Three intensive days of practical useable learning, sharing, teaching and networking with passionate journalism educators. This is front-edge teaching about effective innovative learning. Register here: https://www.poynter.org/teachapalooza-front-edge-teaching-tools-for-college-educators/ Once your application is accepted, you will get confirmation and instructions for hotel reservations. Poynter has arranged for special low rates and free shuttle to Poynter at two downtown St. Petersburg hotels.
We are inviting six participants to tell us about the BEST assignment they have created for their class(s). We want to know: All about the assignment The rubric they use to evaluate the students The barriers that had to be overcome A sample of the results
#1 Diana Dawson, Director- Moody Writing Support Program-Office of Undergraduate Education, The University of Texas at Austin -- the phone-a-friend assignment I give our beginning reporting students to get them over their fear of speaking on the phone.
#2 Ashton Marra, University of West Virginia: 100 days in Appalachia, a student project that produces such remarkable results that many students land jobs based on the work they do in this class.
#3 Margie Raper- Dallas, Tx (President Texas Association of Journalism Educators) How my students pitch stories (It involves pre-reporting, an elevator pitch and a Twitter pitch.)
Three more participants share their most innovative/effective classroom assignments. What worked? How did you grade the assignment? Show us a result
#1 Dan Close-Wichita State University- teaching my students how to do "street interviews" similar to "Humans of New York" http://www.humansofnewyork.com/
#2 Angela Anderson-Emerson University-a speed dating approach to teaching students to pitch their stories
#3 Gail B MacDonald University of Connecticut We called our project Not Forgotten UCONN and I worked with my public affairs reporting students on it. They completed profiles of people who played significant roles on our campus but were somehow connected to marginalized communities. Students had to complete research using original documents, archival information and also do interviews. They had to make the stories readable and put them into an historical and contemporary context. I am now vetting their pieces, editing and fact-checking. The end goal is getting them published. The students enjoyed the project, did significant journalism and learned a lot.
