Bey-Ling Sha, dean of the College of Media & Communication at Texas Tech University, was recently inducted as president of the Association for Education in Journalism and Mass Communication.

Having been elected by the association's more than 2,300 members from around the globe, Sha held the position of vice president and then president-elect before taking on the presidency.

Sha is working to create a legacy of Texas Tech presidents who have held this role. Past Dean David Perlmutter was president of the organization in 2020. Texas Tech is part of an exclusive group of universities like Columbia University, New York University and the University of Texas at Austin that have had presidents serve as president of AEJMC.

Sha considers Texas Tech's appearance to be an endorsement of the outstanding work that is being done at the college.

Since joining Texas Tech in February, I have developed an even deeper appreciation for the degree of excellence of the teaching, scholarly and creative activity, and community engagement that is accomplished at the College of Media and Communication," Sha said. "I am pleased to be able to showcase that excellence and foster our sense of care among our faculty through this service to a professional organization within our field.

Though Sha can eloquently quote AEJMC's purpose, it's the feeling of support which the organization has extended that she enjoys the most. Having joined when a graduate student at the University of Maryland, Sha has continued on ever since.

The most important thing to me is the feeling of belonging AEJMC has provided," she said. "When I arrived, there were so many veteran scholars who were kind to me, either with their time or advice or scholarly criticism.

She wants her work and leadership to serve as an inspiration to students within the College of Media & Communication. The college offers access to over 10 student chapters of national organizations. Sha thinks students can get something out of being involved while at Texas Tech, making investments in communities that can benefit them well into their careers, as AEJMC has done for her.

“We live in a time when many people feel lonely and isolated,” Sha said. “Finding something bigger than yourself can be an antidote to that feeling.”

She encourages Texas Tech students to connect with peers who have similar goals.

"Dean Sha's peer recognition across the country for her vision and leadership emphasizes her dedication to promoting excellence in her discipline," said Ron Hendrick, provost and senior vice president. "Recruiting scholars like Sha – champions in her field – is at the heart of Texas Tech's quest for academic excellence."

The landmark agreement is aimed at fostering academic collaboration, supporting mutual research and training, and creating for students a wider platform of industry-appropriate practice.

Prof Sukanta Mazumdar, Dean, SRFTI and Prof. Anand Pradhan, Regional Director, IIMC Dhenkanal signed the MoU in the presence of Dr. Nimish Rustagi, Registrar and Additional Director General of IIMC. Shri Deepak Singh, Registrar, SRFTI; Prof. Chandan Goswami, Dean (EDM Wing); Prof. SudiptaBhowmick, Head of the Department, EDM Management, among others were present.

IIMC Vice Chancellor, Dr. Pragya Paliwal Gaur appreciated the Dhenkanal campus for appreciating her on the MoU signing and instilling strong synergy among the two campuses.

Addressing the gathering on the occasion, Prof. Anand Pradhan highlighted the importance of institutional collaborations by stating, "This collaboration between two sister organizations of the Ministry of Information and Broadcasting will open new interesting avenues of opportunities for the students and personnel. It will become a dynamic platform for knowledge sharing, creative pursuit, and professional development."

Dr. Nimish Rustagi revealed that the strategic partnership would bring numerous opportunities. "This tie-up will yield joint academic programs, research projects, short-term skill enhancement, and common facilities and skills. It is our attempt to widen the gamut of media education and practice," he asserted.

Whitewashing the union bid, SRFTI Dean Prof. Sukanta Mazumdar said, "IIMC and SRFTI are both industry leaders in eastern India with contrasting strengths. The union will be entrepreneurial innovation and skill-based programs in fields of mass communications, media, and films."

This partnership will also be likely to particularly enrich journalism, film, and digital media as well as allied students with multidisciplinary learning and exposure to classical as well as changing tools of narration and communication.

The signing of MoU bears witness to IIMC Dhenkanal's continued efforts to forge meaningful academic alliances that allow students and teachers of Odisha and indeed the entire nation to empower themselves and enrich the country's media and communication education landscape even further.

In this article, students can download the full syllabus for Mass Media and Communication so that they can begin preparing for exams and achieve high marks. The syllabus has been especially updated and revised by the board authorities in order to fulfill the demands and needs of the generation now. We have presented before you the updated syllabus given by the board. Also, get familiar with the marking scheme distribution, exam pattern, course structure specified by the board, and more

1. To introduce a holistic awareness of the various types of Mass Media and their convergence.

2. To give an overview of the various media regulatory bodies and their goals.

3. To facilitate the understanding of technical and creative ideas related to the various Media production processes.

4. To engender an awareness of the role of the Media in instituting social change.

5. To sensitize and generate awareness of Online risks and Internet security.

6. To gain an appreciation of the Evolution of the types of Media and Communication.

ISC Class 12 Mass Media and Communication Project Work Syllabus

CISCE Board Class 12th Mass Media and Communication project work syllabus is given below.

• Applicants are to have two projects from any topic/ allied area dealt with in Theory.

• Project work may cover any of the following:

• Script writing

• Documentary/ video

• Book review/ film review/ posters/ advertisements/ cartoon strip

• Advertisement campaign, social media campaign

• Case study

• Field visit/investigation

ISC Class 12 Mass Communication & Media List of Suggested Assignments for Project Work

Following are some project work suggestions given to students by the board. Students can choose any of the suggested topics or get an entirely different idea, discuss it with their teachers, seek approval on the same, and then submit the project within the stipulated time.

Create a short comic tale. You can use a maximum of 4 characters to construct the tale. The cartoons can be drawn by you as per your choice. Good dialogues should be written. Colouring of the comics can also be done if you prefer. The tale should not be longer than five scenes or 15 drawings. candidates may provide them pasted in a chart or a book. No software is to be employed for this task.

Create a one-hour documentary on the subject "Life in School". The documentary should have video footage of different activities done in school as well as normal school life, including recess and dismissal. There should be a minimum of one interview with a student and one with staff. Narration should be crisp and suit the visual content. Any recording not in English should have subtitles.

Design an advertisement campaign on any topic concerning the protection of the environment. You may use any non-electronic medium for the campaign. For instance, pamphlets, placards, leaflets, etc. Draw up a report of the in-depth process along with photos of the campaign.

Make a PowerPoint presentation demonstrating the different Graduation courses a student can opt for upon completion of school. The PPT should include statistical information on the employment rates of adults who have done the courses, the quantity and nature of jobs which utilize the courses, and the level of the courses. Pie charts and bar graphs can be employed. There should be explanation given as to why the courses should be undertaken, as well as what are the benefits of some courses over others.

Select one social media campaign. Track it for a week. Analyse the campaign in detail in terms of its strategy, followers, comments/ likes, sharing and evolution over time.

Use any phone camera or mobile with video capability to produce a 1-5-minute fiction short story on any subject of your choice.

Write a critical review of a movie from any one of the following genres: Fantasy/ Sci-fi, comedy, musical.

The hectic communication environment of today requires experts with the ability to respond with precision, honesty, and punctuality. Media studies, therefore, is increasingly focused on educating students on how to cope with high-stress issues.

In a time when everything around us is defined by instantaneousness and widespread public gaze, crisis communication is a skill necessary to the survival of media practitioners. The manner in which information gets communicated amid crises — institutional breakdown, information spill, or social unrest — plays a huge role in influencing public opinion and threatening the destiny of an organisation. The speed at which information spreads through social media can ruin reputations within a second. This speed climate of communication necessitates experts to react with precision, accuracy, and speed. As a result, media literacy is then more interested in preparing learners to manage high-stakes contexts.

While social media provides instant and mass accessibility and reach, it is a huge risk with the viral diffusion of misinformation. That, in most contexts, dilutes an organisation's right to narrate its own story. In all those contexts, the public demands immediate and authentic responses. It can be done through effective crisis communication techniques.

Employers these days look for people who are capable of thinking on the spot, staying calm during crisis, and speaking effectively during a crisis. Emerging media professionals now have a greater chance of encountering such situations. It is not just a question of how to handle tough questions or keep a press release during a crisis. Media learners should also know what it takes to establish and sustain trust with stakeholders. That starts with honesty and transparency — values that should be learned early.

In addition, emotional intelligence and empathy must be developed by students. These are not soft skills of the kind; these are essential tools for reading public mood and acting without being bogged down by fear and panic. When students are able to bring together clarity with compassion, they are indeed ready to lead communication in times of crisis.

Media and communication schools are addressing the new challenges through embracing carefully considered changes in the instruction mode. Crisis communication is no longer an elective course; it's increasingly becoming a core part of undergraduate and postgraduate media courses. At the same time, there is increased focus on interdisciplinarity learning, giving students cross-cultural awareness together with the ability to communicate with multicultural publics.

Instead of trusting in lecturing, instructors are employing case studies, simulations, and live situations to educate by doing. Practice press conferences and live social media reply training instruct the students to think on their feet, evaluate quickly, and respond firmly. In-class debate on incidents such as the recent Coldplay concert "kiss cam" saga can engage the students and make them realize how a spontaneous situation can lead to a corporate crisis. These exercises cultivate the instincts necessary for spontaneous crisis communication. The students also need to be nudged into taking into account the ethical dimension of their decisions; how to reconcile openness with secrecy, or at what juncture to choose public interest over institutional loyalty.

With everything that surrounds us defined by instantaneity and incessant public scrutiny today, crisis communication is an essential set of skills for media professionals to possess. The manner in which information is communicated during times of crisis — institutional collapse, information leakage, or public disturbance — can travel a long distance in shaping the mindset of the people and putting an organisation's future at risk. The speed of information on social media can ruin reputations overnight.  Therefore, media education is now all about equipping students to handle high-stress environments.

Social media is instant and highly accessible with wide reach. It is risky because it enables incorrect information to be propagated fast. That, in most cases, erodes an organisation's credibility to speak about itself. The public will then demand immediate and authentic responses. That can be met through well-structured crisis communication plans.

Today, employers desire employees that are quick thinkers, can remain calm when they are under pressure, and communicate well under a crisis. For aspiring media professionals, it is important to indicate that such opportunities have increased to a very large extent. It is not merely a matter of learning how to deal with tough questions or drive a press release in a crisis situation. Media students also need to learn how to establish and maintain trust from different stakeholders. That begins by being honest and transparent — values that need to be fostered early on.

Schools of media and communication are going the extra mile to cope with changing times by introducing sensible changes in their curriculum. Crisis communication is no longer an add-on course; it's being incorporated as an integral part of undergraduate and postgraduate media studies. Aside from this, there is more focus on inter-disciplinary learning, whereby students are imparted cross-cultural skills and learning to communicate across cultures.

Rather than lecturing, teaching staff is making students familiar with real-life scenarios, simulations, and case studies so that the learning process becomes interesting. Mimicking press briefings and live social media response training makes students think quickly, analyze situations rapidly, and respond confidently. Classroom analysis of events like the recent Coldplay concert "kiss cam" fiasco can put the students in a position of seeing how unforeseen events can generate a corporate crisis. These hone the instincts required for real-time crisis communication. The students should also be made to consider the ethical aspect of their behavior; how openness has to be balanced against confidentiality, or when public interest must be chosen over loyalty to the institution.

The courses can familiarize students with digital tools like social listening platforms and crisis-monitoring dashboards.