“To say Mr. Pybus was enthusiastic about (Communication Law) would be an incredible understatement.” Fall 2003
I don’t recall any “eureka moment,” but I do know eventually I began to function as a teacher – sometimes helping reporters unlearn bad writing habits, sometimes engaging in Socratic discussion to help reporters flesh out their sourcing. I don’t know if any reporters would describe me as the best editor they ever had, but I know several who would say I was the most patient. While I enjoy the Socratic method, the class discussion, even the occasional lecture, I have found I am at my best as an educator when I am helping a single student work through a single challenge, and I find the greatest joy when I see the subtle signs of their recognition.
Reflections on Teaching (This section contains evidence of knowledge of the subject matter, the ability to communicate, self-reflection and improvement and interest in the student as described in the university tenure and promotion Guidelines and Procedures. It is supported in the appendices by documentation) (This section contains documentation of superior use of digital media usage, documentation of superior innovation in the classroom and documentation of superior mentoring, as described in the JMC Expansion of Criteria and Examples for tenure and Promotion.)
“He was very passionate about the subject, and that made us want to learn.” Spring 2006
As I have described previously, I teach at poles of the academic spectrum within the Department of Journalism and Mass Communication. I generally teach three separate courses – Communication Law, Reporting and Publication Design – in addition to duties advising the student media operation, the JMC Network. And all four of those primary teaching responsibilities include different challenges and have required me to adapt in different ways. I have learned through course evaluations and student interaction some strengths and weaknesses that were foreign or unrevealed to me before I made the leap to teaching. In general, I am most pleased with course evaluations that refer to my teaching style as enthusiastic and passionate. I have been pleased that students understand that I care about their
27