Colleagues create textbook during pandemic

Published! Middle Tennessee State University colleagues (from left to right) Dr. Sally Ann Cruikshank, Dr. Keonte Coleman and Dr. Christine Eschenfelder pose with their newly published textbook in the  School of Journalism and Strategic Media’s student news studio. Photo by Dan Eschenfelder

When I received word from Dr. Christine Eschenfelder that she and two of her Middle Tennessee State University colleagues had written a textbook during the pandemic, I wanted to hear how they did it.

Dr. Eschenfelder, Dr. Sally Ann Cruikshank and Dr. Keonte Coleman, all faculty in the School of Journalism and Strategic Media, were motivated to write “A Complete Guide to Television, Field, and Digital Producing” to fill a need in the curriculum in their school and in other communication programs.

During the pandemic, they developed the concept for the book, secured a publisher, and wrote the book, in spite of all the disruptions caused by the pandemic.

I asked the three to share their experiences in writing the book.

Dr. Christine Eschenfelder is an associate professor and recipient of the MTSU Outstanding Teaching Award and broadcast industry awards. Her research focuses on broadcast journalism education, newsroom diversity, and women in broadcasting.
Twitter: @cceschenfelder

What inspired you and your two colleagues to write “A Complete Guide to Television, Field, and Digital Producing”?

We all worked in television news before our careers in academia. I was an on-air reporter and producer. Sally Ann and Keonte were also producers. Television news producers are in great demand. It’s an important and exciting job that many students don’t know about.

Librarians assist faculty in using Open Education Resources (OER) and library-licensed materials

When you design a new course or update a course you’ve previously taught, consider talking with your librarian to help identify course resources.

April Hines encouraged library use during the Student Involvement Fair, held in the courtyard of the College of Journalism and Communications.

I asked April Hines, librarian for the University of Florida College of Journalism and Mass Communications, to share insights about the work of librarians and how librarians can enable faculty to utilize Open Educational Resources (OER) to provide up-to-date, free course materials for students.

Hines is chair of the Education and Behavioral Sciences Section (EBSS) of the Association of College & Research Libraries (ACRL), a division of the American Library Association (ALA). She earned a bachelor’s degree in Journalism from UF and a master’s degree in Library and Information Science from the University of South Florida.

Faculty often think campus librarians are solely focused on helping students who are in the library. What are some of the ways you are involved in helping faculty? 

April Hines: Much of my work happens beyond the physical library space – especially during COVID-19. Faculty will often ask me to be a guest speaker in their classes (either in person or virtually) to teach specialized research skills or to discuss topics related to information or media literacy.

Improve class discussions with Bloom’s Taxonomy

So many class discussions could become an improved learning experience for students with a little more guidance from the instructor.

That assessment is based on observing classes as a member of the University of Florida Graduate Student Teaching Awards Committee.

I’ve been listening to class discussions in a wide range of disciplines – psychology, educational technology, acting, kinesiology, history and microbiology to name just some.

Some instructors have led probing insightful discussions, but many discussions remained at a superficial level.

The instructor posed a good opening question that often results with a student providing a very concise “correct answer.” The instructor validates the student’s response but often moves on rather than digging deeper into that correct answer.

Bloom’s Taxonomy is a good reference for designing questions to guide small-group or full-class discussions. The taxonomy originally was published in 1956 by a team of University of Chicago cognitive psychologists and named after Benjamin Bloom who was the committee’s chair.

Teach with Zoom breakout rooms

Zoom breakout rooms are a teaching tool being used more frequently as universities invest in the application and as instructors become more familiar in setting up and using the breakout rooms.

Having students work in breakout rooms can provide a change of pace in class and enable more students to engage actively in class.

As a member of the University of Florida’s Graduate Student Teaching Awards Committee, I have observed graduate students utilizing Zoom breakout rooms in a wide range of subject areas. Whereas instructors typically only make brief visits to breakout rooms during class, I have been able to observe the full time students are in a breakout room.

Based on my observations, I’m offering a few suggestions for using Zoom breakout rooms.

Develop an effective breakout room assignment.

Creating a good breakout room assignment is like creating a good small group discussion activity for face-to-face classes. Consider what a small group discussion will accomplish in a more productive way than a full-class discussion.

Covid-19 and teaching advice

I’ve been part of the University of Florida’s orientation for new teaching assistants for a number of years. My topic has been advice for having a successful start to the school year.

This was what my presentation looked like at the 2019 orientation for new teaching assistants. Photo by Daniel Brotherton

Prior to this year, the 400 new teaching assistants would meet in a large auditorium for the orientation.

Due to Covid-19, this year’s orientation went online.

Over four days, part of the orientation was held live via Zoom, with about 100 different TAs attending each day.

This is what my presentation looked like for the 2020 TA orientation. Click on the link at the end of the post to watch the video.

The other portion of the orientation, which included my presentation, were recorded videos. (At the end of this post you can click on a link to watch the video.)

In creating my presentation, I considered what would be helpful advice for starting a school year in a pandemic.

Improving teaching with technology resources

How can you use technology to improve your teaching and create a better learning experience for your students?

Kortni Alston critiques a resume tape with a student at the National Association of Black Journalists Regional Conference in Dallas.

I talked with Dr. Kortni Alston about that question.

Alston, assistant professor at North Carolina A&T State University, discussed  strategies she uses that have been particularly helpful when she adapted her teaching during the pandemic.

Alston earned her MBA from Morgan State University and her Ph.D. in Communication at the University of Florida, writing her dissertation on positive psychology issues related to job satisfaction.

Prior to teaching in higher ed, Alston was a television reporter, a director of news and public affairs for public radio, and was director of external affairs for the Ron Clark Academy in Atlanta.

Pandemic creates university administrative challenges

What a time in higher education due to COVID-19. The spring semester with the dramatic shift to online classes has ended and virtual graduation ceremonies held. But what plans are being considered for the start of the school year next fall?

I asked Dr. David Bulla, professor and chair of the Department of Communications at Augusta University, to share his outlook from an administrator’s perspective. Bulla, a Civil War historian, taught at Iowa State University and Zayed University in the United Arab Emirates prior to joining the faculty at Augusta University.

by David W. Bulla

The first challenge is the novel coronavirus itself.

David Bulla at Augusta University

Once we return to face-to-face classes, how do we discourage students who exhibit virus symptoms not to attend class? How do we notify the classmates of students who have tested positive? We’re working on that policy right now.

We also have students working on the front lines—students who work in medical centers. After all, Augusta University is the home of the Medical College of Georgia, and quite a few health sciences students take media literacy and health communication classes that my department teaches, and all AU students have to take our public speaking class.

At the same time, while the novel coronavirus has come to dominate all of our waking thoughts and monopolizes the information coming to us from the news media, we really do not know that much about it.

University of Florida Graduate Student Teaching Award winners

Congratulations to the 20 graduate students selected as the University of Florida Graduate Student Teaching Award winnners for 2019-2020.

The graduate students were nominated by their departments and were evaluated by the Graduate Student Teaching Awards Committee.

Each student submitted a teaching portfolio, including teaching philosophy and teaching evaluations, and was observed by two members of the committee.

2019-2020 Winners

• Akieba Allen – Theatre and Dance
• Richard Brust – History
• Tara Mercurio Counts – Family, Youth and Community Sciences
• Lisa Emerson – Microbiology and Cell Science
• Kaitlyn Erhardt – Psychology
• Melissa Fenton – Family, Youth and Community Sciences
• Scarlett Godinez – Chemistry
• Ethan Kutlu – Linguistics
• Joana Guerrero-Rodriguez – Spanish & Portuguese Studies
• Keifer MacDonald – Theatre and Dance
• Alicia McGrew – Natural Resources and Environment
• Victoria McNeil – Psychology
• Caroline Parks – Geography
• Anthony Pastore – Chemistry
• Moinul Rahat – Physics
• Gerald Robinson – Applied Physiology and Kinesiology
• John Streese – Mathematics
• Ashley Watts – Mathematics

The top two graduate students received the Calvin A. VanderWerf Award:

• Dina Benbrahim – Art and Art History
• Kendall Craig – Chemistry

COVID-19 and online teaching

In this time of unprecedented changes in higher education due to the Covid-19 pandemic, faculty, teaching assistants and adjuncts are scrambling to move their face-to-face classes to distance learning experiences.

Kevin Hull set up a small studio in a room in his house to record YouTube videos for his courses.

I asked Kevin Hull, assistant professor in the School of Journalism and Mass Communications at the University of South Carolina, to share some insights from his experience of moving his classes to online delivery.

Hull, who also is Sports Media Lead at U of SC, was recognized this year by the university as a Breakthrough Star for his accomplishments in research at U of SC and was named a Promising Professor by the Association for Education in Journalism and Mass Communication (AEJMC) in 2018.

Prior to teaching at U of SC, Hull was a news reporter and sports reporter/sports anchor at WECT-TV in Wilmington, North Carolina, and a digital media teacher at Topsail High School in Hampstead, North Carolina.

Julie Dodd: How did you feel when you learned that you were going to be teaching your face-to-face class in a digital format?

Kevin Hull: My friend’s wife is in grad school at Boston University, and he said that she was told to be prepared for the class she was taking to be online after Spring Break. That was the first I had even thought of the possibility being a reality, but that turned out to be a big help as I started to mentally prepare myself that it might be coming for me, too. That got me starting to think about how I could alter assignments, how to do some lectures, and what would need dramatic changes. When the word came down at U of SC, I wasn’t caught completely flat-footed.

9 tips for having successful class guest speakers

I used a Q&A format when Skift founder Rafat Ali was a guest speaker in my Multimedia Writing class. The students were assigned to live tweet the key ideas of our conversation.

Guest speakers can be one of the highlights of a course you teach.

Good guest speakers can help students learn about trends in the industry and inspire students to excel. Good guest speakers can become contacts for your students, leading to internships or jobs.

Guest speakers can provide a range of views and can contribute to the diversity you want to incorporate in your teaching.

Guest speakers can reinforce what you’ve discussed in class and what the reading assignments have presented.

But not everyone automatically is going to be a good guest speaker.

Let me offer some tips for having a great experience for your students and the guest speaker. I offer this advice based on years of inviting guest speakers to class – with classes ranging from a dozen graduate students to an undergraduate class with more than 200 students.