Foster, Teaching Portfolio

BeverlyAnn Foster

Teaching PortfolioM.A., Communications and Leadership Studies

Gonzaga University

Table of Contents

Teaching Philosophy 2

Resume 4

Sample Lesson Plan 6

Micro-teach Narrative 7

Foster, Teaching Portfolio 2

Teaching PhilosophyJust as educators ask students to invest in their education, I want to invest in my students.

I recognized my passion for educating others shortly after college when I was asked to work with interns and teach them about television editing during my time at University of Florida’s Athletic Association. Since then I have been in several more roles that nurture and teach others It is my

philosophy to invest in my students working through different goals and methods to create a learning environment students can succeed far beyond their imaginations.

As an educator, I see my role to be leader, advisor and advocate. In 2010, Bergman wrote, “The challenge is to avoid passive, disconnected, rote memorization in favor of active, interconnected mastery of concepts and skills” (p.131). My goal as educator is to create an open and safe environment for students to learn how to self-discover and apply lessons learned to life. I want to inspire students through their educational experience, model leadership to encourage their betterment and continued growth as a person and support students in their educational journey.

For students, I believe they should actively participate in their education, apply their life experiences to their education, to look at content as more than just materials to be learned, and apply that content to their growth as a student and active member of society.

Jo Sprague (1998) suggests a primary goal of higher education should emphasize not what students learn, but how they learn (p.16). I believe the best facilitation of learning is in a practical, well-rounded learning experience that encompasses multiple teaching methods that educates the whole person. Through lecturettes that include storytelling and discoverable questioning to enhance engagement, group work and applicable activities I believe learning can be an all-encompassing experience for students. I will also utilize visuals, including presentations that will be beneficial for those who excel at visual learning. I will encourage group work and discussions to foster active learning and self-discovery of session content and I will employ modeling. Openness and teaching by example are authentic ways of teaching students not only subjects, but how to carry one’s self through life. My methods are grounded in the theories of progressivism and cognitivism as well as influenced by Malcom Knowles concept of adragogy.

Similar to my belief in a well-rounded teaching method, I also believe a well rounded assessment method is vital to a student’s success. Through testing, papers, group projects and presentations, students will be able to demonstrate comprehension of material as well as development of many other skills important to the growth of a student and person.

As part of a modeling teaching method, I plan to lead by example and further my education and continue to stay educated on changes in the field of communication and the subjects I teach. I will also challenge myself to always be looking for better to educate, challenge and connect with my students. In addition, I plan to improve my class setting and session delivery through student feedback and department evaluations.

Success can be measured many ways, but I believe between my methods of teaching and methods of assessment, student’s grades and attitudes towards class material will reflect that the class content was effectively taught and in return successfully learned.

A teaching philosophy is a highly personal statement of behavioral choices. Finding the right educator can result in finding a great leader and mentor for an institution’s students. In 2007, Palmer wrote, “The power of our mentors is not necessarily in the models of good teaching they gave us…. Their power is in their capacity to awaken a truth within us, a truth we can

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reclaim years later by recalling their impact on our lives” (p. 22). It is my goal as educator to not just educate students, but to impact their education and to encourage their success for the rest of their lives.

References

Bergman, D. J. (2010). Why do we have to learn this? teaching goals beyond content. Clearing House, 83(4), 129-132. doi:10.1080/00098651003705905

Palmer, P. J. (2007). The courage to teach: exploring the inner landscape of a teacher's life (10th anniversary ed.). San Francisco, Calif.: Jossey-Bass.

Vangelisti, A.L., Daly, J.A. and Friedrich, G.W. (1998). (Eds.), Teaching Communication: Theory, research and methods.  Mahwah, NJ: LEA.

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ResumeBeverlyAnn Foster

PROFILE Experienced communications professional with M.A. in Communication and Leadership Studies, concentration in college teaching of communication (awarded March 2016) experienced at working in a team as well as individually. Proven leadership abilities and troubleshooting skills. Well-organized and motivated by the challenges and the successes of others.

EDUCATION GONZAGA UNIVERSITYSchool of Professional Studies awarded March 2016

M.A. in Communication and Leadership Studies,Concentration: College Teaching of Communication Advisor: Dr. Heather Crandall

UNIVERSITY OF FLORIDACollege of Journalism and Communication 2004Bachelor of Science, Telecommunications - production Minor, Sports Management¥ Produced and directed documentary short chronicling life of a Rodeo

Beauty Queen¥ Produced and directed music video for local artist, Reed Waddle

ST. PETERSBURG COLLEGEAssociate of Arts, Mass Communication 2002¥ Received Mass Communication Intern of the Year Award

EXPERIENCE GUEST LECTURERSt. Petersburg College, Department of Communication 2015-present¥ Intro to Public Speaking: presentations, group work, interactive lectures¥ Intro to Mass Communication: presentations, group work, interactive lectures

ACADEMIC INTERN

2015St. Petersburg College, Department of Communication 2015¥ Guest lectured: Intro to Mass Communication, Intro to Public Speaking ¥ Created assignments and reconstructed existing assignments¥ Participated in Clearwater Campus 50th anniversary committee ¥ Attended Faculty Governance Organization Meeting

MEDIA INTERNUniversity Athletic Association, Univ. of Florida, Gainesville, FL 2004-2005¥ Trained student assistants on editing and writing¥ Associate produced two regionally aired television shows

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¥ Produced human interest stories for Gatorzone, Sunsports Network¥ Managed all relationships and requests from outside media¥ Worked on pre-production of live sports telecasted events

SPORTS INTERN WCJB TV20, Gainesville, FL 2003¥ Associate produced 11:00 PM sportscast¥ Wrote sports stories for newscast and web¥ Edited sports VO/SOTs and teases

SPORTS INTERNWTVT FOX13, Tampa, FL 2001-2002¥Assisted in production of sports segments¥Edited sports VO/SOTs and teases¥Assisted Sports Director, Anchors and Producers

EMPLOYMENT PILATES INSTRUCTORHarbour Island Athletic Club, FLColorado Athletic Club, Inverness, CO 2010-2015¥ Trained clients on correct form and technique to improve physical

activity, mental agility and personal happiness¥ Built strong, trusting relationships with clients

CERTIFIED TRAINERApple Retail Store, Lone Tree, CO 2009-2010¥ Facilitated training sessions each day for individuals and groups¥ Determined students needs and implemented personalized training¥ Built strong, trustworthy relationships with students

SALES LIAISONRaymond James Financial, St. Petersburg, FL 2005-2009¥ Built and maintained relationships with clients¥ Prepared and managed conference presentations and materials¥ Organized and facilitated high end client events and functions¥ Developed regional marketing materials

COMMUNITYINVOLVEMENT VOLUNTEER

American Cancer Society, Denver, CO 2011- 2013¥ Participated in fundraising events

RELAY FOR LIFE TEAM CAPTAIN AND MEMBER American Cancer Society, St. Petersburg, FL 2006 - 2009¥ Helped build a corporate Relay for Life team through active

fundraising and team leadership efforts.

VOLUNTEERUnited Way’s Hands-On Tampa Bay, Tampa, FL 2008-2009¥ Participated service projects across Hillsborough and Pinellas Counties like Metropolitan Ministries, Lowry Park Zoo and Heritage Village.

MEMBER LAMBDA PI ETA, National Communication Association Honor Society

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SOUTHERN STATES COMMUNICATION ASSOCIATION

REFERRALS Dr. Bonnie Jefferis, Professor, Department of Communication – St. Petersburg College, 727-791-2691

Bill Counsman, Regional Director - Raymond James Financial Direct Supervisor, 727-567-5458

Dennis Black, Producer - University Athletic Association, UF Direct Supervisor, 352-316-2123

CONTACT 13907 Shady Shores Dr, Tampa, FL 33613 BFOSTR@ME.COM 813-407-0877

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Sample Lesson Plan

Introduction to Intercultural Communications & Diversity – For use in an Introduction to Mass Communication with an emphasis on print, film and electronic media.

Theory: This lesson plan will introduce intercultural communication topics (race, class, gender) within the media at the beginning of their learning careers in the hopes that students find take-aways that can benefit and enhance further education.

Previously Covered Material: This lesson would be part of a larger unit on responsibilities of the mass media.

Readings:1) Allen, B. (2010). Difference Matters: Communicating Social Identity, 2nd ed.

Longrove, IL: Waveland Press. Ch. 1, 3, 4, 5

Goals & Objectives: 1. The Student will be able to understand and describe categories of Intercultural

Communication. 2. The student will be able to recognize these topics in print, film and electronic

media form. 3. The student will be able to take ideas introduced in this section and apply them

through out their educational careers.

Out of Class Work:1) Complete assigned readings2) Begin to try to recognize how, gender, race, and class are portrayed in film, print

and electronic media.

Time Frame: 60 minutes

Key Concept: For students to become aware of and begin recognizing stereotypes for class, gender and race and how they are represented within the media.

Resource Materials: Prepare Keynote slides to supplement lecturette on main topics of lesson. Also have students share links (via AirDrop) to gender themes they found online.

Activity: 1. 5 -10 minute “lecturette” with powerpoint presentation on intercultural

communication, how it is reflected in the media and the benefits of its recognition in higher education.

2. Watch Killing Us Softly 3 and Tough Guise 2.

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3. Ask class to briefly search the web for an example of the messages discussed in these films and share links with class via AirDrop.

4. Break class into small groups and have them navigate PBS, the Power of an Illusion, http://www.pbs.org/race/000_General/000_00-Home.htm ,

a. Then have the class discuss site findings.

Summary: Everyday we are bombarded with images and messages as it relates to intercultural themes in the media. If we are able to identify these, their value may diminish. It is important to assess these themes within the media and how they are relate the responsibilities of the mass media.

Micro-teach Narrative Introduction to Intercultural Communication & Diversity

o Objectives Introduce Intercultural Communication Topics

Race Class Gender

Discuss Benefits of Intercultural Competence and Intercultural Commu-nity in Higher Education

Intercultural Communication & Diversityo Race

What is Race? Race typically based on physiological feature or phenotypes Others conceptualize race as constructs of artificial factor (i.e. so-

cial, political, cultural) No measurable proof of differences between races

Facts about Race Ancient societies did not divide people according to physical dif-

ferences Not one trait, characteristic or gene distinguishes all member of a

race from another Genetic differences exist just as much within a “race” as between

them Race: Sorting People

PBS site that explores what you think race looks like Exercise: sort people

o Class What is Class?

Idea based on Roman classis; system used to divide population for taxation

Placement of class can occur through:o Ascription: conditions at birth; race, sex, family back-

ground, location

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o Achievement: result of individual effort Class in the US

Most people in the US identify with the middle class, but many more categories exist. (upper-upper, lower-middle, poor, etc.)

Gap between rich and poor widening, but no organized class strug-gle exist today

Class by the Numbers In US, 1 out of 4 children born into poverty 12.1M children under age of 18 considered poor by fed standards 34.2% of all people in US are classified as living in poverty at least

two months out of a yearo Gender

What is Gender? Gender refers to cultural norms of femininity & masculinity. Sex refers to a biological classification; male or female.

Gender Today Femininity and masculinity are ambiguous features of men and

women Womanhood and manhood are constructed within societal systems

whose members rely on hegemonic ideals to push gender roles on others

Challenging Gender Themes Themes in Femininity

o Appearance still countso Be sensitiveo Accept all treatment by otherso Be superwoman

Themes in Masculinityo Be successfulo Be aggressiveo Be self-relianto Don’t be female

Exercise: Halloween costumeso Babies, pumpkin or puppyo Toddlers, super hero or princesses

In the Media Race

o ABC’s Black-ish Class

o Class Dismissed Gender

o Gender roles within the media

Intercultural Competence & Communityo Benefits of Intercultural Competence & Community in Higher Education

Studies show

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Students involved in curricular activities are strongly affected to challenge any prejudices they may have and promote inclusion in their community.

Students involved in learning groups where shared course objec-tives are used, enhanced academic progress can be achieved.

Through awareness and development of cognitive, interpersonal and intrapersonal skills, intercultural maturity can be enhanced.