academic portfolio perreault

Academic Portfolio

Gregory P. Perreault Ph.D. Candidate

Missouri School of Journalism Updated: January 14, 2014

Table of Contents

PREFACE 3 RESEARCH 4 RESEARCH STATEMENT: EXPLORING RELIGION & MEDIA 4 AWARDS 6 RESEARCH EXPERIENCE 6 PUBLISHED AND ACCEPTED JOURNAL ARTICLES 6 BOOK CHAPTERS 6 PUBLISHED AND ACCEPTED BOOK REVIEWS 6 REFEREED CONFERENCE PAPERS AND PRESENTATIONS 6 INVITED CONFERENCE PAPERS AND PRESENTATIONS 8 NON-AUTHORED RESEARCH CONTRIBUTIONS 8 ACADEMIC WORK UNDER REVIEW 8 TEACHING 10 TEACHING PHILOSOPHY: TEACHING IS AFFECTIVE 10 TEACHING RESPONSIBILITIES 11 FUNDAMENTALS OF MULTIMEDIA (J2150-MISSOURI SCHOOL OF JOURNALISM) 11 THE NEWS MEDIA: MEDIA LITERACY (J1000-MISSOURI SCHOOL OF JOURNALISM) 11 PRINCIPLES OF AMERICAN JOURNALISM (J1100-MISSOURI SCHOOL OF JOURNALISM) 12 NEWS WRITING (J2100-MISSOURI SCHOOL OF JOURNALISM) 12 FOUNDATIONS OF MEDIA INVOLVEMENT (WASHINGTON JOURNALISM CENTER) 13 WASHINGTON NEWS & PUBLIC DISCOURSE (WASHINGTON JOURNALISM CENTER) 13 REPORTING IN WASHINGTON (WASHINGTON JOURNALISM CENTER) 14 INTERNSHIP IN WASHINGTON (WASHINGTON JOURNALISM CENTER) 14 SERVICE 15 SERVICE PHILOSOPHY: SERVICE IS GIVING BACK 15 SERVICE RESPONSIBILITIES 16 INTEGRATION OF WORK AND GOALS 17 PROFESSIONAL PRESENTATIONS 18 PROFESSIONAL DEVELOPMENT 18 APPENDICES 19 APPENDIX A: SAMPLE SYLLABI 19 GAME OVER! CRITICAL STUDIES ON NEWS AND THE DIGITAL GAMELARGE LECTURE 19 RELIGION IN THE NEWSUPPER-LEVEL SEMINAR 25 APPENDIX B: STUDENT EVALUATIONS 32 J2100-NEW WRITING 32 J1100-PRINCIPLES OF AMERICAN JOURNALISM 35 J1000-THE NEWS MEDIA: MEDIA LITERACY 37 APPENDIX C: ADVISOR TEACHING EVALUATION 39 APPENDIX D: RECOMMENDATIONS FROM TEACHING ASSISTANTS 42 APPENDIX E: RECOMMENDATIONS FROM STUDENTS 44

Preface

This academic portfolio has been prepared for two purposes: to present a clear picture of the trajectory of my academic career for others and to help remind me of the big picture in terms of academia. As a current doctoral student at the Missouri School of Journalism, my research program may still be young however it is clear that my interest lie in the interaction of two phenomena: media and religion. As Hoover (2004) notes, the lines between those phenomena are getting thinner and thinner. People take away deep religious meanings from interactions with Siri on their iPhone, plotlines in video games or a sense of what is good religion from what they read in the news. At the same time, traditional religious organizations have begun to use media for their own purposes, Evangelical Christians use LOST as a text for Bible studies and Mormons emphasizing YouTube and Hulu as outlets for proselytizing. My research explores this interaction, emphasizing the use of religion as an analytical concept that helps humans make meaning out of their existence. Teaching works on the flipside of the research codebook. As teachers our job is to give students the skills to make meaning out of bite-sized portions of their existence. As an instructor in J1000 and J1100, my job has been to teach students media literacy skillsskills they need in order to be an informed citizen in America. In J2100 and in the courses I taught at the Washington Journalism Center, the mission seems solely practical from a distance: to teach students to report and to write. But on a deeper level, learning these practices in an experiential manner helps journalist students understand who they are, what theyre good at, and why they want to do the work they do. As academics it is truly a privilege to get to do this sort of work and as a result it is incumbent upon us to provide some measure of service back to the academy and to our profession. My work as an officer for the Religion and Media Interest Group at AEJMC and as web content developer and manager for the Religion Newswriters Association is my way of addressing many of the deficiencies in understanding about religion and media that is so essential to what I research and teach. In the pages that follow youll find my exploration of these parts of my academic career.

Research

Research Statement: Exploring Religion & Media The interaction between religion and media is at the soul of contemporary society.

Religious groups have increasing means with which to challenge and debate the presentation of their faith in media, and media is increasingly being used for religious functions itself. These two research problems are actually singular, in that the increase in media channels also allows for increasing avenues of religious expression and thus increased inclusivity in the cultural conversation. My work addresses this research problem by examining three primary aspects: how media producers interpret religion in order to make meaning for a public, how people from minority religions respond to messages from a dominant religion paradigm and, most practically, how journalists can better cover religion, while executing in particular the informing and discourse facilitation functions of journalism. My dissertation, which I has been tentatively scheduled for defense in April 2015, aims to challenge the modernist paradigm of religion as normative in American cultureseen most clearly in the need for either/or categories of religion in response to surveys. Academic scholarship makes it clear that people pick-and-choose elements of nationalism, faith traditions, family, and politics in order to put together their religion. So, for example, just labeling someone evangelical Christian may not include relevant, motivational elements of that individuale.g. that they practice yoga from the Hindu tradition, that they vote democrat. Religion is far more fluid, but to say that there is fluidity does not mean that there is not a dominant ideological predisposition. I argue that what is more compelling in assessing our mediascape is the concept of Protestant normativity. A sort of religious hegemony exists at an unconscious level in our media and it privileges Protestant modes of thought: pluralism, structure and traditional concepts of what constitutes religious practice. By extension, this also limits alternative modes of thought. Protestant normativity implies that while the cultural conversation in media may be increasingly inclusive of other forms of belief and non-belief, this conversation occurs on the terms of Protestantism. The dissertation explores this concept through interviews with digital game journalists and a narrative framing analysis of digital game journalism. In digital games, many of the most popular games are still made outside of this Protestant normative frame of reference. Exploring how journalists mediate digital game content from outside of America in comparison to gaming content from America, allows us to see in the negative space the ways in which religious hegemony operates.

I recently completed a research project for the book The Electronic Church in the Digital Age. My book chapter explores how evangelical Christians form community in massively multiplayer role-playing games. This is a piece of a much larger agenda I would like to expand on. Digital games are a vital area for exploration in religion and media, if only as a result of the wide spread use of the technology. Seventy-eight percent of households play digital games regularlywhen digital games take into account everything from Angry Birds on the iPhone, to Farmville on Facebook to Call of Duty. Yet if the religion is applied as an analytical concept, a number of interesting elements of the digital game emerge: its ritualistic nature, its role in identity formation and the ways in which games both reaffirm and subvert religious authority structures. This is why some

scholars have argued that digital games act as religion. If we take into account the growth of the digital game industry and the decline of traditional religious institutions, we get a picture of our historical moment. Religion will not be supplanted by digital games, but rather many of the historical functions religion has served are being served in new ways. My research for The Electronic Church in the Digital Age argues that, in the case study I examined, online role-playing served as a virtual Church for gamers, inclusive of a religious hierarchy and defined pastoral figures.

My professional experience serves as the foundation of what I do theoretically and practically. The people who continue to work in journalism inspire me that media can improve, religious representations can improve and discourse about religion can improve because it rides on the backs of people who genuinely care about the world around them.

My passion for religion emerged during my time as a reporter at the Palm Beach Post. As a reporter on community sports, I remember looking through my list of upcoming stories and seeing a wide variety of faiths represented: a story regarding a community softball team from the local evangelical Christian megachurch, a profile piece on a local yoga instructor and a story on senior citizen sports offerings through the local Jewish Community Center. Yet West Palm Beach had a large, and growing, Muslim populationwhy were they not represented in my story budget? I never identified any sports stories in the Muslim community. Was it because they did not play sports? Was it because they did not send out press releases? Or was it that I was simply too scared to look for stories there? Spotting this obvious hole in my coverage opened my eyes to a wide variety of misrepresentations and misunderstandings about religion that I had never noticed before.

In reconciling my experience with technology in the newsroom and religion in my coverage, I have become convinced that new technology creates both great challenges and great opportunities to religious understanding. In my research, I have addressed through examining religious discourse and depictions in various emerging media forms: in particular digital games, memes and blogs. As a subfield within journalism and mass communication research, religion and media is gaining traction in part because our daily news and politics confirm that religion is a key element in the lives of many across the globe. Religion and media research now appears not only in its specialized, peer-reviewed journal, The Journal of Media and Religion, but also in numerous high-level journals. My work makes contributions to this field and in my future work, I plan to particularly push the research agenda on the theories of hegemony and orientalism a bit further. Orientalism explores the ways in which minority opinions, perspectives and ethnicities are othered, in particular through media. The theories of hegemony and orientalism are quite related, as Said (1979) acknowledges, and when applied to America, the hegemonic structure of our media system has often been implied to be implicitly Protestant normative. My work provides shape to how religious hegemony operates in media culture. In the short term, I plan to submit my research on this topic to top-tier journals. In the long term, I would like to situate myself as a scholar of orientalism and media paradigms, and on a practical level, as an emerging media and religion researcher.

Awards Top Faculty Paper. 2014 Association for Education in Journalism and Mass CommunicationVisual Communication Division. Top Student Paper. 2011 Association for Education in Journalism and Mass CommunicationReligion and Media Interest Group. Advisoral Marks for Distinction on masters thesis. 2010. Georgetown University. Outstanding Graduate-News and Information. 2006. Palm Beach Atlantic University.

Research Experience Published and Accepted Journal Articles Perreault, G. (2015) Religion and Media: Syllabi & Pedagogy. Journal of Media & Religion. 14, (1). /In Press Perreault, G. (2014). Islam is Everywhere: Coverage of Islam in the Egyptian English Press. Journal of Media & Religion. 13, (2) Book Chapters Perreault, G. (2015) Not Your Average Church: A Case Study of the Evangelical Guild SOLA in Final Fantasy XIV: A Realm Reborn. The Electronic Church in the Digital Age: Cultural Impacts of Evangelical Mass Media. Ward, M. (Ed.) Santa Barbara, CA: Praeger. /In Press

Published and Accepted Book Reviews Perreault, G. (2015) Review- Playing with Religion in Digital Games. Journal of Contemporary Religion. 30, (1) Perreault, G. (2015) Review- eGods: Faith versus Fantasy in Computer Gaming. Journal of Media & Religion /Accepted Perreault, G. (2015) Review- Of God and Games: A Christian Exploration of Video Games. Journal of Media & Religion. /Accepted Refereed Conference Papers and Presentations Perreault, G. & Hooper, H. (2014, November 22) Emulators and ROMs: Legal and Ethical Implications of Digital Game Piracy. National Communication Association. Chicago, IL. Perreault, G. (2014, November 21.) Blogging About Religion News: A multi-method analysis of journalism commentary blogs critiques of religion news. National Communication Association. Chicago, IL.

Jenkins, J., Perreault, M. & Perreault, G. (2014, August 7) Magazine Iconography: Portrayals of Religion in Magazine Covers. Paper presented at the Association for Education in Journalism and Mass Communication. Montreal, Canada. Duffy, M., Page, J. & Perreault, G. (2014, August 8) Sticking it to Obamacare: A rhetorical analysis of Affordable Care Act advertising and social media. Paper presented at the Association for Education in Journalism and Mass Communication. Montreal, Canada. *Won Top Faculty Paper Award. Perreault, G. (2014, May 23) Mediating Video Game Violence: A Case Study of GamePro Magazine, 1991-1999. Paper presented at the International Communication Association Conference. Seattle, Washington. Perreault, G., Jenkins, J., Swasy, A. & Perreault, M. (2014, May 22) Mrs. Jesus? A hegemonic press love affair with Jesus the bachelor. Paper presented at the International Communication Association Conference. Seattle, Washington. 22-26 May 2014. Duffy, M., Page, J. & Perreault, G. (2014, May 23) Moral metaphors in News Coverage of the 2013 Government Shutdown. Paper presented at the International Communication Association Conference. Seattle, Washington. Perreault, G., Hudson, B. & Cai, D. (2013, August 11) Lord, forgive them; they know not what they do: The Divine and the Damned in News Coverage of Executed Texas Death Row Inmates. Paper presented at the Association for Education in Journalism and Mass Communication Conference. Washington, D.C. Perreault, G., Rodgers, S. & Stemmle, J. (2013, August 8) Prescribing the News: Newsroom size and journalistic experience as key factors in the interaction between health journalists and public health organizations. Paper presented at the Association for Education in Journalism and Mass Communication Conference. Washington, D.C. Perreault, G. (2013, 18 June) Text, Image, Violent Games and God: A Concept Explication of Depiction. Paper presented at the International Communication Association Conference. London, England. Swasy, A. & Perreault, G. (2013, 20 June) A Commentary Echo Chamber: Twitter as an Information Subsidy in the Coverage of U.S. Senate Candidate Todd Akin. Paper presented at the International Communication Association Conference. London, England. Perreault, G. (2012, November 16) Mickey Mouse Magic with Interactivity and Immersion: A Case Study of Kingdom Hearts. Paper presented at the National Communication Association Conference. Orlando, FL. ____. (2011, August 11) Coverage of Islam in English Egyptian News Publications. Paper presented at the Association for Education in Journalism and Mass Communication Conference. St. Louis, MO. *Won Top Student Paper Award.

____. (2011, April 20) Kingdom Hearts: Immersion, Interactivity, Intertextuality andGoofy? (Research-in-progress) Paper presented at the Popular Culture & American Culture Association Conference. San Antonio, TX.

Invited Conference Papers and Presentations Perreault, G. & Morrison, A. (2014, January 13) Conflict Suppression in News Negotiations of the Mormon Baptism for the Dead and the Holocaust. Paper presented at the Center for Media, Religion and Culture at University of Colorado-Boulders International Conference on the Global View. Boulder, CO. Perreault, M., Jenkins, J. & Perreault, G. (2014, January 12) Religious Iconography in Sports Celebrity Imagery. Paper presented at the Center for Media, Religion and Culture at University of Colorado-Boulders International Conference on the Global View. Boulder, CO. How's This for Digital Lesson Design. (2013, August 8) Panel Presentation hosted by the John S. and James L. Knight Foundation and Reynolds Journalism Institute. Association for Education in Journalism and Mass Communication, Washington, D.C.. Perreault, G. (2012, January 13) RPG Religion: Depictions of Religion in Contemporary Console Games. Paper presented at the Center for Media, Religion and Culture at University of Colorado-Boulders International Conference on Digital Religion. Boulder, CO. Perreault, G. (2010, October 29) Can you be a Christian and a Journalist? Obvi. The 2010 National College Media Conference. Louisville, KY. Perreault, G. (2010, October 29) Up Against the Wall: Learning to Work with School Administrators. The 2010 National College Media Conference. Louisville, KY. Perreault, G. (2010, January 5) Citizen Journalism on Islam in Egypt. Paper presented at the Center for Media, Religion and Culture at University of Colorado-Boulders International Conference on Islam and the Media. Boulder, CO.

Non-authored Research Contributions Newton, E. (2013) Searchlights and Sunglasses Field Notes from Journalism in the Digital Age. Miami, FL: The Knight Foundation. [Digital Textbook].

Contributed research, teaching activities and supplementary learning materials to the learning layer of the textbook.

Academic Work Under Review

Perreault, G., Jenkins, J., Swasy, A. & Perreault, M. Mrs. Jesus? A Hegemonic Press Love Affair with Jesus the Bachelor. / Under Review at the Western Journal of Communication

Perreault, M., Perreault, G, Jenkins, J. & Morrison, A. Femme Fatales: The Sacred Feminine in Depictions of Women in 2013 Digital Game of the Year Nominees/ Revised and Resubmitted at Games & Culture Perreault, G., Duffy, M. & Morrison, A. Anne Frank, A Mormon? Narrative Framing in U.S. press coverage of the Mormon Baptism for the Dead/ Under Review at Journalism: Theory, Practice & Criticism Perreault, G. & Perreault, M. Gaming journalism ethics or the harassment of women? A fantasy theme analysis of GamerGate/ Under Review for the 2014 International Communication Association Perreault, G. & Waltermathe, M. How Games Saved My Life: The conversion narratives of a gaming blog/ Under Review for the 2014 International Communication Association Perreault, G. & Laughlin, C. Would I put God in the game? A critical discourse analysis of evangelical gaming websites/ Under Review for the 2014 International Communication Association Ferrucci, P. & Perreault, G. God & Sport: Orientalism in Sports Illustrated coverage of religion/ Under Review for the 2014 International Communication Association Duffy, M., Page, J. Frisby, C. & Perreault, G. The Power of a Protest Icon: How ange, solidarity, and subjugation converged in Hands Up, Dont Shoot in Ferguson, Missouri./ Under Review for the 2014 International Communication Association

Teaching

Teaching Philosophy: Teaching is Affective

Learning is when a student takes the practical and conceptual information necessary for a career and makes it matter of his or her heart. This foundational philosophy shapes how I conceive of the teachers role, the goals I have in a classroom and how I enact those goals.

The teacher serves as a coachpointing students toward the information they need, challenging students to be successful in the midst of their failures and cheering students in the midst of their successes. Coaching also assumes a level of personal interaction with students, as well as a stake in their success. A professor has an unprecedented amount of influence to help students achieve their dreams. And by granting a personal touch to what one does, a professor can help make that happen. The intimate nature of the coaching role also helps inform my research. Understanding new forms of popular media and new trends in news media can help me learn the ways in which religious hegemony is and is not moving through our culture. And as I have learned just as a beginning teacher, students are many times more versed in the practicalities of new media forms than senior scholars. In the media classes I have taught, the goal has always been the sameto help students get a sense of why the media looks the way it does. This requires helping students learn to think critically about news, movies, digital games and other types of media. By learning to think critically about content and getting a sense of the structure, economics, history and culture of the media, students develop the skills they need to better citizens and better media consumers. There are two primary ways in which I address those goals: through one-on-one meetings with students and experiential learning. One-on-one meetings give students a chance to talk about what they care about, look at the problems raised in the class critically, and help them see how concepts from class apply. This is also the forum in which students provide examples about emerging media forms that I can examine in class and in my research. Experiential learning helps put this application into action. Im a true believer in the Missouri Method: learning by doing. As a faculty member who oversaw experiential learning in Washington, D.C., I required my journalism interns spend several days at soup kitchens and homeless shelters in historically poor districts. This was a way for them to apply the concept that the people of the city, not just government officials, had great stories to tell. Students amazed me with the stories they would draw out of their experience and then publish at their news organization.

This style of teaching results in what most instructors want to see. Students become stakeholders of the knowledge shared with them as they take it into practice and back into the academy. Like many instructors, I keep in touch with former students who keep in touch, not just to update me on their career and life, but also to tell me how the concepts from class apply in their jobs. Teaching to the heart rather than just the mind ensures that long after classes have concluded and degrees are distributed, students have concepts and skills inside them they can take to share with others.

Teaching Responsibilities Fundamentals of Multimedia (J2150-Missouri School of Journalism) Enrollment~15 Students Duration: Fall 2014-Spring 2015 Responsibility: Apprentice Instructor in the experimental mobile multimedia section in Fall 2014 and then led a traditional section in spring 2015. Description: This course covers the challenges faced by all working journalists. Students learn the basics of still photography, video and audio production, as well as the ethics of multi-platform storytelling. Students also learn the optimum use of each medium for communicating a message and how to build that message from the bottom up, including how to find stories, storyboard them and take them from idea to published piece. In the experimental mobile section of the class (Fall 2014), students were trained to use the Apple iOS platform for multimedia. All audio reporting and editing, photography and editing and videography and editing was done on iPhones or iPads. Curricular revisions: Having had the unique opportunity to take part in the birth of a new emphasis area at Missouri (a mobile emphasis within the convergence track), in Spring 2014 I aim to bring the lessons learned from attempting mobile multimedia to the traditional class. This will result in an reconceptualized mobile assignment and some comparative lessons where students are shown how actions differ on alternative platforms.

The News Media: Media Literacy (J1000-Missouri School of Journalism) Enrollment~200 Students Duration: Fall 2013-Spring 2014 Responsibility: Lead Instructor Description: This course is designed to help students become more discriminating news media consumers and citizens and provide the basic skills for media literacy. The course helps students critically assess news content, recognize the difference between news and opinion or advertising, and provide students a framework to understand the new(s) media environment. The class includes discussions of major trends and issues in journalism and advertising, including the impact of new communication technologies on media performance. Curricular revisions: Students from the Fall 2013 argued with reason that the textbook was too advanced for what the class required. I adopted a new textbook for the spring and restructured the flow of the class material in keeping with the organization of the textbook. Students also expressed frustration about the writing exercises, which appeared to be busy work. In the spring, I reconceptualized them to be more group oriented. Through activities with classmates, I hope students are better able to see the big picture of the class.

Principles of American Journalism (J1100-Missouri School of Journalism) Enrollment~200 Students Duration: Spring 2013, Summer 2014 Responsibility: Apprentice Instructor in the class in Fall 2012 and then Lead Instructor. Description: The purpose of this course is to acquaint students with concepts and functions of journalism in American society. This class explores underlying principles of journalism, relationships among journalism and other social institutions and values, and current issues and problems facing journalists. By the end of the course, students should have developed familiarity with how journalism works, as well as some perspective on how well (or not) journalism performs its function in American society. The required class for journalism majors, this class exploration is aimed at making students more analytical practitioners of journalism, more informed media consumers, and more critical writers and thinkers about why things are they way they are in journalism. Curricular revisions: As an apprentice instructor in Fall 2012, I noted the difficulty of administering event papers. Students were to attend three academic events throughout the semester and then, within 48 hours, write a response to the event. In the spring and summer, I administered one event essay, but supplemented it with an ethics essay and a media economics essay to help them connect issues from the class with current events. In my second opportunity to instruct the course as lead instructor, I added an additional textbook about journalism from outside the journalism discipline. This was done to help introductory journalism students to get a perspective of how journalism is viewed from outside their framework and to help draw attention to that which normative in journalism discourse.

News Writing (J2100-Missouri School of Journalism) Enrollment~20 Students Duration: Fall 2011-Summer 2012 Responsibility: Lead Instructor Description: Using the lens of news writing, J2100 emphasizes the skills needed for all emphases excellent writing and information gathering. Accurate media writing requires more than the ability to craft words. It requires accuracy, curiosity and attention to detail. The class encompasses a variety of activities reading, discussing, knowing current events, learning grammar, gathering information and interviewing, and most important writing and revising. During the class, students learn to apply critical thinking skills to evaluate credibility of sources and information, gather information efficiently through reading, interviewing and researching, and write clearly for a variety of media while adhering to deadlines. Curricular revisions: The first time I taught the class, students in evaluations recommended that I make better use of examples when trying to teach writing concepts. The administrator for the Missouri news writing program echoed this in a review of my teaching. I integrated this into the Spring and Summer 2012 classes through a greater emphasis on peer review and lab classes to review each others work as a team.

Foundations of Media Involvement (Washington Journalism Center) Enrollment~15 Students Duration: Fall 2008-Spring 2011 Responsibility: Apprentice Instructor Description: News media are at a crossroads and many professionals would even say that the entire industry is in a crisis. A class aimed at the largely Protestant Christian students at the Washington Journalism Center, this class utilizes lectures, discussion, readings and service learning to raise questions about the role Christians should play in media and culture. Topics covered range from contemporary challenges in journalism to historical tensions between the Church and popular culture to the arguments for and against working as journalists. Students will work collaboratively and individually to develop their understanding of their sense of vocation in this industry. They will also be required to engage the city through community service projects. Curricular revisions: Throughout my experience in teaching this class, I administrated the service learning component. For some students, their service learning was the most vibrant, instructive part of their semester but only if it was organized. At first, we had different contractors set up the projects and then I would administer the academic side of it, but eventually I set up the projects myself. Too much of the academic experience rested on the foundation of clear organization and when the projects were haphazard or mismanaged, students were unable to glean anything from the experience. By managing both the administration and the academics, I was able to ensure that students learned about the city and about themselves through the service learning experience.

Washington News & Public Discourse (Washington Journalism Center) Enrollment~15 Students Duration: Fall 2008-Spring 2011 Responsibility: Apprentice Instructor Description: Its impossible to study how Washington works without discussing journalism. Through readings and lectures, students in this class study how the history of wire services, newspapers and the Internet is interwoven with the history of the American public square. Also, students study how the future of news and politics will be affected by what happens in news bureaus, networks and magazines based inside the Beltway. This class also addresses modern patterns of news consumption, such as how we turn to entertainment, the Internet, mobile devices and other sources for news. Students discuss how journalists can respond to these trends and study how the media marketplace is responding. With help from classic books about the national press, this seminar will help students prepare for their futures in an industry in which Washington will always play a crucial role. Students will choose a topic and additional readings while preparing a research project addressing a current issue or trend facing the national or global press. Curricular revisions: My Co-Instructor, Prof. Terry Mattingly and I observed that students had difficulty managing the research paper. For many students, this was their first experience writing a research paper. Over time, Prof. Mattingly and I added more lab

sessions for research papers into the curriculum so students could troubleshoot issues theyd run into. It was also a good way to encourage students to manage the time well.

Reporting in Washington (Washington Journalism Center) Enrollment~15 Students Duration: Fall 2008-Spring 2011 Responsibility: Co-Instructor from Fall 2008-Spring 2010 and then Lead Instructor Description: Journalists who work in Washington need all the basic reporting skills as well as mastery of new media skills. This reporting class emphasizes story development, research and interviewing skills, using one of the most intense news environments in the world as its classroom. The emphasis will be on short-form, hard-news reporting and writing -- the kind used in wire services, newspapers, the World Wide Web and broadcasting. Guest lecturers from the industry will discuss interviewing, computer research, multi-platform reporting and other selected topics. The course begins with the basics but quickly moves to advanced topics. Students submit story ideas, background research folders and rough drafts of stories. Curricular revisions: Students were required to produce a story each week, but struggled to get that story often during their first week in Washington. In some cases, that first week was a train wreck that would set the tone for a students entire semester. Prof. Mattingly and I removed the requirement of a story from the first week of the class to give students a chance to get acclimated to Washington, D.C. and their internship.

Internship in Washington (Washington Journalism Center) Enrollment~15 Students Duration: Fall 2008-Spring 2011 Responsibility: Apprentice Instructor from Fall 2008-Spring 2010 then Lead Instructor Description: In journalism, there is no substitute for professional experience and bylines above a Washington dateline help. The Washington Journalism Center internship offers experience in mainstream newsroom posts that offer hands-on work in reporting and writing. The class provides experience in a "mentored" environment, while also asking students to reflect on their experiences as part of WJC's emphasis on calling and vocation. Internships will occupy roughly 25 hours a week for 11 weeks of the semester. Grading is be based on input from the internship supervisor, as well as a portfolio of final versions of news stories, weblog posts and other materials written and published during the internship. Curricular revisions: As an apprentice instructor, I observed that students were terrified of their internship experience. To some degree thats natural, but to remind students that this was a guided experience and that they werent in Washington alone, I began inviting students to meet me for lunch or coffee near their office once or twice during the semester. For students to have a chance to debrief some of their experiences in a one-on-one environment proved to be very healthy for their experience in the internship and in the domestic study program.

Service

Service Philosophy: Service is Giving Back Academics live a life of incredible privilege. This is not to dismiss the incredible hard work that it takes to become an academic or to work as an academic. But no one achieves a Ph.D. alone. It comes from the shared investment of faculty, colleagues, and, at the very least, the scholars who preceded us and enriched our minds. Service is about giving back to the communities that helped us get there: the community of scholars and the community of practitioners. As a scholar of religion and media, I have been the beneficiary of insider knowledge about the journals interested in research from this subfield, about conferences that would be most illuminating and about graduate programs that would support my research. As the current newsletter editor for the religion and media interest group (AEJMC), I try to make such knowledge public. I do this through soliciting columns and articles from senior level scholars to share what they have learned about research and teaching in this forum. I also collect paper calls to make available. Furthermore, I have always been so thankful for the thoroughness, and kind-nature, of reviewers in this subfield. So I also serve as a reviewer for the interest group on topics related to news and emerging media. It can be easy, however, for people to end up in research bubbles and not to venture outside their niche. So I also review for the journalism studies division (ICA) to ensure that I am bring my literature outside of my niche. But beyond the scholarly community, it is also important to give back to practitioners. As a former journalist, I owe much of my research skills and scholarly interests to my experience in journalism. So I continue to freelance on the topics I research to share the experience not just with other journalists but also with a journalism audience. I serve as a regular blogger on video game and religion for the Huffington Post. The position came as a result of research I have conducted on religious imagery in video games and continuing to blog with them has proven to be an excellent place to get practical, down-to-earth responses on the lofty concepts I research. The best advice I received as a journalist was to serve your newsroom. This indicated to me that I needed to develop a willing spiritwilling to be thrown at the stories that needed to be told even when they were outside my comfort zone. I broaden that concept in considering my life as an academic: serve your community. This community includes scholars, journalists and the public. They helped me get to where I am and it is a privilege to be able to give back.

Service Responsibilities Religion and Media Interest Group, (2012current) Association for Education in Journalism and Mass Communication

Newsletter Editor (2013current) Reviewer (2013current) Assistant to the Book Review Editor (2012-current)

Journalism Studies Division, (2012current) International Communication Association

Reviewer (2013current) Game Studies Division, (2013-current) International Communication Association

Reviewer (2014-current) Georgetown University, Communication, Culture, Technology Program.

Admissions Advisory Board (2014-current)

Integration of Work and Goals

My professional experience in journalism continues to inform my fascinations with the worlds of technology and religion and how media connects the two.

As a reporter for the Town-Crier (Wellington, Fla.) and the Palm Beach Post, I had to consistently think about my reporting with photos, video and text for print, online and magazine formats. Multimedia journalism has always been a part of my experienceat the Town-Crier, a community publication, I had to perform a significant number of tasks with little time available. This approach to journalism would have been unthinkable just five years prior, but thanks to changes in internet, smart phones, social media, and the expectations of our audience, I had the opportunity to explore this new journalism paradigm and consider new ways to communicate information.

More recently I worked with the Religion Newswriters Association to create a searchable, web-friendly and mobile-friendly database of supplementary religion materials. These materials are meant to serve reporters who cover religion regularly or as an ancillary topic in their beat.

My passion for religion emerged during my time as a reporter at the Palm Beach Post. As a reporter on community sports, I remember looking through my list of upcoming stories and seeing a wide variety of faiths represented: a story regarding a community softball team from the local evangelical Christian megachurch, a profile piece on a local yoga instructor and a story on senior citizen sports offerings through the local Jewish Community Center. Yet West Palm Beach had a large, and growing, Muslim populationwhy were they not represented in my story budget? I never heard of any stories in the Muslim community. Was it because they did not play sports? Was it because they did not send out press releases? Or was it that I was simply too scared to look for stories there? Spotting this obvious hole in my coverage opened my eyes to a wide variety of misrepresentations and misunderstandings about religion that I had never noticed before.

In reconciling my experience with technology in the newsroom and religion in my coverage, I have become convinced that new technology creates both great challenges and great opportunities to religious understanding. In my research, I have addressed through examining religious discourse and depictions in various emerging media forms: in particular digital games and blogs. In my teaching, I show students how concepts like structural biasthe natural biases of news work that shape the content producedand the market orientation of the news business have created expedient labels and short cuts to religious traditions. This expediency strips a religion of its complexity and can obliterate any sense of the reality of the tradition. Making journalism students aware of such biases can prepare them to be more thoughtful when they are in the newsrooms themselves.

My professional experience serves as the foundation of what I do theoretically and practically. The people who continue to work in journalism inspire me that media can improve, religious representations can improve and discourse about religion can improve because it rides on the backs of people who genuinely care about the world around them.

Professional Presentations

Perreault, G. (2010) Can you be a Christian and a Journalist? Obviously. The 2010 National College Media Conference. Louisville, KY. 29 Oct. 2010.

____. (2010)Up Against the Wall: Learning to Work with School Administrators. The 2010 National College Media Conference. Louisville, KY. 29 Oct. 2010.

Professional Development Certificate in Teaching from the Apprenticeship in Teaching Program. Georgetown University. 2009-2010.

o Teaching Mentor: Dr. Diana Owen o Involved creating syllabi, teaching a guest lecture, shadowing a teaching

mentor and attending a series of seminars on best practices for teaching. Preparing Future Faculty Program. University of Missouri Graduate School. 2013-current.

o Required shadowing a faculty member at a different university (Dr. Jay Self, chair of communication at Truman State University)

o Creation of an academic portfolio o A two-semester seminar class on the inside workings of the university,

expectations for faculty in terms of research, teaching and service.

Appendices

Appendix A: Sample Syllabi

Game Over! Critical Studies on News and the Digital GameLarge Lecture

Game Over! Syllabus Spring 2013 1

J2500 Game Over! Critical Studies on News and the Digital Game

University of Missouri School of Journalism

Time/Location: 9:30 a.m.- 11:00 a.m. WF, Location XXX Greg Perreault, M.A.

Office: XXXX Office hours: XXX

I. Course Description Game Over! Critical Studies on News and the Digital Game (3 credit hours) This class will examine the intersection of video games and news. This class will be an in-depth analysis of the social, political and moral messages, functioning as commentary on contemporary events, incumbent in video game narrative and play. We will examine the degree to which video games function as a critical mediumchallenging and at times affirming aspects of society. We will also examine the news coverage of the video game medium, which at various stages has been lauding, hostile and fearful. We will also explore the phenomena of newsgames, games produced by academic and journalistic institutions for the purpose of delivering news or supplementary information to news casts. Youve all read the reportsnews readership and news viewership is plummeting. With that in mind, the class seeks to deconstruct the idea of journalism and reconsider how people can collect and deliver information using the media and mediums with which they are most comfortable. Recent statistics note that 78 percent of people play video games on a regular basis (the definition of video games here including everything from Angry Birds to Call of Duty, Farmville to Fable III). And that statistic is only growing as the youngest generation (as digital natives) grow up in a world in which gaming is not a niche hobby but rather a part of the air they breathe. So this class will keep an eye toward the future of news: how can video games function in news/informational capacity? What does the traditional news medias attitude toward gaming imply? And how can news organizations harness this medium to win new news media consumers? Who is this class for? If you are interested in the way the news media covers new technologies, if you are interested academically or professionally in video games, if you are interested in the future of news and informationthis class is for you. This class will demand your participation and your willingness to explore mediums and subject matter with which you are not familiar. If you dont want to talk seriously about video games or the news, youll find this class uncomfortable. Required texts for this class will require a mix of traditional textbooks, scholarly books and video games. You will be required to play games for class, but more than that, you will be required to think and take notes while you do so. This is a critical class so you will be discouraged from consuming your media passively. This class will also be reading and writing intensive. Your opinions will be valued in this class, but you will be expected to learn and practice the art of backing up your thoughts concretely.


This class is geared toward Freshman and Sophomore students and considered an entry point into the scholarly study of journalism. The successful student, upon completion of this class, will have:

A greater understanding of the interaction between video games and news through the lens of the video game medium, the news medium and the news game.

An understanding of the basics of critical/cultural analysis. Why is it worthwhile to deconstruct concepts like video game and journalism and what benefit does such an effort have both academically and practically?

Constructed and carried out a textual analysis study on a news or video game item as a part of a team.

Learned the essence of research paper writing and produced an academic research paper eligible for consideration at an undergraduate mass communication research conference.

Gained an understanding of the role of media in society and have a sense for why the media is the way that it is.

II. Required Texts Books

1) Media in Society by Richard Campbell et al. 2) The Video Game Theory Reader by Mark Wolf & Bernard Perron (Eds).

Digital Games

3) Final Fantasy IV (Available on iOS, Android, Nintendo eShop, PS Store) 4) Grand Theft Auto III (Available on iOS, Android, PS Store) 5) Angry Birds (Available on iOS, Android, PS Store, Nintendo eShop, Xbox Live) 6) Dead Space (Available on iOS, Android, PS Store, Xbox Live) 7) Chrono Trigger (Available on iOS, Android, PS Store, Nintendo eShop) 8) Assorted Readings as assigned

III. Course Schedule Week 1: How to be Media CriticalRead Campbell et al., Chap. 1 Week 2: What is Media?-- Read Campbell et al., Chap. 2; Wolf & Perron, Introduction; Angry Birds (Short Paper 1 DueWhat is a Game?) Week 3: Visual Literacy-- Read Campbell et al., Chap. 3 Week 4: Narrative Formulas and StorytellingRead Campbell et al, Chap. 4; Wolf & Perron, Chap. 10; Final Fantasy IV (Short Paper 2 DueStorytelling Final Fantasy) Week 5: Politics of GamesRead Campbell et al., Chap. 5; Bogost, Chap from Persuasive Games Week 6: Discoursing GamesRead Campbell et al., Chap. 6; Grand Theft Auto III (Short Paper 3 DueSubversive Messages in Grand Theft Auto III)


Week 7: Economics of MediaRead Campbell et al., Chap. 7 Week 8: Gaming Public DiscourseRead Campbell et al., Chap. 8; Bogost introduction; Week 9: RepresentationsRead Campbell et al., Chap. 9; Wolf & Perron, Chap. 5; Dead Space (Short Paper 4 DueReligious Representations in Dead Space) Week 10: Technology and Society Campbell et al., Chap. 10; Wolf & Perron, Chap. 6 Week 11: Globalization Campbell et al., Chap. 11 Week 12: Gender & RobotsWolf & Perron, Chap. 7 and 8; Chrono Trigger (Short Paper 5 DuePost-human Anxiety in Chrono Trigger) Week 13: Essay Exam Week 14: Final Paper Presentations Week 15: Final Paper Presentations III. GRADING Grade weights The elements of the course will contribute to the final grade in approximately these weights: Final Team Research Paper 30 percent Essay Exam 30 percent Short Papers (5) 20 percent Participation 20 percent Final PaperIn this paper, your team will critically explore a digital game. You will want to (1) explore news coverage of the game, (2) examine scholarly discussion of the game, the series and/or the genre, (3) connect course readings to critical analyze the gameplay and narrative of the game and (4) discuss the implications the selected game has on the future of news and information and how the news coverage shapes how we think about this game and games in general. Short PapersThroughout the class, you will be assigned five different games to play. The format in which you play the game is up to you, as is how far your progress in the game. Based on experience, I would say that it is difficult to critically assess a game unless youve logged at least 10 hours on it. In short 2 page response papers, you will analyze the game in light of current readings.


Essay ExamThis exam will assess your critical thinking and media literacy skills. It will be completely in essay format. Class ParticipationYou are expected to attend class regularly and to participate in class activities. Come prepared with questions and thoughts from the readings. 98-100% A+ 94-97% A 90-93% A- 88-89% B+ 84-87% B 80-83% B-

78-79% C+ 74-77% C 70-73% C- 68-69% D+ 64-67% D 63-60% D- 59% & below

IV. ACADEMIC POLICIES Academic Honesty Academic honesty is fundamental to the activities and principles of a university. All members of the academic community must be confident that each person's work has been responsibly and honorably acquired, developed and presented. Any effort to gain an advantage not given to all students is dishonest whether or not the effort is successful. Academic misconduct includes but is not limited to the following:

Use of materials from another author without citation or attribution. Use of verbatim materials from another author without citation or attribution. Extensive use of materials from past assignments without permission of your instructor. Extensive use of materials from assignments in other classes without permission of your

instructor. Fabricating information in news or feature stories, whether for publication or not. Fabricating sources in news or feature stories, whether for publication or not. Fabricating quotes in news or feature stories, whether for publication or not. Lack of full disclosure or permission from editors when controversial reportorial

techniques, such as going undercover to get news, are used. Misrepresenting yourself to a source not identifying yourself as a J2100 student. Misrepresenting your reporting techniques such as describing a scene as if you were there

when you werent there. Interviewing MU sources faculty or students, friends or family members unless your

instructor has given express permission to use any of those for a source. Violating the conflict of interest rule writing stories on subjects or interviewing people

with whom you have a connection, e.g. Writing a story about an event that your organization sponsored or using sources from those events in other stories.

When in doubt about plagiarism, paraphrasing, quoting or collaboration, consult with your instructor. For closed-book exams and exercises, academic misconduct includes conferring with other class members, copying or reading someone else's test and using notes and materials without prior permission of the instructor. For open-book exams and exercises, academic misconduct includes copying or reading someone else's work.


Classroom Misconduct Classroom misconduct includes forgery of class attendance; obstruction or disruption of teaching, including late arrival or early departure; failure to turn off cellular telephones leading to disruption of teaching; playing games or surfing the Internet on laptop computers unless instructed to do so; physical abuse or safety threats; theft; property damage; disruptive, lewd or obscene conduct; abuse of computer time; repeated failure to attend class when attendance is required; and repeated failure to participate or respond in class when class participation is required. IMPORTANT: Entering a classroom late or leaving a classroom before the end of the period can be extremely disruptive behavior. Students are asked to arrive for class on time and to avoid early departures. This is particularly true of large lectures, where late arrivals and early departures can be most disruptive. Instructors have the right to deny students access to the classroom if they arrive late and have the right to dismiss a student from the class for early departures that result in disruptions. Under MU policy, your instructor has the right to ask for your removal from the course for misconduct, disruptive behavior or excessive absences. The instructor then has the right to issue a grade of withdraw, withdraw failing or F. The instructor alone is responsible for assigning the grade in such circumstances. Dishonesty and Misconduct Reporting Procedures MU faculty are required to report all instances of academic or classroom misconduct to the appropriate campus officials. Allegations of classroom misconduct will be forwarded immediately to MU's Vice Chancellor for Student Services. Allegations of academic misconduct will be forwarded immediately to MU's Office of the Provost. In cases of academic misconduct, the student will receive at least a zero for the assignment in question. Professional Standards and Ethics The School of Journalism is committed to the highest standards of academic and professional ethics and expects its students to adhere to those standards. Students should be familiar with the Code of Ethics of the Society of Professional Journalists and adhere to its restrictions. Students are expected to observe strict honesty in academic programs and as representatives of school-related media. Should any student be guilty of plagiarism, falsification, misrepresentation or other forms of dishonesty in any assigned work, that student may be subject to a failing grade from the instructor and such disciplinary action as may be necessary under University regulations. Audio and Video Recordings of Classes Students may make audio or video recordings of course activity for personal use and review unless specifically prohibited by the faculty member in charge of the class. However, to foster a safe learning environment in which various viewpoints are respected, the redistribution of audio or video recordings or transcripts thereof is prohibited without the written permission of the faculty member in charge of the class and the permission of all students who are recorded. (Collected Rules and Regulations, University of Missouri, Sect. 200.015, Academic Inquiry, Course Discussion and Privacy) University of Missouri-Columbia Notice of Nondiscrimination The University of Missouri System is an Equal Opportunity/ Affirmative Action institution and is nondiscriminatory relative to race, religion, color, national origin, sex, sexual orientation, age, disability or status as a Vietnam-era veteran. Any person having inquiries concerning the


University of Missouri-Columbia's compliance with implementing Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Americans With Disabilities Act of 1990, or other civil rights laws should contact the Assistant Vice Chancellor, Human Resource Services, University of Missouri-Columbia, 1095 Virginia Ave., Room 101, Columbia, Mo. 65211, (573) 882-4256, or the Assistant Secretary for Civil Rights, U.S. Department of Education. Accommodations If you have special needs as addressed by the Americans with Disabilities Act and need assistance, please notify me immediately. The school will make reasonable efforts to accommodate your special needs. Students are excused for recognized religious holidays. Please let me know in advance if you have a conflict. ADA Compliance Students with Disabilities: If you anticipate barriers related to the format or requirements of this course, if you have emergency medical information to share with me, or if you need to make arrangements in case the building must be evacuated, please let me know as soon as possible. If disability related accommodations are necessary (for example, a note taker, extended time on exams, captioning), please register with the Office of Disability Services (http://disabilityservices.missouri.edu), S5 Memorial Union, 882-4696, and then notify me of your eligibility for reasonable accommodations. For other MU resources for students with disabilities, click on "Disability Resources" on the MU homepage. Religious Holidays Students are excused for recognized religious holidays. Let your instructor know in advance if you have a conflict. Intellectual Pluralism The University community welcomes intellectual diversity and respects student rights. Students who have questions concerning the quality of instruction in this class may address concerns to either the Departmental Chair or Divisional leader or Director of the Office of Students Rights and Responsibilities (http://osrr.missouri.edu/). All students will have the opportunity to submit an anonymous evaluation of the instructor(s) at the end of the course.

Religion in the NewsUpper-Level Seminar

Religion and the News Syllabus Spring 2012 1

J3700 Religion in the News

University of Missouri School of Journalism

Time/Location: 9:30 a.m.- 11:00 a.m. WF, Location XXX

Greg Perreault, M.A. Office: XXXX

Office hours: XXX

I. Course Description Religion in the News (3 credits) The First Amendment covers both Freedom of Religion and Freedom of the Press. Yet the two sides of the First Amendment dont always see each other, and they dont always see eye-to eye. It also keeps from favoring or disfavoring religions. While this may not happen legally (anymore), there is a lively debate about religious hierarchy as it appears in the media. This class will examine the relationship between Religion and News. This course will focus on depictions of religion in the mainstream press, as well as explore attitudes toward the press found in American religious traditions. This course should help you develop an awareness of the ways in which the general news media frame issues related to religion. The course will help you discern trends both obvious and subtle in the news coverage of religions and religion-related issues. You will find that some religions receive more coverage and that coverage often takes place within the context of issues involving political, cultural and societal questions. In this course, you should gain:

- the historical background of the relationship between religion and press in Americafrom the Puritan dominated 17th Century to present day. - an understanding of the major religious traditions in Americawhere are they situated in the hierarchy of American religion coverage. - an understanding of how American religions are represented and misrepresentedwhat journalistic processes bring about misrepresentations and what could be done to improve? - an understanding of the unheard voices in the American pressin journalism we value proportionality in our coverage, but we also value colorful characters in our stories. It would be a mistake to not see those as in conflict. Where are moderating voices in the American press?


- an understanding of the cultural/theological approaches to the press in America. So faiths boycott the news. Others write letters to the editor. So bully the press in the pulpit. How do different faiths respond to the institution of journalism?

II. Required Textbooks

1) Unsecular Media by Mark Silk. 2) Religion in the News by Stewart Hoover. 3) From Yahweh to Yahoo! The Religious roots of the Secular Press by Doug

Underwood. III. Course Schedule *Each week of the semester, lecture and discussion will be held on Wednesdays and media monitoring presentations will be held on Fridays. Week 1: Religion in the Press: Why we should careRead Stout, Chap 1.; Hoover, Chap. 1 Week 2: Prophetic JournalismRead Underwood, Chap. 1; Buddenbaum & Mason, Chap. 1 Week 3: Did the Press Create Protestantism? Read Underwood, Chap. 2 and 3 Week 4: The Greeley Ethic, Journalism and the Christian history of the American PressRead Underwood, Chap. 4 and 5; Olasky reading from Prodigal Press Week 5: Journalism is a religionUnderwood, Chap. 8 and 9; Rosen reading; Week 6: Cult of Science in the PressUnderwood, Chap. 11 and 12; Silk, Chap. 3 Week 7: Press, Politics and ReligionUnderwood, Chap. 13 and 15; Silk, Chap. 4-6 Week 8: Jesus without JournalistsUnderwood, Chap. 16-18 Week 9: Blind SpotsUnderwood, Chap. 19; Mattingly reading from Blind Spot Week 10: Problems in Religion CoverageHoover, Chap. 4-6; Silk, Chap. 1


Week 11: World ReligionsStout, Chap. 4; Assigned reading on an American faith tradition Week 12: Cultural ReligionStout, Chap. 5; Buddenbaum & Mason, Chap. 16 Week 13: Religious ReadersHoover, Chap. 7 and 8. Week 14: Where we are-- Buddenbaum & Mason, Chap. 27 Week 15: Final Paper Presentations


III. GRADING Grade weights The elements of the course will contribute to the final grade in approximately these weights: Final Paper 50 percent News Media Monitoring 20 percent Article Critiques 20 percent Class Participation 10 percent 98-100% A+ 94-97% A 90-93% A- 88-89% B+ 84-87% B 80-83% B-

78-79% C+ 74-77% C 70-73% C- 68-69% D+ 64-67% D 63-60% D- 59% & below F

Final PaperIn this paper, you will critically explore the coverage of a religious issue in the press and present a research, expositional essay on the topic within 10-15 pages. This paper is not expect to contain original research, but it is expected to be critical. The final paper will include a literature review, historical context of the issue and a presentation of recent coverage. News Media MonitoringAt the beginning of the semester, you will choose a religious issue to monitor and each week you will provide updates on coverage of the issue in class presentations and short, 2-page response papers. Over the course of the semester, you will be expected to gradually apply your readings to the coverage you are seeing. Article CritiqueAt three different times during the semester, you will critique and respond to the coverage of a news story involving religion. Class ParticipationYou are expected to attend class regularly and to participate in class activities. Come prepared with questions and thoughts from the readings. IV. ACADEMIC POLICIES Academic Honesty Academic honesty is fundamental to the activities and principles of a university. All members of the academic community must be confident that each person's work has been responsibly and honorably acquired, developed and presented. Any effort to gain an advantage not given to all students is dishonest whether or not the effort is successful. Academic misconduct includes but is not limited to the following:

Use of materials from another author without citation or attribution. Use of verbatim materials from another author without citation or attribution. Extensive use of materials from past assignments without permission of your instructor. Extensive use of materials from assignments in other classes without permission of your

instructor. Fabricating information in news or feature stories, whether for publication or not.


Fabricating sources in news or feature stories, whether for publication or not. Fabricating quotes in news or feature stories, whether for publication or not. Lack of full disclosure or permission from editors when controversial reportorial

techniques, such as going undercover to get news, are used. Misrepresenting yourself to a source not identifying yourself as a J2100 student. Misrepresenting your reporting techniques such as describing a scene as if you were there

when you werent there. Interviewing MU sources faculty or students, friends or family members unless your

instructor has given express permission to use any of those for a source. Violating the conflict of interest rule writing stories on subjects or interviewing people

with whom you have a connection, e.g. Writing a story about an event that your organization sponsored or using sources from those events in other stories.

When in doubt about plagiarism, paraphrasing, quoting or collaboration, consult with your instructor. For closed-book exams and exercises, academic misconduct includes conferring with other class members, copying or reading someone else's test and using notes and materials without prior permission of the instructor. For open-book exams and exercises, academic misconduct includes copying or reading someone else's work. Classroom Misconduct Classroom misconduct includes forgery of class attendance; obstruction or disruption of teaching, including late arrival or early departure; failure to turn off cellular telephones leading to disruption of teaching; playing games or surfing the Internet on laptop computers unless instructed to do so; physical abuse or safety threats; theft; property damage; disruptive, lewd or obscene conduct; abuse of computer time; repeated failure to attend class when attendance is required; and repeated failure to participate or respond in class when class participation is required. IMPORTANT: Entering a classroom late or leaving a classroom before the end of the period can be extremely disruptive behavior. Students are asked to arrive for class on time and to avoid early departures. This is particularly true of large lectures, where late arrivals and early departures can be most disruptive. Instructors have the right to deny students access to the classroom if they arrive late and have the right to dismiss a student from the class for early departures that result in disruptions. Under MU policy, your instructor has the right to ask for your removal from the course for misconduct, disruptive behavior or excessive absences. The instructor then has the right to issue a grade of withdraw, withdraw failing or F. The instructor alone is responsible for assigning the grade in such circumstances. Dishonesty and Misconduct Reporting Procedures MU faculty are required to report all instances of academic or classroom misconduct to the appropriate campus officials. Allegations of classroom misconduct will be forwarded immediately to MU's Vice Chancellor for Student Services. Allegations of academic misconduct will be forwarded immediately to MU's Office of the Provost. In cases of academic misconduct, the student will receive at least a zero for the assignment in question. Professional Standards and Ethics


The School of Journalism is committed to the highest standards of academic and professional ethics and expects its students to adhere to those standards. Students should be familiar with the Code of Ethics of the Society of Professional Journalists and adhere to its restrictions. Students are expected to observe strict honesty in academic programs and as representatives of school-related media. Should any student be guilty of plagiarism, falsification, misrepresentation or other forms of dishonesty in any assigned work, that student may be subject to a failing grade from the instructor and such disciplinary action as may be necessary under University regulations. Audio and Video Recordings of Classes Students may make audio or video recordings of course activity for personal use and review unless specifically prohibited by the faculty member in charge of the class. However, to foster a safe learning environment in which various viewpoints are respected, the redistribution of audio or video recordings or transcripts thereof is prohibited without the written permission of the faculty member in charge of the class and the permission of all students who are recorded. (Collected Rules and Regulations, University of Missouri, Sect. 200.015, Academic Inquiry, Course Discussion and Privacy) University of Missouri-Columbia Notice of Nondiscrimination The University of Missouri System is an Equal Opportunity/ Affirmative Action institution and is nondiscriminatory relative to race, religion, color, national origin, sex, sexual orientation, age, disability or status as a Vietnam-era veteran. Any person having inquiries concerning the University of Missouri-Columbia's compliance with implementing Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Americans With Disabilities Act of 1990, or other civil rights laws should contact the Assistant Vice Chancellor, Human Resource Services, University of Missouri-Columbia, 1095 Virginia Ave., Room 101, Columbia, Mo. 65211, (573) 882-4256, or the Assistant Secretary for Civil Rights, U.S. Department of Education. Accommodations If you have special needs as addressed by the Americans with Disabilities Act and need assistance, please notify me immediately. The school will make reasonable efforts to accommodate your special needs. Students are excused for recognized religious holidays. Please let me know in advance if you have a conflict. ADA Compliance Students with Disabilities: If you anticipate barriers related to the format or requirements of this course, if you have emergency medical information to share with me, or if you need to make arrangements in case the building must be evacuated, please let me know as soon as possible. If disability related accommodations are necessary (for example, a note taker, extended time on exams, captioning), please register with the Office of Disability Services (http://disabilityservices.missouri.edu), S5 Memorial Union, 882-4696, and then notify me of your eligibility for reasonable accommodations. For other MU resources for students with disabilities, click on "Disability Resources" on the MU homepage. Religious Holidays Students are excused for recognized religious holidays. Let your instructor know in advance if you have a conflict. Intellectual Pluralism


The University community welcomes intellectual diversity and respects student rights. Students who have questions concerning the quality of instruction in this class may address concerns to either the Departmental Chair or Divisional leader or Director of the Office of Students Rights and Responsibilities (http://osrr.missouri.edu/). All students will have the opportunity to submit an anonymous evaluation of the instructor(s) at the end of the course.

!

Appendix B: Student Evaluations

J2100-New Writing

-

Instructor: Perreamlt,Gregory PearsonCourse Subject: JoURNCatalog Number: 21ooDescription: uewsDepartment or Unit: ,touRNAJ,rsM sr

Student Evaluation of Instruction and CourseUniversify of Missouri-Columbia Form A - 3

Semester: Fal]. 2011Section: 01pCourse Id: oozgZrClass Numberi 22348Number of Respondents: 18

Section I Consumer Information SA4 A3 D2 SDr # Resp. MeanCourse content and expectatiolls were presented clearlyThe instructor was interested in student leamingAII things considered, the instructor taught effectively

1

IJ

60. o80.080.0

40. o20.o20.o

o.00.00.0

o.o0.o0.o

151515

3.63.83.8

Section II Diagnostic Feedback Higb 5 4 3 1 Low I # Resp. Mean1. Instructor's organization ofthe course2. Instructor's voice3. Instructor's explanations4. Ability to present alternative explanations5. Use of examples and illustrations6. Quality of questions or problems raised7- Student confidence in instructor's knowledge8. Instructor's enthusiasm9. Encouragement given students to exptess themselves

10. Answ'em to student questionsI1. Availability of extrahelp when neededI 2. Instructor's language proficiencyI3. Instructor's use oftechnology

51 .183 .355.666.755.651 .177 .888 -276.570 .6a2 -494 -L64.7

27.85.6

33.327 .827.827 .A16.711 .817.67.7 .611 .85.9

23.5

11 .15.65.60.o

11.111.15.60.o0.o5.90.o0.0

11 .8

0.00.00.o5.60.0o.00,0o.0o.05.95-90.o0.0

0.05.65.60.o5.60-o0.00.05.90.00.o0.00.0

18181818181818L7t7t717L7t7

4.54.6rl .34.64.34.54.74-94.64.54.74.94.5

Section rII General Evaluation E QG S F' P # Rcsp, Meanl. The course as a whole2. The content ofthe course

64 _758.8

29.429.4

0.os.9

5.95.9

0.00.o

L7L7

4.54.4

Section [V Information for Other Students E QG S F' P # Resp. Mean1. Use of class time2. Amount you learned in the course3. Relevance aud usefulness of course content4- Evaluafive and grading techniques (tests,papets,projects)5. Reasonableness of assigned work6. Clarity of student responsibilities and requirements

52.970 -676.53s.335 .347.L

35.3t7.6t7 -64L.247.629.4

11 .811 .85-95.9

17.6L7.6

0.0o.00.o

11 .829 .4

0.0

0.0o.o0.05_90.o5_9

L71-7L7L7t7t7

4.44.54-73.93.64.L

Section V General Information About Your Students (percent of respondents) o/o CompletedAssigned WorkWanted Course Course Is Class Expected Grade o/o Attendance

Yes 72.2No 7-6.7Neutral s.6Omit s. G

In major 94 -4In minor o -oElective o - oGeneral o - oother o .0Omit s.6

Freshrnan o.oSoplromore'12.2Junior 22.2Senior o. oGraduate o. oOther 0.0Omit s-6

A 11 .1B so.oC 2't.aD o.oF o.oS o-oU o.oOmit 11 .1

0-25 o-o26-54 o.o51-75 o. o76-90 o. o91-100 e4-4NA o-oOmit 5-6

0-25 o. o26-50 o. o5l-75 o.o'16-90 L6.79l-100 77.9NA o.oOmit s.6l2-18-t I -SEIC-I 59-362

Student Evaluation of Instruction and CourseUniversitj' of Missouri-Columbia

Instructor: Perreault.Gregory PearsonCourse Subject: JorrRNCatalog Number: 21ooDescription: NEwsDeparfment or Unit: JoirRNAlrsM sr

FormA-3Sernester: Spring 2012Section: 0lsCourse Id: 007821Class Numberi 226]-3Number of Respondents: 15

Percent Responding',W

spcfinn T Consumer Informatiou SA4 A: DZ SDT # Resp. Mean1. Courr" conteut and expectations were presented clearly2. The instructor was interested in student learning3. All thines considered, the instructor taught effectively

50.085.764 .3

50.0t4.335.7

0.00.0o.0

0.00.00.0

_L 11

L4t4

3.53.93.6

Spnfinn TT T)iaqnostic Feedback High 5 t 3 ) Lorv 1 # Resp. Mean1. Instructor's organization ofthe course2. Instructor's voice3. Instructor's exPlanations4. Ability to present altemative expianajions5. Use of exanples and iilustrations6. Quality of questions or problems raised-7. Student confidence iu instructor's knor'vledge8. lnstructor's enthusiasm9. Encouragement given students to expless themselves

10. Answels to student questiotlsi 1. Availability of extra help when neededI 2. Instructor's language profi ciency13- Iirstructor's use of teclnology

20.o93 .346.755-540.040.073 -365.766.7s3.380 .0o? ?ta 2

80.06-7

40 .053 .333 .340 .026.726.733 .346.71s .36.7

46.7

0.00.0

13 .313.326.720 .00.00.00.00.0b.,

0.020.o

0.00.00.00.00.00.00.0e10.00.00.00.00.0

0.00.00.00.00.00-00.00.00.00.00.00.00.0

15151515l.5151515151515LJ

15

4.24.94.34.24.t4.24-7aq4.74.54.74-9A1

Sanfinn TTT General Evaluation E QG S F P # Resp. Mean

1. The course as a whole2.The content of the course

13 .320.0

46,733.3

26.7 6.76-7

6.76-7

1515 3.5

eo^linn TV Tnfnr.mcfinn for C)ther Students E QG S F P # Resp. Mean

1. Use of class time2. Amount you learned in the course3. Relevance and usefulness ofcourse content4. Evaluative and grading techniques (tests,papers'proj ects)5. Reasonableness of assigned u'orIi6. Claritv of student responsibilities and requiretneuts

20 -o33 .346 -720.013-320 _o

66.760 .046.726.720 -040 .0

13 .30.00.0

33.333-340 .0

0.0e.f0.0

IJ .5)R 'l0.0

0.00.06.'t6.76.70.0

15J-515151515

4.LA94.33.43.13.8

% CornpletedAssigred Work

Section V General Information About Your Students (percent of respondents)Wanted Course 0-25 o. o26-50 o. o51-75 o.o'16-90 20 . o

9l-100 80. oNA o.oOrnit o. o

0-25 o. o26-50 o. o51-75 o . o76-90 6.791-i00 e3 .3NA o.oOmit o. o

ABCDFSU

Omit

6.753 .340 .00.00.00.00.00.0

Freshman 40 . oSopiromore 50 . oJunior o. oSenior o. oGraduate o. oOther o ' oOmit o. o

In major 10o. oln minol o. oElective o . oGeneral o. oOther o. oOrnit o. o

Yes 66.7No 2o.oNeutral 13.3Omit o. o

06{rs- I:-sElc- I 9-40

Student Evaluation of Instruction and CourseUniversify of Missouri-Columbia Form A - 3

fnstructor: PerreaultrGregory PearsonCourse Subject: ,JouRNCatalog Number: 2100Description: NEwsDepartment or Unit: lToIlRNArrsM sr

Semester: Surnmer 2012Section: 03Courseld:007821Class Numberi t7o73Number of Respondents: 14

Section I Consumer Information SA4 A3 D2 SDI # Resp. Mean1. Course content and expectations were presented clearly2. The instructor was interested in student learning3. All things considered, the instructor taught effectively

92.3100.0100.0

7.70.00.0

0.00.00.0

0.00.00.0

13131"2

3.94.04.0

Section II Diagnostic Feedback High 5 4 3 ) Low 1 # Resp. Mean1. Instructor's organization ofthe course2. Instructor's voice3. lnshuctor's explanations4. Ability to present alternative explanations5. Use of examples and illustrations6. Quality of questions or problems raised7. Student confidence in instructor's knowledge8. Instructor's enthusiasm9. Encouragement given students to express themselves

10. Answers to student questions11. Availability of extra help when needed1 2. lnstructor's language profi ciency13. Instructor's use of technology

92.9100.0

92.978. 692.98s.7

100. 0100.0100.0

92.9100.0100.085.7

7.10.07,L

2L.47.t

14.30.00.00.07.t0.00.0

14.3

0.00.00.00.00.00.00.00.00.00.00.00.00.0

0.00.00.00.00.00.00.00.00.00.00.00.00.0

0.00.00.00.00.00.00.00.0o.o0.00.00.00.0

L414L41,4t4t4t4L4L4L4L4t4L4

4.95.04.g4.84.94.95.05.05.04.95.05.04.9

Section III General Evaluation E QG S F P # Resp. Mean1. The course as a whole2. The content ofthe course

61 .561.5

30.830.8

7.7 0.00.0

0.00.0

1313

4.54.5

Section [V Information for Other Students E QG S F P # Resp. Mean1. Use of class time2. Amount you leamed in the course3. Relevance and usefulness ofcourse content4. Evaluative and grading techniques (tests,papers,projects)5. Reasonableness of assigned work6. Clarity of student responsibilities and requirements

69.276.984.6s3.838.553.8

30. I23.L15.430.830.838. s

0.00.00.0

15.430.87-7

0.00.00.00.00.00.0

0.00.00.00.00.00.0

131313131313

4.74.84.84.44.!4.5

Section V General Information About Your Students (percent of respondents) o/o CompletedAssigned WorkWanted Course Course Is Class Expected Grade o/o Attendance

Yes 64.3No 14 .3Neutral 14 .3Omit 7.1

ln major 92.9ln minor o. oElective o. oGeneral o. oOther o. oOmit 7.L

Freshman o. oSophomore 3s. zJunior s7.LSenior o. oGraduate o. oOther o. oOmit 7.L

A 7.LB 78.6C 7.LD o.oF o.oS o.oU o.oOmit 7.t

0-25 o. o26-50 o. o5I-75 o. o76-90 o. o91-100 e2.sNA o.oOmit 7.t

0-25 o. o26-50 o.o5I-75 o. o76-90 o. o91-100 e2.eNA o.oOmit 7.L

09-20-12-sEtc-5-8

J1100-Principles of American Journalism

Student Bvaluation of Instruction and CourseUniversity of Missouri-Columbia Form B - 3

Instructor: PerreaultrGregory PearsonCourse Subject: JoURNCatalog Number: 1100Description: PRrNcs oF AM .touRNDepartment or Unit: JouRNArrsM sr

Semester: Spring 201-3Section: 03Course Id: 007859Class Number2 24493Numtrer of Respondents: 164

Percent Responding

Section I Consumer Information SAA A3 Dz SDl # Resp. MeanCourse content and expectations v,'ere presented cleatlyThe instructor was interested in student learningA11 thiiigs considered, ilie iirstrucior taught effectively

1

2q2 074.2oc . +

nn a23. 8

?oo.7

1.3-L.5

L52151

3.5

Section II Diagnostic Feedback High 5 4 3 2 Lorv I # Resp. Mean1. Instructor's organization ofthe course2. Sequential presentation of concepts3. Instructor's explanations4. Abiiity to present altemative explanations5. Use of exampies and illustrations6. Instructor's enhancement of student interest7. Student confidence in instructor's knowledo"8. Instructor's enthusiasrn9. Ciarity of course objectives

10. Interest level ofclass sessions11. Availabilif of extra iielp when neededI 2. Instructor's ianguage profi ciency13. Instructor's use oftechnology

59. 954.754.0

74-1-69. I77 -280.2qo o58.6aqR90.175.8

34 -O33. 535. 436. 618 .522.219. 115.027 .230.927 .8

o?18.6

5.68.1_8.15.64.94.3

z-57.48.0

L8 -40.0ttr

0.01.9102.5L.2

0.50.03.11".23.80.02.5

0.61.90.61.9L.2L.2L.94.22.51t4.40.60.5

1"62151l_ 6-L

161L6Z1_621

University of Missouri

Group Report for: Perreault,Gregory Pearson; Course: PRINCS OF AM JOURNCourse: JOURN 1100 Section: 01 Semester: SS2014 Class Number: 56602

Evaluation of Instruction and Course

# Respondents: 26

Jhoices: Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree Percent of Responses

:$B.ip.: MeinIhe syllabus clearly explained the course objectives, requirements, and grading system. 69% SlYo 0% 0% 0o/o 26 4.69Course content was relevant and useful (e.g., readings, online media, classwork, assignments). 77% 23% 0% 0% 0o/o 26 4.77

Resources (e.g., articles, literature, textbooks, class notes, online resources) were easy to access. 65% 35% 0% 0% o% 26 4.65This course challenged me. 46% 42Yo 12% 0o/o 0o/o 26 4.35re I (!) A (+I I ru trt p (z) *So (i iB:This instructor was consistently well-prepared. 88% lzYo 0% o% 0o/o 26 4.88

This instructor was audible and clear. 92V. 8% 0% 0% 0% 26 4.92

This instructor was knowledgeable and enthusiastic about the topic. 92% 8% 0o/o 0% o% 26 4.92

Ihis instructor effectively used exampleVillustrations to promote leaming. 85% 15% 0% 0% oo/n 26 4.85This instructor fostered questions and./or class participation. 85Yo l5o/o IYo 0% O% 26 4.85This instructor clearly explained important informatioMdeaVconcepts. 77Yo t9% 4% 0V" 0% 26 4.73

This instructor effectively used teaching methods appropriate to this class (e.g., critiques, discussion,

demonstrations, group work).

77% 23% o% 0% 0% 26 4.77

FLsr:??+ !.--EBlf'fui==.s.FjJThis instructor responded appropriately to questions and comments. I 77% 23% 0% 0% 0o/o 26 4-7'l

This instructor stimulated student thinking and leaming. 77% t9% 4% 0o/o 0o/o 26 4.73

This instructor promoted an atrnosphere ofmutual respect regarding diversity in student demographics and

vieupoints, such as race, gender, or politics.8s% IzYo 4o/o OV. 0o/o 26 4.81

This instructor was approachable and available for extra help. 85% t2% 4% 0% o% 26 4.81This instructor used class time effectively. 73% 23o/o 4% 0% 0% 26 4.69

This instructor helped students to be independent leamers, responsible for their own leaming. 69Yo 3lo/" 0o/o 0% 0% 26 4.69Meifn

I was well-informed about my performance duing this course. 65% 27o/o 8% DYo 0o/o 26 4.58Assignments/projectVexams were graded fairly based on clearly communicated criteria. 77% t9% 4% 0% 0o/o 26 4.73

This instructor provided feedback that helped me improve my skills in this subject arel. 19% 0% 8% 0o/o73% 26 4.58

Assessment Resource Center10/20/207412.'28:54 PM

Perreault,Gregory Pearson-PRINCS OF AM JOURNPage 3 of4 (13 Total)

J1000-The News Media: Media Literacy

Evaluation of Instruction end CourseUnivercity of Missouri

Group Report for: Perreault,Gregory Pearson;Course: JOURN 1000 Section:01 Semester: FS2013 Class

Course: NEWS MEDIA IN DEMOCRTC SOCIETVNumber: 237L4

Standard Form Report

Choices: Strongly Agree, Agee, Neutral, Disagree, Strongly Disagree Percent of ResponsesCourse Content and Structure sA(s) A(4) N(3) D(2) sD(1) # Rsp Mean

The syllabus clearly explained the course objectives, requirements, and grading system. 49% 42o/o 8% t% lYo 166 4.37Course content was relevant and useful (e.g., readings, online media, classwork, assignments). 38% 4t% t5% 7Vo 0% 165 4.t0Resources (e.g., articles, Iiterature, textbooks, class notes, online resources) were easy to access. 38% 49o/o l0o/o no/ l% 164 4.22

fhis course challenged me 49o/n M% 6% t% 0% 165 4.41

Teaching Delivery sA(s) A(4) N(3) D(2) sD(1) # Rsp MeanThis instructor was consistently well-prepared. 630/o 33Vo 4% t% 0% r66 4.58

This instructor was audible and clear- 74o/o 23% 2o/o l% 0o/o t67 4.71This instructor was knowledgeable and enthusiastic about the topic. 75% 23% 2o/o Oo/o 0o/o 167 4.73This instructor effectively used examples/illustmtions to promote leaming. 630/o 32% 4% lo/o lYo t67 4.57

This instructor fostered questions and./or class participation. 620/o 32% 5o/o lo/o jYo 165 4.55

This instructor clearly explained important information/ideas/concepts. 52% 33o/o r0% 4% 0% 165 4.33

This instructor effectively used teaching methods appropriate to this class (e.g., critiques, discussion,

demonstrations, group work).

48o/o 37Vr l2o/o 2o/o l% l6s 4.29

Learning Environment sA(s) A(4) N(3) D(2) sD(1) f Rsp MeanThis instructor responded appropriately to questions and coments, 57% 40o/o 2Vo t% 0o/o t66 4.s3

This instructor stimulated student tlinking and learning s6% 360/o 7o/o 1o/o 7o/o 167 4.4s

This instructor promoted an atrnosphere of muttral respect regarding diversity in student demogmphics and

viewpoints, such as race, gender, or politics.64o/o 32o/o 2o/o 2% 0% 165 4.58

This instructor was approachable and available for extra help. 54% 33o/o l20a 7o/o t% r66 4.39This instructor used class time effectively. 52% 40o/o 5% t% 2% 166 4.41

This instructor helped students to be independent leameB, responsible for their own leaming. 53oh 34% 12% 0o/o lo/o t66 4.39Assessment sA (s) A (4) N (3) D (2) sD (1) f Rsp Mean

I was well-infomed about my perfomance during this course. 33% 46% t5% s% r% 164 4.06Assignments/projects/exams were gmded fairly based on clearly communicated criteria. 39Vo 44o/o t3% 4% 0% t66 4.t7

This instructor provided feedback that helped me improve my skills in this subject arqa. 3s% 400/0 l'7Vo 7o/o t% 164 3.99

# Respondants: 168

Perreault,Gregory Pearson-N EWS M EDIA IN DEI\4OCRTC SOCIETYffi! ;;;ffi::::;;;;'"""' Page 2 of 55 (55 Total)

Evaluetion of Instruction end CourseUniversity of Missouri

Group Report for: Perreault,Gregory Pearson; Course: NEWS MEDIA IN DEMOCRTC SOCIETYCourse: JOURN 1000 Section: 01 Semester: SP2014 Class Number:6262O

# Respondents: 55Itandard Form ReportJhoices: Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree Percent of Responses

Course Content and Structure sA (s) A (4) N [3) D (2) sD [1) # Rsp MeanThe syllabus clearly explained the course objectives, requirements, and grading system. 54% 4t% 4% 0% 2% 54 4.44Course content was relevant and uselul (e.g., readings, online media, classwork, assignments). 5t% 380/o 9% 2% 0% 53 4.38Resources (e.g., articles, literature, textbooks, class notes, online resources) w

academic portfolio perreault

Documents

news media

religion media

teaching responsibilities

teaching philosophy

teaching assistants

teaching works

research experience

research statement