I’m excited to announce I’ll be teaching two courses this fall at the University of Iowa—Journalistic Reporting and Writing as well as Multimedia Storytelling. These co-requisite classes work together to teach journalism undergraduate how to tell stories effectively across a variety of media.
Journalistic Reporting and Writing teaches students the fundamentals of journalistic practice, ranging from the ethics of journalism to interviewing skills to writing different styles of news stories (features, investigative, etc.).
Multimedia Storytelling works with Journalistic Reporting and Writing to help students produce stories that expand beyond their writing. Students are expected to produce audio, audiovisual, and photo stories for the class that pair with their written story for Journalistic Reporting and Writing. You can learn more about this class on its website.
I’ll be teaching the discussion sections for Media Uses and Effects as my first class at the University of Iowa. This general education class teaches students about the history of social scientific research on media, discussing how violence, sexuality, and other topics impact media users. While the class is largely arranged topically, the course naturally progresses through media research history, ranging from the Payne Fund Studies to danah boyd’s ethnographic research on digital spaces and communities.
This course also acts as the main course that teaches undergraduate students research methods. While students won’t get first hand experience conducting research, they will learn how content analyses, surveys, and experiments provide insight into media usage. The capstone project of the class requires students to propose their own original research and think through how they could employ a research method to answer an original research question on media. While the media theory components of this class broaden students’ general education, the research methodology portions of the class will help students regardless of their field of study by providing them with a basis to conduct basic research and increase their media literacy.
On the first day of my undergraduate degree at Wichita State University, I walked into a large lecture led by Sandy Sipes to take a general education class in communication, Comm 190: Introduction to Human Communication. I was a Secondary English Education major at the time but switched my major over to communication because I loved the class so much. Now I’m assisting Sandy in teaching the class.
As part of my duties as a teaching assistant at Wichita State University, I’ll be presenting large lectures to the 250+ student class, writing and grading exams, and supporting Sandy. While I’m only going to lecture a few times in my first semester of assisting in the course, I plan to take on more lectures every semester I assist with the class. I plan to lecture on interpersonal topics including listening and critical thinking; intercultural communication; organizational communication; small group communication; and communicating through new media.
I’m teaching every college student’s least favorite class for my first class at Wichita State University. Although I’m fully prepared for my students to hate me since I’m forcing them to speak in front of others, I’m really excited for the opportunity to teach the class.
The class is divided into two large units. First, the class will focus on learning to structure and present information in informative speeches. After the class learns some of the basics of organizing and orally presenting information, the class will shift into persuasive speaking.
As part of my preparation to teach the class, I’ve taken a two week course on pedagogy with Dr. Rick Armstrong. The class works to prepare incoming teaching assistants by providing them with skills to help students of different learning styles.