Applied Learning

Here are some organizations/locations where Luther communication studies students have held internships:

• 1517 Media, Minneapolis, MN
• aboutboulder.com, Boulder, CO
• Amundson’s Clothing, Decorah, IA
• Chicago Children’s Theater, Chicago, IL
• Connection Events, Montreal, Quebec
• Earl Public Transit, Decorah, IA
• Escape Folsom, Folsom, CA
• ESPN Nashville 102.5 The Game, Nashville, TN
• Exponent Public Relations, Minneapolis, MN
• Find Your Power, Minneapolis, MN
• Five Guys, Lorton, VA
• Golf USA, Coralville, IA
• Green Thumb Industries, Chicago, IL
• Gundersen Health System, La Crosse, WI
• Humane Society of Northeast Iowa, Decorah, IA
• Iowa Games, Ames, IA
• Jay Franco and Sons, Minneapolis, MN
• Kansas City Chiefs, Kansas City, MO
• KDWA 1460 AM, Hastings, MN
• KFAN Radio, Minneapolis, MN
• KPVL Radio, Decorah, IA
• KSDK News Channel 5, St. Louis, MO
• KTTC Television, Rochester, MN
• KWWL News Channel 7, Waterloo, IA
• Luther College Admissions, Decorah, IA
• Martin-Williams Advertising, Minneapolis, MN
• Minnesota Twins, Minneapolis, MN
• Monroe Clinic, Monroe, WI
• National Endowment for the Arts, Washington D.C.
• National Sports Center, Blaine, MN
• Northeast Iowa Community Action, Decorah, IA
• Pashionistas, Atlanta, GA
• Silver Tree Communications, Kenosha, WI
• Vesterheim Museum, Decorah, IA
• Vilas County News Review, Eagle River, WI

Emma Everitt ’21

When: Spring 2020
Where: National Endowment for the Arts, Washington, DC
Major: Communication Studies

During her time at the National Endowment for the Arts, Emma served as an intern in the Office of Public Affairs. Some of her responsibilities included tracking agency media coverage, creating media lists tailored to agency programs, transcribing podcast interviews, conducting interviews, and drafting articles for the NEA’s magazine, American Artscape, and the Art Works blog. This internship helped give her more insight into strategic communication and how those principles are applied in the context of a large non-profit organization. More personally, she learned that wherever her career takes her, she wants to do work that is meaningful or has a greater purpose. She felt she connected with the NEA’s mission to support arts projects across our nation, which helped her feel invested in her work.

Connor Hopkins ’21

When: Summer 2019
Where: KTTC TV/MyFOX47, Rochester, Minnesota
Majors: Visual Communication, Communication Studies, Minor in Journalism

Connor’s role at this internship was “Quintern”, which is an intern for Quincy Media, who owns the station. In that role, he pitched, filmed, wrote, edited, and produced stories for their on-air newscasts. He worked as a multimedia journalist, doing everything but being an on-air personality. During the internship, Connor learned the business of broadcast journalism in a hands-on way, and from that built a reel of stories that made the air for the Southeastern Minnesota market. In addition to learning the skills of being a broadcast journalist, he also learned how to work in the professional setting with a team, and with the members of the community to help tell their stories.

Annika Johnson ’20

When: Summer 2019
Where: National Sports Center, Blaine MN
Major: Communication Studies (Visual Communication Minor)

Annika was the Video Production Intern. She worked within the marketing department to help create and distribute video, photo and text based content to put out on social media platforms as well as the blog. Over the course of the summer she shot, edited, and produced over 20 videos highlighting events on campus and promoting camps, tournaments, milestones and fundraisers for the NSC. She also had the opportunity to photograph two Minnesota United games for the NSC and my photos were featured on the NSC social media pages.

Her biggest takeaway was the creative freedom that she was allowed during the course of the summer. Some of the videos she worked on included professional MLS soccer players and others she and a coworker interviewed dogs on camera. She learned how to turn videos around quickly and use software to create graphics for videos.

Social science research projects in communication studies focus on people and human behavior. Researchers are interested in people’s attitudes, perceptions, or behaviors through surveys, questionnaires, experiments in controlled environments, interviews, or participant observations. Due to the involvement of other humans as subjects or participants, you are to go through Luther Human Subject Review Board (HSRB). Final papers are typically 20-25 pages (double-spaced) in length and adhere to the tenets of good writing (organization, syntax, punctuation, APA style). The paper should include each of the following sections:

• Introduction–your introduction should include an attention/relevance statement, clear purpose, significance/contribution of your study, and preview the paper.
• Literature Review–you should build a rationale for how you are extending previous research by citing primary articles as you weave an argument for the need of the study connecting concepts and variables as appropriate. You should include your research questions or research hypotheses within or at the end of the literature review section.
• Method–your method section will include procedures (describe the data collection process), participants (describe the detailed characteristics of participants; e.g., gender, age, class rank, nationality, majors/minors, and other demographic information that are relevant to your research), measures/materials (describe the items in questionnaires, surveys, interview, and field notes), and the analysis (describe your method of analysis (t-Test, correlations, ANOVA using SPSS, and qualitative findings like coding or thematic analysis).
• Results–report your results by organizing your data and findings to mirror the research questions hypotheses; focus on factual information.
• Discussion–provide connections to previous literature and interpret your findings in light of this. Utilize your theoretical framework and previously reviewed (and additional) literature to draw conclusions. You should also include strengths and weaknesses of your study including theoretical (your contribution to the theoretical issues) and practical (discussion about relevance, methods, and utility, as well as shortcomings) with regard to implications of your research. Finally, provide suggestions for future studies based on your strengths and weaknesses.field notes), and the analysis (describe your method of analysis (t-Test, correlations, ANOVA using SPSS, and qualitative findings like coding or thematic analysis).
• Results–report your results by organizing your data and findings to mirror the research questions hypotheses; focus on factual information.
• Discussion–provide connections to previous literature and interpret your findings in light of this. Utilize your theoretical framework and previously reviewed (and additional) literature to draw conclusions. You should also include strengths and weaknesses of your study including theoretical (your contribution to the theoretical issues) and practical (discussion about relevance, methods, and utility, as well as shortcomings) with regard to implications of your research. Finally, provide suggestions for future studies based on your strengths and weaknesses.

Utilizing a rhetorical theory, concept, or methodology, analyze a rhetorical artifact of your own choosing. Appropriate artifacts include, but are not limited to, political speeches, public service announcements, social movements, advertisements, television programs, films, music, architecture, clothing/attire, and personal effects. As the senior paper is a confluence of inquiry, reasoning, and communication, your finished essay should show evidence of extensive research, careful analysis, and superior writing ability. Final papers should be 20-25 pages (double-spaced) in length and adhere to the tenets of good writing (organization, syntax, punctuation, APA style).  The paper should include each of the following sections:

• Introduction–a good introduction catches the reader’s attention, identifies the rhetorical artifact for analysis, reveals the theoretical/methodological approach, and presents a clear thesis/preview statement.
• Theory/Method–explain the rhetorical approach you’ve chosen. This section of a paper is frequently called a literature review. The purpose of this section is to display your understanding of an area of rhetorical theory and provide a justification for why this approach is appropriate for your particular artifact. This section should display a familiarity with, and understanding of, both seminal and contemporary literature. In essence, this section of a paper delineates the theoretical frame applied during analysis.
• Rhetorical Critique–the substance of a rhetorical critique usually focuses on two major elements: background/rhetorical situation and the criticism proper:
• Background/Rhetorical Situation–provide the background/biography of the artifact/rhetor, the history of the situation, and/or the rhetorical context. Is the rhetorical exchange part of a broader discussion or argument? What potential audiences need addressing? What constraints or opportunities are present?
• Criticism–using your theory/method discussion as a critical frame, analyze your artifact. Look for patterns/themes that emerge from the text and show, very specifically, how these patterns/themes are developed. Excellent rhetorical criticism offers a unique perspective of an artifact by intertwining insightful analysis, creativity, and detailed textual reference.
• Discussion–based on your critique, discuss the efficacy of the text; did the text produce the intended effect? How might this artifact influence the way we view our world? How does this artifact contribute to our understanding of cultural attitudes, beliefs, and values? Does your analysis offer any support or challenges to our understanding of rhetorical theory?
• Conclusion–a solid conclusion offers a brief summary of your major arguments, potential directions for future research, and a thoughtful closing.

A senior paper that explores the relationship between communication theory and concepts and a career is an exercise in applied communication research as the goal of the paper is to address two practical questions, “How do the theories, concepts and skills I have learned relate to a career?” and “What relevant skills and concepts do I need to address as I prepare for this career?” As an example, a student recently explored corporate training and development as an organizational communication career option. Other topics of interest might include, but are not limited to, politics and political communication, health and the role of the communication professional, or communication and the law. While the career exploration option emphasizes application, the project must demonstrate thorough research, thoughtful analysis, and effective writing skills. The final paper must be 20-25 pages (double-spaced) and will adhere to the tenets of good writing as measured by organization, syntax, punctuation, and the appropriate use of APA style. The paper should include each of the following sections:

• Introduction –a good introduction captures the reader’s attention, identifies the area of concern, presents a theoretical/methodological approach, and establishes the purpose and significance of the paper.
• Review of Literature–the review of literature will introduce the profession from a communication perspective. In addition to summarizing the issues addressed in primary and secondary journals and books, study the profession’s newsletters and web sites. After synthesizing the significant concepts, introduce the specific research questions to be addressed.
• Methodology–while the research could be conducted in a number of ways, interviews with or surveys of practitioners in the profession and on-site visits will provide experience-based data.
• Results–provide a concise summary of the findings from the data collection. If interviews, surveys, and on-site visits were employed, what practical information was acquired that will provide a greater understanding of the profession?
• Discussion–interpret the results reported in the previous section by tying them to the concepts presented in the review of literature. The essential goal is to weave the professional’s practical experience to the theoretical or conceptual framework.

In keeping with the all-college requirement for Senior Projects, a PR project must be “a culminating, independent experience of the major.” Thus, the student will be responsible for the independent design and completion of the entire project, with faculty and organizational supervisors providing only necessary logistical support, advice and consultation. This project must be arranged in consultation with both the supervising faculty member and with the appropriate officials of the organization with whom the student is working.

A PR senior project is an opportunity to prepare a PR plan for an organization as a PR professional would. The final senior project will have two parts: 1.A complete PR plan with proposed communication products (press releases, social media posts, event descriptions, etc.), and 2. A 3-4 page (double-spaced) reflection on the project incorporating literature and material from communication courses, as well as public relations best practices, that informed the PR plan.

• Scope–once selecting a client and obtaining permission to propose a PR plan for them, the project should involve the research, planning, communication, and evaluation phases of a public relations campaign. The project must be original, and should be of sufficient depth to require a significant number of hours of work.
• Focus–a clear connection between theory and practice must be demonstrated in preparation and analysis of the PR plan. Students involved in a PR project should clearly indicate how application of communication theories or professional practices learned in the classroom were applied in preparation of the PR plan in the 3-4 page reflection submitted.
• Sources–in order to document the application of theory and professional practice, a bibliography of the various source documents employed must be assembled (course texts, books, journal articles, etc.) and included with the final project.
• Consultation–students are expected to meet regularly with the faculty supervisor to discuss the project and the various strategies chosen for its completion.

Students may opt to complete a media production project in fulfillment of the Senior Project requirement. Such projects may involve an audio program suitable for radio broadcast, a video, or interactive computer media. A senior media production project is not an internship. In keeping with the all-college requirement for Senior Projects, such a project must be “a culminating, independent experience of the major.” Thus, the student will be responsible for the independent design and completion of the entire project, with faculty and organizational supervisors providing only necessary logistical support, advice and consultation. This project must be arranged in consultation with both the supervising faculty member and, if the production is being created for an office of the college or an off-campus organization, with the appropriate officials of the office or organization. A written contract, spelling out expectations of all parties involved, is highly recommended.

• Scope–the production must be original, and should be of sufficient depth to require a significant number of hours of effort. All projects are expected to demonstrate the highest level of technical production values attainable with the available equipment.
• Focus–a clear connection between theory and practice must be demonstrated. Students involved in a production project should keep a contemporaneous journal of their progress which describes each significant decision point in the course of the project and clearly indicates how application of communication theories or professional practices learned in the classroom were applied in making the final decision on how to proceed.
• Sources–in order to document the application of theory and professional practice, a bibliography of the various source documents employed should be assembled (course texts, books, journal articles, etc.).
• Consultation–students are expected to meet regularly with the faculty supervisor to discuss the project and the various strategies chosen for its completion.
• Documentation–the journal, or a summary document of at least 8 pages (double-spaced), typed in accordance to current APA style guidelines, along with the bibliography, will be submitted in lieu of a senior paper.
• Media–in addition, a complete copy of the production on appropriate media shall be submitted to the faculty supervisor for evaluation.
• Presentation–a formal oral presentation to the faculty of the department concerning the project will be required, in addition to a public presentation, broadcast, or demonstration of the finished production.
• Evaluation–it is expected that productions of this type would be of high enough quality for submission to various collegiate competitions appropriate to the medium. Grading will be based on the clear application of theory and professional practice, as well as on the quality of the completed production.

The Luther chapter of Lambda Pi Eta, the National Communication Honor Society, was formed in 1993 to recognize junior and senior communication majors and minors who have achieved a high level of academic excellence. The criteria for academic excellence are at least a 3.5 all college GPA and a 3.7 GPA in communication courses. Invitations are issued at the beginning of each academic year.

Luther is one of the few higher education institutions in the United States with a chapter of Phi Beta Kappa, a scholastic organization that recognizes students who have achieved distinction in the liberal arts and sciences. The department congratulates these communication studies majors who have received the honor of being inducted into Phi Beta Kappa in recent years:

• Sarah Holtz ’20
• Katelynn Pankratz ’16
• Kelsey Engbrecht ’14
• Jenna Hoge ’14
• Mikaela Belland ’12
• Ashley Matthys ’12
• Anne Proescholdt ’12
• Kaitlin Showalter ’11
• Jenna Gieseke ’09
• Amanda Wubben ’09
• Sarah Carnes ’08
• Abby Heidesch ’08
• Nicolette Helling ’08

Amber Sorenson (’20) received the “Top Student Paper” award at the 2020 Iowa Communication Association conference.

Dr. Thomas C. Johnson served as Post Production Consultant on the documentary film, Decoding the Driftless (2018). The film was chosen as an official selection by twenty-eight film festivals. It has also won over twenty-two awards, including Best Documentary at the 2020 Beloit International Film Festival.

“Nature is Me” (2018), a short subject documentary film produced by Evan Lobdell (’20), was chosen as an official selection by the Oneota Film Festival and the Door County Short Film Festival.

Kristen Carlson (’18) was awarded a Fulbright Scholarship to teach in Latvia for 2018- 2019.

Annalise Johnson (’18) received the “Top Student Paper” award at the 2017 Iowa Communication Association conference.

“Shoken” (2017), a short subject documentary film produced by Jack Ross (’17), was chosen as an official selection by the Frozen River Film Festival, the Snake Alley Festival of Film, the Oneota Film Festival, and the ACM Student Film Conference and Festival.

“Marieke” (2017), a short subject documentary film produced by Dr. Thomas C. Johnson and Jack Ross (’17), was chosen as an official selection by thirty-six film festivals. It also won Best Documentary at the 2019 Iowa Motion Picture Association Awards.

Hannah Butler (’16) received the “Top Student Paper” award at the 2015 Iowa Communication Association conference.

“Ironhead” (2015), a short subject documentary film produced by Dr. Thomas C. Johnson and Neal Abbott (’15), was chosen as an official selection by twenty-four film festivals. It also won Best Short Documentary at the 2016 Greenwich Village Film Festival.

Dr. Derek Sweet authored a book chapter, “Social Life and Death in The Leftovers: Surviving the Personal Apocalypse,” for the Apocalypse TV: Essays on Society and Self at the End of the World (2020) collection.

Dr. Derek Sweet’s article, “Mythologizing Mortis: The Clone Wars as Dialogic Spirituality,” appears in the Fall 2018 issue of the Journal of Religion and Popular Culture.

Dr. Derek Sweet’s piece, “America Assemble: The Avengers as Therapeutic Public Memory,” is a chapter in Assembling the Marvel Cinematic Universe: Essays on the Social, Cultural and Geopolitical Domains (2018).

Dr. Derek Sweet published “Some People Call Him a Space Cowboy: Kanan Jarrus, Outer Rim Justice, and the Legitimization of the Obama Doctrine” as a chapter in Star Wars and the History of Transmedia Storytelling (2018).

Dr. Derek Sweet and co-author Dr. Margaret McCue-Enser of St. Catherine University published “Losing Patience with an Imperfect President and Imperfect People” in Robert E. Terrill’s Reconsidering Obama: Reflections on Rhetoric (2017).

Dr. Thomas C. Johnson Johnson published an article, “Producing, Distributing, and Teaching Ironhead,” in the October 2016 issue of Journal of Media Education.

Dr. Derek Sweet is the author of a book, Star Wars in the Public Square: The Clone Wars as Political Dialogue published in December 2015 by McFarland as part of their Critical Explorations in Science Fiction and Fantasy Series.

Dr. Thomas C. Johnson and Jason Moyer, Malone University, published a case study, “Interfaith Divisions at Southern State University,” in the book, Casing Sport Communication (2015).