▼ The purpose of this study was to begin research based on students’ perceptions of student-teacher interaction on the social networking site Facebook. Specifically, whether interaction on Facebook between students and teachers could increase the social dimension of the student-teacher relationship, in turn increasing the task dimension. The study focused on understanding the role a teacher’s sex and age plays in student-teacher interaction on Facebook. Additionally, the research examined student perceptions regarding whether students or teachers should initiate interaction on Facebook. Finally, the study allowed students to share their ideas regarding what types of information teachers should and should not share with students through Facebook. Although few significant results were found, the results indicated that students were open to a small increase in student-teacher interaction on Facebook, but that such interaction should remain mostly task oriented. Discussion of the results and suggestions for future research are also provided. Advisors/Committee Members: Nadler, Lawrence.

▼ Digital media and Web 2.0 media properties have democratized the authorship of mass culture. At the same time sophisticated marketing strategies have harnessed the creative energy of users to contribute to tasks such as brand building. Through a critical analysis of user generated advertising, this thesis argues that users serve both a cultural and economic function. While users are empowered to create media and engage in social networks, their participation is also harnessed as the basis of the value of commercial web properties. Amateur web videos are analyzed in which users adopt the identity of the Burger King mascot. It is argued that the users’ performances serve their own cultural interests in manipulating mass images but also serve commercial interests in social branding. Future studies should further examine the socialization of users into participatory cultures and the blending of individuals and brands in digital identities. Advisors/Committee Members: Sholle, David.

▼ From January to July 2010, I worked as a technical writing intern at a medical device company where I gained experience developing a wide variety of departmental and product documentation. The most comprehensive project I worked on involved developing instructional inserts for two new surgical devices. Through my participation in this project—and other projects during my internship—I learned to leverage the knowledge of subject matter experts more effectively by closely collaborating with them throughout the document development process rather than treating them as isolated technical resources. Consequently, I gained a deeper understanding of the role of subject matter experts in the document development process and, as a result, will be better at determining how and when to leverage their skills and knowledge in my future endeavors. Advisors/Committee Members: Lutz, Dr. Jean.