Since 2006 I have taught communication at public and private universities. These courses include communication theory; quantitative & qualitative methodologies; and technical skills. My courses approach technology through theoretical traditions of mass communication, computer-mediated communication, cultural studies, organizational communication, and communication infrastructures. They also tend to employ high-impact practices such as learning communities and are oriented around student projects. Examples of applied successful student projects coming from classes I’ve taught include Connu, a mobile platform for short stories, and Stroome, a real-time online streaming video editor.
The goals of my courses are to assist students in comprehending the theoretical underpinnings, methodological tools, and historical contexts of communication. My courses install enthusiasm for the material that will instill communication competencies and encourage them to find their own personal application for communication. I firmly believe in a constructivist model of learning that encourages interaction and facilitates peer learning. The classroom environment needs to be demanding of students, while also multi-modal, flexible and responsive to student input. I incorporate technologies such as wikis and blogs into assignments to allow for students to collaborate between classes and learn from one another. Technology can also present an opportunity for critique. An assignment I created for COMM-202 (“Communication and Technology”) and subsequently published by Teaching Media Quarterly provoked students to critically read the Terms of Service (TOS) for Facebook. Most undergraduates frequently use the service, but few read the TOS. They then use key privacy concepts (e.g. surveillance) from readings in context and evaluate how privacy definitions differ across stakeholders.
|DH-150||Critical and Applied Computation||Instructor||UCLA||2017||Syllabus|
|TECH-421||The Future of Digital Media: Civic Tech Studio||Instructor||Woodbury||2016|
|COMM-400||Communication Theory and Research||Instructor||CSU-DH||2016|
|TECH-102||Technology & Culture II: Systems and Social Change||Instructor||Woodbury||2016|
|ASCJ-420||Hacklab: Re-imagining the Payphone||Instructor||USC||2015||Syllabus|
|COMM-202||Communication and Technology||Head TA||USC||2010-2015|
|CMGT-599||Digital Design and Innovation||Instructor||USC||2013-2014|
|COMM-200||Intro to Comm. and Social Science||Head TA||USC||2011|
|CMGT-540||Quantitative Communication Research||Instructor||USC||2008-2009||Syllabus|
|CMGT-599||Technology for Online Communities||Instructor||USC||2008-2009||Syllabus|
|JOUR-480||Advanced Media Graphics||Instructor||CSU-LB||2008|
|DIG-4526||Digital Media Production||Instructor||UCF||2006|
My commitment to learning often extends outside of the walls of the classroom. My research and practice shows the value of community collaboration, extra-curricular learning environments, and personalized learning. Inspired by this work, for the last two years I worked with the Annenberg Innovation Lab to foster extra-curricular student projects, informal learning environments (“hackerspaces”), and events on pressing social issues (“hackathons”).
For example, an environmentally-themed hackathon in 2013 that challenged students to come up with ideas for communication technologies to improve transportation and alleviate pollution in Los Angeles. The section on community-oriented design on my service page further describes how I connect university students with community partners to collaborate on pressing societal problems.
The “Hacklab: Re-imagining the Payphone” course brought informal, project-based learning to the classroom by challenging students to re-design payphones. Further, I advised USC on the building of a new hacker/maker space as part of a $1.2m Launchpad grant from Blackstone. These efforts did more to just benefit student learning and improve outcomes – they provided USC positive visibility in the community and built lines of communication with industry partners.