Tips from the AEJMC Teaching Committee
Incorporating “Diversity” into Course Curricula and Class Discussions
(Article courtesy of AEJMC News, January 2012 issue)
A study at the University of Maryland found that multicultural classroom contexts offered a broader range of ideas and perspectives that generated more complex thinking among students. Students and faculty involved in the multicultural classrooms believed that the experience made a positive impact on students’ cognitive and personal development because it challenged stereotypes and developed critical thinking skills. But what if there is no multicultural classroom available? What about the majority of higher education environments that are predominantly homogenous in their student populations and in instructor demographics? What can instructors do to perhaps gain some of the same learning benefits but in a classroom that has little diversity among its students?
A classroom that incorporates diversity is one that represents the diverse voices that inform a professional or scholarly field for student consideration and critique. There are various ways, both subtle and obvious, that allow instructors to represent this diversity in curriculum design, in selection of texts, and in decisions regarding guest speakers, assignments and lectures. I offer a few suggestions below.
First, there are various forms and types of diversity that can be embraced within a course’s curriculum and in class discussions. For example, if in one class, diversity is discussed mainly as different national perspectives, consider emphasizing for next class gender and religion and how these identities are represented in the day’s topic. If diversity is reflected as racial and ethnic difference in one discussion, for another discussion think about how to represent diverse political ideology and international perspectives. Stay open to the various ways of thinking differently and the ways that being different can assist students in feeling comfortable to talk about their differing perspectives on readings and lectures.
Second, there are complexities that should be recognized within groups of people that are typically considered “diverse.” For example, African Americans are sometimes discussed as a monolithic category that includes individuals with similar characteristics. However, the various backgrounds and cultures that comprise “African American” can be part of the classroom discussion. Being careful to illustrate the diverse voices and identities within any cultural group discussed encourages students to see others in the same light as they see themselves.
Third, consider implementing a self-governing set of rules on establishing diversity in each of the following: readings; guest speakers; assignments; lectures and presentations; and in-class activities and discussion. Instructors frequently set up rubrics and guidelines for students when considering how to evaluate and grade student work; instructors can initiate rubrics for their own selection of readings and designing of assignments, etc., based on criteria measuring diversity. One system that can be implemented and measured might be based on percentage of voices represented. For readings, for example, many popular textbooks and journal articles are authored by white Americans and Europeans. When selecting readings, instructors may decide that only 40% of readings for a course will derive from white American authors; 30% will be international; 30% will be female, etc. Of course, the percentages may be limited by access and by language, but the strategy offers a way to purposively attend to diversifying the perspectives that can be introduced to students.
Fourth, a somewhat hidden opportunity for change is in considering the terminology and language used in course materials and in lectures. Instructors may not be aware of the subtle ways that word use can reinforce norms of exclusion or of legitimacy. Mainstream norms for research and for professional practices play out through terminology, such as a legitimacy of quantitative methodology over other methodologies, acceptance of masculine pronouns, and socioeconomic markers in case studies and visual presentations. Consider the assumptions that might be reflected in these and other examples of visuals and readings used in a course.
Finally, diversity can also be incorporated into a classroom spontaneously during class time through discussions and exercises. Instructors may encourage students to consider other alternative explanations and perspectives. Probes might be one way to do this: “What is another way to interpret [the reading]?” “How do you think others might interpret what you said?”
There are several other ways to strategically and sensitively incorporate diverse perspectives into journalism and mass communication curriculum, and many universities offer their own committees or guidelines on multicultural instruction. Just a few examples of web resources include: 1) the “Diversity Web” site of the Association of American Colleges and Universities (http://www.diversityweb.org/index.cfm); 2) the National Lesbian & Gay Journalists Association has an “Educators Toolbox” to offer resources for faculty (http://www.nlgja.org/education/toolbox.htm); and 3) AEJMC’s own Teaching Resources page that offers materials and strategies to improve teaching and address classroom challenges (http://www.aejmc.org/home/resources/teaching-resources/).
By Linda Aldoory,
University of Maryland,
AEJMC Teaching Committee
Tips from the AEJMC Teaching Committee
Fun in the Classroom? Seriously, Here’s How
(Article courtesy of AEJMC News, November 2011 issue)
Part of my job as an associate dean is to mentor junior faculty about teaching. As a professional school, many of our hires come from industry and the transition from running a meeting to running a classroom can be trying.
So each August, I join a colleague to discuss teaching tips with our Future Professoriate Program. My talk focuses on identifying classroom management pitfalls and setting strict parameters. Be tough at the beginning. Set high expectations. Tell them your pet peeves (texting! stapling! tardiness!) and don’t let them off the hook if they break your rules.
And, as I was wrapping up the talk this time, I realized I sounded like a big pain in the butt.
Graciously, my colleague reassured the group that I was indeed, an excellent teacher, having won a few teaching awards in my time. And even though I sound really tough, the students love me.
Why would they, I thought, based on the picture I had just painted? And then I realized I left out half the story. I used the time I had to discuss rules, but I didn’t tell my new professors about the creative assignments, fun stories and occasional oddball things I do in class to nurture learning.
These memorable moments are intended to help them learn. While I believe strong structure is very important, so are laughter, inspiration and understanding. Think of my approach as salty-sweet.
To wit, I offer some examples:
I teach a class in media buying and sales. For a group sales presentation project, students have to invite me very creatively to the presentation or I tell them I will not show up and they will get a 0. This is real life…if I am a super-busy client, I won’t make time for a sales rep unless they pique my interest.
I tell my students not to spend a lot of money or scare me, but otherwise any idea is fair game. They just need to invite me in a way that shows off the medium they are selling, and be inventive. They have planted billboards in my front lawn at 2 a.m. (accompanied by my barking collie when they set off the sensor lights); shown up 10 minutes before my then-favorite Desperate Housewives show with a dinner tray, promotional ABC placemats, wine and cheese; met me immediately outside a faculty meeting for a taste test, an event enjoyed by several trailing faculty members; and plastered the revered I.M. Pei-built Newhouse I with floor graphics up three flights of stairs and through my hallway.
Humor helps memory, but it must be used with care, and not as a put-down. Sarcasm can work, but it’s a fine line to walk. Self-deprecating humor strengthens the connection with your class. While describing how the size of the Super Bowl-viewing audience is measured, I relate how I am a Buffalo Bills fan and suffered terribly through their string of four consecutive Super Bowl losses, finally resorting to watching the game by myself. Now no self-respecting advertising person watches the Super Bowl alone (that’s just lame!); it’s supposed to be a party. The anecdote gets my students to question the process and accuracy of Nielsen estimates.
I try to design in-class examples that drive home key messages. To explain how the appeal of radio station formats change with age, I have students write down the following: what song was No. 1 when a) they graduated high school b) they were a freshman in high school and c) when they were 10. Billboard has the answers, which I download from iTunes and play in class. Usually their 10-year-old song is already on Adult Contemporary radio. Last semester it was Janet Jackson. I do my best impersonation of her dance moves (sans wardrobe malfunction), which apparently is quite comical, judging by the tweets I’ve seen from students.
One day soon, I tell them, one of their favorite high school songs will be on an AC station and it will freak them out. It will be one short step to the groovin’ oldies station, and then when they hit 45, they will listen to only news and their life will be over. They groan and instantly relate it to their family members, but are only mildly depressed as they are still busy laughing at my dancing. I also play the three songs for my age and, happily for me, they can still recognize the No. 1 hit when I was 10: Midnight Train to Georgia. Woo-hoo! Of course, this only cements in their mind that oldies stations are for old people.
Now not every teacher should perform silly dance moves in front of their class, because the first rule of good instruction is that each teacher must work in a way that is true to that teacher’s own personality and core self. But every teacher should be on the lookout for ways to bring energy to the classroom and make memorable moments that foster learning.
By Amy P. Falkner,
Syracuse University,
AEJMC Teaching Committee
2011-12 Bridge Grant Recipients
Building a Bridge Between the Knight News Challenge and JMC Programs
Through a grant from the John S. and James L. Knight Foundation, AEJMC has funded ten proposals to develop innovative and creative academic applications of projects already funded through the Knight News Challenge. The goal is to implement these projects in ways that enhance the education of future journalists for the new media landscape. Individual grants are up to $8,000 each.
Questions? Contact Jennifer McGill at or 803-798-0271.
Recipients of 2011-12 Bridge Grants (alpha)
- Ingrid Bachmann and Sebastian Valenzuela, Universidad Catolica de Chile; (Ushahidi) “Adopting Ushahidi for Crowdsourcing and Data Visualization: New Paths for Event-mapping in Chile”
- Peter (Piotr) Bobkowski, University of Kansas; (Printcasting/FeedBrewer) “Kansas.com High School News Feed”
- Serena Carpenter and Nancie Dodge, Arizona State University; (CityCircles) “CityCircles Light Rail Job Classifieds”
- Julie Jones and John Schmeltzer, University of Oklahoma; (Ushahidi) “Reporting from the Storm”
- Jacqueline Marino, Kent State University; “OpenBlock Campus”
- Ray Murray, Oklahoma State University; (DocumentCloud) “In-depth Reporting of Methamphetamine Production and Abuse in Oklahoma”
- Cindy Royal and Jacie Yang, Texas State University San Marcos; (VIDI) “Telling Stories with Data: Life at a Hispanic Serving University”
- Hyunjin Seo, University of Kansas. (OpenBlock) “LarryvilleKU: Web and Mobile Application of OpenBlock to The Kansan”
- Adam Wagler, University of Nebraska-Lincoln; (BookBrewer,Politiwidgets, DocumentCloud) “Photojournalism and Social Engagement Tablet App”
- Amy Schmitz Weiss, San Diego State University; (Ushahidi) “@SDSU — Where’s the News?”
AEJMC $100 for 100 Years Campaign
As you know, AEJMC is embarking on a campaign we are calling $100 for 100 years. Priorities of this campaign include providing a healthy endowment for the James Tankard top book prize and funding the Emerging Scholars Research Program. Monies will also be set aside for efforts to be determined later, perhaps in new media/new technologies. We want every member of AEJMC to contribute at least $100. Of course, anyone is welcome to give more; indeed, all Board of Directors members have pledged, and several have donated much more than $100.
The last time (perhaps the only time) we asked members for contributions was when we were paying off the mortgage on AEJMC’s building in South Carolina. The Centennial provides an opportunity for us to think about what AEJMC has done for us, professionally and personally, both as an association and at the individual level….and then to give back. It’s nearly a once in a life-time opportunity. Given that AEJMC has no development officer, I deeply appreciate this committee’s willingness to share their fund-raising wisdom and expertise. It will be chaired by Hubert (Hub) Brown, Associate Dean for Research, Creativity, International Initiatives and Diversity at Syracuse’s S. I. Newhouse School.
Just as everyone said “YES” when asked to serve, not only on these three initiatives, but also on all the other committees of AEJMC, so I expect that you will all say “YES” when asked to donate to your association.
(Excerpt from AEJMC President, Linda Steiner’s November 2011 column, New Projects…and New Ways to Contribute.)
Download and Mail the Form OR Make Your Donation Online
Resolution Three 2011
Resolution Three: To affirm the ethical practice of journalism and mass communication in a global age.
2011 Conference, St. Louis
The London-based newspaper, News of the World, published since 1843, was closed this year by its owners, the Murdochs, as a consequence of the scandal involving the newspaper’s unethical and illegal actions involving both the hacking of a 13-year-old murder victim’s cell phone account and payment to Scotland Yard for information.
Whereas, hacking into online or cell phone accounts of citizens, victims of crime or others under investigation damages the credibility of journalism and violates privacy rights;
Whereas, it is unethical to compensate sources for interviews, purchase gifts for sources, or pay for other unpublished material;
Whereas, checkbook journalism damages the credibility of journalism;
Whereas, blatant disregard for the ethical practices and standards of journalism not only erodes the credibility of media, but it also creates an incentive for sources to falsify information in the hopes of potential payment or other benefit from media;
Therefore, be it resolved that:
The members of the Association for Education in Journalism and Mass Communication (AEJMC) formally affirm the ethical practice of journalism and mass communication in a global and digital era, and condemn all such ethical breaches wherever committed.
Resolution Two 2011
Resolution Two to the General AEJMC Membership: To Recognize and Honor Lillian Coleman, JMC Quarterly and JMC Educator Production Manager, for her 25 Years of Service to AEJMC.
Lillian started full-time work with AEJMC in September 1986.
Whereas, her proofreading skill, attention to detail and keen eye have enhanced the quality of both JMC Quarterly and JMC Educator for many years;
Whereas, Lillian’s even disposition and helpful attitude working with authors and scholars through the years have made publishing with our journals a pleasant experience;
Whereas, in recognition of the importance of Lillian’s tireless service to the Association, and in recognition of the valuable contributions she has made to the members both formally and informally;
Therefore, be it resolved that:
The members of Association for Education in Journalism and Mass Communication
(AEJMC) formally recognize and congratulate Lillian Coleman for her extraordinary and dedicated service these past 25 years.
Resolution One 2011
Resolution One to the General AEJMC Membership: To Recognize and Honor Pamella Price, AEJMC Membership/Subscription Manager, for her 25 Years of Service to AEJMC.
Pamella Price started work for AEJMC in February 1986.
Whereas, as Membership/Subscription Manager, Pam is responsible for processing all membership materials and renewals, outside journal subscriptions and journal claims as well as maintaining all association databases;
Whereas, Pam also works with the Membership Committee to develop ideas for increasing membership and enhancing membership services;
Whereas, in recognition of the valuable contributions she has made to the members both formally and informally;
Therefore, be it resolved that:
The members of Association for Education in Journalism and Mass Communication (AEJMC) formally recognize and commend Pamella Price for her dedicated service these past 25 years.
AEJMC 2011 Resolutions
AEJMC Members approved four resolutions during the 2011 Convention in St. Louis, MO.
- Resolution One: To Recognize and Honor Pamella Price, AEJMC Membership/Subscription Manager, for her 25 Years of Service to AEJMC.
- Resolution Two: To Recognize and Honor Lillian Coleman, JMC Quarterly and JMC Educator Production Manager, for her 25 Years of Service to AEJMC.
- Resolution Three: To affirm the ethical practice of journalism and mass communication in a global age.
Tips from the AEJMC Teaching Committee
Thwarting Trouble: Creating an ethical foundation through a good syllabus and meaningful conversation
(Article courtesy of AEJMC News, September 2011 issue)
Looking back at some of my Indiana University undergraduate syllabi from the late 1960s and early 1970s, I see how much the world of syllabus-making has changed. In those days, professors provided a single sheet that gave their names, titles (sometimes; mine generally just said things like Mr. Lohmann, rarely “Professor” or “Dr.”), office-hour info and a description of the course. Dates were noted with a two- or three-word phrase to let students know what the topic of the week would be. Abbreviated reading lists were included, as well. A purplish-blue page from the mimeo machine was all we got, and we did just fine. My courses were, in fact, awfully good.
These days, our syllabi are more like term papers. We include descriptions of the course; ACEJMC values and competencies; elaborate schedules that include readings, viewings, assignments and more; often a paragraph promoting our own great achievements; an every-growing section about classroom rules and behavior (turn off cell phones, don’t surf the Web, be civil to one and all); and a section about academic misconduct (sometimes called “academic integrity”).
It’s this last item that I address here: how to provide your students with an adequate mix of support and threat regarding the rules of academic and professional endeavors. Support to learn the difference between acceptable and unacceptable practices; threat, to understand the consequences of screwing up.
Academic misconduct, as it is usually defined, covers a range of issues. At IU, the Code of Student Rights and Responsibilities includes sections on cheating, plagiarism, fabrication, interference, violation of course rules and facilitating academic misconduct.
I think there are a number of ways to set the stage at the beginning of the semester and then to reinforce lessons during the term. Nothing’s failsafe, but here are some ideas.
1. Use your syllabus to define the terms and clarify policies. As a written document handed out at the beginning of the term, the syllabus may later provide you with support you need. (“Recall the section on the syllabus that addresses plagiarism?” you may find yourself asking a student at term paper time.)
2. Make sure you yourself have reviewed the campus misconduct definitions and policies. Make sure you are clear about your own unit’s policies. Refer to both in your syllabus.
3. Include, too, the ACEJMC Values and Competency statement (#4) that speaks to ethics and integrity: — “all graduates should be aware of … And able to demonstrate an understanding of professional ethical principles and work ethically in pursuit of truth, accuracy, fairness and diversity.”
Presumably this will be one of a number of the values and competencies you include on your syllabus.
4. Spend some time in class on Day 1 or Day 2 talking about the importance of doing your own work and making sure to reference the work of those from whom you borrow information. Use real examples from the journalism world and from academics to make your points. Talk about why students and why journalists may be tempted to take shortcuts. Provide suggestions for reducing those temptations and dealing with time and grade pressures that are likely the root of temptation.
5. In your talk, make sure your students know that your job is not that of prison warden. Rather, you are there to help them understand and succeed. Provide avenues for them to talk with you privately, or in class, and to have you preview their work BEFORE a deadline.
6. Refer students to Web sites that can help them. (The Teaching & Learning program at my university – teaching.iub.edu/policies_misconduct.php?nav=policies – has a good site, which includes definitions, tips for instructors and links to other useful sites.) If your campus has Turnitin (turnitun.com) or another software program that detects plagiarism, make your students aware of the program. Consider bringing in an expert to show them how to make the program work for, and not against, them.
7. Depending on the class, create an assignment that has students investigate cases of journalistic or academic misconduct. A colleague of mine has reporting students choose from a list she has created of journalistic transgressors. Each student prepares a short presentation for class that describes the case and the consequence.
Alternatively, sending students on a Google search to “academic misconduct” or something more specific such as “internet plagiarism” will yield a class period full of examples and opportunities for exploring issues. A Google search for “news about academic misconduct” yields a host of examples, from college football players (and sometimes their coaches) to college provosts to journalists for small and large news organizations.
I’ve never been as confident as some colleagues that one can construct assignments that render misconduct impossible. In any case, the real world we are sending our graduates into is filled with temptations to skirt the rules. To me, our campus classrooms are as good a place as any to provide a solid ethical foundation.
By Bonnie J. Brownlee,
Indiana University,
AEJMC Teaching Committee
Teaching Plenary Session 2011
Lake Wobegon Meets Grade Inflation: Are All Our Students Above Average?
2011 Conference • St. Louis, Missouri
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