HON 2230 Reflective Diary Claire Harvin

Week 2

First diary entry! I have never really kept a diary, so I am not sure how good at this I am going to be, but I plan on this diary just collecting my thoughts, whatever they may be! I am very excited for this class and for a new semester — I can’t believe it is already the second half of my sophomore year! I was so happy to see this class on the list of honors seminars, as one of my biggest complaints about the honors college is that there are no classes for Communications, so I end up having to take these random, but sometimes interesting, seminars that don’t pertain to much of my studies! I appreciate the honors college ensuring we are educated in topics outside of our studies perhaps or at a broader scope, but I would appreciate more Communications related courses so that I can go deeper in my studies that mean something, as well as the fact I think being able to effectively communicate is crucial for everyone!

We had our first big readings this week, and from them I thought the class discussion was so interesting. Diversity is obviously a big topic in culture today, and it is known a lot of companies and organizations are striving for it, but I have never taken the time to really assess to what degree they are doing so and deep implications of it. Clemson has always been a white dominated school, and although they are getting better with diversity, focusing on making sure that is documented for promotional materials ruins any efforts of diversity and inclusion they are making. In class, Annie made a great point of her personal experiences with the subject by saying that even though she is white, she is a female in a STEM major, which is an extreme minority, and Clemson wanted to use her for their data, causing her to just feel like a statistic. By placing emphasis on making sure an ad or billboard has a minority has a certain level of fakeness to it — the diversity is not organic, not a true representation of the school.

I feel strongly about this subject because this is exactly the same situation as my high school, a predominately white southern school who had problems with diversity, causing them to have to put more effort into placing minority students on school promotional materials and images. It is such a hard topic and fine line, and I do not blame schools and marketing teams for wanting inclusion, but I have to question how minorities feel if asked to do so? The difficulty is that schools needs to naturally represent themselves, yet if we want more diversity, how do we do so by depicting a majority white campus? The reading (Ramírez & Palu-ay) discusses that branding needs to reflect the values of that organization and also questions who benefits from these diverse, sometimes manufactured, branding representations. Both of these concepts raise more juxtapositions — if a university is trying to increase diversity, it is therefore valued, and should be represented, but if they do not have it, is it a value? Or, is the university benefitting from depicting diversity to gain more students, or are minorities benefitting from these representations that will hopefully bring more diversity to the campus they live in? I do not have the right answers to these questions, nor do I think anyone has this all figured out, but I guess I will have to go with the readings’ perspective, which says what really matters and what determines the implications are the ethics behind these decisions, ensuring these students receive respect and are an active part of actually shaping and constructing a university’s campus, rather than being just a face for that.

Week 3

Client intro week — the beginning of the rest of the semester! I signed up for the Faculty Friends team just at random last week, and this week we got an overview of the program, their needs and what we would be doing. Just from the overview, I am thinking this program needs a lot of work. I was a freshman only last year and never once heard of this program, and even freshman in the class now have never heard of it. Also, some of the concepts even raised red flags to me, such as this level of friendship with a faculty member, simply due to the fact most students do not want to “hang out” with teachers outside of school environment, yet alone in their spare time. The wheels are already turning in my head as to how to even frame this program in a different manner before getting to how we will promote it.

I have done client-based projects in classes before, but this one is more exciting to me because it is a program directly on campus, unlike my others. It is more meaningful to help a program that is going to help other Clemson students, as well as hopefully being able to see our work implemented on campus. I feel that part of the reason I was drawn to choose the Faculty Friends program is that I remember last year as a freshman never being impressed with a lot of the on-campus events programs like this put on, and that it was a shame programs such as this were dedicating their time and money to help students’ experiences, but no students wanted to participate. Also, in general, I feel that many University programs centered on students events do not know how to promote themselves either, so our team I think can really make a difference. I am excited to see where the semester takes us, and I think this project is going to be very useful to work on a lot of my skillsets, hopefully including design, writing, promotions and teamwork.

Week 4

This was a very big week in terms of content and concepts; we covered both how identities and perceptions shape communication, as well as a guest speaker, Ms. Lange, on college exposure. The identities, perceptions and communication Discussion Leader was really thought provoking on numerous levels. The concept of identity itself is so interesting because it is so abstract and has a lot of depth to it. In particular, as the reading discusses, the notion that no one has a “core self” goes against a lot of what we were taught growing up. I much prefer the “Onion Model” that Duck & McMahan discuss, as personally, I always struggled with defining myself on such a linear level. I am in complete agreement that people can construct “multiple, sometimes contradictory, identities through communication with others (Duck & McMahan, p. 50), as I find myself acting very different in conversations with some compared to others. This always troubled me, because if I had a core identity, was I just being fake then? This mainly took place on the level of how different I am around friends than family in the past, but also on the level of how I acted around different friend groups. I took a lot of AP classes in high school, and I found my conversations with peers here was much more school-based, sometimes intellectual, whereas with my close friends, we discussed far less important, sometimes trivial, topics. Even breaking down my close friend group, I did Bible study with some of them, and our friendships and conversations had a lot more depth to them, and got more personal, or to a different “onion level,” than other close friends. In this way, my communication influenced my identities, but my identities also influenced my communication, as I was just showing different parts of me in different situations. This also plays in to identities as a performance, and my “performances” definitely shaped how people viewed me in these different situations, as all of these relationships looked different based on what level they got to. Now, in college, this is the same — I am very different in class than with my friends, but I have gotten a lot more like myself around my family as we have grown closer with age.

In addition to this discussion, we had a presentation from Ms. Amber Lange on Clemson’s Emerging Scholars program. I had never heard of this program before, and I was very interested as soon as she began talking. I feel that this presentation could have gone a different way, but her passion for the program, realness on the problem and desire to bring change through this program kept everyone’s attention. She did a great job explaining all of its facets, and I think we all learned a little from her presentation set up. She presented a lot of hard evidence and statistics that validated the education and poverty problem in our state and how the correlate, specifically in the Corridor of Shame, and this gave the entire program credibility and value. She also presented an emotional connection by the video of the program and personal anecdotes from experiences she had seen in these impoverished areas and schools. Also, I was impressed that when the topic of state funding came up, she was not resentful or bashing of the situation, but rather took the approach of explaining the funding process and being hopeful for change in the future. I would have probably let emotions come through and acted less professional towards this terrible situation, but I learned from her not complaining about a situation out of her control and rather using her abilities and resources to help it. On a personal and side note, this is a characteristic that I personally need to work on, instead of complaining or finding something unfair, implementing action and change, and I really feel her presentation struck a chord with me and is one of these moments of growth in this class. Along with this, she gave us some good pointers for our projects, such as to really think about whom emails are going to, and changing the formality and content based on that, as well as video creation to promote a program and connect with audiences.

This week was the week of my own Discussion Leader. In terms of preparation for this, I enjoyed the group I worked with (Liam, Kimberley and Annie) and feel that we actually succeeded in communicating as a team, which helped our project. We did struggle with coming up with ways to engage our audience, and decided on the Blanket Game and asking questions on each topic; looking back, I think we could have done a little bit of a better job if we had incorporated more of our client projects on this topic, since we are working in teams the whole semester, and this would have provided more productivity for the class and a more concrete example for the concepts we were teaching. Nevertheless, I ended up having a lot more fun with this than I thought, and I think this observation comes from our class dynamic as a whole. I have had to do these kinds of presentations in other Communication classes, where we teach a topic and try to engage the class in discussion, but it always miserable because no one ever participates. Our class, on the other hand, has been very supportive so far of teams and engaged with them to better the experience. I think a lot of this has to do with the fact we are in the Honors college, and I think this week was an area of growth for me in the class, in terms of engagement and appreciation of the class, as well as a student in the Honors college, because I can truly appreciate being in a class of like-minded individuals in terms of desire to learn. After having this experience in a non-honors and honors class, I am much more appreciative of the opportunity to learn aside dedicated peers. This project taught me a variety of things, ironically teamwork, as well as audience engagement, teaching application and a difference an audience can make.

The difference an audience can make concept ties in perfectly with our other topic of the week, audience analysis. I saw firsthand this week how audiences can completely change an experience, and this allowed me more thoughts when we discussed audience analysis. I have studied this concept before but honestly have never paid much attention to it, but we talked a lot about playing to the strength of your audience, and after my Discussion Leader experience, I really think I need to do a better job of this going forward, which requires reflection of the audience, and I know this is a concept that is going to stick with me and help me. This class was also beneficial in starting to think more on our projects, as we did an activity on how to engage different audiences, such as students, the board, faculty and alumni on the concept of Clemson parking. This was helpful to begin thinking about demographic and situational analysis, and how one approaches on of these groups is going to be very different from another, and allowed me to start thinking on the two-fold nature of our client projects, recruiting faculty to be a Faculty Friend and recruiting students to participate in the program, and how that will affect our work.

Week 6

The topic this week was Katie, Nolan, Banner and Diana’s Discussion Leader on first generation and minority college students. Honestly, this is a topic I never think too much about, as much as I am ashamed to admit. I think a lot of this has to do with my upbringing, specifically the schools I attended, as in both my high school and now Clemson, there has been a small percentage of minority students, and the majority of my high school classmates’ parents had a college degree. Going into this discussion, I was a little hesitant to speak up on this topic because I felt I was not in the place to contribute; I have felt this a lot in classes discussing race, but college has helped me realize that anyone can contribute to this topic as well as positive change, as change can only happen if people discuss. Their presentation was very good, and I noticed how they took Ms. Lange’s advice of including statistics and evidence to help the audience understand and validate what you’re saying, as they presented charts on educational attainment in the U.S. by race and graduation rates by race, as well as a statistic comparing SAT scores by race. What I enjoyed most about their presentation was the debate set up they implemented, in which we broke up into our teams and debated these hard topics. By giving us which side of the argument we would present, they forced us to see different perspectives and rationalize them, which I thought was very beneficial. It was super hard to argue some things that I didn’t agree with, but I also think this allowed me to grow and become more open minded as I ended up seeing perspectives on both sides. Because of my internal hesitancy I always struggle with on this topic, due to the fact I feel not equipped to contribute fully because I have never really experienced these problems, I think this debate and class discussion was a huge step for me to learn I too can speak up and also see other perspectives — it is so cool to think that no one in the class knew this, and there could be other topics other classmates feel the same about and are growing from this class because of it.

Week 7

I have been looking forward to Dr. Pindar coming to speak all semester as a Communications major, as I think she is so wonderful, and I knew this would be a presentation I would be very interested in. I am also a Brand Communications minor, so this whole presentation was exactly what I study. I personally liked how she incorporated Clemson’s branding into it and showed examples of how the present themselves, as we can all see what aspects they chose to present and compare it to how they really look, other aspects of the campus and student life they didn’t present and how much of reality Clemson’s branding portrays in comparison to everyday life as a student. She also harped on the concepts of brands as a story, which has been one of my favorite things to learn during my time and studies at Clemson. Every organization, company or program today has the task of branding themselves, or deciding how they want to be perceived in the minds of consumers or stakeholders, as well as presenting them an experience rather than just a product. This is, as of now, what I want to do with my life, branding, and this presentation was personally super exciting to me because I have such an interest in it, although I did not learn much new. I think Lori gave us some good concepts to be thinking about for our projects, like what experience we want to promote in our programs, as well as thinking about how visual aspects such as fonts, colors, images and layouts can change the meaning of the visual and the experience people interpret from it.

We also discussed research and evidence this week, a crucial concept for a lot of communication practices. Any argument presented needs to be based off of research and evidence, yet people continuously fail to do the right types of research and therefore get the right evidence. We talked about a variety of different research techniques, including primary secondary, formal and informal, and what situations call for each of these, as well as in general what situations dictate the need for evidence. I did not take too much away from this, but this discussion did present some pointers for our projects and speeches — our team has yet to do much real research for our project, and therefore we don’t have much evidence, which might be a problem in the future. I also have room for improvement in future speeches in terms of presenting more evidence for my arguments, and I have a feeling many people can relate to this. Overall, the takeaway from this discussion was to work on ways to implement research and present evidence in out projects.

Week 8

Besides Dr. Pindar’s presentation, I have also been looking forward to going to the Social Media Listening Center the most. Brandon is one of my current professors, and I love his class and him as a teacher. I have always been interested in the Social Media Listening Center and specifically remember being in awe of it during my tour of the Communications department as a high school senior. Although I have so much interest in it, I have yet to actually experience it or work with it, so I was excited to learn more about how it operates. After leaving the presentation that day, I still couldn’t wrap my head fully around all that it did and the process of tracking everything, but it is unbelievable to think companies actually track engagement and activity like that, as well as what is trending and can predict future trends from that. This was such a cool experience, especially since I have such an interest in it, although I feel that people not as interested probably did not get as much out of it. We did not learn much about social media practices in general, but rather how our social media activities contribute to trends as a whole and how companies can use and track that data. Because I am in charge of social media for the Faculty Friends project, I was hoping to gain a little more insight on engaging with students via social media or any other tips he may have had through his experiences.

We also had a Discussion Leader presentation on Persuasion this week. I had the most notes from the readings that I have had on any other readings this semester, and I think this was due to the level of personal interest I have in how people persuade others and all of the techniques that are out there to do so. I personally got more out of the readings than the Discussion Leader, but I think this would have been a hard topic to engage the class in during such a short amount of time, as there are so many techniques to look at, and the best way to understand them is to look at examples of each or utilize them yourself. Also, I have studied logos, ethos and pathos so much that there is only so much new information that can be presented on these concepts. Looking at all of my notes, it is slightly scary the amount of studies, evidence and techniques out there to change someone’s opinion, and although not the point of the readings, calls me to analyze what techniques I fall prey to and the implications of a culture with so many ways in which to persuade one another. Ibrahim, Fairuz Shiratuddin and Wong present six of the most common persuasion techniques, and the fact that there are six that make up the most common just goes to show how many there are out there total:

1) Reciprocation

2) Commitment and consistency

3) Social proof

4) Liking

5) Authority

6) Scarcity

Even as a Communications major, someone who has studied all of these techniques, I still am prone to their deceptions, such as being more likely to purchase something from a company that is “giving” me a complimentary gift or deal, looking at others to see what they are doing or buying or the impacts of scarcity, making me feel I need to act immediately or I will miss out. Even though I know all of these techniques and study them, I can still miss them, so it is hard to imagine how successful these techniques are on people who have not been exposed to them or understand them. I feel that companies have so much power sometimes these days, or public figures who utilize these techniques, at changing public opinion, which is a little worrisome for the future.

Week 9

As a continuation from last week’s entry, we continued our discussion on persuasion this week. With wanting to maybe go into advertising, there is a lot I can say and learn about this topic. The reading from Gentile described the four steps of selling a product as

1) Building brand awareness

2) Building brand preference

3) Getting people to use or purchase the product

4) Establishing brand loyalty

The end goal of this process is building brand loyalty, and building it early. These concepts are ones that I study a lot in different classes and require me to reflect on brands that I am loyal to and how they got my loyalty. I am very prone to brands that have rewards card, so every time you buy something or go to a restaurant, you get points that build up to a reward, which makes you come back more and more.

We also talked in class about credibility in persuasion, as credibility has been brought up a lot throughout the semester. A credible source is going to be the most persuasive source, as people are more likely to listen or believe you through ethos. This is applicable to any sort of presentation, not just trying to sell a product or sway public opinion, but even in our projects. This ended up being a discussion in our Client Update prep meeting this week, is making sure we explain how our standing as students and having gone through freshman year makes us credible and knowledgeable to speak on this topic and understand what students want. Any university program directed towards students needs just that, students, to help them, as times and interests change, and the only credible opinions on what students want is students themselves, either through soliciting the help of students for the program or surveying students for their opinions, which is where we come in.

Week 10

This week was a huge week for projects. We had our group workday in preparation for the Client Update followed by the actual presentation. Normally, I am not the type to stress very much about presentations, but I was pretty nervous about this particular one just because I did not know what to expect. Luckily, it was a lot better than expected, and Suzanne and Jimmy were very receptive to our ideas as well as relaxed, pleasant and engaged. I really enjoyed the conversational nature of the update, and I think it contributed a lot to the presentation and explanation of our ideas. Like I said earlier, their passion for the program and its growth, and therefore new ideas to do so, really contributed to the dynamic. They also gave us a lot of good feedback going forward and were clear in what they wanted, such as a social media survey to gain direct data for what platforms students engage with the most. Our team definitely plans to get this running soon! They also gave us some good questions to add to our assessments, as well as concepts to think about, such as the best way to distribute beginning of the year assessments to freshman.

The Pearl, Rosemary Beach, Florida

Spring Break!!

Week 12

I did not grow very much this week, but nevertheless accomplished a lot. I only say this because we learned about Agenda-Setting and Media Ecology, which I have studied a lot in other classes. No matter how many times I have had to discuss it in class, it never fails to be very thought provoking and slightly troubling. The concepts are always the same in these discussions obviously, but what is interesting is that there are always different examples of salience and framing that come up in discussion. Just this fact proves how prominent this concept is in reality and each time calls me to reflect back on my own personal interactions with the media and how they affect me. Although I feel like I know this concept like the back of my hand, it still does not prevent me from being roped in to the bias the media presents. However, because of Communication Studies, I have gotten better about seeing a headline or summary and going to the source and more sources to find out a story rather than just acknowledging what I see.

One of the most troubling implications of these theories is the effect this has on children. I have even noticed just sitting with my two-year old niece how children’s shows have political or cultural statements within them, but children can’t comprehend them and therefore just blindly accept them. Although my niece is not an age yet to be too affected by this, and shows have gotten better about promoting concepts such as inclusion, diversity and family life, even just the fact they have the power to “promote” ideas or influence children to this degree is something that really disturbs me.

In this reflection, the positive note is that the public agenda does have an affect on media, so it is not like media is “big brother” here. People today especially have more control on media due to media ecology, such as technological advancements and the capabilities of social media, which allow people to voice their opinions where the otherwise could not. If their opinions gain enough support or acknowledgment, they can go viral and cause problems for companies or organizations, so it is crucial for these media entities to listen to their viewers and aim to please them, as they keep them in business.

One last thing on my media ecology thoughts is truly how different life has become from media advancements! I feel like a grandmother saying that, but it truly has affected all areas of life. I have grown up mainly in the age of technology, but I have firsthand seen the effects and remember everything from when iPhones, iPads, Gmail, Facebook, Twitter, Instagram, Snapchat, etcetera all developed. I even remember having a conversation with my best friend when we were younger about how cool technology was at the time, and she said “imagine a day wayyyy in the future when there’s a big screen on the wall and people just touch it and things happen!” Today, we laugh that this development happened only a few years later, and out school even had iPads for us in high school. I cannot imagine any more advancement in technology, as my brain doesn’t work that way, but I know it is only going to grow more and more and take over culture. Just looking at people a few years younger than me, I cannot imagine what going through those growing up stages would have been like in a culture so dominated by outward appearance and image because of social media. Actually, I can, and its one word — terrible. Middle school was hard enough without the added “stress” of how many “likes” or “followers” you have, and the pressure to ultimately grow up too fast. My niece can operate an iPhone at the age of 2 just from watching people because she is growing up with people constantly on their phones; I have seen her swipe a notification away! There definitely needs to be some change in raising children for the future, as technology is only going to dominate more.

Week 13

This week, Ms. Steele Payne from Clemson’s Office for Institutional Assessment came and spoke to us about Clemson’s assessment process, university accreditation, surveys and how to effectively utilize data from assessments. I will admit, when I saw this workshop on the calendar, read about her and her office and even in the beginning of her presentation, I was a little confused as to how this pertained to us. Actually, I did not understand exactly until the end of her presentation, as she spent the majority of the time explaining Clemson assessment and accreditation. Although this was interesting, I was wondering the whole time what the takeaway was. Looking back, I do not think I would have known about any of these concepts without this, so it is pretty cool to understand some of the larger workings of the university. I have already found myself questioning how my own professors are assessing our learning and on what criteria, as well as looking for Clemson’s efforts towards their critical thinking goals around campus, in the classroom and in their emails. Overall, this workshop went from a topic that I found interesting but irrelevant to one of the topics from this class that has stuck with me the most and I have found myself thinking about. I even got some important information and tips to be used on our class project and in future projects:

• Research has shown there has been no increase in participation for surveys if the prize is over $25, so it is smarter to offer more, smaller value incentives.

• People are more likely to open and email or survey if it comes from a person, not an organization, office or company.

• If possible, address people by name when sending an email to make it more personal, and they will be more likely to do whatever action you are asking.

• Do not lie about survey specifics, such as the amount of time it takes or questions on it.

• Surveys should not take over 10 minutes to take, and it is important to measure the actual time it takes to complete to let people know.

• Only questions on situations that you have the ability to change should be asked.

• Clearly define the objectives for survey and what you're trying to accomplish through it.

o During the survey process, start by assessing what you already have and what you need, and then create objectives for the survey to ensure you are getting what you need. Each survey needs 3-4 objectives as well as ways to measure if they’re being achieved.

Also this week was the Honors 2203 2017 Olympics. All that was said prior to this was to come to class excited, so I really did not know what to expect. After completing these games, I will say that I found this extremely challenging. I am a Communications major and do not mind speaking in front of people or presentations, however, I am not a theater major and impromptu acting is really not my thing. I appreciate when activities and classes push me out of my comfort zone, as that has always been important to me, and that is how you grow. However, I wish there had been some more aspects of these “Olympics” than just reading monologues in specific tones so that everyone has more of a chance to show off their skillset. I do understand the point of the exercise, and the need to practice verbal delivery, but the practicality of the exercise in terms of how realistic the games as a whole were was lost on me at times. Looking back, I loved the teamwork and verbal delivery aspect of the activity, but I wish it had been more realistic and encompassed different communication skills to be more engaging and fun for everyone. This was definitely a challenging day for me.

One last thing to note about this week is that I was scrolling through Facebook and saw the graphic I had created and the caption I wrote to recruit new faculty member to the program on the Faculty Friends Facebook page! It was pretty cool to see our work being used and was great motivation to continue in our work as we wrap up and prepare for the progress report next week and the final presentation and festival day coming up.

Week 14

It is hard to believe we are wrapping up our semester — we had our last Discussion Leader this week, this is the final diary entry and we met with our groups about our final presentations! This week, we learned about the Critical Tradition. I feel like a common theme throughout my journal has been how this class has related to or merged with my studies as a Communications major, and this day falls into this pattern. I have already studied the Critical Tradition, Standpoint Theory and Queer Theory prior to this class, but this was a nice refresher. I also feel that I got a lot more out of it this time, as I already understood the tenants of the theory but was given the opportunity to think further about their meanings and implications, and gain other perspectives through class discussions which I did not do the first time. I enjoyed how the Discussion Leader team incorporated games and the outdoors into this class, and I think the whole class was able to get into a classic game of charades. Although the identity game we played was confusing at times, I really enjoyed the layering concept that it presented — the more you understood about your self identity, the further you went in the game, towards the center of self understanding. As I mentioned in the class, usually in these activities, it is minorities who do not progress and the activities make a statement about power and self-identification, but this time, the more layers you knew about yourself, the further you moved. This was such a different take on this concept than what I am used to, and it was really refreshing to frame it in this light; this was a lot more encouraging than another notion of the problems with race, gender, sexuality, income and nationality issues our culture faces. In addition, I also found it more effective in this light for Standpoint theory, as it was a positive to know how your experiences have shaped who you are and your takes on the world. I could keep going about this topic, because I feel strongly that if we started framing such a troublesome and problematic topic in a more positive light, and celebrating people’s diversities and different standpoints instead of constantly harping on the fact that it sets them apart at a disadvantage, the world would be a lot happier, more accepting and fairer place.

Aside from the Critical Tradition, we also had a team meeting regarding final presentations. It is hard to believe we are nearing the end of our project with the Faculty Friends. I went this week to the Faculty Friends Tie Dye event; this was the only event my group was able to make it to, and I was the only one that could go, but I got some good pictures from it, and it gives us credibility when presenting event ideas. In this team meeting, we discussed our progress report, prepared for our team presentation and brainstormed for the festival day. We have made a lot of progress since our client update, and I am really proud of all of our hard work. The biggest point of progress was our social media survey, which validated all of the work I had been doing as well as giving us some more direction and insight into our project. I am very excited to present the findings to Jimmy Howard who requested this. After all of our hard work, all I can say is I hope some of it actually goes to use! We hope to grow from our client update in terms of our presentation and have it more interactive. This crunch time as we are wrapping up the project has been a little challenging at times because I sometimes feel only a few members of our team care about every aspect of the project. This happens in every group project, but it is still frustrating when you’re putting in so much work and some team members can never meet, won’t reply or don’t contribute ideas. Our team as a whole is very stressed about festival day, as you have placed so much emphasis on the “experience” of the presentation. We are really struggling how to have the audience interact a lot when they will only be listening for a short amount of time and are ultimately there to hear what we did. I am just finding it difficult to present a semester-long project of our work while having an audience participate, but I am hoping to come out of it more creative.

Public Relations Internship in Greenville, SC

The End!

On to summer 2017...

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