Michaelis has worked at Grady College since 2012, and has been the faculty adviser for the AWSM student chapter at the University of Georgia and she regularly participates in conventions as a moderator or panelist.
Before joining UGA, she spent more than two decades as a sports journalist, including at USA Today as the lead Olympics reporter and Denver bureau sportswriter covering professional and college sports. She also was a reporter for The Denver Post and The Palm Beach Post.
“Getting an award named for Ann Miller? Priceless to me,” Michaelis said. “She isn’t just part of AWSM’s foundation. She’s part of its soul. That soul, that community, has meant so much to me and my career — as both a journalist and a professor. I am truly honored.”
Michaelis is a former president and chair of the board who has played a role in several AWSM endeavors. She was a regional coordinator, helping plan and host events in the Denver area, and took on treasurer responsibilities during her time as chair.
“Vicki’s involvement and support of AWSM long after serving on the board embodies what the Ann Miller Service Award is all about,” AWSM president Ashley Colley said. “She has helped so many women at both the student and professional level. I’ve witnessed her contributions on both fronts, working with student chapters and giving advice to many of our members seeking guidance from a veteran woman in this industry. We thank Vicki for always making time to give back to AWSM.”
Established in 2013, AWSM’s service award is named in honor of Ann Miller, a longtime Hawaii-based sports reporter who was the organization’s treasurer for its first 10 years, served as board chair and has attended nearly every convention despite the long travel distance.
Editor’s Note: The above was edited from a feature written by AWSM. An original copy of this feature can be found on the AWSM website.
Assistant Professor Kyser Lough teaches in the Grady College of Journalism and Mass Communications’ photojournalism program and studies visual communication, with an emphasis on photojournalism, as well as solutions journalism. In this interview, Lough discusses the continuing role of photojournalists in an age of ubiquitous imagery, and how he teaches his students to navigate that landscape. Read more about his research here.
How do you describe photojournalism research?
You can think of it several different ways, and the first is looking at the images themselves: What are the images telling us? How are they chosen? What’s being left out? Who is in the image? What kind of effects do these images have on people? That’s a big question surrounding conflict photography especially—we need these photos to see what’s going on, but what kind of toll is it taking on us to constantly see images of conflict?
What we often forget about is there’s a person behind the camera making these pictures, and that person has to physically be there. During the pandemic a lot of reporters were stuck at home; they were calling their sources and having Zoom meetings. The photographers had to go to these places to make these photos. So there are a lot of questions surrounding access and embodiment when it comes to being a photojournalist—how they have to use their bodies in the act of photography, not just to maneuver to make photos but also in negotiating for access to where they need to be.
It’s also fascinating to dig into photographers’ minds and ask about their process. How do they look for things to photograph? How do they decide what, who and when to photograph? When you combine that with talking about access and embodiment, it gives us a deeper look into the images.
As a visual communicator, what your thoughts about how the media world we live in has changed over the last two or three decades?
It’s definitely changed how we think of images. We toggle back and forth between seeing images as pure, unadulterated reality or pure, unadulterated fiction. It’s something we have to consider when we think about modern-day news literacy. In being worried about misinformation and disinformation, we need to really look at images. Part of that is putting the focus back on the image creator and the image owner. Just like we try and vet news sources, we also need to vet image sources and understand that many different things could have happened between an image being captured and us seeing it.
With deep fake video technology and ever more sophisticated photo-editing software, how are we going to determine the truth of an image in the future?
There is fascinating work being done on this right now. Part of it is news literacy and training us to have a healthy dose of skepticism when consuming news. But on the other end, there are computer scientists developing algorithms to analyze and detect alteration in images and video.
From the professional side, there are organizations and people working to prevent it on the creation end. So instead of trying to detect a fake image, it’s about providing a certificate of authenticity: “This image is real.” The Content Authenticity Initiative is probably the biggest one right now, where they are working with Adobe and other folks to essentially create a uneditable chain of edits and history on a photo. You can see the date and time the image was taken, but also see that it was loaded into Photoshop and these different edits were made. If that’s widely adopted—and the problem is it has to be adopted—then we can use that to vet images before they are out there and manipulated.
On a more positive note, all this changing technology and media affords a lot more possibilities to photojournalists in how they create and publish and share their work. What do you teach your students about how to leverage that to their advantage?
We start with the core foundation that storytelling matters, first and foremost. It has to be a good story. It has to be a good moment. We have to be people-focused. We start there, and then we can think about the platforms we use to tell this story. It’s so easy to get lost in the shiny new thing and forget we have to start as good journalists and good storytellers.
Now that everyone has a camera in their pocket, do we still need photojournalists?
That’s such a great question. In 2009, an airplane landed in the Hudson River in New York, and one of the first images to spread from that was not taken by a photojournalist—it was taken by a man on a ferry with a cell phone. He uploaded it to Twitter, and within minutes it was all over the place. Of course, now that’s commonplace. We know when something’s happening, and we’re not just seeing pictures posted—we’re seeing people livestreaming from their phones.
It’s very important for society to have that ability, for us to be able to witness and surveil as private citizens. On the other side of it, however, I firmly believe it’s still important to have photojournalists and trained storytellers out there because of the ethics and sensitivity surrounding a lot of the stories we’re trying to tell.
Journalism should be independent. There should be no conflict of interest; the journalist covering the story should not be involved in the story. The journalist’s images, while not being completely objective, are still representative of an independent observer who has been trained in how to be fair and how to cover the story and how to skillfully use the equipment. We still need journalists to tell these stories and uncover instances where power is being abused, and especially to protect the vulnerable.
Are your students more sophisticated about visual communications, having grown up with Instagram and Twitter and all of these new media?
I like to think so. It’s hard to think back to a time when we didn’t have a camera in our pocket, although it hasn’t been that long when you think about it. The biggest shift has been in the visual literacy students have in how the cell phone camera has allowed them to regularly observe and document their daily life. Once on a study abroad program we sat down to dinner, and the students brought out their phones and took pictures of the food. The phrase they taught me was: “Phone eats first.” And I love it. There’s no shame in it. I mean, when else in history has it been this easy to just snag a picture of anything and then go back and use the photo as a memory device?
What’s the best photo you’ve ever taken?
Recently I haven’t been able to do as much photography as I have in the past, because my priorities are research and teaching. But we take our students out into the world as much as possible to get experiential learning, so I like to try and turn the camera around on them and those have been my favorite recent photos—the pictures of my students photographing. I’ve really enjoyed documenting the process as they grab their cameras and go out and do things. When I’ve taught study abroad, I took pictures of them photographing, and at the end of the program I wrote them a note and gave each one pictures of them out making photos.
The other answer to that question would be the times that I haven’t taken a picture. This is something that I usually wrap my photo classes with, this idea that just because we can doesn’t mean we should, especially in the day and age when we all have a camera in our pocket. I challenge my students to think about when to take a picture and when to simply use your five senses to really sit in that moment. Not everything has to be photographed.
The above feature was originally written and posted by UGA Research, and can also be round on the UGA Research website.
“I am delighted that Jon is joining the leadership team,” said Charles N. Davis, dean of Grady College. “Jon is a Russell Award-winning teacher and an internationally renowned First Amendment scholar, making him a well-rounded choice to lead our journalism department faculty and curriculum.”
Peters, an associate professor who holds an affiliate faculty position in the UGA School of Law, specializes in communication law and policy. His research focuses on internet companies and decisions made about content they host. Peters also studies how economic, political and technological changes affect modern journalism.
His published research has appeared in the Berkeley Technology Law Journal, the Harvard Law and Policy Review, and the Federal Communications Law Journal, among others.
“It’s an honor to be entrusted to serve the department and I am grateful for the opportunity,” Peters said. “I’m thankful, too, to have such a terrific model in Dr. Janice Hume. She has been an outstanding chair, and I’m relieved she’ll be just down the hallway to answer the dozens of questions I’ll have (and that’ll be only the first day).”
Peters assumes leadership for the Department of Journalism on August 1 when Hume assumes the role of associate dean for academic affairs for the College.
In addition to his teaching and research, Peters serves as the press freedom correspondent for the Columbia Journalism Review. He has written about legal issues for Esquire, The Atlantic, Slate, Wired, NBC News, and CNN, and has been interviewed on related topics by The New York Times, The Washington Post, Vanity Fair and NPR, among others.
Peters is a volunteer First Amendment lawyer for the Student Press Law Center and the ACLU. He has also testified in litigation as an expert witness on media law, and he has conducted legal seminars for dozens of news organizations, including the radio program “This American Life” and the podcast “Serial.” In 2020, Peters consulted with the Uzbekistan government as part of a United Nations program focusing on how the government can strengthen public access to the nation’s judiciary as well as public trust in it.
“My colleagues are the absolute best,” Peters continues. “Every one of them has helped me—in different ways—become a better teacher, researcher, and human being. And our students are phenomenal. They’re smart and conscientious, and they’re so creative and curious. They demand your A-game as an instructor and advisor. All of which is why I’m excited about my new role.”
Peters has a B.S. in journalism from Ohio University, a J.D. from Ohio State University and a Ph.D. in journalism from the University of Missouri.
Grady College has announced the appointment of Janice Hume, the Carolyn McKenzie and Don E. Carter Chair for Excellence in Journalism, as the new associate dean for academic affairs effective Aug. 1, 2022.
Hume is currently the Department of Journalism Head and will assume the associate dean position from María E. Len-Ríos (MA ’95) who is joining the University of Minnesota as associate director of the Hubbard School of Journalism.
“Dr. Hume has been a stellar leader in the College, and the Journalism department has been as strong as ever under her leadership as department chair,” said Charles N. Davis, dean of Grady College. “The addition of Dr. Hume to this next level of our leadership team will ensure that we continue progress toward our commitment to excellence, growth and educational leadership on behalf of our students.”
In her new role, Hume will continue as the named Carter Chair which was awarded to her in 2015.
“The College means a lot to me,” Hume said, “and I look forward to serving it in a new way. I’m excited about the challenge.”
Hume joined Grady College in 2001 and became Department of Journalism head in 2013. She teaches courses in media history, ethics & diversity and media credibility on the undergraduate and graduate level. Her research focuses on American journalism history, public memory and media coverage of death and is frequently quoted in the media about the role obituaries have in collective memory. Hume received her Ph.D., master’s and bachelor of journalism degrees from the University of Missouri.
Prior to joining UGA, Hume spent twelve years as a newspaper reporter and features editor. She was lifestyle and arts editor at the Mobile Register (Alabama) and she served on the faculty of the A.Q. Miller School of Journalism and Mass Communication at Kansas State University. She has authored three books including her most recent, “Popular Media and the American Revolution.” She has also published research in a number of academic journals, including “Journalism and Mass Communication Quarterly,” “Journalism History” and “American Journalism,” among others.
Hume has been the recipient of the American Journalism Historians Association’s National Award for Excellence in Teaching. She is an SEC Academic Leadership Development Program Fellow and served on the Scripps Howard Academic Leadership Academy.
“I am forever grateful to the faculty and staff in Journalism,” Hume added. “They are a remarkable, talented group of scholars, teachers and colleagues. They always step up when needed, and that has made my time as department head a real joy.”
Grady College is also happy to recognize the 2021-22 recipient of the Roland Page Award for Outstanding Graduate Faculty:
Sabriya Rice, Knight Chair in Health and Medical Journalism, Journalism.
The Teachers of the Year are annually selected by their peers, based on excellence in the classroom and student feedback. The recipient of the Roland Page Award for Outstanding Graduate Faculty is annually nominated and selected by graduate students.
“Winning the Teacher of the Year award in one of our departments is saying something, because these hallways are lined with award-winning teachers. It takes a superb effort to rise to the top of this competition,” said Charles Davis, dean of Grady College.
Cantrell-Bickley, who previously spent more than 30 years in various roles for television news stations, is known by students for her enthusiasm, high energy, interesting and inspiring stories and persistent willingness to help students both inside the classroom and during the job hunt.
“(Professor Cantrell-Bickley) communicates a lifetime of experience in easy-to-understand and widely applicable techniques, quotes, witticisms, and when need be, lectures. All of this is done in a frank and personable manner with respect to who students are and who we are developing into as people,” wrote one student.
“The Journalism Department is so lucky to have Dodie,” added Janice Hume, head of the Journalism Department and the Carolyn McKenzie and Don E. Carter Chair for Excellence in Journalism. “She offers students the perfect mix of professional rigor and support. She does as much for students outside the classroom.”
Mattison, a filmmaker and author, uses his large bank of experiences writing and directing to teach his students what it takes to create stellar films.
“Some students in his directing and capstone courses come away with award-winning films. But they all come away with invaluable knowledge, experience and insight into the skill, inspiration and determination it takes to create an entire, original visual story from the ground up,” said Jay Hamilton, head of the EMST Department and the Jim Kennedy New Media Professor.
Outside of the classroom, Mattison recently finished shooting for his upcoming film “Sound of Christmas,” which stars musical artist and actor Ne-Yo and will air on BET during the holidays.
Pfeuffer is known as an avid proponent of active learning, a teaching method that focuses on engaging with students through discussion and problem solving.
“Professor Pfeuffer is absolutely amazing. He’s so understanding and so concerned about every one of his students. He makes sure we understand the material, while still being genuinely concerned about our workloads,” wrote one of his students.
“Alex is a beloved professor who teaches tough core courses in the curriculum,” added Bryan Reber, head of the AdPR Department and C. Richard Yarbrough Professor in Crisis Communication Leadership. “The fact that students express the fact that they don’t have to come to his classes, but they want to come to them, speaks volumes.”
Smith, who specializes in teaching Graphic Communication, is beloved by her students for preparing them with applicable skills for their careers.
“Kristen is an excellent instructor!” wrote one of her students. “She was always engaging and excited about our work and eager to both give helpful feedback and listen to students’ ideas. I feel like I learned a lot about graphic design, to the point that I would feel comfortable doing graphic design work when necessary in my career.”
“Kristen Smith continually embraces new pedagogical models in her teaching,” added Reber. “Even when it means that it will increase her workload, she is willing to take the plunge and try new ways to critique and grade student design work. Kristen is a remarkably dedicated teacher. Our students are fortunate when they wind up in her classes.”
Rice is an expert health and medical journalist and communications professional with experience reporting for some of the nation’s top news organizations and serving as the director of media relations for the American Cancer Society. She is praised by her students as a mentor inside and outside of the classroom.
“Professor Rice has gone above and beyond countless times for me and my peers in and outside of the classroom,” said one graduate student. “She helped me network and helped me get an assistant producer freelance job that I am enjoying so much!”
Current department head, Bryan Reber, will retire effective August 1, 2022.
“Dr. Meng adds to the long line of distinguished faculty who have stepped up to lead AdPR over the decades,” said Charles N. Davis, dean of Grady College. “She possesses the leadership skills needed for this demanding position, and she’s earned the role through years of strong service to the college. I’m so excited to work with her.”
Meng joined the AdPR faculty in 2012 and is an affiliate graduate faculty member, serving as the founder and advisor of the UGA/SHNU cooperative education 3+1+1 degree program, which recruits undergraduate students of Shanghai Normal University in China to complete their undergraduate and graduate degrees at UGA. Meng’s teaching focus includes public relations foundations, public relations campaigns, PR ethics, diversity and leadership, and global PR. Her research specialization includes public relations leadership, leadership development, diversity and leadership in PR, measurement in PR, and global communication.
She is a graduate of the UGA Women’s Leadership Fellows program, the Office of Service-Learning Fellows program and UGA Teaching Academy Fellows program.
Meng earned Ph.D. and Master of Science degrees from the University of Alabama; a Master of Arts degree from Bowling Green State University, Bowling Green, Ohio; and a Bachelor of Science degree from Fudan University in Shanghai, China.
“I am honored and thankful for this opportunity. I look forward to working more closely with our talented students, dedicated colleagues, passionate alumni, and other brilliant leaders in the field to continue upholding AdPR’s legacy of excellence in education, research and service.” — Juan Meng
After Trump’s 2019 tweet telling four congresswomen, known as “The Squad,” to “go back” to their home countries, the number of incivil replies to tweets made by the congresswomen almost doubled, new research finds.
Despite all four congresswomen — Reps. Ilhan Omar of Minnesota, Alexandria Ocasio-Cortez of New York, Rashida Tlaib of Michigan and Ayanna Pressley of Massachusetts — being U.S. citizens, many of the remarks echoed Trump’s sentiment that the congresswomen don’t belong holding office in the United States. In particular, two types of incivility towards the congresswomen increased significantly after Trump’s tweet — the use of stereotypes and threats to individual rights.
According to the researchers, these four women “represent the racial, gender and religious minority in the United States” and have been the target of a large amount of incivility online. This research provides insight into incivility on Twitter, particularly when it is directed towards members of minority groups.
“Conceptually, we were trying to figure out what incivility is,” said Itai Himelboim, a co-author of the study and the Thomas C. Dowden Professor of Media Analytics at Grady College. “Part of it is vulgarity, name calling and so on, but another element is a threat to one’s rights and democracy as a whole.”
To conduct their study, the researchers collected all replies to all tweets made by the four congresswomen from June 1, 2019, to August 31, 2019 — six weeks before and six weeks after Trump’s July 14 tweet.
Out of the total 102,815 replies to the congresswomen’s tweets during the time period, a sample of 20,563 were coded for 14 variables, including tones and popular topics such as immigration, Muslim ban, abortion, LGBTQ rights and more.
The researchers determined that just under two-thirds of all replies during the 12-week time period included at least one type of incivility. The findings also showed that, after Trump’s comments, the total number of replies to the congresswomen’s tweets jumped by roughly 20 percent.
Overall, the most common type of incivility used against The Squad was “name calling,” identified as using disparaging remarks, such as “idiot” or “stupid.” Second was “stereotype,” which was identified as associating an individual with a group and using terms, such as “Muslim,” in a derogatory manner. Third was “threats to individual rights,” which is implying someone should not have rights, such as freedom of speech. Fourth was “vulgarity,” which is the use of swear words.
Less frequent types of incivility included “aspiration,” which is making disparaging remarks about a policy, such as immigration, “pejorative wording,” which is using disparaging words about how someone is communicating, and “threats to democracy,” which is stating or implying a threat to the democratic method of governance as an ideal or system, such as advocating an overthrow of the government.
“We need to understand that it is more than being vulgar and calling names — not that there is justification for that — but it comes down also to threatening individual rights and threats to democracy,” said Himelboim.
Additional authors include recent Grady Ph.D. graduate Bryan Trude (PhD ’22),Kate Keib (PhD ‘17), associate provost of non-traditional programs and an assistant professor of communication studies at Oglethorpe University, Matthew Binford (PhD ‘21), assistant professor of practice at Western Carolina University, Porismita Borah, an associate professor in the College of Communication at Washington State University, and Bimbisar Irom, an assistant professor in the College of Communication at Washington State University.
For decades, companies, government systems and other organizations have incorporated humor into their advertisements as a way to grab consumers’ attention and help them retain information.
It’s clear that humor is a powerful tool when advertising, for example, chips and beer during the Super Bowl. But could it be effective when presenting information about stigma-associated health issues, such as human papillomavirus (HPV)?
That’s the primary question Hye Jin Yoon, an associate professor in the Department of Advertising and Public Relations at Grady College, set out to answer through her most recent research. Yoon worked with Eunjin (Anna) Kim, an assistant professor of journalism at the University of Southern California, and Grady Ph.D. student Sung In Choi, to conduct the research.
“I wanted to see how humor can help communicate health information, especially health information that people are not very comfortable communicating or talking about,” said Yoon.
As noted in the research paper, HPV is the most common sexually transmitted disease. It is known to infect almost all sexually active adults at some point in their lives, causing health problems such as genital warts and cervical cancer. However, despite how common the disease is, there is still a significant lack of public knowledge about HPV, the researchers explained in their paper.
“In 2022, it has shifted a bit for sure, but it is still the case that people hear HPV and don’t necessarily know that it is a sexually transmitted disease,” said Yoon.
Therefore, there is a clear need for health communicators to develop ways to effectively educate people about HPV prevention and treatment methods.
While conducting their research, Yoon and her team showed HPV advertisements, some that incorporated humor and others that did not, to a diverse group of more than 150 individuals. Ultimately, they determined that, among those who did not know much about the disease, incorporating humor, without including information about HPV being an STD, proved to be effective in creating greater attention and more positive responses.
However, when information stating that HPV is an STD was brought into the ads, the researchers found that the ads without humor proved to be more effective for those with low HPV knowledge. To those who already knew a lot about HPV, incorporating humor had no impact on the effectiveness of the ads.
“It is likely the case that once you tell them it is an STD, they have to focus on that information,” explained Yoon. “Humor takes up our cognitive space in order to process it. You have to process humor to find it funny.”
Yoon explained that the takeaway from this research is that when advertising HPV prevention and treatment methods to people who don’t know too much about the disease, it is best to use humor without explicitly mentioning that HPV is an STD. However, if HPV advertisers do decide to give explicit STD information in their ads, it is better to not use humor.
Whether his students are a group of undergraduate advertising students, graduate advisees or international visiting professionals, the guide that Jooyoung Kim uses in his teaching is the same: helping people become innovators through thinking and doing.
Inspired by Apple’s Steve Jobs, Kim frames his teaching philosophy from bringing together the two pillars of thinking and doing in one person.
“To be a thinker, you have to have knowledge,” Kim said. “To be a doer, you must apply your knowledge and experience in the classroom to settings in real life. That collective experience can help a person succeed, innovate and make positive impacts whether it be at a micro or macro scope.”
In addition to teaching advertising courses, Kim’s research mainly focuses on the roles of advertising in branding context.
“I like to observe and theorize how things work, especially human behavior and thoughts,” Kim said. “Since a brand is a perception shaped by a set of constantly updated cognitive, emotional and sensory experiences, my research scientifically explores how advertising helps that process. And, I want to provide useful insights at both a small and large scale.” As the Dan Magill Georgia Athletic Association Professor in Sports Communications, his research also examines advertising and brand communication in the sports context.
As a means to connect with academics across the world, Kim serves as editor-in-chief of the Journal of Interactive Advertising and was secretary of the American Academy of Advertising, a flagship learned society for advertising science and research. Kim also directs the Advertising and Branding Insights Studio at UGA to facilitate interdisciplinary collaborations that focus on research-driven insights in advertising and branding using various scientific approaches.
Kim founded the Business and Public Communication Fellows program to provide international professionals in communication fields with the opportunities to learn from the faculty at Grady College, known as one of the top programs in media and mass communication, especially in advertising and public relations research. Created in 2010 in conjunction with the Cox International Center, the program has graduated more than 100 participants.
Amid the increasing awareness of diversity, equity and inclusion, support for Korean Americans on campus is important to Kim, as well. He co-founded the Korean American Faculty Association at UGA last summer, which is committed to increasing the visibility of its members and mentoring the Korean and Korean American students on campus. He currently serves as vice president of KAFA.
Preparing students is at the heart of Kim’s teaching, and he believes that the skills he teaches are transferable to any career.
“Advertising is science. The system of knowledge and skillsets related to advertising, including data analytics, research and message strategy, are important competences for any career,” he said. “Moreover, communication is a critical component for the success of any project. If you think about the terms such as ‘science communication’ and ‘environmental communication,’ you can see why.”
Kim is always thinking about the future and encourages his students to be, too. For instance, Kim recognized the importance of understanding large media and consumer data and realized several years ago that there was a gap in understanding between advertising and data science experts. He then formatively created a graduate course to teach data science for communication research. More recently, he encouraged his students to include metaverse advertising strategies in their capstone projects for Nike last fall, acknowledging the importance of the emerging media environment for advertising.
“I want to make my teaching relevant to what my students will need to be thinking and doing after graduation. I want to go beyond the textbook and ask, ‘How can you use these ideas for your future career?’ Let’s do it now and see how it goes. Because of the ever-changing media environment, we may never be able to prepare our students perfectly. But knowing how to think and do simultaneously should last and foster themselves to be constantly prepared,” he said.
Glenna Read, assistant professor of advertising, was awarded the Mary Alice Shaver Promising Professor Award for junior faculty excellence at the American Academy of Advertising annual conference March 25-27, 2022.
The Award honors a junior faculty member who has demonstrated excellence and innovation in advertising teaching and research. The honor is not bestowed every year.
Students recognize Dr. Read as a dedicated teacher who uses in-class activities to demonstrate concepts and engage students,” said Karen King, professor emerita, in her letter nominating Read for this award.
Since joining the AdPR faculty in fall 2018, Read has taught three different undergraduate classes (Media Strategy and Activation, Advertising and Society and Insights and Analytics), as well as four different graduate classes. She has developed two new graduate courses, Consumer Neuroscience and Media Psychophysiology. She is the founder and director of the Brain, Body and Mind lab at Grady College, which uses psychology, psychophysiology and neuroscience to study how people process advertising.
Read has published thirteen articles in leading journals included Journal of Advertising, Journal of Communication and Journal of Current Issues and Research in Advertising. She has made 30 peer-reviewed conference presentations.
Nate Evans, associate professor of advertising, Jay Lim (MA ’16, Ph.D. ‘21) and Ph.D. student Marilyn Primovic (AB ’18, MA ’18) received runner-up for the Best Article Award in the Journal of Interactive Advertising for their paper “Exploring how disclosure works for listicle-style native advertising: the role of persuasion knowledge, persuasion appropriateness and supplementary disclosure effect of brand social media.”
Alex Pfeuffer, assistant professor of advertising, and Joe Phua, associate professor of advertising, were awarded a AAA Research Fellowship Award for a three-year research project studying video blogs and trust cues about COVID information.
Jisu Huh (MA ’00, Ph.D. ’03), of the University of Minnesota, was named the editor of the Journal of Advertising.
Additionally, Sun Joo “Grace” Ahn, associate professor of advertising, organized and moderated successful half-day pre-conference session titled “Advertising in the Metaverse.”
Eric Haley (ABJ ’87, MA ’89, PhD ’92), of the University of Tennessee, received best paper awards from several AAA journals.
Jooyoung Kim served as the AAA secretary and is editor-in-chief of the Journal of Interactive Advertising.