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Curriculum Vitae

Education

Master of Arts, Communications, University of Wyoming, May 2001
Master’s thesis: The impact of civic journalism on newspaper circulation.

Bachelor’s of Science, Journalism, University of Wyoming, December 1998

Academic experience

Clinical instructor, Missouri School of Journalism; opinion and news editor, Columbia Missourian, August 2005-March 2009

Assistant professor, Missouri School of Journalism; opinion and news editor, Columbia Missourian, March 2009-present
           
Courses taught

Missourian duties

Conferences attended/trainings

Conferences where I was a presenter

Other academic commitments

Other service

Adjunct instructor, the University of Wyoming, Department of Communication and Journalism

Adjunct instructor, Laramie County Community College, English Department

Professional experience

Night editor, Wyoming Tribune-Eagle, Cheyenne, Wyo.
January 2001 to July 2005

Awards

Sports writer/copy editor, Laramie Daily Boomerang, Laramie, Wyo.
May 1995-Aug. 1997; Aug. 1998-Jan. 2001

Intern, The Riverton Ranger, Riverton, Wyo.
Summer 1998

Managing editor, The Branding, the University of Wyoming
August 1998-May 1998

Teaching philosophy

My teaching philosophy can best be summarized in two words: direct engagement.

Ever since my first teaching opportunity, I've found that a direct, interpersonal approach to students will help them succeed. The trick is finding the best approach for each student and figuring out how much time to devote to each one.

I take this approach in the classroom, during review sessions, and especially in the newsroom. The more involved, the more engaged the student, the easier it is for he or she to ask intelligent questions and absorb the material.

My first teaching opportunity came as an undergraduate at the University of Wyoming. I was a teaching assistant in the photo lab, where I would show students in the photo class how to process film and make black and white prints. At the end of the week, the TA's would meet with our professor to critique and grade the students' work. We would then type up the critiques to give back to the students.

I began noticing that some of the students in my lab were making the same mistakes over and over – usually it was something that was easy to fix with a little more darkroom care, like spotty or muddy prints. I would point this out on the critique, but each week the same problems were there.

It didn't take a genius to figure out that either they weren't reading the critiques, or they didn't really understand how to fix the problem. So instead of waiting for the students to ask me for help when it was my turn to watch the lab, I sought them out. A little hands-on instruction helped them learn how to print photos better and improve their overall grades.

The Missouri Method was a big selling point for me when I applied for my position at the Missouri School of Journalism. In terms of direct engagement, the only thing better than learning by doing is learning by doing it on a one-on-one basis. It also meant I got to combine my two professional loves, teaching and journalism, on a full-time basis.

The Missouri Method is relatively simple to apply in the newsroom. Reporters learn by reporting, editors learn by editing, designers learn by designing. We do this across multiple platforms, which requires my colleagues and I to be as up to date on the latest technology and delivery methods as possible.  It also requires us to be accessible, knowledgeable of the community and committed to the success of our students.

Direct engagement is also my primary strategy in the classroom. I don't lecture, I lead conversations. In-class assignments encourage collaboration and idea exchange. Homework assignments that are not for publication mirror those assignments that are meant for publication, but the student is left to make the decisions.

My general goals as a teacher are to see our students graduate with these skills:

In conclusion, the most important aspect of the direct engagement philosophy is leadership. I ask a lot of our students, but I also offer a lot back as well. I strive to be a newsroom leader by modeling a professional, ambitious demeanor that accentuates the positives and coaches the negatives.

— Jake Sherlock