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The purpose of this project was to evaluate the State Bar of New Mexico's (SBNM) new podcast series, SBNM is Hear. The podcast was initially developed as a member outreach tool and a new platform for professional development and survey questions were developed to gauge the podcast’s effectiveness in these

The purpose of this project was to evaluate the State Bar of New Mexico's (SBNM) new podcast series, SBNM is Hear. The podcast was initially developed as a member outreach tool and a new platform for professional development and survey questions were developed to gauge the podcast’s effectiveness in these two areas. An electronic survey was deployed to active members of the SBNM through email. Respondents were asked questions regarding their demographics, whether they had listened to the series, and what content they would like to hear in the future. The survey resulted in 103 responses, of which 60% indicated that they had not listened to the podcast. The results showed that listenership was evenly divided between generations and that more females listened to at least one episode. The open-ended responses indicated that the two cohorts of respondents (listeners and non- listeners) viewed the podcast a potential connection to the New Mexico judiciary. Future recommendations include conducting an annual survey to continue to understand the effectiveness of the podcast and solicit feedback for continued growth and improvement

ContributorsPettit, Morgan (Author) / Lauer, Claire (Degree committee member) / Mara, Andrew (Degree committee member) / Carradini, Stephen (Degree committee member)
Created2020-12-10
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Description
The members of Generation Z are often referred to as "digital natives," having been born between 1995–2012, into a time of significant technological advancements. Members of Generation Z were between the ages of 7–24 years old in 2019. The world Generation Z knows has been impacted by the current technological

The members of Generation Z are often referred to as "digital natives," having been born between 1995–2012, into a time of significant technological advancements. Members of Generation Z were between the ages of 7–24 years old in 2019. The world Generation Z knows has been impacted by the current technological environment including the use of personal smartphones and smart devices, the rise in social media use, and the preference of texting and instant messaging over voice/phone communications. The oldest members of Generation Z are just starting to enter the workforce. While there are studies on Generation Z's personal communication preferences and habits, there is very little research how these preferences and habits will impact business communication. This study examines specifically the older members of Generation Z, between ages 18–24 years old, who are currently in the workforce. The study gives insight into how Generation Z's personal communication habits are impacting their expectations of business communication..

The study includes results of a survey of 207 participants and in-depth interviews with six Generation Z members. The survey included both quantitative multiple choice and qualitative open-ended questions on the respondents’ personal and workplace communication habits and expectations. The in-depth interviews expanded on the findings of the survey and added additional context to many of the survey's findings.

Through researching the habits and expectations of members of Generation Z who are currently in the workplace, the study uncovered many unexpected attitudes and behaviors among working Generation Z respondents. These insights include: the

respondents’ awareness of the negatives of technology usage, differences in personal preferences and professional behaviors, the self-regulation of technology usage, and the concern for boundaries between personal and work life.
ContributorsJanssen, Dawn (Author) / Carradini, Stephen (Thesis advisor) / Harris, La Verne Abe (Committee member) / Maid, Barry (Committee member) / Arizona State University (Publisher)
Created2020
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Description
In the U.S, Middle Eastern (M.E) students often struggle with negative biases toward them and experience isolation, discrimination, and report a lack of meaningful interactions with U.S. students. Against this backdrop, this dissertation explored the impact of enacted similarity and nonverbal immediacy on social attraction and friendship-potential between same-sex U.S.

In the U.S, Middle Eastern (M.E) students often struggle with negative biases toward them and experience isolation, discrimination, and report a lack of meaningful interactions with U.S. students. Against this backdrop, this dissertation explored the impact of enacted similarity and nonverbal immediacy on social attraction and friendship-potential between same-sex U.S. and M.E. international students during first time interactions on Zoom. A 2 (M.E. vs. U.S. confederate) x 2 (low vs. high similarity) x 2 (low vs. high nonverbal immediacy) x 2 (pre- vs. post-interaction) experimental design was employed, with participants reporting on their perceptions after viewing a profile of a confederate and then again after they interacted with the confederate on Zoom for three minutes. Pre-interaction results indicated that M.E. women were perceived as the most socially attractive, highest friendship potential, and as most likely to engage in pleasant interaction, compared to the other three groups. This finding emerged even though U.S. women rated fellow U.S. women as more similar to them than they rated M.E. women. A potential explanation is intersectionality of gender and ethnicity, with U.S. women stereotyping M.E. women as quiet, submissive, and oppressed, and therefore have sympathy for them and expect them to be kind. Post-interaction results revealed that in interactions between U.S. students, similarity impacted friendship potential but not social attraction, while nonverbal immediacy had a significant impact on both. In intercultural interactions between the U.S. and M.E. students, both nonverbal immediacy and similarity impacted social attraction and friendship potential. There were especially sharp drops in social attraction and friendship potential when the confederates enacted low levels of nonverbal immediacy. Overall, nonverbal immediacy had stronger and more consistent effects compared to similarity. Results indicate that to make positive impressions, both U.S. and M.E. students should use nonverbal immediacy cues such as smiling, leaning in, and being attentive to their interactional partner rather than looking away. Future directions include determining if findings can be generalized to face-to-face interactions and to perceptions of individuals from various cultures.
ContributorsLu, Anna Hommadova (Author) / Guerrero, Laura K (Thesis advisor) / Martin, Judith N (Thesis advisor) / Carradini, Stephen (Committee member) / Arizona State University (Publisher)
Created2021