deciding what to teach - reynolds week 2011
DESCRIPTION
Chris Roush on 'Deciding what to teach' as a business journalism professor at Reynolds Business Journalism Week, Feb. 4-7, 2011. Reynolds Center for Business Journalism, BusinessJournalism.org, Arizona State University's Walter Cronkite School of Journalism.TRANSCRIPT
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The syllabusThe syllabus should be a contract between
the students and the instructor.The instructor agrees to follow the syllabus,
and the students agree to meet the requirements listed.
Changes in the syllabus should be in writing.
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The syllabusWriting a syllabus is an art.A good syllabus effectively spaces out
writing assignments, guest speakers and other work so that it’s not bunched together near the end of the semester.
A good syllabus also builds momentum. It starts out slow, with easy work, and then becomes progressively harder.
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The syllabusI’m also a big fan of a syllabus working up
to a major final project due at the end of the semester.
All of the lectures and assignments build up to a student showing what they have learned during the semester into that final project.
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The syllabus
For “Business Reporting,” syllabus should tell students why this is going to be a great class to take.
Think about answering these questions in the document:
1. What will you cover in this course? 2. What won't be covered? 3. Why is it worthwhile to study this
subject? (What got you interested in this topic initially?)
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The syllabus More questions to consider with the
syllabus:1. What is your approach to teaching this
content? 2. How will this relate to the material that was
covered in the prerequisite course(s)? 3. Is there any other body of content that it will
draw on? (For example, a this course might draw on business and economic concepts, even if business and economics courses are not a prerequisite.)
4. Are there any life experiences that the student might find it helpful to draw upon?
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Parts of the syllabus
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Parts of the syllabusMost syllabuses will include basic
information such as office hours, how a grade will be determined, textbooks to be used and when the class meets.
But there are other things to consider when writing the syllabus.
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ObjectivesI like to list an objective for my sources.For “Business Reporting,” it might state
something like this:“The objective of this course is to make
you comfortable writing stories about business and the economy. My goal is to have each of you call or e-mail me from your first job when you were asked to write that earnings or IPO story, and tell me how easy it was.”
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ReadingsIn addition to the textbook, the syllabus
needs to explain what is expected of outside readings.
Most “business reporting” classes require students to read The Wall Street Journal or local business news sections.
Can also require reading BusinessWeek, Forbes and Fortune.
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ReadingsHow do you determine whether students
have actually done the readings?Can have pop business news quizzes as
part of the grade.Can also offer bonus points for successfully
answering questions about current business news issues.
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ReadingsAs far as textbook readings, I like to list
what I expect to be read before each class.Accomplishes two things: Improves class
discussion, and lets you know who has done the reading when you ask questions and they don’t know the answers.
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Non-textbook readingsLike to give students a book to read during
the semester in addition to the textbook.Needs to be something that shows them
how business reporters do their job.A number of recent books qualify.
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Non-textbook readings Here are some suggestions:1. "24 Days: How Two Wall Street Journal
Reporters Uncovered the Lies that Destroyed Faith in Corporate America." By Rebecca Smith and John Emshwiler. Harper Collins. 2003.
2. “The Fortune Tellers: Inside Wall Street's Game of Money, Media, and Manipulation.” By Howard Kurtz. Touchstone Books. 2001.
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Non-textbook readings Some other suggestions:1. "High and Mighty: The Dangerous Rise of
the SUV." By Keith Bradsher. Public Affairs: 2004.
2. "Smartest Guys in the Room: The Amazing Rise and Scandalous Fall of Enron.” By Bethany McLean and Peter Elkind. Portfolio: 2003.
3. The Big Short, by Michael Lewis. Norton: 2010.
4. All the Devils are Here, by Bethany McLean and Joe Nocera. Penguin: 2010.
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Non-textbook readingsIf you do assign one of these books to
your students, don’t make them write the typical book report.
Hold a class discussion one day about the reporting tactics discussed in the books.
Or, have the students write about how they may have reported stories differently than the journalists in the books.
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Writing assignmentsWill the writing assignments be done in
class, or outside of class?Unless you’re teaching in a room that
has computers, most reporting classes require stories to be written outside of class.
Make sure there is a set deadline when stories are due. Make deadlines realistic, but enforce it strictly.
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Writing assignmentsThe writing assignments should be
assigned at the end of a class, but they should also be marked on the syllabus.
Discuss the material in class, such as earnings stories. Talk about how it’s reported and written.
Then, assign immediately, so it’s fresh in their minds.
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Writing assignmentsAlso, set guidelines on what the
students can – and can’t – do for the writing assignments.
Can they e-mail or call you with questions?
Can they look at how similar stories were written online?
Can they have another student look at their work?
What type of sources are they supposed to use?
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Writing assignmentsAlso, discuss with the class how the writing
assignments are going to be graded?Are you more interested in seeing that they
understand the concepts that they are writing about?
Do you also want to see good structure and transitions, for example?
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The fact error issueIt’s vitally important to instill a belief in
“Business Reporting” students that getting a number or name wrong can kill their credibility, especially with those they’re writing about.
How much will you count off for a fact error?
At UNC, it’s 50 points.
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Writing assignmentsHow much should a student’s writing
assignments count for their overall grade?I like to give 9 or 10 writing assignments
throughout the semester.Make them at least 40 percent of the
grade.
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Class participationWill you make part of the student’s overall
grade how much they participated in class?I’d encourage it, but no more than 10
percent.Gets students involved in the discussion
about issues and topics.
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ExamsHow many exams you give should be up to
you.I prefer to give exams that focus on
understanding concepts such as the SEC and its filings rather than making them write a story.
Want to see they understand what they’re writing about.
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ExamsGive only a mid-term exam, and it counts
for 20 percent of the grade.Short-answer questions that makes them
think.Example: “List six reasons why a company
would file a Form 8-K with the SEC.”
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Using guest speakersI like to use guest speakers to emphasize
points made in class, or as a writing assignment.
Will have CEO and CFO of public company come be interviewed.
Or, can have sell-side or buy-side analyst discuss reports or portfolio.
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Using guest speakersAlso like to have a PR person from a local
company talk about relationship with business reporters.
Downside: How do you know they do what they tell the class?
Upside: Can expose students early to what can be a tense relationship.
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Using guest speakersOne of the problems I’ve run into with
guest speakers is vetting them beforehand.If you’ve never heard them speak, how do
you know they’re going to be good?Sometimes, have to take a chance.Stay in class, and direct conversation back
on point.
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ScheduleI prefer the syllabus include a calendar of
what will be done EVERY day the class meets.
Prevents ambiguity.Lets students know what to expect each
day.Lets them know about deadlines.
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Final points about the syllabus
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Make it available onlineHaving the syllabus easily available on-line
will save both you and students time and frustration later in the quarter, when paper copies have been misplaced.
Make sure students know how to access it.Blackboard or personal URL?
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There is no length issueTake as much space as you feel necessary
to write the syllabus.If in doubt, it is usually best to err on the
long side, to ensure that important course information is fully covered.
At the same time, students will appreciate having key information in succinct form on the first page or two.
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Show your personalityHave some fun with the syllabus. It puts
students at ease.Showing humor will also help show them
that business and economics are not boring topics.
Example: “April 11: Bonds. Not James. Munis, government, etc. Chapter 7 in Show me the Money.”
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Always look to improveDon’t use the same syllabus every year.Find new guest speakers.Come up with new assignments, possibly
about breaking news in the area.Using same syllabus makes instructor
bored, and students will notice.
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Changes for 2010-11My big change for last year was swapping
places with a business journalism professor from Spain.
He came to UNC and taught my class for two weeks about business reporting in Europe.
I taught his students for two weeks about business journalism in the U.S.
Am going to Spain in March.Looking into exchange with London university
that has business journalism program.