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The original mediums were not texts or technologies; they were ritual actors performing acts of mediumship. Mediating between determined norms (the status quo) and emergent trends (change), they invoked divine authority to conjure meanings that proved adaptive, nonadaptive and/or maladaptive. With the advent of the written word, ritual became formalized and codified. The medium became a communication device, something abstract and external to the human condition. It then became possible to speak of "media effects" imposing influence in a logical deterministic manner. Yet with the advent of new media, we are witnessing a return to modes of cultural discourse that are spontaneous, interactive, communal and unscripted, all hallmarks of ritual action. This "ritual return" centers on the emergence of the "prosumer" (producer/consumer), a figure actively engaged in mediating practices. While resembling the original archaic "medium" in some respects, the prosumer is a "literate ritualist" allied with a multiplicity of cultural tribes. Thus the "new media" has given rise to "the new medium." The pages that follow focus on acts of contemporary mediumship, examining related concepts such as "ecology," "niche," "role," "affordance," and "trope." Each section considers how specific mediating practices afford and constrain modes of ritualized behavior. I call this practice-oriented approach to media studies "praxism."
ContributorsGyori, Bradford (Author) / Goggin, Maureen (Thesis advisor) / Baker, Aaron (Committee member) / Hjorleifur Jonsson (Committee member) / Arizona State University (Publisher)
Created2011
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ABSTRACT
Over the past decades, there has been growth in student academic success programs in institutions of higher learning. However, with this growth instructors in these programs have not always been prepared to teach courses focused on supporting student academic success. The purpose of this study was to understand the role that mentoring plays in the performance of new faculty in the Success Courses department at Arizona State University. The guiding questions of the study examined the degree to which mentoring affected instructors’ efficacy in implementing the core tenets of the Success Courses Department and the features of the mentoring program that new instructors found useful. I used an action research, mixed method approach with focus groups, interviews, and surveys serving as data collection tools. The participants in the study were new department faculty mentees who taught for the Success Courses department at ASU in the fall of 2018. The quantitative data suggested that the faculty mentoring program helped new instructors improve their understanding of their students and the classroom environment. The qualitative findings indicated that faculty mentoring provided overall support, enhanced preparedness to deliver course content, created opportunities for professional growth and development, and supported positive relationships and collaboration. The faculty mentoring program enhanced the development of relationships between mentors and mentees, which is important for assisting new instructors as they seek to address individual challenges related to their teaching practices.
Over the past decades, there has been growth in student academic success programs in institutions of higher learning. However, with this growth instructors in these programs have not always been prepared to teach courses focused on supporting student academic success. The purpose of this study was to understand the role that mentoring plays in the performance of new faculty in the Success Courses department at Arizona State University. The guiding questions of the study examined the degree to which mentoring affected instructors’ efficacy in implementing the core tenets of the Success Courses Department and the features of the mentoring program that new instructors found useful. I used an action research, mixed method approach with focus groups, interviews, and surveys serving as data collection tools. The participants in the study were new department faculty mentees who taught for the Success Courses department at ASU in the fall of 2018. The quantitative data suggested that the faculty mentoring program helped new instructors improve their understanding of their students and the classroom environment. The qualitative findings indicated that faculty mentoring provided overall support, enhanced preparedness to deliver course content, created opportunities for professional growth and development, and supported positive relationships and collaboration. The faculty mentoring program enhanced the development of relationships between mentors and mentees, which is important for assisting new instructors as they seek to address individual challenges related to their teaching practices.
ContributorsAtkins, Allison (Author) / McArthur Harris, Lauren (Thesis advisor) / Rhoden, Stuart (Committee member) / Kaplan, Matthew (Committee member) / Arizona State University (Publisher)
Created2019