Meghan Sanders joined the LSU faculty in 2006. Her research focuses on the psychological effects of mass media, as they pertain to psychological and subjective well-being, and enjoyment and appreciation of entertainment. Her work has been published in journals such as Communication Theory, Mass Communication and Society, and Psychology of Popular Media Culture and presented at national and international conferences including the National Communication Association, the Broadcast Education Association and the International Communication Association.
Sanders serves as director of the Media Effects Lab where she educates and trains undergraduate and graduate students, and faculty on the theory and technology behind some of the most cutting-edge media effects measures (i.e. reaction time, skin conductance, eye tracking, etc.). She provides daily maintenance of and scheduling for the facility – this includes managing 30-40 studies annually and a participant pool of 1,100- 1,200 students/semester. As part of this role, she promotes and provides access to research findings to the general public through the MEL website (www.melresearch.com).
From 2008 to 2012, she served as the associate dean for research and strategic planning for the Manship School. In this position, she promoted, fostered and assisted with extramural funding for faculty research and teaching while providing oversight to the school’s research professorship program. Sanders managed the unit’s role in the university’s SACSCOC reaccreditation process and the reaccreditation of the unit by the Accrediting Council of Education in Journalism and Mass Communication. Sanders continues to direct the Scripps Howard Academic Leadership Academy - a program aimed at mentoring new and would-be administrators by providing four days of leadership training and professional networking.
She earned her undergraduate degree in mass communication at Dillard University, her master's degree in media studies from The Pennsylvania State University and her doctorate in mass communication from The Pennsylvania State University.
MEL Twitter: @LSUMediaMEL
MEL Facebook: www.facebook.com/mediaeffectslab
Sanders, M. S. (2010). Making a good (bad) impression: Examining the cognitive processes of disposition theory to form a synthesized model of media character impression formation. Communication Theory, 20(2), 147-168.
Jeong, Y., Sanders, M. S., & Zhou, X. (2010). Bridging the gap between time and space: Examining the impact of commercial length and frequency on advertising effectiveness. Journal of Marketing Communications, 1-17.
Esmail, A. M., Sullivan, J. M., & Sanders, M. S. (2010). Charter school vs. public school: A test of implicit preference. In. A. Esmail and A. Duhon-Ross (Eds.). Charter Schools: Answering the call, saving our children. University Press of America.
Ramasubramanian, S., & Sanders, M. S. (2009). The good, the bad, and the ugly: Effect of perceived morality, attractiveness, and competence on affective dispositions toward and playability of video game characters. Journal of American Media Psychology, 2(3-4), 148-169.
Sanders, M. S., & Sullivan, J. M. (accepted for publication). Category Inclusion and Exclusion in Perceptions of African Americans: Using the Stereotype Content Model to Examine Perceptions of Groups and Individuals. Race, Gender and Class.
Sanders, M. S. (2009). Chapter 13: Introduction to Hypothesis Testing. In S. Zhou and D. Sloan (Eds.) Research Methods in Communication (pp. 181-202). Vision Press.
Oliver, M. B., Kim, J., & Sanders, M. S. (2006). Personality. In J. Bryant and P. Vorderer (Eds.). Psychology of entertainment (pp. 329-342). Mahwah, NJ: Lawrence Erlbaum.
Oliver, M. B. & Sanders, M. S. (2004). The appeal of horror and suspense. In S. Prince (ed). The horror film (pp. 242-260). New Brunswick, NJ, Rutgers University Press.