core-faculty

Mark Aakhus (PhD, University of Arizona) Professor – Collaboration and conflict processes, communication-information technology, discourse and organizations, corporate social responsibility, sustainability.

Melissa Aronczyk (PhD, New York University) Associate Professor – Critical promotional culture and promotional media, nationalism/national identity, globalization, politics and media, sociology of culture.

Nicholas Belkin (PhD, London) Distinguished Professor – Information science, information retrieval theory, interactive information retrieval, people’s interactions with information, human-computer interaction in information systems.

Galina Bolden (PhD, University of California-Los Angeles) Associate Professor – Conversation analysis in English and Russian, communication across linguistic and cultural barriers, nonverbal communication.

Jack Bratich (PhD, University of Illinois at Urbana) Associate Professor – Popular culture, social and political theory, media and democracy, technology and society.

Kaitlin Costello (PhD, University of North Carolina at Chapel Hill) Assistant Professor – Health informatics, information behavior, social informatics, theory development.

Marija Dalbello (PhD, University of Toronto) Associate Professor – Theory and history of information, social history of knowledge, visual epistemology, cultural informatics, history of the book, digital humanities.

Marya Doerfel (PhD, SUNY Buffalo) Associate Professor – Inter-organizational communication, organizational communication, social networks, networked forms of organizing, collaboration, semantic networks.

Ingrid Erickson (PhD, Stanford University) Assistant Professor –  Information Technology and organizational behavior, locative technologies and social media, innovation and collaborative work practices.

Meara Faw (PhD, University of Washington) Assistant Professor – Interpersonal communication, health, social support, and biomarker methods.

Lauren Feldman (PhD, University of Pennsylvania) Assistant Professor – Media and politics, public opinion, partisan media, the intersection of entertainment and politics, climate change communication.

Bernadette Gailliard (PhD, UC Santa Barbara) Assistant Professor – Organizational communication; membership negotiation; identity, race, gender, and class intersections; work-life balance, mixed methods.

David Greenberg (PhD, Columbia University) Professor – American political and cultural history, politics and media.

Kathryn Greene (PhD, University of Georgia) Professor – Health message design targeting adolescent risk-taking, disclosure of health issues.

Vikki Katz (PhD, University of Southern California) Associate Professor – Community-based health interventions, immigrant family dynamics, children’s information seeking/ translating, ethnic media, communication ecologies.

Susan Keith (PhD, University of North Carolina at Chapel Hill) Associate Professor – Traditional and new media journalistic practice, media ethics, mass communication laws.

Sunyoung Kim (PhD, Carnegie Mellon University) Assistant Professor – Human-computer interaction, ubiquitous computing, mobile computing and CSCW, and applying these interests to: technology empowerment, everyday health and wellbeing, healthy aging, citizen science and environmental sustainability.

Deepa Kumar (PhD, University of Pittsburgh) Associate Professor – Critical media studies, globalization, class, gender, imperialism, war, Middle East, Islam and Orientalism.

Jeffrey Lane (PhD, Princeton University) Assistant Professor – Urban ethnography, community, mediated communication.

Michael Lesk (PhD, Harvard University) Professor – Digital libraries, digital preservation and the economics of digital information.

Laurie Lewis (PhD, University of California-Santa Barbara) Professor – Organizational communication, stakeholder communication, organizational change, nonprofits, and inter-organizational collaboration.

Jenny Mandelbaum (PhD, University of Texas) Professor – Interpersonal communication, conversational analysis.

Regina Marchi (PhD, University of California-San Diego) Associate Professor – Race, class, gender and media, social movements and news, community media, Latino popular culture.

Claire McInerney (PhD, SUNY Albany) Associate Professor – Knowledge management, information ethics, virtual organizations, community informatics and health, gender and technology.

Lisa Mikesell (PhD, UCLA) Assistant Professor – Qualitative methods, conversation analysis and ethnography; health communication/doctor-patient interaction; mental health services, intervention/implementation; patient-centeredness/engagement.

Hartmut Mokros (PhD, University of Chicago) Professor – Language and social interaction, communication and identity, psychopathology and wellness, research methodology.

Daniel O’Connor (PhD, Syracuse University) Associate Professor – Research methods, library science.

Katya Ognyanova (Phd, Annenberg School for Communication & Journalism, USC) Associate Professor – network science, computational social science, media and technology, political communication and civic engagement.

John Pavlik (PhD, University of Minnesota) Professor – Journalism technology and new media technologies, Spanish-language media, journalism and media ethics.

Jonathan Potter (PhD, University of York) Professor & Dean, SC&I – Discursive Psychology, Conversation Analysis, Qualitative Research Methods, Theory.

Marie L. Radford (PhD, Rutgers University) Professor, PhD Director – Interpersonal and nonverbal communication, librarian-user interactions, media stereotypes, cultural studies, qualitative methods.

Rebecca Reynolds (PhD, Syracuse University) Assistant Professor – Computer-supported collaborative learning among youth in constructionist design-oriented environments.

Brent Ruben (PhD, University of Iowa) Distinguished Professor – Communication theory, organizational quality, health and medical communication, communication and information systems, communication education.

Charles Senteio (PhD, University of Michigan) Assistant Professor – Health informatics, health disparities and health education..

Craig Scott (PhD, Arizona State University) Professor – Organizational communication, new communication technologies, issues of identification and anonymity, communication theory.

Chirag Shah (PhD, University of North Carolina) Associate Professor – Information retrieval, collaborative information seeking, social media.

Vivek Singh (PhD, University of California-Irvine) Assistant Professor – Big data, social computing, multi-modal information systems.

Lea Stewart (PhD, Purdue University) Professor – Health communication campaigns, gender, communication ethics.

Jennifer Theiss (PhD, University of Wisconsin) Associate Professor – Interpersonal communication and romantic relationship development.

Ross Todd (PhD, University of Technology-Sydney, Australia) Associate Professor – Human information behavior, adolescents’ information seeking and utilization, school librarianship, knowledge management.

Nina Wacholder (PhD, CUNY) Associate Professor – Organization of Information, information access, computational linguistics.

Jennifer Warren (PhD, Pennsylvania State University) Assistant Professor – Health communication, underserved identities, health disparities, tobacco use, targeted e-health interventions, community-based participatory research.

Matthew Weber (PhD, University of Southern California) Assistant Professor –Organizational communication, social networks, network analysis, communication and information technology, news, media, new media, organizational change.

Kadijah White (PhD, University of Pennsylvania) Assistant Professor – Race, gender, and politics in the media.

Todd Wolfson (PhD, University of Pennsylvania) Associate Professor – Role of new information/communication technologies in global social movements.

Itzhak Yanovitzky (PhD, University of Pennsylvania) Associate Professor – Health communication, persuasion, communication and social changes, research methodology. 

In addition to these core faculty who are in SC&I and actively involved with the PhD program, there are a number of affiliate and adjunct faculty who are in other parts of Rutgers or at other prestigious institutions of higher education.

 2016-11-27 22:54:37 Franklin Bridges
Student Organizations programs mi student-organizations

American Society for Information Science &amp; Technology Student Chapter (RU ASIS&amp;T)

Mission:
The American Society for Information Science &amp; Technology (ASIS&amp;T) is a national organization devoted to the creation, organization, dissemination and application of knowledge concerning information and its transfer. Rutgers University ASIS&amp;T (RUASIS&amp;T) is one of the student chapters of this organization. In addition to the RUASIS&amp;T chapter, New Jersey also has a state chapter (NJASIS) that works closely with RUASIS&amp;T.
Faculty adviser: Dr. Lilia Pavlovsky
Website: http://ruasist.rutgers.edu

Library and Information Science Student Association (LISSA)

Mission:
LISSA is the Rutgers’ student chapter of the American Library Association. You do not need to apply to LISSA, all LIS students are automatically members. It is up to you to decide if you want to be an active and contributing member of LISSA.
Faculty adviser: Dr. Kay Cassell
Website: http://comminfo.rutgers.edu/~weblissa/index.php

Special Libraries Association -&nbsp;Rutgers University Student Group (RUSLA)

Mission:
The Special Libraries Association (SLA) is an international professional association that represents information resource experts. SLA has nearly 15,000 members who work in special libraries serving business, research, government, universities, newspapers, museums, and institutions that use or produce specialized information.
Faculty advisers: Claire McInerney &amp; Jana Varlejs
Web Site: http://rusla.rutgers.edu

Student College, Academic, and Research Library Association (SCARLA)

A new student organization beginning 2011-12, for those with an interest in academic libraries. &nbsp;For information, contact co-presidents Miraida Morales and Natasha Ermolaev.
Faculty adviser: Marie Radford
Web Site: http://scarla.rutgers.edu/

Student Organization for Unique and Rare Collections Everywhere (SOURCE)

Mission:
SOURCE (founded November 2000) addresses the interest of students who wish to learn more about archives, rare books, special collections, digital archiving, manuscripts, records management, museums and preservation.
Faculty adviser: Marija Dalbello
Website:&nbsp;http://wp.comminfo.rutgers.edu/source/

Rutgers Association of School Librarians (RASL)

Mission:
The Rutgers Association of School Librarians was started during the Summer of 2004. Our group aims to provide helpful and timely information to students interested in becoming a school librarian.
Faculty adviser: Ross Todd
Website: http://comminfo.rutgers.edu/~rasl/

 2016-11-22 21:33:01 John Bowen
Student Organizations school current-students student-organizations Get involved with the SC&amp;I community through our student organizations:

Undergraduate Organizations

Communication

Information Technology and Informatics

Journalist and Media Studies

Graduate Organizations

Master of Communication and Information Studies

Master of Library and Information Science

Ph.D

 2016-11-22 21:25:02 John Bowen
Admissions programs mi master-information-admission Entry into the MI degree program is competitive and affected by the quality and academic promise of the pool of candidates. In evaluating credentials, the admissions committee looks for potential both for graduate study and service to the profession. There is no limit to the number of applicants who can be admitted – the admissions committee will admit all candidates who meet the admission standards. The following credentials are required for admission to the MI program:

  • Online: The online program is designed for part-time study. If you would like to take more than three courses per term, you should apply to the campus program.
  • On-campus: The MI program is offered on the New Brunswick campus of Rutgers University and offers the full range of courses described on this website for the program under Curriculum & Courses.
  • If you are undecided about which option to select, please contact either Jay Stefanelli, Associate Director of Student Services.

What’s required to apply?

TRANSCRIPTS

Official transcripts of previous academic work are required. A Bachelor’s degree or its equivalent from a recognized institution of higher education in any discipline is needed.

Overall average (cumulative grade point average) of at least mid-B (3.0/4.0 GPA) is required. Please also submit Master’s transcripts, if applicable.

Send transcripts to:
The Office of Graduate and Professional Admissions
Rutgers, The State University of New Jersey
56 College Avenue
New Brunswick, NJ 08901

STANDARDIZED TEST SCORES

GRE Requirements:

Verbal = mid-150s+
Quantitative = mid-140s+
Writing = 4.0+

GRE Waiver Policy

Rutgers University will grant a GRE waiver to applicants if they meet one or more of the following requirements:

  • A GPA above 3.0 on a 4.0 scale (from a US Institution)
  • A completed advanced or master’s degree

Applicants may submit GMAT, MCAT and LSAT scores in place of GRE scores.

International Applicants

English Proficiency Test Scores are also required, in addition to Standardized Test scores. The TOEFL and IELTS are officially accepted. The English proficiency test requirement may be waived for students who earned a bachelor’s or master’s degree from an accredited U.S. college or university.

Requirements:
TOEFL = 94+ (IBT), 587 (PBT)
IELTS = 6.5+

Please have GRE and TOEFL scores sent to School Code 2790 and have the department code left blank.

RECOMMENDATIONS

Two letters are required. Letters of recommendation should focus on academic capacity (e.g., problem solving, thinking, analytical, and reflective skills) to undertake a rigorous program of graduate study, rather than on workplace efficiency and character traits.

The recommender’s relationship to you must be established in the letter of recommendation. Personal friends, clergy, and family members are not appropriate recommenders. Be prepared to supply the names and email addresses for your recommenders as part of the online application process.

STATEMENT

A Personal Statement is required as part of the admissions process. In approximately 750 words, tell us about your interests and career aspirations in pursuing the Master of Information degree.

APPLICATION FEE

A $70 non-refundable application fee is required.

When can I apply?

Applications are considered on a rolling basis. Applications must be complete to be considered for admission.

START IN SEPTEMBER

  • US resident deadline: August 1 (To be considered for scholarships, apply by February 1.)
  • International student deadline: July 1

START IN JANUARY

  • US resident deadline: December 1
  • International student deadline: November 1

START IN MAY (ONLINE ONLY)

  • US resident deadline: April 15
  • International student deadline: March 15

 

Can I apply for scholarships?

To be considered for scholarships, apply by the early acceptance deadline for the Fall term. Scholarships for students beginning in spring or summer are only occasionally available and thus do not have a deadline.

How long will it take?

The MI program requires a total of 36 credits. As a part-time student taking two classes (6 credits) per semester, it will take three years (6 semesters) to complete the program. As a full-time student taking three classes (9 credits) per semester, it will take two years (4 semesters) to complete the program. Many students take advantage of summer and winter session courses to decrease the time to complete!

Can I transfer credits?

A maximum of six credits of graduate coursework may be transferred to the MI program under the following conditions:

– Credits must be from a graduate program of library and information science accredited by the American Library Association (ALA) if the work was completed with a grade of B or better within three years prior to admission to the Rutgers MI program. If you have potential credits to transfer, submit a cover letter indicating these credits and a course description and/or syllabus of the courses, along with your application package. We will review your request at the same time as your application.

Contact: Jay Stefanelli, Associate Director of Student Services for Enrollment Management

How much does it cost?

The numbers below represent the entire cost of the program, not annual or per term.

NJ Resident – $28,000* – take a mix of classes on-campus & online

Out of State Resident – $44,000* – take a mix of classes on-campus & online

NJ Resident OR Out of State – $36,000 – students complete 100% of courses online

* NJ Resident and Out of State tuition costs are approximated. All quotes are based on the 2015-2016 academic year.

 

If you are interested in learning more about non-degree status, click here.

 

 2016-11-22 14:14:25 Jay Stefanelli
When Should You Submit Your Application? programs phd-program admission-aid Be mindful of the application deadline for fall 2017 enrollment: Jan. 15, 2017.

How You Are Evaluated

Your application for the PhD Program will be evaluated on the basis of:

  • Graduate Records Exam (GRE) scores (verbal and quantitative combined scores normally exceed 300; a strong writing score is valued also).
  • Undergraduate and graduate academic records (you should have records equivalent to at least the 3.0 or B level).
  • Three letters of recommendation from persons who know you in academic (or professional) contexts.
  • A personal statement from you relating experience and research interests to the PhD Program.
  • Score on the Test of English as a Foreign Language (TOEFL) for non-native English-speaking applicants (you should ideally have a score above 600 paper-based or 80 Internet-based).

Students applying for admission to the PhD Program typically have completed a master’s degree in communication, information science, library studies or another related academic or professional field. Highly qualified students from strong programs or research backgrounds without a master’s degree may also apply in special circumstances, but should contact the program director before doing so.

When Should I Apply?

The application deadline for the fall term is Jan. 15 of each year (with late applications to be considered at a May 1 deadline). If you are requesting financial aid, you must apply by Jan. 15.

We only admit students for a fall semester start — no one begins the program in the spring.

Application forms are available from the office of Graduate & Professional Admissions.

In Need of Financial Support?

Several types of financial support are available to highly qualified students. In most cases, students applying by Jan. 15 are considered automatically for this as part of the admissions process. A few awards are also for students further along in their doctoral studies. All awards are highly competitive.

At SC&I, we offer the following highly competitive forms of support:

  • Teaching Assistantships
  • Graduate Assistantships
  • Assistant Instructor/PTL positions
  • SC&I Fellowships
  • Pam Richards Fellowship
  • Grant funding
  • Hourly graders/research assistants

Many of these include a stipend, general health benefits and tuition remission. We also provide travel grants/assistance to all students presenting scholarship at scholarly conferences regionally, nationally and internationally.

Rutgers University also provides various forms of highly competitive support:

  • Presidential Fellowships
  • Diversity Fellowships
  • Bevier Fellowships
  • Teaching/Graduate Assistantships in other departments
  • Grant funding outside SC&I
  • Learning Community Coordinators, Dorm RAs and other full-time staff jobs

The Graduate School at New Brunswick also provides some travel grants/assistance. Notably they also run the Chaser Resource Center for Graduate Student External Support. Chaser helps graduate students at Rutgers receive more than $2 million annually from a variety of funders outside Rutgers.

You also can find various other forms of support (e.g., Spectrum Fellowships; Fulbright; international government and corporate sponsorships; and part-time, adjunct and full-time teaching positions at nearby schools). In many of these cases, we are able to provide tuition remission or some matching support. If you are eligible for need-based financial aid, contact the Graduate Admissions office for additional information.

 2016-11-17 18:24:37 Franklin Bridges
Curriculum programs master-of-communication-and-information-studies curriculum MCIS students complete 36 credits to earn their degree. The program is self-paced (3-12 credits per semester). There are five specializations available to the student. Once you are admitted to the MCIS program, you can stay within a specialization or combine specializations to focus on multiple areas of interest.

All core and elective courses in the three specialized tracks are taught online and/or on-campus in the evening (between 6:20-9 p.m.) on weeknights. Some electives are cross-listed with the doctoral program courses in the school as well as our Master in Information program.

 

MCIS Degree Specializations

Communication and Media Studies

In this general specialization students will take a self-designed course of study drawing across any of the MCIS specializations as well as courses in other areas of the School. Courses in organizational communication, mediated communication, health communication, social interaction, knowledge management, and media studies are offered throughout the year. Many of these courses are cross-listed with the doctoral program or the Masters in Information program in the School.

Strategic Organizational Communication

In the Strategic Organizational Communication specialization students are able to emphasize theory-informed, research-based study of organizational process, structure, and interaction as well as use of new communication technologies in organizational and societal contexts. Courses examine organizations in a variety of contexts including businesses, nonprofits, civil society, and government. This specialization may be especially appealing for those whose have goals for careers in organizational leadership, corporate communication, advocacy, administration and/or management, training and development, consulting, change management, stakeholder relationship management, and social media management.

Electives in this specialization include courses dealing with organizational leadership, organizational decision-making, inter-organizational relationships, organizational change, organizational training &amp; development, persuasion &amp; advocacy, networks, collaboration &amp; conflict, global organizations, virtual organizing, work &amp; technology, knowledge management, information policy, competitive intelligence and social media.

Digital Media (Available Fully Online)

This specialization is intended for journalists and other media or communication specialists who wish to retool and gain understanding of 21st century media. This includes study of grassroots reporting and advocacy. The track will ensure students are conversant in digital video capture, editing, and production as well as social media management. This track is completely online (although face-to-face or online electives in other tracks are available to these students as well).

Electives in this specialization include new media law and policy, critiquing marketing communications, digital journalism, digital advocacy and persuasion, globalization, media and social change, and digital media production, and interface design among others being developed.

Health Communication

This specialization is intended for students who wish to specialize in various contexts related to community wellness and health interaction such as public health communication; facilitated provider-patient communication; health campaigns and advocacy; and community health and wellness.

Electives in this specialization include persuasion &amp; advocacy, e-public health, community-based organizing, interpersonal health, health campaigns, mediated health communication, health informatics, social informatics, and records management. Students who have interests in health organizations may wish to combine study in this track with study in the Strategic Organizational Communication track.

Communication and Media Research

This specialization is intended for students who wish to take a more research oriented course of study. It is also designed for those students who may wish to pursue a Ph.D. program after completing the MCIS degree. These students have somewhat different requirements (9 credit core; 3 credits of research practicum; 3 credits of teaching internship; 21 credits of electives and also a Colloquium requirement – (0 credits). In addition to coursework, these students will be involved in empirical research with a faculty member; assist in teaching a course; and focus their study and capstone project with a research orientation.

 2016-11-15 21:18:01 John Bowen
About The School of Communication and Information (SC&I) school about-scai about-scai SC&amp;I was created in 1982 with the merger of the Graduate School of Library and Information Studies, the School of Communication Studies, and the Department of Urban Journalism. The journalism and library science programs each had roots in programs established in the 1920s at Rutgers, and the communication program was established during the 1970s.

SC&amp;I seeks to understand communication, information, and media processes, organizations, and technologies as they affect individuals, societies, and the relationships among them.

The solutions to many of society’s critical problems are rooted in interaction, participation in information networks, and processes of civic engagement. Societal challenges include the achievement of healthy people and communities; maintaining a thriving democracy and useful public policy; preparation of new generations of leaders; creation of humane, productive, and empowering organizations; and development of individual skills, self-understanding, and personal fulfillment.

The School plays a central role in the understanding and advancement of solutions for these challenges. SC&amp;I offers three undergraduate majors, two minors, two masters programs, an interdisciplinary doctoral program, and non-degree graduate study programs. SC&amp;I prepares individuals for careers in journalism, media, public relations, information science, librarianship, government, organizational communication, and health communication.

The School has several centers and institutes focusing on areas such as school libraries, organizational development and leadership, and communication related to health issues, among others.

Faculty members consist of scholars recognized nationally and internationally for excellence and innovation in contemporary communication, information, and media related research.

Please view our strategic plan for 2014-17.

Please view our Bylaws, amended May 2009.

 

SC&amp;I offers three undergraduate programs and minors:

  • Communication major
  • Information Technology and Informatics major
  • Journalism and Media Studies major
  • Digital Communication, Information, and Media minor
  • Gender and Media minor

two master’s programs:

  • Communication and Information Studies
  • Information (both on campus and online)

an interdisciplinary doctoral program:

  • Ph.D. in Communication, Information and Library Studies

and non-degree graduate study in school librarianship, preservation management, youth literature, and other areas.

Professional Development Studies:

  • Online, Non-Credit Professional Certificate Programs in PR, Business and Organizational Communication and Leadership and Managerial Communication

 

SC&amp;I COMMUNITY

  • 1,840 undergraduate majors in three degree programs, and over 370 declared minors in our DCIM program
  • 320 masters students in two degree programs
  • 92 active doctoral students
  • dozens of continuing education students pursuing non-credit certificates
  • 62 full-time faculty
  • 140 part-time faculty
  • 33 full-time staff and about a dozen FTE part-time staff
  • SC&amp;I is among the nation’s original iSchools.

 

FACULTY AWARDS

  • Academy of Management Award
  • American Association for the Advancement of Science Fellows
  • American Library Association Award
  • American Society for Information Science Award
  • Annenberg Scholars
  • Association of Computing Machinery Award
  • Center for Historical Analysis Fellows
  • Center for the Critical Analysis of Contemporary Culture Fellows
  • Fulbright Fellows
  • Institute for Research on Women Fellows
  • International Communication Association Fellow
  • Rutgers University Research Award
  • Rutgers University Service Award
  • Rutgers University Teaching Award

 

STUDENT AWARDS

  • American Society for Information Science &amp; Technology (ASIS&amp;T) Dissertation Award
  • ASIS&amp;T Student Chapter of Year Award
  • Association for Library and Information Science Education Dissertation Award
  • Beta Phi Mu Dissertation Fellowships
  • Johnson &amp; Johnson MCIS Fellowships
  • National Communication Association Dissertation Award
  • National Research Council Associateship
  • Public Relations Society of America Student Chapter of the Year Award
  • Ralph Bunche Fellowship Award

 

SC&amp;I&nbsp;PARTICIPATES IN THESE NATIONAL ORGANIZATIONS

  • American Association of Law Libraries
  • American Association of School Libraries
  • American Library Association
  • American Society for Information Science and Technology (ASIS&amp;T)
  • Association for Education in Journalism and Mass Communication
  • Association for Library and Information Science Education
  • Association of Schools of Journalism and Mass Communication
  • International Communication Association
  • International Federation of Library Associations and Institutions
  • National Communication Association
  • Special Libraries Association

 

REGIONAL ORGANIZATIONS

  • New Jersey Association of School Libraries
  • New Jersey Communication Association
  • New Jersey Library Association
  • New Jersey Press Association
  • New Jersey Technology Council
 2016-11-15 20:37:49 John Bowen
Degree Requirements programs digital-communication-minor degree-requirements

Understand Degree Requirements for a DCIM Minor

The minor is open to all majors at Rutgers. Because of the minor’s design and prerequisites, it takes a minimum of three semesters of coursework to complete. Students are required to complete six 3-credit courses (with a grade of C or better) in the minor, for a total of 18 credits. They must take the following:

  • 04:189:151 Virtual Team Dynamics
  • 04:189:152 The Structure of Information
  • 04:189:251 Strategic Presentation Methods in Digital Media
  • 04:189:351 Leadership in Digital Contexts
  • 04:189:352 Self and Society in Virtual Contexts — OR —
  • 04:189:353 Digital Technology and Disruptive Change
  • 04:189:451 Capstone in Digital Communication, Information, and Media

All DCIM courses can be found under “189 – Communication and Information” in Webreg

Courses cannot be double-counted for the Digital Communication, Information, and Media minor and for any other major or minor at SC&I.

We encourage you to make an advising appointment to arrange a plan for completing the full program on schedule.

 2016-11-08 18:23:10 Mary Chayko
Journalism and Media Studies Department departments journalism-and-media-studies journalism-and-media-studies-department

The Convergence of Journalism and Media Studies

The study of journalism has evolved into a landscape that includes the broader scope of media studies. Students are prepared for professional careers in newspapers, magazines, television and radio, news agencies, publishing and public information service in the government and private sectors, a well as numerous jobs in the corporate world.

 

Faculty Provide Theory and Practical Application

Our faculty members are engaged teachers and researchers who provide you with a broad spectrum of courses in the theory and practice of journalism and media. Their knowledge, foresight and practical experience lend itself to a dynamic learning environment.

Students Creating Media

Kairos


Kairos is the Department of Journalism and Media Studies’ undergraduate magazine of narrative, visual and analytical journalism.

NJ Spark

NJ Spark is a social justice journalism lab that brings students together with media makers and journalists to create media about and&nbsp;with&nbsp;underserved communities.
&nbsp;

Alum-Knights

Alum-Knights is the alumni magazine of the Department of Journalism and Media Studies. It is written, produced and published by students in Prof. Susan Keith’s Media Publishing and Design course, which focuses on writing for, designing and paginating magazines.

New Jersey Food Journal

New Jersey Food Journal is the Garden State’s online food, culture and history magazine, fed by Prof. Teresa Politano’s “Food Writing” class.

&nbsp;

TRIM

Trim is a student-run print and digital magazine, covering lifestyle, culture and fashion.

Raritan River Review

Raritan River Review, produced in Prof. Hank Kalet’s Hyperlocal Newsroom class, covers the New Brunswick and Rutgers communities.

 


More publishing opportunities

 2016-11-03 21:09:52 John Bowen
SC&I’s Annual Free Speech Week a Success programs com-program-news scais-annual-free-speech-week-a-success “Americans are more supportive of free speech than any other country’s citizens, according to a 2015 global surveyaltconducted by Pew Research Program,” writes Nicholas Simon of the Daily Targum. In 2005, the National Association of Broadcasters Education Foundation (NABEF) and the Media Institute collaborated to promote the importance of free speech, forming Free Speech Week. The event has spread to more than 50 organizations across the United States, and SC&I has been facilitating Free Speech Week at Rutgers every third week of October for the past three years.

This year during the week, Rutgers hosted a student discussion, a Presidential Debate viewing party, and a seminar run by professors to commemorate Free Speech Week. The Presidential Debate viewing party attracted 90 students to attend and watch the debate together. Students such as Cletis Fox and Alyssa DiVincenzo found great importance in the activism shared during the week. “A big part of making improvements and gaining a greater perspective is listening to what other people have to say,” said DiVincenzo. Fox believes that it was important that students be cognizant of their rights, with an election just weeks away. Free Speech Week is geared toward benefiting students, but it had a positive impact on university personnel as well. Rutgers wants students to be willing to make the effort to exercise their right to free speech during and long after their time at school.

 2016-11-03 14:08:59 Carol Peters
PhD with LIS Concentration (iSchool) programs phd-program lis-concentration Listen to a podcast about the LIS PhD Concentration
 

Get to Know the LIS Concentration (iSchool)

iSchoolsThe LIS area of concentration (also known as iSchool) in our interdisciplinary PhD provides an excellent environment for research in such areas as Human Information Behavior; Information Retrieval, Language and Communication; Information Agencies and Artifacts; Learning, Youth, Information and Technology; and Social and Community Informatics. The school includes world-renowned faculty who lead and teach in these areas. Their accomplishments are reflected in a large pool of scholarly publications, awards and grants.

During the past academic year, our doctoral students involved in various research projects, and produced 106 publications in edited books and journals. Additionally, our doctoral students also made 222 conference presentations at regional, national and international conferences. They received 22 awards for scholarly and professional work, and were awarded 26 research fellowships and scholarships and eight grants.

Learn about how to apply to our program and receive financial aid.

 

Themes/Sub-Themes Faculty
Human Information Behavior & Human-Computer Interaction

  • Health informatics and Public health
  • Individual, group, social, institutional information-seeking behaviors
  • Mobile & Ubiquitous computing
  • Information visualization
  • Environmental sustainability

 

 Belkin, Costello, Kim, Pavlovsky, Radford, Reynolds, Senteio, Shah, Singh, Spoerri, Todd
Information Retrieval, Language and Communication

  • Individual, collaborative, social, organizational
  • Interactive IR
  • NLP, information extraction, information organization
  • Knowledge management

 

 Belkin, Lesk, Radford, Shah, Spoerri, Wacholder
Information Agencies and Artifacts

  • History and development of libraries and information agencies and their artifacts, library services & collections
  • For specific audiences
  • Libraries, archives, preservation, curation

 

 Aronson, Belkin, Dalbello, Lesk, O’Connor, Radford, Spoerri, Valenza, Wacholder
Learning, Youth, Information and Technology

  • In schools and outside of schools
  • Information utilization for learning
  • Digital worlds, digital citizenship
  • Literature, publishing and youth services

 

 Aronson, Casell, Dalbello, Lesk, O’Connor, Pavlovsky, Radford, Reynolds, Singh, Todd, Valenza, Wacholder
Social Computing

  • Computational Social Science
  • Computer Supported Collaborative Work
  • Collaborative Gaming, Health, and Education
  • Data Science for Social Good
  • Social Network Analysis
  • Social Media
 Costello, Dalbello, Kim, Radford, Reynolds, Senteio, Shah, Singh, Valenza

 

 

 2016-11-01 20:19:15 Chirag Shah
Human Information Behavior & Human-Computer Interaction programs phd-program ischool-human-information-behavior-hci

iSchool PhD > Human Information Behavior & Human-Computer Interaction

Description:

Human Information Behavior concerns all aspects of human interactions with information, and Human-Computer Interaction investigates the relationship between information technology and human activity & society. PhD program in LIS offers students the opportunity to study all aspects of interacting with information, and living and working with information technology. These behaviors are studied in a wide variety of contexts, such as interaction in web search engines, organizing one’s personal information, collaborating with others in knowledge work, sharing in social networks, information seeking in everyday life activities and leisure time, designing technologies and tools for information seeking, and evaluating the technologies to support human and social activities. Multiple LIS faculty members undertake research in related areas, including, but not limited to:

  • Environmental sustainability
  • Information visualization
  • Mobile & Ubiquitous computing
  • Health informatics and Public health
  • Individual, group, social, institutional information-seeking behaviors

Projects:

  • CIS3: Collaborative information seeking support and services in libraries, investigates the need to introduce and support collaborative information seeking for people working in information intensive domains like libraries. This project is funded by the US Institute of Museum and Library Services.
  • Predicting search behavior using physical and online explorations, examines how humans’ foraging behaviors in physical environments can be linked to their online exploration characteristics. This project is funded by a Google Faculty Research Award.
  • Information practices among youth during guided discovery-based game design in school, investigates students’ guided “discovery-based” learning during game design as they use a range of resources for learning. These resources include peers, teachers, digital resources, an online learning management system, and other sources of expertise. This project is funded by the US Institute of Museum and Library Services.
  • Characterizing and evaluating whole session interactive information retrieval, aims to personalize people’s experiences while using search engines by predicting what they are trying to accomplish during the course of an information seeking session. This project is funded by the National Science Foundation.
  • Designing and implementing an indoor air quality monitor investigates how a simple visualization of otherwise inaccessible information can enhance the awareness of and promote positive behavioral changes for indoor environmental quality. This project is funded by the National Science Foundation.

Recent Dissertations:

Representing the search session process, by Michael J. Cole.

On the social epistemological nature of questions, by Hannah Kwon.

Gendered literacy through social media, by Emily M. Seitz.

User motivation and expectation for asking a question in online q&a services, by Erik Choi.

A study of positive and negative affective states in collaborative information seeking, by Roberto I. González-Ibáñez.

The process of organizing personal information, by Kyong Eun.

Information practices and urban spaces, by Jessica Lingel.

Faculty:

Belkin, Costello, Kim, Pavlovsky, Radford, Reynolds, Senteio, Shah, Singh, Spoerri, Todd

 2016-11-01 16:58:09 Chirag Shah
Degree Requirements programs master-of-communication-and-information-studies degree-requirements The MCIS program requires the successful completion of a minimum of 36 credits. This includes completion of a five-course core (15 credits) and 21 credits of Elective courses.

The degree typically requires three terms of full-time study (24 months): 12 credits per term is the maximum course load. Study is frequently pursued on a part-time basis. If you take Winter or Summer courses, you can reduce your Master’s timeline to 18 months.

Up to six credits may be applied from another program outside of MCIS. Students may transfer up to six credits of graduate coursework toward the degree if credits were earned within the past five years, if the coursework translates directly to the student’s development and preparation in the MCIS program, and only if the student achieved a grade of B in this coursework. A syllabus for each course should be forwarded to the Program Director for consideration of transfer. To request transfer credit, please submit the Transfer Form to the MCIS Director.

In all cases, however, each degree student must earn 30 credits within the program.

There are no language or mathematics requirements for this degree.

 

Requirements for All Specializations

Core Courses (15 credits)
  • Communication and Society Overview Course
    • Communication and Society — for Communication and Media Studies and Strategic Org specializations
    • Digital Media and Innovation — for Digital Media specialization
    • Health Communication — for Health Communication specialization
  • Communication Research — focuses on literacy in reading original research
  • Organizational Communication
  • Mediated Communication (Digital Media students take Media Studies Theory &amp; Practice)
  • ePortfolio or Capstone —&nbsp;This is a 3-credit faculty supervised project completed by all MCIS students in or near the last semester of study.
    • E-Portfolio is a 3-credit online course in which students develop a professional e-portfolio that showcases a resume; academic work, professional development courses, certifications and/or military service; social media and other digital assets; relevant audio/video material; professional, community and school activities; and writing samples. The class will leverage theory, research, best practices, and current thinking to help each individual determine the most effective approach to reach relevant stakeholder groups and to identify critical steps to reaching career goals. Assignments will help students prepare their e-portfolios, which they will be able to use in their career searches. Feedback from the instructor and peers will provide an “outside” perspective of e-portfolios.
    • Capstone paper requires students to integrate what they have learned in the MCIS program through the completion of a clearly focused case study, literature review, or empirical project. The projects can be of an applied or scholarly nature. Projects are supervised by the course instructor as well as through faculty mentors.

 

Elective Courses (21 Credits)
  • In addition to the electives made available in the MCIS specializations, you can apply up to six credits of coursework from outside of the School of Communication and Information. You may wish to supplement your MCIS program with courses in business, social sciences or other professional schools.
  • Experiential Learning optionMCIS students have the option to take up to six credits of experiential learning. In these supervised experiences, you will engage with practitioners to learn skills and perspectives. Grades are assigned based on a self-evaluation by the student and a supervisor-evaluation by the practitioner or faculty member. Online students may complete this requirement in an online opportunity or in their local area. You can satisfy this requirement through:

     

    • Internships: (150 hours for 3 credits) in businesses, nonprofits, government agencies, and/or Rutgers units/departments.
    • Research Practicum: work with faculty in executing cutting-edge research projects.
    • Teaching Interns: work as assistants to a professor in a course related to their study.
    • Fellowship: You can apply and be selected as Fellows in the Johnson &amp; Johnson Fellowship program. Six of the credits earned in this program may be applied to degree requirements. Fellows have tuition paid and receive a stipend.
    • Projects: Unique projects related to your profession or for a selected organization.

Term/Semester Options

MCIS Program admissions is on a rolling basis: Fall, Spring and Summer.
You can complete your MCIS degree in 18-24 months.

Study Options

Courses are offered in a variety of options: On-campus, on-line, blended courses and weekend courses. This will give you flexibility to study while also working. Over 60% of our students work full-time.

 2016-10-31 21:16:59 John Bowen
October 28, 2016 school public-communication october-28-2016

alt

Faculty

Awards

The Union for Democratic Communications (UDC) named Associate Professor Deepa Kumar the recipient of the 2016 Dallas Smythe Award. As the award winner, Kumar delivered the UDC conference keynote address, titled “Fighting from the Margins: Neoliberalism, Imperialism and the attack on Academic Freedom,” on Sat. Oct. 1 at the conference in Detroit, Michigan.

A paper by doctoral student Xiaofeng Li and Professor Ross Todd was awarded the Anne Clyde Memorial Research Award, which honors “the best paper presented at an IASL conference making a research and/or theoretical contribution to the field of school librarianship.” Li, X., & Todd, R.J. (2016). “’This is the Biggest Place Where You Can Express Your Imagination”’: Information Practices of Middle School Students at a School Library Makerspace.” Research Forum. Proceedings of the 45nd International Conference incorporating the 20th International Forum on Research in School Librarianship. Meiji University, Tokyo Japan, August 22-26.

Assistant Professor Matthew Weber’s article, “Organizational Disruptions and Triggers for Divergent Sensemaking,” published in the International Journal of Business Communication, was awarded Article of the Year by the journal. The article is co-authored by Gail Thomas (Naval Postgraduate Institute) and Kim Stephens (University of Southern California).

Publications

Professor and Director of the Ph.D. Program Marie Radford published a book titled “Library Conversations,” subtitled “Reclaiming Interpersonal Communication Theory for Understanding Professional Encounters.” Radford’s co-author is her husband Gary Radford ‘91 who is a Ph.D. alumnus. The book was published by ALA Neal-Schuman.

Assistant Professor Rebecca Reynolds has published a book: Chu, S., Reynolds, R., Notari, M., Taveres, N., & Lee, C. (2016). “Developing 21st Century Skills through Inquiry Based Learning: From Theory to Practice.” Springer Science.

Doctoral Student Xiaofeng Li and Associate Professor and Chair of the Department of Library and Information Science Ross Todd published the following:

  • Li, X., & Todd, R.J. (2016). “Information Practices of Young People at a Public Library Makerspace – A Sense-Making Approach.” In Proceedings of the Canadian Association of Information Science (CAIS), Calgary, Canada. June 1-3.
  • Li, X., & Todd, R.J. (2016). “Information Practices During 3D Modelling in a Public Library Makerspace: Generating Ideas, Seeking Help and Iterative Trial and Error.” In Proceedings of the 2016 Information Seeking in Context – The Information Behaviour Conference (ISIC 2016), Zadar, Croatia. Sept. 20-23.  To be published in Information Research.
Reviews

Associate Professor Vikki Katz’s book “Kids in the Middle” was reviewed in the International Journal of Communication.

Conferences and Presentations

Teaching Professor and Director of Undergraduate Interdisciplinary Studies Mary Chayko co-presented (with Brittney Cooper, assistant professor of Women’s and Gender Studies) a workshop on “Public Scholarship and Civic Engagement,” at the Institute for Research on Women, Rutgers University, on Oct. 13.

Associate Professor Marya Doerfel gave an invited talk “Mixed Methods and Social Networks: Tools and Techniques for Examining Interorganizational Networks” to the Command, Control, and Interoperability Center for Advanced Data Analysis (CCICADA), in Piscataway, NJ.

Associate Professor Deepa Kumar delivered the lecture “In Search of Monsters to Destroy: Racism, Empire and the Endless War on Terror” on Oct. 5 as part of Harvey Mudd College’s 2016 Dr. Bruce J. Nelson ’74 Distinguished Speaker Series titled “Now! Social Justice and STEM.”

Professor John V. Pavlik presented an invited paper: “The Rise of Virtuality: Experiential Media and the Transformation of Cyberjournalism.” Presented at 7th Congresso International de Cyberjournalismo, Oct. 7, Campo Grande, Brazil.

Assistant Professor Rebecca Reynolds presented the following paper at ASIS&T: Lee, C., Chu, S., Cheng, J. & Reynolds, R. (2016). “Plagiarism-Free Inquiry Project-Based Learning with UPCC Pedagogy.” To be included in the Proceedings of the Association for Information Science and Technology (ASIS&T), Copenhagen 2016.

Associate Professor and Chair of the Department of Library and Information Science Ross Todd presented the following:

  • Keynote address:  “School Libraries: Unlocking the Potential Through Inquiry, Innovation and Data.” International Association of School Librarianship 2016 Regional Conference: Latin American and the Caribbean. The University of the West Indies, Kingston, Jamaica, July 12-15.
  • With Doctoral Student Xiaofeng Li, (2016). “”We Don’t Get Any Help, What We Do Is Just a Simple Test, Like Trial and Error’: Information Practices of Young People at a Public Library Makerspace.” Presentation at CoLIS 9, Uppsala, Sweden. June 27-29.
  • Medina, V G. and Todd, R. J.  “Empowering Students for a Digital World:  Global Concerns, Local School Evidence and Strategic Actions” Research Forum.  Proceedings of the 45nd International Conference incorporating the 20th International Forum on Research in School Librarianship. Meiji University, Tokyo Japan, August 22-26.

Assistant Professor Matthew Weber spoke as an invited panelist on the topic of “Why Save Online News,” at the 2nd Dodging the Memory Hole conference, held at the University of California Los Angeles on Oct. 13 and 14, and supported by the Reynolds Journalism Institute and the Institute of Museum and Library Services.

Cited in the Media

Associate Professor Vikki Katz’s research, funded by the Bill & Melinda Gates Foundation, was cited in the Christian Science Monitor in an article titled “Free Basics: The Best Way to Improve Americans’ Internet Access?”

Video

Teaching Professor and Director of Undergraduate Interdisciplinary Programs Mary Chayko produced and voiced an animated video “trailer” for the Gender and Media minor. View the video here.

Students

Ph.D. Candidate Dongho Choi presented two posters at the Annual Meeting of Association for Information Science and Technology (ASIS&T) 2016 in Copenhagen, Denmark, October 14-18, with Ph.D. Student Ziad Matni, Associate Professor Chirag Shah and Assistant Professor Vivek Singh:

  • Dongho Choi, Ziad Matni, Chirag Shah, “What Social Media Data Should I Use in My Research?: A Comparative Analysis of Twitter, YouTube, Reddit, and The New York Times Comments.”
  • Dongho Choi, Chirag Shah, Vivek Singh, “Which Team Benefits from Collaboration?: Investigating Collaborative Information Seeking Using Personal and Social Contextual Signals.”

Ph.D. Candidate Si Sun presented a full paper co-authored with Distinguished Professor Nicholas J. Belkin at the ASIS&T Conference titled “Managing Personal Information over the Long-term, Or Not? Experiences by Type 1 Diabetes Patients.”

 

 

 

 

 

 

 2016-10-28 17:52:10 Carol Peters
GoToMeeting school idts gtm Overview

Instructors, staff, and students at SC&I and Rutgers are eligible for various levels of GoToMeeting (GTM) web-conferencing accounts.

Instructors and Staff at SC&I

Instructors and staff at SC&I are eligible for GoToMeeting accounts. Please contact SC&I IT Services (help@comminfo.rutgers.edu) to create an account. After your account is established we can arrange for training if desired.

Students

Instructors please contact Steve Garwood (sgarwood@rutgers.edu) for more information or to discuss student accounts that can accommodate up to 25 participants for use in SC&I courses.

Tutorials and Training Videos

Technical Support (24/7) for organizers and participants

 

 

 2016-10-27 18:52:32 Steve Garwood
Information Agencies and Artifacts programs phd-program ischool-information-agencies-artifacts

iSchool PhD > Information Agencies and Artifacts

Description:

The Information Agencies and Artifacts area involves the study of socio-technical and socio-material dimensions of information systems, infrastructures, and institutions in an emergent and evolving political, legal, economic, social, and cultural framework that draws on sociological, historical, and technological approaches. Faculty recognize that these phenomena are complex and constructed through processes that require critical positions and reliance on a wide range of qualitative and quantitative methodologies to study their lifecycles in the micro, medium, and macro-levels of society. The study of the creation of knowledge, its material forms, organization, control, deployment, management, recirculation, preservation, and utilization involve the experience and practices of individuals, groups, communities, and/or special audiences. The study of physical and digital artifacts, documents and documentary forms, media ecologies, sites, and discourses in which they are embedded is contextualized within the regimes of privacy and access, intellectual property, epistemological positions, and materiality.

Topics Include:

  • Forms and document and media ecologies (artifacts) in institutional contexts, including the studies of museums, archives, and knowledge production
  • History and cultures of the book, reading experience, and reading communities
  • Theory of knowledge and social epistemology
  • Development of libraries and information agencies and their collections, services, and material forms
  • Intellectual property and information rights
  • Integrity, authority, and authenticity
  • Documents, documentation, identity

Projects:

Pamela S. Richards, Wayne A. Wiegand, and Marija Dalbello, eds. A History of Modern Librarianship: Constructing the Heritage of Western Cultures. Libraries Unlimited/ABC-Clio, 2015. 248 p.

Marija Dalbello and Mary Shaw, eds. Visible Writings: Cultures, Forms, Readings. New Brunswick, NJ: Rutgers University Press, 2011. 354 p.

Dodge Poetry Festival Archive grant obtained to create accurate metadata for every event at the festival

Recent Dissertations:

The research paper in the digital age: Educating digitally literate students in the academic library environment, by Goun Kim.

On the social epistemological nature of questions: A comparison of knowledge domains’ question formulations on the topic of “memory,” by Hannah Kwon.

The ludic imagination: A history of role-playing games, politics, and simulation in Cold War America, 1954-1984, by Aaron Trammell.

Gendered literacy through social media: A study of the kidlitosphere blogs, by Emily M. Seitz.

The effects of money, time and personal data expenditures on document selection: An experimental assessment of the value of information, by Barbara Burton.

Exploring the relationships between constructs of library value and local government public library funding: A study of New Jersey public libraries, by Edith Beckett.

North American indigenous curators’ constructions of indigenous knowledge: Applying the sociology of knowledge approach to discourse, by Iulian Vamanu.

The public library in an immigrant neighborhood: Italian immigrants’ information eologies in Newark, New Jersey, 1889-1919, by Ellen Pozzi.

An intervention and assessment to improve information literacy, by Davida Scharf.

Certain characteristics of iSchools compared to other LIS programs, by Robert Wedgeworth.

The discourse of censorship: Understanding the worldviews of challengers, by Emily J.M. Knox.

A historical and comparative analysis of multiplatform books for young readers: Technologies of production, user-generated content, and economics of immaterial and affective labor, by Marianne Martens.

Faculty:

Aronson, Belkin, Dalbello, Lesk, O’Connor, Radford, Spoerri, Valenza, Wacholder

 2016-10-26 17:50:11 Chirag Shah
Information Retrieval, Communication and Language programs phd-program ischool-information-retrieval-communication-language

iSchool PhD > Information Retrieval, Communication and Language

Description:

The Information Retrieval, Communication and Language concentration focuses on research that examines information retrieval in its broadest sense. Faculty research encompasses the development and assessment of automatic systems that support user retrieval of text, audio and visual documents from large collections, and improved understanding of how real people interact with information retrieval systems. One goal is to use this understanding to develop systems that meet the needs of different user communities. By extension, research on information retrieval has come to include data mining, computational linguistics, and corpus linguistics, all of which can be viewed as techniques for improving information retrieval.

Projects:

Multi-media information retrieval, which examines systems that support search across text, audio and video

Argument mining, which yields automatic identification of argumentative units in whole session information retrieval

Recent Dissertations:

Representing the search session process, by Michael Cole.

The effects of money, time and personal data expenditures on document selection, by Barbara Wolf Burton.

User motivation and expectation for asking a question in online q&a services, by Eric Choi.

A study of positive and negative affective states in collaborative information seeking, by Roberto Gonzalez-Ibanez.

Personalizing information retrieval using interaction behaviors in search sessions in different types of tasks, by Chang Liu.

Adaptive search behavior: A response to query failure, by Catherine Smith.

MapSearch: A protocol and prototype application to find maps, by Judith Gelernter.

Automatic discrimination of genres: The role Of adjectives and adverbs as suggested by linguistics and psychology, by Robert Rittman.

Faculty:

Belkin, Lesk, Radford, Shah, Spoerri, Wacholder

 2016-10-26 13:47:52 Chirag Shah
Youth, Information, Technology and Learning programs phd-program ischool-youth-information-technology-learning

iSchool PhD > Youth, Information, Technology and Learning

Description:

Information seeking can inherently be seen as a human learning process that involves human inquiry. Expertise in the LIS department in Youth, Information, Technology and Learning comprises the work of multiple faculty members and involves a broad range of scholarly domains.

Collectively, the work being conducted by faculty aims to reach a deeper understanding of the cognitive and social processes that facilitate inquiry, learning, and knowledge co-construction, often through learners’ uses of information and technology environments. Work advances theories of learning, inquiry, and information seeking, as well as design of learning systems and instructional models. We invite continued growth in this departmental specialty area.

We also house the Center for International Scholarship in School Libraries (CISSL), dedicated to research, scholarship, education, and consultancy for school library professionals. It focuses on how school library programs enable and demonstrate learning in information-age educational settings, and how inquiry-based learning and teaching processes can contribute to learners’ educational success and workplace readiness.

Examples of research we can support include:

  • Studies relating to information seeking processes during both formal and informal learning endeavors
  • Design and use of learning systems
  • Design and use of information systems in which learning is a process or outcome
  • Learning and/or information seeking by the full diversity of youth, adults, elders and specialized populations
  • Learning and information uses at work, at school, in the school library, and/or at play
  • School librarianship pedagogy and praxis
  • Digital divide, literacies, access, and learning systems
  • Optimizing system design features for inquiry-based learning
  • Learning analytics and/or data science perspectives on inquiry activity with learning or information systems
  • Perspectives of data sharing, information architecture, and knowledge ecosystems in E-learning
  • Information, communication, and technology (ICT) issues in computer supported collaborative learning
  • Ethnographic, emancipatory, critical-race theory and post-structural research involving information and learning
  • Social and ethical issues and privacy and security concerns in cyberlearning

Recent Dissertations:

The research paper in the digital age: Educating digitally literate students in the academic library environment, by Goun Kim.

On the social epistemological nature of questions: A comparison of knowledge domains’ question formulations on the topic of “memory,” by Hannah Kwon.

Gendered literacy through social media: A study of the kidlitosphere blogs, by Emily M. Seitz.

The information use behaviors of graduate students in an online learning community, by Nicole Cooke.

Projects:

Relationships among tasks, collaborative inquiry processes, inquiry resolutions, and knowledge outcomes in adolescents during guided discovery-based game design in school, published by the Journal of Information Science: Special Issue on Searching as Learning and funded by the Institute of Museum and Library Services

Defining, designing for, and measuring ‘social constructivist digital literacy,’ published by the Journal of Educational Technology Research and Development (ETR&D) and funded by the Institute of Museum and Library Services

Social justice as strategy: Connecting school libraries, collaboration and IT, published by The Library Quarterly

Researching students’ information choices: Determining identity and judging credibility in digital spaces. Data collection for this project, which investigates format agnosticism and credibility during students’ uses of STEM learning resources, is in progress. It is funded by the Institute of Museum and Library Services.

School librarians as stakeholders in the children and media community: A dialogue, published by the Journal of Children and Media

ARONI: Argumentative online inquiry in building students’ knowledge work competences. Data collection for this project, which aims to gain insight into the best practices for implementing the Guided Inquiry framework in U.S. high schools, is in progress. It is funded by the Academy of Finland through 2019.

Cyberbullying detection using social network analysis, funded by the National Science Foundation.

Bridging digital divide via social computing activities, published by the Journal of the Association for Information Science and Technology (JASIST) and funded by the Institute of Museum and Library Services

Empowering students for a digital world:  Global concerns, local school evidence and strategic actions, presented at the 45nd International Conference incorporating the 20th International Forum on Research in School Librarianship

Faculty:

Aronson, Casell, Dalbello, Lesk, Pavlovsky, Radford, Reynolds, Shah, Singh, Stoerger, Todd, Valenza, Wacholder

 2016-10-26 13:46:54 Chirag Shah
Social Computing programs phd-program ischool-social-computing

iSchool PhD > Social Computing

Description:

Social Computing refers to the design, development, deployment, validation, and refinement of various technologies as they aid and in turn impact human processes on individual, community, and societal scales. With information forming the key underlying substrate, this field lies at the intersection of the multi-disciplinary discourse coming from both computational and social sciences, and benefits from each field.

Multiple LIS faculty members undertake research in related areas, including, but not limited to:

  • Computational Social Science
  • Computer Supported Collaborative Work
  • Collaborative Gaming, Health, and Education
  • Data Science for Social Good
  • Social Network Analysis
  • Social Media

Projects:

Bridging digital divide via social computing activities, funded by the Institute of Museum and Library Services

Cyberbullying detection using social network analysis, funded by the National Science Foundation

Exploring barriers to the adoption of mobile technologies for volunteer data collection campaigns, presented at the 2015 SIGHCHI Conference on Human Factors in Computing Systems

Leveraging social media to promote public health: Example of cancer awareness via Twitter

Rutgers well-being project: Studying the connections between wellbeing and socio-mobility, found at http://wp.comminfo.rutgers.edu/wellbeingstudy/

SuperConnected: The Internet, digital media, and techno-social life

Recent Dissertation:

Gendered literacy through social media: A study of the kidlitosphere blogs, by Emily M. Seitz.

Faculty:

Chayko, Costello, Dalbello, Kim, Radford, Reynolds, Senteio, Shah, Singh, Valenza

 2016-10-26 13:46:02 Chirag Shah
Gender and Media Minor Releases Video “Trailer” programs gender-media-minor gender-and-media-minor-releases-video-trailer The SC&I Gender and Media minor has produced and released a two-minute animated video “trailer” that provides analt overview of the program for Rutgers students, faculty, and others concerned about issues of gender and social equality in the contemporary media landscape.

“We created this video so that those who would like to learn more about this innovative new minor could do so in a way that’s fun and easy to access,” said Teaching Professor Mary Chayko, who directs the Gender and Media minor and also voiced the video. “Students from lots of Rutgers majors have been finding that the Gender and Media minor provides them with the opportunity to create high-quality media exploring gendered power dynamics and other inequalities. Students in the minor are becoming experts on issues related to gender and technology, like the representation and treatment of women and girls in movies, video games, and on social media.”

Now in its second full year, the Gender and Media minor is a one-of-a-kind collaboration between SC&I and the Women’s and Gender Studies Department in Rutgers University’s School of Arts and Sciences. Students in the minor take six courses (18 credits) consisting of conceptual and practice-oriented classes in Women’s and Gender Studies and at SC&I. The project-oriented Capstone course offers internship or service learning opportunities.

“The Gender and Media Studies minor allowed me to dive into topics that I am passionate about,” stated Defne Ildiz, the first graduate of the minor in May 2016. “From examining analytic frameworks of feminist theory to understanding the role advertisements have in society, the lessons I learned in these courses have carried with me into the real world.”

Students who are considering declaring the minor may wish to take the foundational course Gender, Race, and Class in the Media (04:189:567:215), to be offered in Spring 2017 on Monday/Wednesday at 4:30, Tuesday/Thursday at 1:10, and online. See the schedule of classes and the course description here.

Interested students can also contact Chayko at mary.chayko@rutgers.edu or learn more about the minor at gendermedia.rutgers.edu and on social media: Twitter @RUGenderMedia and on Facebook at RU Gender and Media Minor.

 2016-10-20 16:36:55 Carol Peters
The Gender and Media Minor: programs gender-media-minor index

Explore Gender and the Media with SC&I and                              
The Department of Women’s and Gender Studies

 

SC&I and the Department of Women’s and Gender Studies (School of Arts and Sciences) have teamed up to offer an innovative cross-disciplinary minor in Gender and Media. You’ll analyze gendered power inequalities in the media as you acquire hands-on, technical media skills. With exciting capstone and internship opportunities, you’ll gain a rich, unique perspective on gender and the media as well as opportunities to critique, contribute to, and improve current media conditions.

The Gender and Media minor will help prepare you for careers in a number of relevant fields: journalism, media studies, film-making, advertising and marketing, public relations, business and management, social services, public policy, the arts, and many others. 

Click around to get started, or visit us at SC&I and learn more!

We’re also on Facebook at Rutgers Gender and Media Minor

and on Twitter @RUGenderMedia

 

Selecting the Gender & Media Minor

Current Student Resources

 2016-10-20 14:18:00 Mary Chayko
This Spring, Take a Special Topics Class programs com-program-news this-spring-take-a-special-topics-class Registration for the Spring 2017 semester starts on Sunday, October 30th (Click here to view your exactalt registration time), so to give you some ideas on how to build your schedule, we have listed and given synopses on some special topics courses being offered this Spring. Check them out!

Special topics: Social Media and Peer Influence – Professor Yanovitzky

As communication technology continues to grow, so too does its influence on social life. This course explores the effects that new communication technology (particularly social media) broadly have on social relationships, and specifically have on peer influence. The course takes an interdisciplinary perspective on how fields such as communication, social psychology, public health, marketing, neuroscience, and education look to explore questions about the form, nature, and scope of peer influence in the 21st century. Students will engage the class topics through class discussions, readings, and assignments, as well apply the knowledge they gain in this class to a more personal self-study on their own experiences of peer influences in social media environments.

301: Community Communications – Professor Lewis

Every one of us is involved in some form of community, such as communities at school, at work, and especially in the towns in which we live. As such, learning how to navigate these communities, and maybe even becoming a leader in a community, is an important trait to develop. This course explores the types and qualities of infrastructure, engagement, and leadership involved in communities, through the methods and nature of community communication in various contexts. Communication that enables collective action, elements of civic communication infrastructure, and communication that inspires and embodies community leadership are all things that students can hope to study in this course. Students will learn to describe, build, and critique how our communities communicate by introducing them to real life communities, guest speakers, and active practice of community-building communication.

If you are a Communication Major, you may count this course towards the Leadership in Organizations and Community Specialization.

450: Dark Side of Communications – Professor Scott

Communication isn’t always used for good. This course explores two broad sets of communicative processes in organizations that are often kept in the shadows. Workplace challenges such as bullying, incivility and violence in the office, moral/ethical wrongdoing, work-life imbalance, and harassment are a few things students will learn about in the first phase of the class. The class then shifts gears and sheds some light on various darker organizations such as terrorist cells, hate groups, hacktivists, government special mission units, and informal businesses and how they use communication appropriately and inappropriately to keep themselves and their members hidden.

 

 2016-10-14 15:59:51 Carol Peters
Financial Aid school current-students financial-aid Graduate students are eligible for federal financial aid in the form of loans. You may apply for federal financial aid at www.fafsa.ed.gov.

There are a very limited number of scholarships available from Rutgers SC&I for students in our graduate programs.  Please see the SC&I Scholarships and Awards webpage for a listing.

Additional sources of scholarships and loans for MI students:

  • Partial and full scholarships are offered by many organizations in New Jersey and around the country for graduate study. To help you start with your research, please visit the Become-A-Librarian Scholarships webpage.
  • The American Library Association offers advice on its webpage on Financial Assistance for Library and Information Studies.
  • Sallie Mae offers loans for graduate education and continuing education.
  • American Association for University Women (AAUW) Career Grants provide funding of $2000 to $8000 annually for women who are returning to higher education after a gap of 5 years in their education.
 2016-10-11 14:53:26 Jay Stefanelli
Dual BA and MCIS Degree for Communication Majors programs mcis-program-news joint-ba-and-mcis-degree-for-communication-majors

How the Dual Degree Works

  • You apply for the MCIS Program in your Junior or Senior Year as a Communication Major at RU
  • If accepted, you then can plan a course of study that will enable you to take UP TO four MCIS courses and count them towards your 300/400 Communication major requirements
  • You will pay undergraduate tuition rates for the MCIS courses (must be taken in Fall or Spring semesters only)
  • Once you fulfill your undergraduate degree requirements you graduate from that program and then would be considered full-time MCIS
  • You may complete your Mastes degree with MCIS within a few semesters (of full-time study) or at your own pace as you work full-time.  You can complete the MCIS degree in evenings.

How to Prepare to Enter the Dual Degree Program

  • By the END of your Junior Year as a Communication Major you should have completed the six required courses and one upper level elective for the major. HOWEVER, YOU DO NOT HAVE TO COMPLETE THESE PRIOR TO APPLYING TO THE MCIS DUAL DEGREE PROGRAM.
    • 189:101- Intro to Comm & Info Proc.
    • 189:102 Intro to Media Systems and Proc. or 103 Info Technology Infomaticss
    • 192:200 Comm Theory
    • 192:201 Interpersonal Comm Proc
    • 192:300 Comm Research
    • 192:354 Mediated Comm Theory or 355 Interpersonal Comm or 357 Org Comm or 359 Persuasive Comm
    • One elective course at the 192:300 or 400 level

Applying to the Program

  • In your junior or early in your senior year you should apply to the MCIS program through Graduate Admissions at:  http://gradstudy.rutgers.edu/
  • You will need to submit all the materials listed under “Admissions” on this Website (personal statement, three letters of recommendation, Graduate Record Exam scores, Rutgers transcripts) Learn more about the Graduate Record Exam at: http://www.ets.org/gre/
  • You may apply at any time during the year. Once all your application materials are complete, your application can be reviewed for acceptance.  YOU DO NOT HAVE TO HAVE COMPLETED THE ABOVE LIST OF COURSES TO APPLY TO THE DUAL DEGREE. THOSE ARE COURSES YOU SHOULD COMPLETE BEFORE TAKING MCIS COURSES.
  • The MCIS program is selective in accepting students.  To enhance your chances of being accepted, you should ask for letters of recommendation from professors in the Communication department.

Next Steps After Admission

  • You will be advised by the MCIS Director regarding your progress in the MCIS program.
  • Take UP TO two MCIS courses per semester.  You might also take only one MCIS course in a semester if you have not yet finished all your Major requirements (listed above).  You SHOULD NOT TAKE ANY MCIS COURSE UNTIL YOU”VE COMPLETED COMM 300.
  • Your MCIS courses will double-count in satisfying upper division (300/400 level) Communication Elective Requirements and MCIS requirements.
  • Fall Semester Courses you could take in MCIS
    • MCIS 510 (Communication and Society)
    • MCIS 530 (Independent Study)  You would take an UG upper division (400 level) course but take it for masters-level credit. The instructor would have you do additional work beyond that required of the other students in the course.
    • Any MCIS Elective that is NOT cross-listed with Ph.D.
  • Spring Semester Courses you could take in MCIS
    • MCIS 511 (Organizational Communication)
    • MCIS 512 (Mediated Communication
    • Any MCIS Elective that is NOT cross-listed with Ph.D.

 Taking MCIS Courses

  • Masters level work is graduate work.  This means that you will be involved in your learning in ways that are less common in undergraduate work. You will be asked to do more reading than is typical of undergraduate courses; read faster; and come ready to really discuss the readings in class. You will do advanced study of theory and read original research pieces.
  • You will be in class with working professionals as well as masters level students who are a year or two ahead of you. Our MCIS students come to us from around the region, the country, and outside of the U.S.  A real benefit of the program is exposure to the real-life working examples and experiences of many of our students.
  • You will find that masters level courses require you to apply your learning and develop your own points of view more than is typical of undergraduate coursework.  You will not take many, if any, exams.  You will be assessed on participation in class discussions, short papers, presentations, and lengthier project papers.
  • You will be invited to participate in academic events and presentations as part of your learning experience.
  • You will be a part of the MCIS Student Organization (MCIS GSA) and invited to social events, networking events, and presentations.

Important Differences Between Graduate and Undergraduate Courses

  • Graduate courses usually meet once per week. It is absolutely essential that you make ever class meeting.
  • Your participation in discussion is a very important part of your learning and is usually assessed in graduate courses as a major portion of your grade.
  • Classes do meet during finals week for presentations and other activities.
  • Graduate courses will stretch you in new ways, so expect to be challenged.

Grading in the Dual Degree Program

  • There is a different grading scale in graduate work. Grades that can be awarded are: A, B+, B, C+, C, F.
  • Grades in graduate school are very different than in undergraduate programs in the sense that most students are earning As and Bs.  C+ or C grades are considered a “red flag” grade and can result in probation.
  • The standards for achieving an A or a B in a graduate course (even as a Dual Degree Student) are likely to be slightly more demanding (e.g., 92% for an A).
  • Grades you earn in the JD program are factored into your GPA the same as your undergraduate grades.
  • Graduate students focus more on the learning than on the points and grades.  To transition into graduate work it is important to start thinking in these terms.  How can you improve your mastery of material? How can you gain more useful insight into the topic/ readings?  What could you do to enhance your ability to apply the theory and research you are reading? These are important questions and should dominate your thinking in terms of the evaluation of your course performance.

Substituting Undergraduate Major Courses for MCIS Courses of the Same/Similar Topic

  • You can take MCIS courses listed above as well as any MCIS elective course (these cannot be cross-listed with Ph.D. courses) once you are admitted to MCIS (up to four courses).  However, the content of a masters level course will be more advanced than the same course at the 300 or 400 level.  It may be beneficial for you to have an introduction to course material at the 300 or 400 level and then take the MCIS course covering the same topic.
  • Once admitted to the MCIS program you should visit with the MCIS Director to seek advice about which courses to take given your goals and background.
  • It is not wise to plan your Junior year courses around the assumption that you will be admitted to the MCIS program. You should move through your Junior year completing all major requirements. Then, if you are admitted to MCIS program you can plan your coursework from that point on.

Can I Apply for a Johnson & Johnson Fellowship as a Dual Degree Student?

  • Yes, you can apply to be a Fellow. You cannot start a fellowship until you are a full-time MCIS student.
  • You can read about the J&J Fellowships on the “Fellowship” page on this website.

MCIS Contacts:

  • The MCIS Director, Rick Dool (richard.dool@rutgers.edu), is the first point of contact for questions about MCIS.
  • Your Undergraduate Communication Advisor can best advise you about completing your undergraduate degree requirement.
 2016-10-10 13:57:02 Jay Stefanelli
Rutgers Launches Leadership Living-Learning Community programs com-program-news rutgers-launches-leadership-living-learning-community

The School of Communication and Information partners with Division of Student Affairs Offices of Residence Life and the Department of Leadership andalt Experiential Learning to launch Rutgers’ first Leadership Living-Learning Community

On September 6 thirty-six first-year students joined Rutgers University as members of the first Leadership Living-Learning Community (LLC). This unique residential experience brings together first-year students affiliated with SAS, SEBS, and RBS to share in a fun and engaging exploration of leadership and personal leadership development. With a purposeful focus on developing leadership identities and transferable skills (regardless of intended career or field of study), the community was developed to set students on a path to be the next generation of Rutgers Leaders on campus, in their local communities, and beyond.

The Leadership LLC students live on the College Avenue Campus in Campbell Residence Hall and are co-enrolled in two classes together in the fall semester. Additionally, they have the opportunity to enroll in one to three courses for the spring term. The program offers a diverse array of curricular and co-curricular opportunities to build a solid foundation for success. The two-semester curriculum includes courses offered by the Department of Communication in the School of Communication and Information, or SC&I, an exclusive off-site leadership retreat, residential peer mentors, and a Leadership Practicum offered by the Department of Leadership and Experiential Learning in the Division of Student Affairs. Other community activities include guest speakers, field trips, and special events. Many of the courses in the Leadership LLC count towards the communication major and put students on a fast track towards the Leadership Specialization offered through the program.

The program was developed over the past two years in partnership with the Division of Student Affairs Offices of Residence Life and the Department of Leadership and Experiential Learning, and the Department of Communication at SC&I. Members of the development committee include Ghada Endick, Director of Residence Education and Staff Development, Robyn Ginese, Director of the Department of Leadership and Experiential Learning, Laurie Lewis, former Chair of the Department of Communication, Brent Ruben, Distinguished Professor of Communication and Executive Director of the Rutgers Center for Organizational Development and Leadership, Lea Stewart, Director of the Center for Communication and Health Issues, Brian Householder, Director of Undergraduate Studies in Communication in the Department of Communication, and Christine Goldthwaite, doctoral candidate in the Department of Communication.

To learn more about the Leadership LLC click here. 

 

 2016-10-04 16:37:01 Carol Peters

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