Brandi D. Addison Teaching Philosophy and Evidence of Teaching Ability
As both a professional journalist and recent graduate, my teaching methodology combines my career in this rigorous industry and my own experience as a former student in the program. By drawing on these experiences, I strive to shape a comprehensive curriculum that reflects the evolving nature of the field and addresses the specific challenges and opportunities that aspiring journalists are likely to encounter. More pertinently, my curriculum is built upon the ethics of our field.
During the beginning of nearly each class period, I begin my lectures by reminding my students their mission as student journalists that I had set out for them in the syllabus. It states that their role in the industry is to 1.) Inform their audiences; 2.) Keep their audiences safe; and 3.) Hold others accountable. If they’re setting out to achieve these efforts – rather than for the notoriety or other potential benefits – than their works should already support their ethical commitments under balance, fairness, and objectivity. But this is merely the surface that every other journalism program touches on, and I recognize that, in order to propel our students further – and to compete with the other excellent journalism programs in our state, where the majority students in our program is from – we must go deeper. With today's rapidly evolving media landscape, especially as the digital audience becomes more diverse, it is crucial for student journalists to learn the skills necessary to adapt and address the gaps in knowledge and skills necessary for responsible and inclusive reporting. My teaching philosophy aims to emphasize the need to fill the holes that traditional journalism education often overlooks.
In my time as an adjunct instructor over two semesters, I’ve focused largely on two concentrations: the volatility of the industry and impact journalism.
The volatility of the journalism industry: With mass layoffs, increased unions and longstanding strikes, and the rise of AI technology, it is essential that students have realistic expectations of their future. By providing insight into both the industry's advantages and challenges, journalism education can prepare students for the potential obstacles they may encounter in their careers. This understanding fosters adaptability and resilience, enabling students to navigate the industry's unpredictable nature more effectively. Additionally, conversations about industry volatility may motivate students to proactively enhance their skills and develop a versatile portfolio, giving them a competitive edge over other aspiring journalists in the early stages of their careers.
Unions, strikes, and layoffs: Instability is rapidly increasing in modern journalism as it relates to employment and audience support. Journalism education should address the dynamics of unions, strikes, and layoffs so students can understand the impact of these events on media organizations, workers, and the public’s right to information. By teaching students of this power dynamic, they will have a better understanding of how to advocate for themselves, or they may decide to move industries. Either way, they will be prepared because of our curriculum. While not the most exciting lecture of the year, half of my students said it was their favorite. One noted in their feedback: “It was really insightful to see this side of the industry and be more informed about my career.”
Modern technology: As future journalists, students should be equipped with technological literacy and understand how to use digital tools to bolster their work. But it’s even more important as artificial intelligence shapes the way news is produced, consumed, and distributed – sometimes even taking the role of a journalist – for students to learn how to outperform technology, which is often more appealing to corporations because of their efficiency that saves both time and money. However, it is also essential that it’s only presented as a tool and not a replacement for their work.
In my classes, I’ve taught students how to utilize digital tools and technology in a way that would enhance their work. For instance, they could use ChatGPT to streamline the research process of finding sources or story ideas, which would allow more time to focus on reporting and storytelling. Another example is Otter, which transcribes their interviews for them, saving them hours of work. To compete with both technology and early career journalists from other programs, it’s essential our students are equipped with every tool accessible to them.
Impact journalism: Many of our biggest competitors are already teaching semester-long courses on these subjects, so I’ve been intentional about including lectures on various issues that serve the changing atmosphere of our industry. This includes editing for sexism and stereotypes, diversity in the newsroom, and reporting on transgender populations.
To serve the mission and ethical foundation noted earlier in the teaching philosophy, our attempts at fairness and balance should go beyond our reporting and be considered in every aspect of our work; this means we should incorporate versatility when we select topics and choose the communities and sources we cover.
Journalism education should emphasize the importance of unbiased and inclusive reporting, ensuring that students understand the negative impact of sexism and stereotypes on society. Students should learn to recognize and challenge their own biases, develop critical thinking skills, and actively seek diverse perspectives. This curriculum should teach students how to report with sensitivity and accuracy over all populations. In order to compete with students from other programs, students should understand how to report the nuances of gender and racial identities. Further, teaching ethical decision-making and providing practical training on identifying and editing out sexism, racism, and stereotypes in news content will empower our students to promote a fair and balanced representation of all individuals, especially as the industry favors more inclusive coverage. Finally, in order for our audience to know they can trust us, we have to become a safe space for them; that will never be the case if we intentionally or unintentionally perpetuate stereotypes against their communities or abandon their community from our works.
Beyond the curriculum I teach, I seek to provide opportunities that would serve their long-term careers. Right from the first day of class, I encourage them to share their career goals and incorporate those aspirations into their coursework, thereby enhancing their portfolio specifically for their chosen career path. I also provide them with examples of outstanding work to inspire and guide them, while actively working towards getting their pieces published in both the student newspaper and local publications. I am proud to share that the efforts of my previous students have yielded impressive results. One student was published on the front page of the prestigious Lubbock Avalanche-Journal, while another had the opportunity to interview with The Dallas Morning News. Additionally, another student successfully sent freelance pitches to the
Dallas Observer. Not only does this prove my determination to provide opportunity for my students, but it also demonstrates the effectiveness of my teachings and coursework as it translates to the publishable quality of their works. By placing emphasis on their career aspirations, connecting them with industry professionals, and actively pursuing publishing opportunities, I strive to equip my students with the necessary skills and experiences to thrive in the field of journalism.
Courses Previously Taught
Principles of Journalism, Summer 2023
Longform Journalism, Spring 2023 and Fall 2022
Student Feedback
Spring 2023:
“Thank you so much for helping me set the foundations for my career over this semester. I honestly wouldn't have done anything career-wise if your lectures didn't focus on them.” (via Slack)
“Brandi, thank you so much for your help thus far (with the internship). Definitely my favorite professor I’ve ever had” (via Slack)
Fall 2023:
“Brandi was extremely helpful and very flexible to work with. She would always be willing to look over my paper and give me feedback before she actually graded it.” (via student evaluation)
“Brandi Addison was very helpful in making me a stronger writer. She gave constructive feedback while also letting us keep our writing style.” (via student evaluation)
“I loved having Professor Brandi as our longform journalism instructor because not only did she allow us to pick our own topics that we are interested in, she also allowed us to be creative and have a voice in our writing rather than what is previously taught at the school. I will be recommending her to other students that are wanting/needing to take longform.” (via student evaluation)
“I just wanted to thank you for a great semester in longform. Your class was always so fun! Thank you for your flexibility with us and allowing us to be creative!” (via email)