Teaching

Philosophy
 

I've taken notice of what I thought were the best techniques used by the best professors, as well as noting techniques that, while well-meant, failed to work. I also have studied the techniques of teaching, following the advice of noted teaching professionals such as Dr. Joseph Lowman, Dr. Tom Bowers, John Sweeney, Debra Morrison and others.

My conclusion is that good teaching starts with enjoyment. You must like to teach. It cannot be a chore or a simple fulfillment of a contract. It is an opportunity to share information, gain knowledge, and experience some of the purest moments of joy. It is a conversation, that, like all good conversations, must include as many of those present as possible.

It's also much easily done well with small classes, such as copywriting classes of 18. However, in many ways, I've worked harder of late to improve my teaching of large lecture classes: it's these classes that demand the most creative efforts by teachers.

My teaching is built around the concrete as exemplifying the abstract. This is not a new concept, by any means. I have added to this traditional approach by involving students in the process of learning. I usually have at least two, sometimes three, breakout group-work sessions each 90-minute class. This gives the class a chance to formulate not only answers, but also questions.

It's very important that students feel their opinions and feelings are valued. I build a sense of trust with them within the first few days of class, encouraging all students to express themselves and feel comfortable asking questions. I want an open environment in my classes where students can both participate actively in discussion and inquire about areas not clear to them.

At the same time, I feel it is important they know where the class is going, what materials they will be expected to cover each day and that assignments are balanced between what is reasonable and challenging. They are likely to have more to offer to the class if they have a good idea where I am going and can determine on their own what material is important.

My approach is to offer concrete examples to explain theoretical concepts. I bring actual cases into the class for evaluation. In spring of 1997, the Introduction to Advertising and Public Relations class evaluated an actual project -- the International Robots and Vision Show -- constructing a realistic public relations plan based a show of which I have personal knowledge. They presented this to their classmates at mid-term, and then followed up with a similar, real-world advertising project for the end of the course.

I also believe in bringing in outside experts. For the spring term of 1997, experts from The Coca-Cola Company, Time Online, InterBev, Ltd., and the Federal Trade Commission visited my classes at Mount Vernon College. Some of these participated in my Principles of Advertising class at UNC in the spring of 1998.

I use the Internet to constructively enhance the student's experience in my classes. For example, for copywriting classes, students are matched with advertising professionals through e-mail newsgroups, two students per mentor. The students share ideas and questions with the mentor in a non-threatening environment, while establishing some contact with the "real world." Frankly, there are many other ways I intend to harness the net.

Some are pretty mundane, but I think highly illuminating. For instance, in lab classes, I require students fill out a "daynote" each day. The note asks two questions: what did we talk about that day and what question does the student have about what we talked about that day. Each student must offer an answer to both. This has given the me the opportunity to answer questions students may feel too shy to discuss in class. It's been a real help.

Finally, I have been a proponent of using as much of an experiential learning center here at KSU as possible. This includes clinical experience with real clients solving real problems. It offers students what amounts to a directed internship. It works.

 

Syllabi
 


Principles of Advertising

Advertising Writing

Advertising Campaigns

Advanced Websites

Mass Communication History (Taught at Mount Vernon)

International Communication (Taught at Mount Vernon)

New Media Policy
(under construction)

Internet Research and Publishing
(under construction)



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Copyright 1999 Thomas Gould
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