Fortunately, on that day, I allowed a strong, simple idea to penetrate my big, beautiful wall of assumptions.
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Teaching
I am attempting to catch up on a little bit of blogging. This last semester, I prepped and taught a new (to me) course titled “Digital Design II.” Digital Design I and Digital Design II are both upper-division electives for strategic communication that in the Gaylord College of Journalism and Mass Communication. I’ve been teaching […]
In 2018, I received a grant that supported the adoption of an open educational resource textbook for my Introduction to Advertising large lecture course. Since that time, more than 1,000 students have not had to rent or purchase a book for the class. While actual savings can be difficult to nail down, I’m confident in […]
Recently, I’ve become victim to email reminders of the 2020/2021 academic year. OU’s main video repository system, MyMedia, has a two-year retention system. If a video has received no views for two years, then you are notified that it is up for auto deletion. This means that my classroom recordings for the Spring 2021 semester […]
In undergrad, I decided to major in Advertising on a whim. I am now a faculty member at that same school. And I owe it all to two guys named David. When I originally came to OU, I had settled on pre-pharmacy as my field of study. In high school, I had a knack for […]
This semester, one of the classes I am teaching is Contemporary Problems in Advertising. The class is an upper-division seminar class for Advertising and Marketing undergraduate students. The course focuses on the impact that advertising plays on both enduring issues in society (vulnerable populations, harmful products, politics, stereotypes) and emerging issues such as user privacy […]
“There is room to think creatively about how to improve learning and love of philosophy via innovation in pedagogy.” That’s Russell Marcus, professor of philosophy at Hamilton College, and Catherine Schmitt, an undergraduate at Hamilton studying philosophy and neuroscience, writing about the experiments in philosophy teaching they’ve facilitated as part of the Hamilton College Summer Program in Philosophy (HCSPiP). In the following guest post, they share some observations about successful philosophy teaching innovations, and invite readers to share their own. What Do Experiments in Philosophy Teaching Look Like? by Russell Marcus and Catherine Schmitt We often think of innovations in our philosophy teaching in terms of introducing new content. Student learning, though, may depend as much on how we teach as it does on what we teach. Moreover, since few of our undergraduate philosophy students will continue on to graduate work, and since philosophy departments are widely under pressure to justify our curricula and classes, attention to improving the classroom experiences of our students is essential.
Herewith, a scene from last night’s interview with legendary web & book designer (and Dean of The Cooper Union School of Art) Mike Essl, who shared his portfolio, career highlights, early web design history, and more. Fun! If you get a chance to meet, work with, or learn from Mike, take it. He’s brilliant, hilarious, […]
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Martin Luther King, Jr. was a visiting professor at Morehouse College in the early 1960’s.* While there, he taught a senior seminar in social and political philosophy. What was on the syllabus? Here’s his outline for the first semester of the course, from the King Center: He includes material from Plato, Aristotle, Augustine, Aquinas, Machiavelli, Hobbes, Locke, Rousseau, Kant, Hegel, Bentham, and Mill. Here is an exam given in the course: Thanks to various readers and tweeters for bringing this to my attention. Readers may be interested in the forthcoming collection, To Shape a New World: Essays on the Political Philosophy of Martin Luther King, edited by Tommie Shelby and Brandon Terry (Harvard). Shelby and Terry discussed the book and King’s political philosophy on WBUR’s “Radio Boston” yesterday. (*Morehouse says the course took place in 1960; the King Center says 1961-62. The exam’s date of January 25, 1962, suggests the course began in Fall 1961.) [This post was originally published in 2018.]
A grad student advisee of mine who had previously been a high school teacher introduced me to the Structured Academic Controversy when I observed her teaching a class for future secondary social studies teachers. I’d never seen it used before in class, and have to come to find a variant of it — but not […]