Teaching experience

Teaching Philosophy

During my first undergraduate class, communication course Persuasion of the Body, professor Davis Houck used a gentle yet critical approach to lead our group to form informed conclusions about embodied experiences based on myriad readings, activities, and discussions. One project involved comparing how beauty products are marketed differently based on target consumers; another sent us into archives researching the history of racism in our hometowns. Houck's focus on personalizing our classroom experiences and mastering content rather than memorizing it opened my eyes to a completely different way of teaching. This experience not only changed how I viewed my own learning; it fundamentally altered my perspectives on the importance of effective, feminist pedagogy––professors can spark genuine, lasting, positive change. While my own teaching style has changed throughout its multi-year development, there are several vital factors driving my own pedagogical approach: acknowledging my power and positionality within a classroom; being compassionate with students; and incorporating personal, practical activities to provide a counterpoint to abstract theories. Whether teaching Fundamentals of Speech, Interpersonal Communication, Media and Democracy, The Mediated Body, or Political Economy of Media; my teaching goals and strategies are similar regardless of the interdisciplinary nature of my pedagogical work.

Teaching communication in a feminist manner, from speech to political economy, is how I work to create an informed and engaged citizenry. It is my duty to respect student perspectives, fill in knowledge gaps, and help them seek knowledge to use in the classroom and after they graduate. I teach because education is still a radical act, one that "cannot feed the hungry, [but can] invite people into action to achieve these humane goals". Gaining critical understandings of how structures and individuals interact and why that matters in a mediated society is vital to contemporary human communication. In order to understand how a given culture works, students must know how communication gets transmitted, slanted, or faked in mediated realms; to be more engaged in said society, students must know how to critique it. Crucially, to reach any of those learning benchmarks, students are treated with respect and compassion. A core component of my teaching is recognizing the wide variety of standpoints students bring to any class, and holding those as a strength and not a weakness. This approach recognizes marginalized students and privileges them in a classroom atmosphere where their voices can be heard, appreciated, and weaved into larger conversations about media, power, and communication's role in society without having burden of representation or tokenization foisted upon them. As an authority figure, I have the responsibility to both respect student perspectives and act as an ally for students apprehensive about a communications course due to previous marginalization.

Another core aspect of my pedagogy is addressing multiple learning types and styles. For example, in lectures I incorporate Powerpoint presentations, images, gifs, and clips with captions so everyone can follow along. Class discussion during lectures is common, and slowing down to explain specific terms leads students to have 'Aha' moments as they understand a theory or term. Some activities are tactile, utilizing branded material goods like Barbie dolls, Beats by Dre headphones, and iPhones to demonstrate the symbolic communicative power of objects. Other projects are small- or large-group based, requiring internet research, gamification, and a level of personalization lecture alone cannot achieve, echoing my own experiences in Houck's class. Small seminar courses, by their nature, are more intimate and rely on more freely-flowing discussion; while large 300+ student lecture classes incorporate more online discussions, traditional lectures, and facilitated class question-and-answer discussion. All assignments are geared toward bringing abstract theories and concepts down to easily understood and practical application regardless of the course being taught. If students do not see how a certain theory applies to their everyday life, they will become alienated from it and discard it. My job is to highlight the continuing relevance of concepts that may be hundreds or thousands of years old, such as Marxism or Aristotelean rhetoric.

As my courses fall under the somewhat subjective nature of social science, measuring effectiveness in pedagogy and in learning gains is critical. I utilize several data-collecting methods to ensure students are reaching benchmarks along all levels of Bloom's Taxonomy. For knowing and comprehending, students take open-note examinations so I can assess their understanding of certain concepts and gather a baseline of how easily they can describe specific elements discussed in readings and class. Students must also apply these concepts in small group research projects where they use a specific mediated subject (e.g., a speech, app, or film) to demonstrate how a concept (e.g., pathos, globalization, or gendered advertising) actually works. Finally, in-depth perspective papers require students to analyze and synthesize readings and concepts and evaluate what they have learned as it relates to their own lived experiences. Students have discussed not knowing how to properly deliver a respectful toast until practicing in a speech class; another expressed anger at media representations portraying individuals with disabilities as "inspiration porn." These responses justify why I teach and reaffirm the importance of addressing multiple levels of learning styles and approaches.

For me, teaching is an ongoing, dynamic process. I conduct regular anonymous feedback surveys to check for student learning, address questions, and stay in tune with the overall class attitude; my students and I discursively construct a given class. Feedback such as "I love how we can say our opinion and feel like we aren't bad;" "our class discussions help me understand content better;" and "these articles are above my reading comprehension and I'd like additional help" allows me to continually better my pedagogy while improving upon existing strengths. A feminist approach to pedagogy results in overall positive student reviews, enhanced learning and critical evaluation of course material, and a deep appreciation on my part of the overall teaching process. As someone aware of the power instructors wield, it is my role to use that responsibly to create a more informed, engaged, critical populace of media creators and consumers.

Shor, I. (1999). What is critical literacy? Journal of Pedagogy, Pluralism, and Practice, 1(4), p. 5.

Sample Syllabus

Political Economy of Communications

COURSE DESCRIPTION AND OBJECTIVES

This course will introduce you to the study of political economy of communications, or media, which explores the interrelationships among wealth, power, and knowledge. We will discuss how political, economic, and media systems operate with a main focus on the United States' structures. The content of this course aims to delve into the underlying mechanisms of our everyday lives as filtered, altered, and portrayed through media.

Topics of discussion range from corporate power, higher education, celebrity culture, comics and blockbuster films, hipsters, fake news, robots, internships, and contemporary human slavery. As such, a high level of critical thinking and reflexivity is required from everyone involved. It is important to ask yourself throughout what your role as an individual is within these larger systems of power and information.

In addition, it is equally important to recognize that your favorite media may have problems––and that is all right. Being critical does not mean being a hater, it means being curious about what is being done in your name as both a citizen and a consumer.

This course seeks to create a space where we can dissect the complex roles mass media, political systems, and economic institutions both enable and constrain us. If you are interested in questioning the status quo, learning about the weird and sometimes unethical side of various institutions, and digging in to just how related politics, economics, and media are, COMM405 welcomes you.

Do not think your opinion is valued only if it agrees with mine. I expect us to disagree on many points as we move towards critical understandings and consciousness of alternative perspectives. It is through the real and meaningful engagement of divergent viewpoints that we all learn and benefit.

REQUIRED TEXTS

Electronic course reserves available via Canvas; specific readings, films, and discussions listed on course schedule.

As students of media, you should also keep current with media news, issues, and events. Please bookmark www.freepress.net and mediabistro.com, websites that discuss media issues and media reform; and The New York Times, BBC, Al Jazeera, and/or The Guardian. You all have free Penn State access to a wide variety of local and global newspapers through the News and Microforms library––use it! Current news and/or media events are all fair game as exam/quiz material.

COURSE REQUIREMENTS

This is an upper-level course and you are all adults. As such, I expect you to come to class on time and prepared, having both read AND reflected on our weekly readings and/or viewings. Read comments on the discussion threads. Create a Google doc with common terms. Find a reading partner. Write down questions and critiques during the readings so you can bring them up in class.

We will be using technology extensively in class, so being on your phone or laptop will be normal. However, be respectful. Do not browse Amazon, play poker, or break up with your significant other on my time. Turn your phone on silent and mute your laptop. If you're expecting an important text or call, go outside to take it. When you're in class, actually be emotionally and cognitively in class––be an engaged and mature adult befitting a college course.

Class attendance is crucial to the success of our semester and is therefore expected, but it is not required. However, you are responsible for any class material (notes, handouts, etc.) missed due to absences; it is solely up to you to obtain any and all information/materials you miss. Make a friend early on to assist you in these instances.

COURSE COMPONENTS

Organization and Structure of the Course: This course is discussion-based. We will be exploring very complex issues together as a community. Your active participation is required to ensure the success of the course and to help yourself and others learn more effectively. We will be covering a vast amount of material in a very short period of time. In addition, these readings can be difficult, challenging commonly held conceptions of how our society is structured. Make sure you allot yourself enough time to complete each class period’s reading assignment. You are expected to attend class regularly. Assessment will be based on the following:

Two Examinations [40% of final grade]:

-Midterm [20%] and Final Exam [20%]

Each exam will consist of multiple choice questions drawing from any and all course-related work such as readings, films, discussions, and lectures. The exams are not cumulative.

Two Canvas Reading Responses [10% of final grade]:

To help facilitate class discussion and encourage careful reading of the assigned texts, you will be expected to contribute to two discussion boards; you will also bring your responses to discuss in class. You are asked to choose one quote from each of the assigned readings for the week that you think encapsulates the significance of the reading and explain why you chose that quote (each explanation should be at least 250 words). These posts combined account for 10% of the final grade. To receive credit for your thread, you must address all of the readings assigned for that week and post your response by 11:59pm Sunday evening. No late posts will be accepted without official documentation.

One Application Paper [10% of final grade]:

At the beginning of the semester a sign-up sheet will be distributed for this theme-based paper. Students will choose a week whose topics of discussion are of interest and, incorporating readings, current events, and their own perspectives, will link coursework to their lived realities. This 3-5 paper must incorporate both internal and external sources, and students should be prepared to discuss research findings in class. Papers should be grammatically correct, proofread, and free of errors. Papers must be submitted via Canvas. E-mailed and/or late work will not be accepted.

Five Quizzes [20% of final grade]:

Throughout the semester, there will be five quizzes, with the lowest grade being dropped. Each quiz will focus on a combination of course material assigned for that week, current news events, and/or relevant lecture and class discussions. Quizzes will take place via Canvas, will consist of 4 questions, and will be open from 12:00am-11:59pm on noted Thursdays.

Ongoing Class Participation [20% of final grade]:

Participation in the discussions related to the subject matter of this course will figure prominently into your assessment. Throughout the semester, we will be engaging topics and ideas that will call for you to share your perspectives with the class. Your grade will be based on the quality of your articulations and consistency of your participation, not solely on the quantity.

TL;DR: GRADE BREAKDOWN AND EVALUATION

Midterm Exam 20

Final Exam 20

Canvas Reading Responses 10

Application Paper 10

Quizzes 20

Participation 20

TOTAL 100% of final grade

GRADE LEARNING OUTCOMES

The Accrediting Council on Education in Journalism and Mass Communications requires that, irrespective of their particular specialization, all graduates should be aware of certain core values and competencies and be able to:

o understand and apply the principles and laws of freedom of speech and press, including the right to dissent, to monitor and criticize power, and to assemble and petition for redress of grievances;

o demonstrate an understanding of the history and role of professionals and institutions in shaping communications

o demonstrate an understanding of the diversity of groups in a global society in relationship to communications;

o understand concepts and apply theories in the use and presentation of images and information;

o demonstrate an understanding of professional ethical principles and work ethically in pursuit of truth, accuracy, fairness and diversity;

o think critically, creatively and independently;

o conduct research and evaluate information by methods appropriate to the communications professions in which they work;

o write correctly and clearly in forms and styles appropriate for the communications professions, audiences and purposes they serve;

o critically evaluate their own work and that of others for accuracy and fairness, clarity, appropriate style and grammatical correctness;

o apply basic numerical and statistical concepts;

o apply tools and technologies appropriate for the communications professions in which they work.

To the best of our ability and as they apply to our coursework, we will strive to develop these goals and outcomes in this class

ADMINISTRATIVE/UNIVERSITY POLICIES

Academic Integrity: Academic integrity is the pursuit of scholarly and creative activity in an open, honest and responsible manner, free from fraud and deception, and is an educational objective of the Donald P. Bellisario College of Communications and the University. Cheating – including plagiarism, falsification of research data, using the same assignment for more than one class, turning in someone else’s work, or passively allowing others to copy your work – will result in academic penalties at the discretion of the instructor. In serious cases, it could also result in suspension or dismissal from the University or in the assignment of an “XF” grade (failed for academic dishonesty).

As students studying communications, you should understand and avoid plagiarism (presenting the work of others as your own.) A discussion of plagiarism, with examples, can be found at http://tlt.psu.edu/plagiarism/student-tutorial/. The rules and policies regarding academic integrity should be reviewed by every student, and can be found online at: http://senate.psu.edu/policies-and-rules-for-undergraduate-students/47-00-48-00-and-49-00-grades/#49-20 and in the College of Communications document, “Academic Integrity Policy and Procedures.” Any student with a question about academic integrity or plagiarism is strongly encouraged to discuss it with his or her instructor.

Reporting Bias: Penn State takes great pride in fostering a diverse and inclusive environment for students, faculty, and staff.  Acts of intolerance, discrimination, harassment, and/or incivility due to age, ancestry, color, disability, gender, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity at the Report Bias website: http://equity.psu.edu/reportbias/statement.

Students with Disabilities: Penn State welcomes students with disabilities into the University’s educational programs. Every Penn State campus has an office for students with disabilities. For information, go to the Student Disability Resources website: http://equity.psu.edu/student-disability-resources. 

In order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation: http://equity.psu.edu/student-disability-resources/applying-for-services. If the documentation supports your request for reasonable accommodations, your campus’s disability services office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.

Preferred Name and Gender Identity: Policy AD84 "provides guidance for the establishment of a preferred name and/or gender identity within the University's information systems." If you have a preferred name and/or gender, sex, or expression that is different from your legal status, please notify me so I can incorporate it under this policy.

Psychological Services: If you are feeling stressed, depressed, overwhelmed, and/or need to reach out, there are many resources for you! Please talk with a counselor or adviser who can help you. If you feel that you are in crisis right now, please call one of the following hotline numbers or go to the emergency room at Mt. Nittany Medical Center. 

Centre County CAN HELP Line (1-800-643-5432) (24 hours, for students)

Community Help Centre (Formerly Wellspring, Inc.: 814-235-1890)

Centre County Women's Resource Centre: 877-234-5050

SAFE WALK (dusk to dawn to have someone walk with you): 814-865-WALK

To make an appointment to talk with someone 8am-5pm, call Center for Counseling and Psychological Services (CAPS: 814-863-0395). They are on campus and help students.

To help you, a friend, or a Veteran in a crisis, anytime of day, call 800-273-TALK (8255) 

*The instructor reserves the right to make alterations to this syllabus*

COURSE SCHEDULE AND OUTLINE

Week 1 Aug 21-25: Introduction to Political Economic History and Theory

Norris, V. (1990). The political economy of communications: An exploration of fundamental concepts. In circulation: Working papers. School of Communications, Pennsylvania State University.

Albert, M. (1992). Conspiracy?...Not! Z Magazine, pp. 17-19.

Hardy – What (is) political Economy of the Media – pp 3-36.

Week 2 Aug 28-Sept 1: Political Systems and Economic Systems

Jhally, S. (1989). The political economy of culture. I. Angus & S. Jhally (eds.), Cultural politics in contemporary America (pp. 65-81). New York: Routledge.

Wasko, J. (2005). Studying the political economy of media and information. Comunicação e Sociedade, 7, 25-48.

Zizek, S. (2012). Capitalism. Foreign Policy, 56-57.

Quiz 1

Week 3 Sept 4-8: The Language of (Hyper)Capitalism

McChesney, Ch. 5: “The Market Über Alles,” The Problem of the Media. REMOVED/REPLACED

Scitovsky, T. (1971). Competition in the uninformed market. Welfare and competition. Homewood, IL: R.D. Irwin.

Money Talks: The Impact of Economic Framing on How We Act and Feel

Watch: No Logo

**LABOR DAY NO CLASS SEPT 4**

Week 4 Sept 11-15: Contemporary Capitalism and Media Structures

Bettig, R. & Hall, J. Ch. 2: Media Merger Mania: Concentration in the Media Industry. Big Media, Big Money.

Hardy – Concentration, Conglomeration, Commercialization – pp.79-107.

Week 5 Sept 18-22: Big Media and Governments

Domhoff, G. W. (1999). State and ruling class in corporate America. Critical Sociology, 25, 266-277.

Nichols, J., & McChesney, R. W. (2013). The $10 billion election: What it looks like when billionaires start spending. Dollarocracy: How money and media election complex is destroying America. New York: Nation Books.

Narayanswami, A., Cameron, D., & Gold, M. (2016, December 9). 2016 election spending: https://www.washingtonpost.com/graphics/politics/2016-election/campaign-finance/

Watch: The Corporation

Quiz 2

Week 6 Sept 25-29: Big Media and Journalism

Bagdikian, B. (2004). Ch. 1: “Common Media for an Uncommon Nation.” The New Media Monopoly

Herman & Chomsky, A propaganda model, 204-230.

Week 7 Oct 2-6: Origins and Effects of Advertising, Marketing, and Public Relations

Bettig & Hall, Read Ch. 6: Ad creep: The commercialization of culture, Big media, big money

Cross. G. (2004). Wondrous innocence: Print advertising and the origins of permissive child rearing. Journal of Consumer Culture, 4(2), 183-201.

Watch: Consuming Kids

Week 8 Oct 9-13: Big Media and Neglecting the Public Interest

Freedman: The Political Economy of the New News Environment; An Ethical Deficit? Accountability, Norms, and the Material Conditions of Contemporary Journalism: pp 33- 67.

Robinson, Craig. (2015). Ch 1: Addressing the Problem. African Americans and mass media: A case for diversity in media ownership: pp. 1-14.

Watch: Enron: The Smartest Guys in the Room

Quiz 3

Exam 1 October 13 (in class)

Week 9 Oct 16-20: Media and Technology: Fake News, Native Advertising, Robots, and Social Media

Hardy - Political Economy of the Internet and Digital Media – 108-134.

Selections from Einstein, M. (2016). Einstein, M. (2016). Black ops advertising: Native ads, content marketing, and the covert world of the digital sell. NY: O/R.

Quiz 4

Week 10 Oct 23-27: Hollywood, Synergy, Intertextuality, and Commodity

Proffitt, J. M., Choi, D. Y., & McAllister, M. P. (2007). Plugging back into The Matrix: The intertextual flow of corporate media commodities. Journal of Communication Inquiry, 31, 239-254.

McAllister, M. (2001). Ownership Concentration in the U.S. Comic Book Industry, p. 15-38.

McAllister, M. (2003) Is Commercial Culture Popular Culture? Popular Communication, 1(1), 41-49.

Watch: The Matrix

Quiz 5

Week 11 Oct 30-Nov 3: The Political Economy of Sports and Mediated Entertainment

Corrigan, T.F. (2013). The political economy of sports and new media. Routledge Handbook of Sport and New Media.

Quiz 6

ALL APPLICATION PAPERS DUE NOV 4TH AT 11:59PM

Week 12 Nov 6-10: Commodity Audiences and Economic Incentives:Representation and Labor

Meehan, Gendering the commodity audience: Critical media research, feminism, and political economy.

Conor, Gill, and Taylor. (2015). Gender and Creative Labor. The Sociological Review, 63(S1), 1-22.

Davé, S. (2013). Introduction, in Indian Accents: Brown Voice and Racial Performance in American Television and film. Champaign: University of Illinois Press.

Watch: Bojack Horseman, The Simpsons, The Cleveland Show (in class)

Week 13 Nov 13-17: Globalization, Glocalization, and Cultural Imperialism

Oxford Reference: Glocalization Definition.

hooks, b. (1992). Eating the other: Desire and resistance, pp. 308-317.

Warshel, Y. (2012). It’s all about Tom and Jerry, Amr Kaled and Iqra, Not Hamas’s Mickey Mouse: Palestinian Children’s Cultural Practices around the television set. Middle East Journal of Culture & Communication, 5, 211-245.

REVISED APPLICATION PAPERS DUE NOV 18TH AT 11:59PM

Week 14 Nov 27-Dec 1: Precarious Labor, Education, and Internships

Michelle Rodino-Colocino* and Stephanie N. Berberick. “You Kind of Have to Bite the Bullet and do Bitch Work”: How Internships Teach Students to Unthink Exploitation in Public Relations.

Einstein, M. Nothing for Money and Your Work for Free: Internships and the Marketing of Higher Education.

Watch: Ivory Tower (in class)

Quiz 7

Week 15 Dec 4-8: Media Reform, Taking Democratic Action, and Where to now?

Croteau, David and William Hoynes. “Choosing the Future: Citizens, Policy, and the Public Interest” In The Business of Media. 2nd edition, Thousand Oaks, CA: Sage Publications, Inc. pp. 223-258.

Alperovitz, G. (2004, Nov/Dec). America beyond capitalism. Dollars & Sense. Retrieved from http://www.dollarsandsense.org/archives/2004/1104alper.html

Exam 2 during finals week THURSDAY DEC. 14, 6:50-8:40PM ERICKSON 133