I am passionate about academia



2a – Teaching and Academic Statement of Purpose

My philosophy of research places mass media squarely at the center of modern life. It should be considered as a holistic cycle of media innovation, production, dissemination, and consumption. This fascinating nexus point should be investigated by drawing on the strengths of mass communication, namely an interdisciplinary approach, contemporary real-world applicability, and stringent research practices. Teaching is part of this approach, and serves to unite research with both local and national communities.

The field of communication is by nature interdisciplinary, as it draws strength on breadth of inquiry in a multitude of fields. My B.A. was a double major in computer science and fine art. In retrospect, I see that period as indicative of my striving to accumulate knowledge and experience for which I have now found the vocabulary in mass communication theory. My history in computer science as well as industry has provided me with unique insight: intimate access to a factor in the life cycle of new media and the tools which propagate it. Technological factors shouldn’t be seen as completely defining modern communication; simple technological determinism has always smacked of false optimism to me. Modern media theoreticians such as Ball-Rokeach, Neuman, and Jenkins serve to remind modern researchers of how the alternately subtle and far-reaching dynamics of mass communications are also propelled by a variety of intertwined social and economic forces. De Sola Poole’s insightful inventory of the predictions of how the telephone will be used and what effects it will have serve as a warning to researchers that technological inventions, even ones as malleable as the Internet, will not by their nature be used exactly as expected.

Humans are not computers; as such they are unpredictable, not to mention endlessly fascinating. Here’s where I differ from my father, a professor in chemistry. He enjoys watching one chemical react with another, and analyzing the results, detached and perfect, but completely isolated from the messiness of human life. By comparison, I always strive to place to find that piece in a larger puzzle of life and give significance to the complex and cyclical nature of mass media. Neil Postman was on track when he stated that “Technological change is not additive; it is ecological.” Which brings up another relevant point about Mass Communication research: it is, and always will be, a snapshot of a quickly moving and multi-dimensional environment.

As this environment shifts, changes, and gains ever more prominence in society, research needs to remain relevant and contemporary with new developments both in academia and industry. The need for relevant research is one reason why I selected a thesis topic of MySpace. It is an example of a “social networking” website pushing the traditional definition of “mass” media, and an example of the new type of the rich and dynamic type of online resource that will play a greater role in the coming decades. Younger individuals are introduced to these consumption habits at an early age, and will become another facet of the media environment as a whole.

Mass Communication research requires rigorous study to research its role in modern society. Beyond questions of mere cultivation effects, to investigate it requires numerous theories and a holistic mode of inquiry. Qualitative and quantitative investigation should both be considered.

Teaching is another facet of academic life I have participated in, both as a teaching associate and in UCF’s training course. Here I will discuss why I consider it the perfect partner to research. First, I have found the saying that “the best way to learn something is to teach it” to be true. Simply put, teaching encourages mastery of a domain. Secondly, students have an opportunity to contribute to the field of mass communication. My teaching philosophy is learning-centric, focused on how my students encounter, communicate, and use materials. The classroom environment needs to be fast-paced and demanding of students. However, it also should be multi-modal to account for differing intelligences, and responsive to student input. I firmly believe in tapping into the constructivist mindset of a student, encouraging interaction and enthusiasm by showing them how their strengths relate to a wealth of untapped possibilities.

In McKeachie’s classic text, “Teaching tips: Strategies, research, and theory for college and university teachers,” he discusses how a professor needs to be not just an expert, but also a facilitator and “ego ideal.” Students respond best when engages, and thus I seek to involve students through peer exercises and class discussion. I firmly believe creativity is necessary in academia, even in domains not traditionally thought of as such; there is a certain beauty in a particularly clever quasi-experimental design, or perceptive theory.

Finally, teaching is beneficial because I’ve found interacting with students to be enjoyable. Their personalities and individual takes on material show me again why the center of my research is the individual: they consistently surprise me with their insight, and if they have trouble understanding material, remind me of the possibility of presenting material just a little bit better to achieve better salience and comprehension.

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