Teaching Philosophy

Teaching Media Studies is an endeavor that bridges the analytical with the entertaining, engaging with a field that profoundly impacts our daily lives. Students enter this field with diverse expectations—some see it as a gateway to professional experience, while others view it as a “fun” class focused on current trends in popular culture and technology. Recognizing these varied expectations, my teaching objectives are threefold: to foster an appreciation for the complexities of mediated communication, African American rhetoric, gender, and critical cultural studies; to equip students with essential knowledge and tools for academic and professional success; and to cultivate critical self-awareness regarding media’s influence on society and individuals.

My teaching philosophy is rooted in creating an open, dedicated, and engaging learning environment. I prioritize sensitivity to students' interests in media and their skepticism towards both the media and its critics. My goal is to encourage critical thinking about media engagement and its impact on social, cultural, and individual values, particularly through the lenses of African American rhetoric, gender, and critical cultural studies.

I believe students enter the classroom with preconceived notions about media that can hinder their understanding of its historical and theoretical aspects. As an educator and researcher, I emphasize the integration of academic concepts with practical applications in media studies. By using current and relatable media examples, especially from the Marvel Cinematic Universe, I help students deconstruct complex theories, making them memorable and applicable to their daily lives.

I expose students to a variety of perspectives and teaching methods to enhance their comprehension of course material. My approach includes reading assignments, elaborative lectures, student-led discussions, and the use of visual media. These methods cater to diverse learning styles, ensuring that every student has multiple ways to engage with the content. I frequently use online collaborative learning platforms like Canvas or Blackboard and create accessible PowerPoint slides as reference materials throughout the semester.

To foster a sense of community and encourage interaction, I conclude each class with a ten-minute "watercooler" discussion. This informal setting allows students to freely exchange ideas and perspectives, even delving into popular culture topics like the rap “beef” between Kendrick Lamar and Drake or celebrity trials. These discussions enhance engagement and provide opportunities for students to apply course concepts in real-world contexts.

I employ diverse methods of student assessment, including examinations, research papers, group projects, and in-class writing assignments. While I recognize the importance of testing for comprehension, I avoid questions that focus solely on factual recall. Instead, I design short answer and essay questions that require students to analyze, synthesize, evaluate, and apply learned concepts. For example, after engaging with the documentary *Color Adjustment*, reading excerpts from *Enlightened Racism*, and reviewing critiques of The Cosby Show, students might be prompted to discuss the complexities of African American representation on television.

Writing and communication skills are crucial for both academic scholarship and professional success. My paper assignments encourage students to immerse themselves in the material, develop their perspectives, and engage in critical thinking about course concepts and theories, solidifying their understanding.

The connection and energy between my students and myself are powerful tools in creating an optimal learning experience. I view my role as both an instructor and a supporter, available to answer questions and invested in my students’ academic success. My approach is student-focused, competent, flexible, and sensitive to each student's uniqueness. By helping students recognize the relevance and value of their learning, I aim to inspire a natural desire for learning and intellectual challenge.

Through my teaching experiences, I have discovered that modeling and instilling a sophisticated understanding of media processes and content empowers students to apply their knowledge in various media-related contexts. When students are engaged and excited about the material, they become proactive in asking questions, thinking critically, and seeking connections independently. This proactive approach not only enhances their learning experience but also prepares them to continue exploring and applying their knowledge in the future.

My commitment to interdisciplinary inquiry and active student engagement defines my teaching philosophy. By integrating academic rigor with practical applications, fostering critical self-awareness, and supporting student success, I strive to create a dynamic and inclusive learning environment. My ultimate goal is to empower students to think critically about media and its profound effects on our world, preparing them to navigate and contribute to the media landscape thoughtfully and effectively.