Texas Tech University

Eric E Rasmussen

Assistant Professor
Public Relations

Email: eric.rasmussen@ttu.edu

Phone: +1.806.834.6870

Research: Social media, Health, Interpersonal, Children and media


Web: https://childrenandmediaman.com/



Twitter: @ChildMediaMan

View Full CV

Ph.D. The Ohio State University, 2013
M.A. Brigham Young University, 2004

Eric E. Rasmussen


Eric Rasmussen, PhD, is a children and media researcher, college professor, and the author of ChildrenAndMediaMan.com. He has published numerous articles in peer-reviewed academic journals related to media parenting and the effects of media on children. He received a doctorate in communication from The Ohio State University. He now lives in Lubbock, Texas with his wife and children.


Dr. Rasmussen's research focuses on children and media. He is specifically interested in parental mediation and why/how parent-child conversations about the media influence children at different developmental stages in various ways. Dr. Rasmussen has authored or co-authored articles that have appeared in some of the top academic journals in the fields of communication and child development, such as Journal of Communication, Human Communication Research, Journal of Children and Media, Media Psychology, Child Development, and Developmental Psychology, among others. His research has also been presented at conferences for the Society for Research in Child Development, Association for Education in Journalism and Mass Communication, International Communication Association, and International Public Relations Research Conference.


  • Content Analysis
  • Content Analysis
  • Experiment
  • Survey

Research Areas

  • Social media
  • Health communication
  • Interpersonal communication
  • Children and media

Selected Publications

  • Rasmussen, E. E., Shafer, A., Colwell, M. J., White, S. R., Punyanunt-Carter, N., Densley, R. L., & Wright, H. (2016). Relation between active mediation, exposure to Daniel Tiger’s Neighborhood and U.S. preschoolers’ social and emotional development. Journal of Children and Media, 10, 443-461.
  • Rasmussen, E. E., Rhodes, N., Ortiz, R. R., & White, S. R. (2016). The relation between norm accessibility, pornography use, and parental mediation among emerging adults. Media Psychology, 19, 431-454.

  • Rasmussen, E. E., Keene, J. R., Berke, C. K., Densley, R. L., Loof, T. (2017). Explaining parental coviewing: The role of social facilitation and arousal. Communication Monographs, 3, 365-384.

Teaching Focus

The field of communication lies at the crossroads of many dynamic disciplines. In all its various contexts, communication has a pervasive socializing effect on human behavior, attitudes and beliefs. As a teacher of communication theory, research, and practical application, my objective is to create a learning environment in which students become sensitive to and engage with the socializing influence of contemporary, ubiquitous communication mediums, such as television, the Internet, and parent-child communication. Such a learning environment will help students critically evaluate and assimilate communication phenomena in a way that will influence their thought processes, approach to relationships, time management choices, media choices and approach to learning.

I believe that sensitivity to and engagement with the media’s socializing influence can be facilitated through laughter. I engage my students and increase student learning opportunities by using current, and often humorous, examples found in popular media. For example, in a public speaking course I taught I was able to put students at ease by showing video clips of famous people, making obvious and embarrassing speaking mistakes in front of thousands of people. I also recognize and strategically utilize the ability of multi-media presentations of popular and past mass media artifacts to help me reach students from a variety of backgrounds. My understanding that students bring diverse cognitive and affective circumstances with them to class is evidenced by my flexibility with learning and using new teaching methods and by one-on-one time devoted to students outside the classroom.

My students become sensitive to and engage with the media’s socializing influence in part because I expect discipline and competence from them. Because I believe that all communication is strategic, whether macro or micro, explicit or implicit, I strategically take advantage of learning assessments to help students teach themselves about the practical application of communication in their own lives. Through the written defense of salient communication issues and principles in a single paper, or a series of papers, I ask my students to think critically and to form an educated opinion about relevant issues. I hold students accountable for their own learning—for example, in a course that introduces communication theories, I asked students to thoughtfully apply a relevant theory to a realistic problem they could expect to encounter in their post-collegiate career. Because communication is necessary is every aspect of life, even students without plans to pursue a communication career showed mastery of the theory and understanding of the practical value of communication theory through their writing.

My pedagogical approach has been successful because my students question theoretical principles and suggest alternatives in their practical application. The spontaneous expression of examples by my students of communication and media influence in their own lives suggests that my students are engaged with the material. When my enthusiasm for communication phenomena results in students' enthusiasm for learning for learning's sake, my own excitement about the discipline grows. There is no greater satisfaction from teaching in this field than when a student tells me that their media habits changed, that they perceive reality in a new and different way, or that they are a better person as a result of my teaching. I believe this can only occur through the creation of a learning environment that fosters sensitivity to and engagement with the socializing influence of communication.

  • Graduate Seminar: Children and Media
  • Graduate Seminar: Communication Theory
  • Public Relations Graphics & Production
  • Principles of Public Relations
  • Public Relations Writing
  • History of Communication
  • Mass Communication Theory

Leadership & Awards

  • Member, Editorial Board, Journal of Children and Media
  • 2018 Best Published Article Award; Children, Adolescents, and Media Division, International Communication Association: Relation between active mediation, exposure to Daniel Tiger's Neighborhood and U.S. preschoolers' social and emotional development.
  • 2017 New Faculty Award, Texas Tech Alumni Association
  • 2016 The Billy I. Ross Mass Communications Faculty Achievement Award, College of Media & Communication, Texas Tech University
  • 2016 Outstanding Researcher of the Year (Barnie Rushing Jr., Faculty Distinguished Research Award), College of Media & Communication, Texas Tech University