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Kim Smith
N.C. A&T State University
Home: (704-953-3290) • Work: (336) 334-7900 ext. 3010

Career Summary
Kim Smith is an assistant professor, with more than 15 years of teaching experience, face-to-face and on
line. He has a Ph.D. in mass communication from the University of South Carolina in Columbia. An award-
winning journalist, Smith teaches courses in news writing, broadcast writing, multimedia, and the impact of
new media on society. His research interests revolve around new media and health communications. His co-
authored research on bloggers has been cited in a number of books and articles on the future of journalism.
He also presents lectures/demonstrations on (a) the correct way to look up health information on the
Internet, an effort to make society more health literate; and (b) the impact of sex and violence in the media
on society. His research on blogs and online health information literacy has been peer-reviewed for
presentations at national journalism and mass communication education conferences. Areas of expertise
• News writing and editing using AP Style, editing, directing and producing in all forms of media.
• Writing for the Web
• Excellent online and offline research abilities.
• Experience with multimedia technology
• Qualitative and quantitative research skills
• Teaching experience
• Online course development

Teaching Experience


Assistant Professor: Teach courses in broadcast writing, news writing and multimedia.



Graduate and research assistant
Worked as a graduate teaching and research assistant in the School of Journalism and Mass Communications at USC


Journalism Instructor (Part Time)
Taught an online class in new communications technology.



Journalism Instructor
Taught online classes in new communications technology, feature writing, mass media law, and multimedia.
Dr. Kim Smith 2

Part-time journalism instructor
Taught broadcast news and introduction to journalism classes

Ph.D. Mass Communications: University of South Carolina, Columbia, SC, 29208, Dec, 2008: Dissertation:
A Grounded Theory Analysis of How College Students Search for Health Information on the Internet: A Case of HIV/AIDS
MMC in Communications: University of South Carolina, Columbia, SC, 29208 Aug. 1989
B.A. Broadcast Journalism, Howard University, Washington, DC, 20059, Dec. 1981

Courses Taught


• Newswriting 220 (Writing for print and the Internet)

• Introduction to Convergence (Introducing multimedia tools to students)
• Broadcast newswriting (Teaching students how to write for the electronic media)
• Minorities in the mass media


• Newswriting 220 (Writing for print and the Internet)

• Introduction to Convergence: Introduction to the use of multimedia tools for students to use
• Broadcast newswriting (Teaching students how to write for the electronic media)
• Advanced TV Reporting and Producing, 435 (teaching students how to write and produce TV newscasts)


• Advanced Television Reporting and Producing

• Feature writing
• Mass Media Law and Ethics
• New Communications Technology

Academic Advising
• Present: Advised 50 students on course they should take and career options
• 2007: Advised 50 students on course they should take and career options


• Sexual Content in Media Across Cultures and the Influence of Technology: A Comparative Study, Vanessa G. Cunningham-
Engram, Gary C. Guffey, Kim C. Smith. Journal of International Association for Intercultural Communication
Studies, March, 2010
• Anxiety, Knowledge and Help: A Model for How Black and White College Students Search for HIV/AIDS Information on the
Internet." The Qualitative Report, scheduled for print, January, 2011

• Contributor to Encyclopedia of Science and Technology Communication (Sage, 2010)

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Publications under review/ongoing research


• Charting the Future of Multimedia Journalism at HBCUs: Finding a Place for Convergence in the Curriculum.
Communication Quarterly.
• Multimedia in Journalism Curricula at HBCUs: A Diffusion Study. The Howard Journal of Communications.

Refereed Presentations

• A Grounded Theory Analysis of how College Students Search for Health Information on the Internet: A Case of
HIV/AIDS. Paper, based on dissertation, presented at the AEJMC convention in August
• Completed dissertation at the University of south Carolina-Columbia: A Grounded Theory Analysis of How College Students
Search for Health Information on the Internet: A Case of HIV/AIDS.
• Paper from dissertation accepted for presentation at Southern States Communications Association meeting in April, 2009.


College students’ search for HIV/AIDS information on the Internet: A pilot study: Kim Smith. Paper presented at Ronald McNair
Conference, A&T State University, Jan, 2008.

Health literacy and the Internet: Evaluating the readability of medical resources on local television Web sites. Andrea Tanner,
Daniela Friedman and Kim Smith. Poster presented at the American Public Health Association annual meeting in
Washington, DC, Nov. 2007.

Health on the Web: A content analysis of mobilizing information on local TV Web sites: Andrea Tanner, Daniela Friedman and
Kim Smith. Paper presented at the Association for Education in Journalism and Mass Communications, Washington,
DC, Aug. 2007.
College students’ search for HIV/AIDS information on the Internet: A pilot study: Kim Smith. Paper presented at the National
Communication Association convention, Nov. 2007.
A Study of Consciousness and Collective Memory: An Analysis of TB and HIV/AIDS Letters in The New York Times: Kim Smith.
Paper presented at the Association for Education in Journalism and Mass Communication’s (AEJMC) Southeast
Regional Colloquium, March 2007.


Your Call Cannot be Completed as Dialed: Dr. Ran Wei and Kim Smith. Completed qualitative study that examined how media
deprivation affected the lives of Katrina evacuees. Research part of a panel discussion at the National Communication
Association meeting in San Antonio, TX in Nov. 2006.
Bloggers Strike a Nerve: Bryan Murley and Kim Smith. Abstract and paper presented at The Ohio University’s Blogger’s
conference: April 2006.
• Assisted Drs. Patricia Motes and Andrew Billingsley in research focusing on black church community outreach during and after
Hurricane Katrina. Paper presented at the Annual American Psychological Association Convention, summer 2006. Assisted
in data collection regarding study on media and Katrina evacuees. Research presented at USC’s CRISIS Summit on Hurricane
Bloggers Strike a Nerve: Bryan Murley and Kim Smith. Abstract and paper presented at AEJMC Convention, August, 2005,
San Antonio, Texas.
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Research Cited


• Bloggers Strike a Nerve (Bryan Murley and Kim Smith). Research on bloggers cited in American
Journalism under Siege in an Age of New Media, Neil Henry, University of Southern California Press,
Bloggers Strike a Nerve: Bryan Murley and Kim Smith. Research on bloggers cited in Viewpoint: The Verified Audio:
Bloggers Strike a Nerve: Bryan Murley and Kim Smith. Research on bloggers cited in American Journalism Review,

Ongoing Research/Course Development


• Awarded a $4,500 grant from the N.C. A&T Center for Distance Learning to develop an online course focusing on new media
and society.
• Awarded a $3,500 grant to conduct a census of journalism departments at HBCUs to see how they’re coping with the
challenges of using convergence in their journalism curricula.
• Wrote grant proposal, seeking $10,000 from the American College of Physicians to conduct online health information literacy
training for young and middle age adults in Mecklenburg and Guilford Counties (unfunded)

Journalism and Mass Communication Committees and Service


• ACEJMC Accreditation: Chair of committee responsible for preparing information about part-time and full-time faculty for
• ACEJMC Accreditation: Member of committee preparing documents related to accreditation effort
• Member of Governance History and Information Committee: Responsible for helping to produce governance document and
annual report data
• Member of Curriculum Committee: Responsible for helping to spearhead effort to update curriculum, especially as it relates to
convergence integration


• ACEJMC Accreditation: Chair of committee responsible for preparing information about part-time and full-time faculty for
• ACEJMC Accreditation: Member of committee preparing documents related to accreditation effort
• Member of Governance History and Information Committee: Responsible for helping to produce governance document and
annual report data
• Member of Curriculum Committee: Responsible for helping to spearhead effort to update curriculum, especially as it relates to
convergence integration
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University and Community Service


• Edited a blog which contained multimedia pieces submitted by the community, students and faculty related to the 50th
anniversary of the sit in movement
• Volunteer instructor and pollster for Save our Black Boys, a mentorship program for black male teenagers, Mecklenburg
County, Charlotte, N.C., June 10-July 24.


• How to look up health information on the Internet, talk delivered at Mecklenburg County Public Library, Charlotte, N.C., Dec.
• Volunteered with Barack Obama presidential campaign, assisting in canvassing neighborhoods for voters, Aug-Nov., 2008

Service to the profession


Journal article reviewer for Science Communication, a Sage publication edited by Dr. Susanna Priest
Journal article review for Journal of Computer-Mediated Communication, a Wiley publication edited by Dr. Kevin Wright
Participated in a national panel at the Poynter Institute that is examining how to incorporate multimedia in the journalism
curriculum at HBCUs.

Academic Honors

Awarded citation for excellent teaching by College of Arts and Sciences


Recipient of a $3,500 faculty research award from the College of Arts and Sciences at N.C. A&T State University, summer, 2008


Winner of $2,500 minority graduate student scholarship from McClatchy Newspapers


Bloggers Strike a Nerve research paper, with Bryan Murley, wins 2nd place and $1,000 price in annual Graduate Student Research
Symposium at University of South Carolina, April, 2005


• One of 20 journalism educators from around the country to receive American Society of Newspaper Editors’ “Educator in the
Newsroom Fellowship” at The Charlotte Observer; wrote feature stories and produced multimedia presentations.
Conducted a readability study at The Charlotte Observer that introduced reporters to Web-based tools designed to improve
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Professional Honors

• Winner of the Governor's Award in the Arts, Tennessee's highest artistic honor for "Alive After Five,"
the weekly live jazz program broadcast on Fridays by WUOT from the Knoxville Museum of Art, 1996.
• Won three first-place awards in Radio Public Affairs/Documentary and features from the East Tennessee
Chapter of the Society of Professional Journalists (ETSPJ), 1993-1996. Two first place awards in radio
features from the Tennessee Associated Press, 1993-1994.
• Won Excellence in Education Reporting Award from the Tennessee School Boards Association, 1995.
• Won Silver Award in Public Affairs from the Corporation For Public Broadcasting, 1994.
• Won Excellence in Journalism Award from the National Marrow Donor Program, 1994.
• Won First place awards in Radio from the Tennessee Associated Press Broadcasters, 1993-1996.


Sample of multimedia work produced by students under my supervision (click on the links)

• Students march on 50th anniversary of Sitin movement

• Church gives community something to be thankful for

• Chicago Police feed 75 homeless

• Student takes HIV Test on AIDS day

• Student takes 2nd place in final round of CNN’s 2008 “Black in America” series journalism competition among HBCUs.
Piece used on

• Student takes runner up in preliminary round of CNN’s 2008 “Black in America” series journalism competition among


Instructed students on how to “moblog” the 2008 presidential election, using camera phones, digital cameras,
camcorders, laptops and the Internet to distribute news and information.

Introduced convergence tools to students at N.C. A&T State University in Greensboro. Effort led to productions
which were broadcast on CNN as part of network’s Black in America Series, April-May, 2008. Effort received
national attention. See site at press release at


Co-produced On the Health Beat, a multi-media production that focused on health issues facing college students at
USC: http://wwwjourscedu/pages/jour434/indexhtml, 2006. Project won a 2006 Association for Education
Journalism and Mass Communication’s Great Ideas for Teachers (Gift) award.
• Co-taught a multimedia reporting class at Newsplex: http://wwwjourscedu/news/newsann/students/srsemesterhtml,

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Trained at Newsplex in new media journalism, the experimental convergence newsroom at the University of South
Carolina. Worked as an editor for a Newsplex project, covering the 2004 Republican National Convention,
using camera phones as a convergence tool. The effort gained national attention.

Professional Experience


A leading group purchasing and healthcare improvement company representing 1,600 nonprofit hospitals

Site Content Editor

Challenged with building a Web site that: (1) Increased visibility for a group of medical professionals who taught more than 400
hospitals how to improve patient care and safety while reducing costs. (2) Persuaded more hospitals to participate in the effort. (3)
Increased public understanding of clinical performance improvements by synthesizing and interpreting the results; writing,
editing, and publishing stories devoid of most of the medical terminology; and reformatting the site to make it more accessible
and visible. Because of the changes:

Web site hits increased from 300 hits per month to as much as 16,000 hits per week during my tenure
• Healthcare magazines and TV stations picked up a number of stories.



A communications company composed of seven TV stations and four newspapers

Online Publishing Manager

Supervised a two-person staff that designed, trained, provided content and marketed 400 community Web sites hosted by
newspapers and TV stations. Trained 60 TV and newspaper professionals across the country on how to use the system so they
could train 3,000 local volunteers how to build and manage their own Web sites.


A 100-thousand watt National Public Radio member station licensed to the University of Tennessee

Public Affairs Director and Jazz Producer

Hosted local "Morning Edition,” and “All Things Considered.” Responsible for all local news and feature inserts. Supervised
students in the production of award winning locally produced news and public affairs programming.
Coordinated with NPR on local short and long-form stories, which aired nationally. The stories garnered the station and university
lots of national, regional, and local recognition, and numerous broadcasting awards.
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Comments from students about the Communication Theory class

I believe one of the greatest strengths of the class was believe it or not, the smallness. I like small, intimate settings where
everyone is involved in classroom discussion and not afraid to say what they want. Although we were instructed to buy
books, I felt we did not need them. Handouts and notes taken during class were the most helpful, along with the reflection
papers as well. I will take home more knowledge and awareness I had before taking the class. Of course you think about
things relating to these theories, but it's amazing that they have actually already been thought about, and formulized into
theories that people actually study for a living. It was a very interesting class and there was never a dull moment. The most
important thing I learned is that media will always play some sort of role in your life, but it is up to you to choose to what

First off the strengths of these class was the fact that you kept everyone involved and engaged. I like the fact that you
werent just feeding us information you were giving us examples and made us tells stories of our own experiences of all the
theories we went over. I felt that your particular teaching style made the theories way easier to learn. The weaknesses of the
class is that you get alot of the theories mixed up and they all kind of coinside with one another however with good studying
habits from students it shouldn't be to much of a problem. I will take home all the many theories I have learned in this class
and watch and observe people more in order to see if the theories test true. The most important thing that I have learned in
this class is not to knock a theory before I try it. At first I believe I was suffering from third person because I was like "man
these theories are stupid none of these apply to me." However as I got deeper in the course I realized alot of the theories
we talked about did play a toll on me and my life.

The strengths were that Dr. Smith as a teacher knew what he was teaching and could give great examples. Not many
weaknesses just for the students to pay more attention and get more involved even when you don't feel like it. Also Dr.
Smith keep up the good work. Not trying to suck up to you, it is the truth. Anyways I have learned about social learning
theory, agenda setting, media dependency and a whole lot more. Want go into great detail because the grade shows, but
enjoyed the class. My favorite thing I learned was the 3rd person effect I think it was called. The reason for this is because
people are in denial alot about their habits and are quit to point the finger to someone else. There is nothing I would
improve. You were a fair teacher and work with your students so I have no complaints. If anything us students could
improve to help make the class more enjoyable.

This class greatly explained how the media is involved in our everyday lives. I will take home everything I have learned
from this class and will likely explain these theories to others.

During this class i've learned about the many different faces of communication theory. I learned how to apply theories to
everyday situations. This class has helped me to analyze different scenarios in my public relations field of study. The
strengths of the class were the ways the information was presented and the laid back atmosphere. I hope to improve upon
my learnings by applying them further in my professional career. I honestly did not see any weaknesses in this class, truly
enjoyed it.

The strengths of this class is that you actually had to work. There was no room to slack off on an assignment because in
order to understand the assignment you would have to read. I think the weakness overall in the class is that no one knew
exactly what was wanted in an essay question or short answer. I feel as though i answered some of the questions to my
best ability and I still do not understand why i did not receive full credit for some of them. The most important thing that i
think i have learned is Social Learning Theory. I think this is the most important theory because I was not aware of how
much a child can be influenced by what they see or hear. I will be more aware on how to handle situations and protect my
children when i do decide to become a parent.
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Comments from students who took a new media and society class that I taught. It focused on theories/concepts
which explained why young people are so hooked on the Internet, cell phones, PDAs and other wireless devices

The ideas and theories that I will definitely take away from my experience would have to be media system dependency and
cultivation/social learning theory. More than any other theories presented during the class, media system dependency and
cultivation/social learning have applied to me personally. Through studying media system dependency, I was able to identify my
own dependence on certain media types and try to find a solution to stop the addiction by identifying alternative forms of
entertainment, socialization, and obtaining information. Cultivation and social learning theory, in the meanwhile, helped me take
a look back to my childhood and realize that I was not as immune to the media as I once thought—something compounded by the
fact that I myself suffered from media system dependency.
Media system dependency can be comparable to a drug addiction. Once the user gets a little sniff of the media, they just can’t put
the media-induced needle down. The theory, which can also be accompanied by uses and gratification, basically explains how
easily and frequently people become dependent on the media to fulfill entertainment, information, and socialization needs.
Personally, I found myself among the number of people who felt that important tasks could not be completed without the
assistance of the Internet, cell phone, or social networking site. Studying media system dependency, though, has opened my eyes
to the severity of the situation. Sitting back and examining my actions, I realized that I was deep into the addiction—so deep that I
needed the chaotic noises of the TV in order to get a restful night’s sleep; if that’s not a huge oxymoron, I do not know what is.
Being unable to concentrate without noise and needing to check my Facbeook everyday without fail placed me in an almost
bondage—a bondage to the media. Exploring media system dependency and partaking in the media depravity exercise were
rewarding experiences for me as it helped me grow in my relationship with God and helped me realize how much I had allowed
the media to become a distraction from Him. Studying media system dependency also sparked a fervent interest in researching
media theories; something I hope to do in the future, if anything, just as a hobby.
Cultivation and social learning theory, though initially separate, are two media theories that I think belong together. Due to
cultivation, I found myself a very paranoid, fearful, and stressed out child. I thought all the violence and negativity portrayed on
television was as compartmentalized and frequent in the real world as it seemed to be on TV. At one point in time, I was
convinced that I would be the victim of a violent crime just because in all the TV programs and movies I watched, most of the
main characters were. As I grew older, I began to adopt the attitudes, stereotypes, social stigmas, and thought patterns of the
sarcastic and cynical youth my age portrayed in television programs. With arrogance and the third person effect, the idea that I
was immune to media addiction and enthrallment, I had no idea I myself became another stereotype that perpetrated yet another
stigma of America’s stubborn and spoiled youth. Now that I am more self-aware of how susceptible I was to the media, hopefully
I will be able to prevent my own children from falling into the same traps. At an age when they are old enough to understand, I
hope that I will have the foresight to explain to them that what is portrayed on television is not real life—a high percentage of it is
fallacy and designed only to entertain.
Being in the New Media and Society class this semester has indeed been a rewarding experience. Not only was this my favorite
class by far this semester, it may even have been my favorite class taken during my short college career. Studying media theories,
taking part in media deprivation exercises, exploring the psychological and personal aspects of different media theories, plugging
myself into a virtual reality world, and performing a small and contained research based study were all fun experiences that I will
definitely value. If “Media Theories” or “Theories in Mass Communication” was a major, I would highly consider changing my
current major of Journalism and becoming a media researcher instead.

I’ve learned that I was dependent to the media and I didn’t realize it before. Through the experience of media deprivation, I
realized that I missed the Internet. Usually when I was bored, I always watched videos on You Tube or go on Facebook. But
during this experience, I had to use my imagination to find something else to do for a substitute.
I’ve also learned that violence and sex on TV has a negative effect on people, especially on children through social learning and
cultivation theory. Cultivation theory states that TV shows violence as if it is in reality. “In the actual world, about 0.41 violent
crimes occur per one hundred Americans, or less than 1 in 200. In the world of prime-time television, though, more than 64
percent of all characters are nvolved in violence.”1 Social learning says that the more violence one sees on TV, the more
aggressive one behaves. However, I can’t say that I’m violent and I do watch violence on TV. This phenomenon is called
catharsis effect. I feel like I am less violent than someone who does not watch violence on TV or maybe, I just think that I have to
protect the younger and that I’m old enough to bear with violence. This is called the third person theory. It is difficult to answer to
that question but I realized that it could have real effects on people.

I think the theories I will take away from this class would probably be Media System Dependency, Play Theory, Entertainment

Baran, Davis. Mass Communication Theory: Foundations, Ferment, and Future. Wadworth, Cengage Learning, 2008, p. 324
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Theory and Information Foraging Theory. They have left a strong impression on me that if I’m ever in a situation that they allude
to, I’ll probably say, “That’s right, because the smaller rabbit is easier to catch than that big rabbit!” I’ll also keep in mind how
dependent we humans have become to technology, and how we are probably going to become even more dependent as advances
continue. However, this is the last bit of this Exam I have to do, then it’s off to de-stress by playing some online flash games! Yay