Chris Roush presents "Deciding What to Teach" during the Reynolds Center for Business Journalism's annual Business Journalism Week, Jan. 2, 2014. Roush is the Walter E. Hussman Sr. Distinguished Scholar in business journalism and the founding director of the Carolina Business News Initiative at the University of North Carolina.
The annual event features two concurrent seminars, Business Journalism Professors and Strictly Financials for journalists.
For more information about business journalism training, please visit http://businessjournalism.org.
Alan Deutschman presents "Reflections on a Rookie Year" during the annual 2012 Reynolds Business Journalism Seminars, hosted by the Donald W. Reynolds National Center for Business Journalism. For more information about free training for business journalists, please visit businessjournalism.org.
Chris Roush on 'Organizing your class' at Reynolds Business Journalism Week, Feb. 4-7, 2011, Business Journalism Professors Seminar.
Reynolds Center for Business Journalism, BusinessJournalism.org, Arizona State University's Walter Cronkite School of Journalism.
Chris Roush presents "Deciding What to Teach" during the annual 2012 Reynolds Business Journalism Seminars, hosted by the Donald W. Reynolds National Center for Business Journalism.
For more information about free training for business journalists, please visit businessjoutnalism.org.
Chris Roush presents "Deciding What to Teach" during Reynolds Business Journalism Week 2013.
Reynolds Business Journalism Week is an all-expenses-paid seminar for journalists looking to enhance their business coverage, and professors looking to enhance or create business journalism courses.
For more information about business journalism training, please visit businessjournalism.org.
Chris Roush on 'Deciding what to teach' as a business journalism professor at Reynolds Business Journalism Week, Feb. 4-7, 2011.
Reynolds Center for Business Journalism, BusinessJournalism.org, Arizona State University's Walter Cronkite School of Journalism.
LEFT BEHIND: HOW DO I SECURE A JOB INTERVIEW? kemitalabi
Today, you will learn to make yourselves marketable! That includes building a better resume and writing an engaging cover letter that will secure a job interview, which in turn will allow you to have a more successful future. This tutorial will start with resume, then cover letter and end with interview and some great resources.
This is the slideshow given to Initial Entry Soldiers who are in the process of being separated from the Army in order to help them prepare themselves for the civilian workforce.
Alan Deutschman presents "Reflections on a Rookie Year" during the annual 2012 Reynolds Business Journalism Seminars, hosted by the Donald W. Reynolds National Center for Business Journalism. For more information about free training for business journalists, please visit businessjournalism.org.
Chris Roush on 'Organizing your class' at Reynolds Business Journalism Week, Feb. 4-7, 2011, Business Journalism Professors Seminar.
Reynolds Center for Business Journalism, BusinessJournalism.org, Arizona State University's Walter Cronkite School of Journalism.
Chris Roush presents "Deciding What to Teach" during the annual 2012 Reynolds Business Journalism Seminars, hosted by the Donald W. Reynolds National Center for Business Journalism.
For more information about free training for business journalists, please visit businessjoutnalism.org.
Chris Roush presents "Deciding What to Teach" during Reynolds Business Journalism Week 2013.
Reynolds Business Journalism Week is an all-expenses-paid seminar for journalists looking to enhance their business coverage, and professors looking to enhance or create business journalism courses.
For more information about business journalism training, please visit businessjournalism.org.
Chris Roush on 'Deciding what to teach' as a business journalism professor at Reynolds Business Journalism Week, Feb. 4-7, 2011.
Reynolds Center for Business Journalism, BusinessJournalism.org, Arizona State University's Walter Cronkite School of Journalism.
LEFT BEHIND: HOW DO I SECURE A JOB INTERVIEW? kemitalabi
Today, you will learn to make yourselves marketable! That includes building a better resume and writing an engaging cover letter that will secure a job interview, which in turn will allow you to have a more successful future. This tutorial will start with resume, then cover letter and end with interview and some great resources.
This is the slideshow given to Initial Entry Soldiers who are in the process of being separated from the Army in order to help them prepare themselves for the civilian workforce.
In Module III. You will learn more about how to articulate your skills, strengths and accomplishments and increase your chances of getting interviewed.
The Importance of Perfecting Your Elevator Speech
Steps for Creating an Effective Elevator Speech
Competitive Articulation of Skills
Minimizing Communication Anxiety - US Business Customs Awareness
Understanding What Non-verbal Communicates to US Employers
Chris Roush presents "Organizing Your Class" during the annual 2012 Reynolds Business Journalism Seminars, hosted by the Donald W. Reynolds National Center for Business Journalism. For more information about free training for business journalists, please visit businessjoutnalism.org.
Chris Roush presents "Uncovering Stories in Data," part of the free, daylong workshop, "Uncovering the Best Local Businesses," which is geared toward community and local journalists on a budget.
For more information about free training for business journalists, please visit businessjournalism.org.
In Module III. You will learn more about how to articulate your skills, strengths and accomplishments and increase your chances of getting interviewed.
The Importance of Perfecting Your Elevator Speech
Steps for Creating an Effective Elevator Speech
Competitive Articulation of Skills
Minimizing Communication Anxiety - US Business Customs Awareness
Understanding What Non-verbal Communicates to US Employers
Chris Roush presents "Organizing Your Class" during the annual 2012 Reynolds Business Journalism Seminars, hosted by the Donald W. Reynolds National Center for Business Journalism. For more information about free training for business journalists, please visit businessjoutnalism.org.
Chris Roush presents "Uncovering Stories in Data," part of the free, daylong workshop, "Uncovering the Best Local Businesses," which is geared toward community and local journalists on a budget.
For more information about free training for business journalists, please visit businessjournalism.org.
Jimmy Gentry presents "Strictly Financials Sources" during the annual 2012 Reynolds Business Journalism Seminars, hosted by the Donald W. Reynolds National Center for Business Journalism.
For more information about free training for business journalists, please visit businessjournalism.org.
Chris Roush on 'Keeping students interested' at Reynolds Business Journalism Week, Feb. 4-7, 2011, Business Journalism Professors Seminar.
Reynolds Center for Business Journalism, BusinessJournalism.org, Arizona State University's Walter Cronkite School of Journalism.
Chris Roush presents "Resources and Keeping Students Interested" during the annual 2012 Reynolds Business Journalism Seminars, hosted by the Donald W. Reynolds National Center for Business Journalism. For more information about free training for business journalists, please visit businessjournalism.org.
Statement of Purpose Sample: Your Complete Guide to an Awesome SOPSamples SOP
Refer to this guide to write SOP that captures your readers’ attention and make you a good mark. Click for statement of purpose sample today! http://www.samplestatementofpurpose.net/original-example-statement-of-purpose-for-graduate-school/
Final Reflection for SOM 301Due DatesDuring your lab the week .docxAKHIL969626
Final Reflection for SOM 301
Due Dates:During your lab the week of April 25-29, 2016 (Week 15)
Points:50 points maximum
Objective:To reflect on your learning process and experience
Format: Provide numbered responses that correspond to the questions below. Each response (for each question) should be between one to four paragraphs long. Add your name, lab section, and date along the top of your submission. Use Microsoft Word.
Audience: Self (and instructor)
Blackboard: Submit a digital copy to Blackboard by the start of lab on the due date
Grading:See page 2 of this document
Honor Code:All instances of plagiarism–intentional or unintentional–will result in a report sent to the University Honor Committee and a recommendation of a zero for the assignment, and possibly the course.
Reflections are for students to think about their learning process (metacognition), and help students “own” their learning through considering the assignment or experience in an academic and/or personal context. Students should take this assignment seriously.
NOTE: The reflection process is not a place for students to evaluate their courses or their instructors; student evaluations of instructors and courses that are provided in the final weeks of class are a much better venue for students to express those impressions. Instead, reflections are a place for students to critically think about their individual learning and to focus on self-investigation.
You are expected to reflect on each of the following seven (7) questions.
Process Reflection on the Final Persuasive Memo
1. What challenges did you face in completing the final persuasive memo? How did you address/troubleshoot them?
2. Describe the strategies that led to the completion of the final persuasive memo. How did your thinking about it evolve over time (point to specific experiences while working on the assignment)? How did your assignment evolve (or not evolve) along with your thinking (again, point to specific experiences) about it? What went according to plan, and what surprises did you encounter? What still needs work?
Summative Reflection
3. In what ways have you improved as a communicator throughout this course? What brought about those improvements? Cite specific experiences, readings, assignments, or discussions from this course that support your reflection.
4. What was your biggest accomplishment in the course? How did an assignment and/or other course elements help you reach it? What was your biggest challenge in this course? How did an assignment and/or other course elements help you improve on it? Be specific.
5. What career skills did you improve on in this course? How were they reflected in one of your assignments? What will you take away from this course to help you as you build your career? Be specific.
Process Reflection on the Course
6. How did participation in the course assignments (peer reviews, individual and group presentations, individual and group activities, in-class writin ...
The Essay should clearly define your present and future goals and your dedication towards them. The Scholarship Essay should give a clear impressions of your personality and the person asking for a scholarship; and hence you’ll want to make sure that your scholarship essay is the best it can possibly be.
EDU 650 Exceptional Education / snaptutorial.com donaldzs112
For more classes visit
www.snaptutorial.com
EDU 650 Week 1 Journal No Excuses University Culture of Universal Achievement
EDU 650 Week 1 Assignment Education Philosophy
- 2 -Section CPlease write your essay in the blue book.docxgertrudebellgrove
- 2 -
Section C
Please write your essay in the blue book.
Write an informal narrative about "some" composing process of yours. Essentially, you will write a Reflective Self-Evaluation of yourself as a college writer. What exactly does that mean? It requires you to:
a. look back over a recently completed process
b. think reflectively about that process
c. critically evaluate what went well, what didn’t go well, or what you might have done differently
As the aforementioned examples suggest, reflective writing is writing that describes, explains, interprets, and evaluates any past performance, action, belief, feeling, or experience. To reflect is to turn or look back, to reconsider something in the past from the perspective of the present. So, in your final essay, you will reflect and make an evaluation of your experience in this course.
Remember, reflection involves multiple angles of vision. Just as light waves are thrown or bent back from the surface of a mirror, so, too, reflective writing throws our experience, action, or performance back to us, allowing us to see differently. We view the past from the angle of the present, what was from the angle of what could have been or what might be. Multiplying your angle of vision through reflection often yields new insights and more complicated (complex) understanding of the issue on which you are reflecting.
Professors generally look for four kinds of knowledge in reflective self-evaluation essays: self-knowledge, content knowledge, rhetorical knowledge, and critical knowledge (aka judgment). Following are ideas for each of these types of knowledge, which may be used to generate ideas for your essay. Choose only a few of the questions to respond to, questions that allow you to explain and demonstrate your most important learning for the course.
You may write about your composing process for academic papers or creative genres or a combination of both. Reflect as thoroughly as possible upon your writing process and explain it. Your narrative should include whatever you DO when you write, as well as whatever you DO when you compose. Composing should be understood in the broad sense, i.e. composing goes on in your mind when you are cleaning your refrigerator, mowing your grass, etc. It also occurs when you are researching, taking notes, or procrastinating. In essence you are NEVER NOT composing something. So the key to your reflections is to include everything you do that makes a difference in your writing, from having to use a certain pen, to listening to music or sitting in the library. Both your formal and informal processes impact the way you produce a written work, if you use a formal method of note taking or outlining, if you compose on the computer or with pen and paper explore any and all of these activities that are helpful to you in your process. Explore all possible aspects that apply. This is a useful exercise for now and for you to revisit and revise in the future .
- 2 -Section CPlease write your essay in the blue book.docxgertrudebellgrove
- 2 -
Section C
Please write your essay in the blue book.
Write an informal narrative about "some" composing process of yours. Essentially, you will write a Reflective Self-Evaluation of yourself as a college writer. What exactly does that mean? It requires you to:
a. look back over a recently completed process
b. think reflectively about that process
c. critically evaluate what went well, what didn’t go well, or what you might have done differently
As the aforementioned examples suggest, reflective writing is writing that describes, explains, interprets, and evaluates any past performance, action, belief, feeling, or experience. To reflect is to turn or look back, to reconsider something in the past from the perspective of the present. So, in your final essay, you will reflect and make an evaluation of your experience in this course.
Remember, reflection involves multiple angles of vision. Just as light waves are thrown or bent back from the surface of a mirror, so, too, reflective writing throws our experience, action, or performance back to us, allowing us to see differently. We view the past from the angle of the present, what was from the angle of what could have been or what might be. Multiplying your angle of vision through reflection often yields new insights and more complicated (complex) understanding of the issue on which you are reflecting.
Professors generally look for four kinds of knowledge in reflective self-evaluation essays: self-knowledge, content knowledge, rhetorical knowledge, and critical knowledge (aka judgment). Following are ideas for each of these types of knowledge, which may be used to generate ideas for your essay. Choose only a few of the questions to respond to, questions that allow you to explain and demonstrate your most important learning for the course.
You may write about your composing process for academic papers or creative genres or a combination of both. Reflect as thoroughly as possible upon your writing process and explain it. Your narrative should include whatever you DO when you write, as well as whatever you DO when you compose. Composing should be understood in the broad sense, i.e. composing goes on in your mind when you are cleaning your refrigerator, mowing your grass, etc. It also occurs when you are researching, taking notes, or procrastinating. In essence you are NEVER NOT composing something. So the key to your reflections is to include everything you do that makes a difference in your writing, from having to use a certain pen, to listening to music or sitting in the library. Both your formal and informal processes impact the way you produce a written work, if you use a formal method of note taking or outlining, if you compose on the computer or with pen and paper explore any and all of these activities that are helpful to you in your process. Explore all possible aspects that apply. This is a useful exercise for now and for you to revisit and revise in the future ...
✍Report OverviewIn this assignment, you will Document an.docxanhlodge
✍
Report Overview
In this assignment, you will
Document and reflect on your university education and on learning experiences outside of the university;
Articulate how your upper-level coursework is an integrated and individualized curriculum built around your interests; and
Highlight the experiences, skills, and projects that show what you can do.
A successful report submission will be the product of many hours of work over several weeks.
A report earning maximum available points will be a carefully curated and edited explanation of your work that provides tangible evidence of—and insights into—your competencies and capabilities over time. In each section of this report, you are (1) telling a story about your own abilities, and (2) providing specific examples and evidence that illustrate and support your claims.
✍
Required Report Sections
Here the sections are listed as they must appear in your final graded submission. You’ll arrange the sections in this order when
submitting
the final report BUT you won’t follow this order when
writing
drafts of each section.
Note that each section description contains a Pro Tip that tells you how to proceed with the work – what to attempt first, second, and third, etc.
❖ I. Statement of Purpose ❖
Step 1.
Read these four very different
examples of successful Statement of Purpose sections
.
Step 2.
Consider the differences in tone, style, level of detail etc. Your own statement of purpose may resemble one of these. Indeed, writing a first draft based on an example or combination of examples is a good idea. BUT don’t let these examples limit your thinking or personal expression. You may want to begin with a quote from a famous person, use a quote from your mom, or skip the quote. You may want to discuss your personal motivations or get right down to the facts. You may want to list your classes or discuss how your work-life led you to this path.
Step 3.
Write a rough draft – let’s call that Statement of Purpose 1.0. Write Statement of Purpose 1.0 as quickly as you can and then put it away until after you have completed most of the report. Forget about Statement of Purpose 1.0 until most of your report is at least in draft form.
Step 4.
Once you have a draft of all sections of your report, you are in a good position to revise Statement of Purpose 1. You are ready for Step 4. Take Statement of Purpose 1.0 out its dusty vault and hold it up to the sun. Ah. Now read your report draft and compare it to the claims you made in Statement of Purpose 1.0. Ask yourself these questions:
Does Statement of Purpose 1.0. accurately introduce my report?
Are there important ideas or representative experiences in the report that should be highlighted in the Statement of Purpose but aren’t? Remember this isn’t a treasure hunt where its your reader’s job to figure out what matters. It’s your job to show the reader what matters.
If Statement of Purpose 1.0. isn’t the best map it can be for th.
Data journalist Steve Doig, the Knight Chair at Arizona State University’s Walter Cronkite School of Journalism and Mass Communication, demonstrates 10 data sources you may never have heard of that can lend rich context to your business and economic stories and spark meaningful investigations.
“Developing an Effective Business Journalism Syllabus - Leverage! Using Existing Resources to Create a Killer Course" from Reynolds Business Journalism Week 2016 by Keith Herndon
“Marketing Your Work and Engaging Your Audience - Engaging Audiences to Promote Your Work” from Reynolds Business Journalism Week 2016 by Rebecca Blatt
Christina Leonard, Director of Reynolds Business Reporting Bureau at the Walter Cronkite School of Journalism and Mass Communication shared 30 Agriculture stories at this year's Ag Media Summit. Take a look at these 30 examples of unique agriculture coverage to help end your writer's block!
Pulitzer Prize winner, Michael J. Berens of The Seattle Times presents "Data Journalism 101," a three-hour, hands-on workshop for the Donald W. Reynolds National Center for Business Journalism at the Excellence in Journalism Conference in Nashville, Tenn. on Sept. 4, 2014.
Part 3 offers tips for creating your own databases.
For more business journalism training opportunities and resources, please visit http://businessjournalism.org.
Pulitzer Prize winner, Michael J. Berens of The Seattle Times presents "Data Journalism 101," a three-hour, hands-on workshop for the Donald W. Reynolds National Center for Business Journalism at the Excellence in Journalism Conference in Nashville, Tenn. on Sept. 4, 2014.
Part 1 provides an intro to databases and their importance to reporting.
For more business journalism training opportunities and resources, please visit http://businessjournalism.org.
More from Reynolds Center for Business Journalism (20)
This comprehensive program covers essential aspects of performance marketing, growth strategies, and tactics, such as search engine optimization (SEO), pay-per-click (PPC) advertising, content marketing, social media marketing, and more
Exploring Career Paths in Cybersecurity for Technical CommunicatorsBen Woelk, CISSP, CPTC
Brief overview of career options in cybersecurity for technical communicators. Includes discussion of my career path, certification options, NICE and NIST resources.
The Impact of Artificial Intelligence on Modern Society.pdfssuser3e63fc
Just a game Assignment 3
1. What has made Louis Vuitton's business model successful in the Japanese luxury market?
2. What are the opportunities and challenges for Louis Vuitton in Japan?
3. What are the specifics of the Japanese fashion luxury market?
4. How did Louis Vuitton enter into the Japanese market originally? What were the other entry strategies it adopted later to strengthen its presence?
5. Will Louis Vuitton have any new challenges arise due to the global financial crisis? How does it overcome the new challenges?Assignment 3
1. What has made Louis Vuitton's business model successful in the Japanese luxury market?
2. What are the opportunities and challenges for Louis Vuitton in Japan?
3. What are the specifics of the Japanese fashion luxury market?
4. How did Louis Vuitton enter into the Japanese market originally? What were the other entry strategies it adopted later to strengthen its presence?
5. Will Louis Vuitton have any new challenges arise due to the global financial crisis? How does it overcome the new challenges?Assignment 3
1. What has made Louis Vuitton's business model successful in the Japanese luxury market?
2. What are the opportunities and challenges for Louis Vuitton in Japan?
3. What are the specifics of the Japanese fashion luxury market?
4. How did Louis Vuitton enter into the Japanese market originally? What were the other entry strategies it adopted later to strengthen its presence?
5. Will Louis Vuitton have any new challenges arise due to the global financial crisis? How does it overcome the new challenges?
New Explore Careers and College Majors 2024.pdfDr. Mary Askew
Explore Careers and College Majors is a new online, interactive, self-guided career, major and college planning system.
The career system works on all devices!
For more Information, go to https://bit.ly/3SW5w8W
Business Journalism Professors 2014: Deciding What to Teach by Chris Roush
1. Deciding what to teach
Chris Roush
Croush@email.unc.edu
Jan. 2, 2014
Business Journalism Professors Seminar
2. The syllabus
— The syllabus should be a contract between the students and
the instructor.
— The instructor agrees to follow the syllabus, and the students
agree to meet the requirements listed.
— Changes in the syllabus should be in writing.
3. The syllabus
— Writing a syllabus is an art.
— A good syllabus effectively
spaces out writing
assignments, guest speakers
and other work so that it’s
not bunched together near
the end of the semester.
— A good syllabus also builds
momentum. It starts out
slow, with easy work, and
then becomes progressively
harder.
4. The syllabus
— I’m also a big fan of a
syllabus working up to a
major final project due at
the end of the semester.
— All of the lectures and
assignments build up to a
student showing what they
have learned during the
semester into that final
project.
5. The syllabus
For “Business Reporting,” syllabus should tell
students why this is going to be a great class to take.
— Think about answering these questions in the
document:
1. What will you cover in this course?
2. What won’t be covered?
3. Why is it worthwhile to study this subject? (What got
you interested in this topic initially?)
—
6. The syllabus
—
More questions to consider with the syllabus:
What is your approach to teaching this content?
2. How will this relate to the material that was covered in the
prerequisite course(s)?
3. Is there any other body of content that it will draw on? (For
example, a this course might draw on business and economic
concepts, even if business and economics courses are not a
prerequisite.)
4. Are there any life experiences that the student might find it
helpful to draw upon?
1.
8. Parts of the syllabus
— Most syllabuses will include
basic information such as
office hours, how a grade
will be determined,
textbooks to be used and
when the class meets.
— But there are other things
to consider when writing
the syllabus.
9. Objectives
— I like to list an objective for my sources.
— For “Business Reporting,” it might state something like
this:
— “The objective of this course is to make you comfortable
writing stories about business and the economy. My goal
is to have each of you call or e-mail me from your first
job when you were asked to write that earnings or IPO
story, and tell me how easy it was.”
10. Readings
— In addition to the textbook,
the syllabus needs to explain
what is expected of outside
readings.
— Most “business reporting”
classes require students to
read TheWall Street Journal or
local business news sections.
— Can also require reading
Bloomberg BusinessWeek, Forbes
and Fortune.
11. Readings
— How do you determine
whether students have
actually done the readings?
— Can have pop business news
quizzes as part of the grade.
— Can also offer bonus points
for successfully answering
questions about current
business news issues.
12. Readings
— As far as textbook
readings, I like to list
what I expect to be read
before each class.
— Accomplishes two things:
Improves class discussion,
and lets you know who
has done the reading
when you ask questions
and they don’t know the
answers.
13. Non-textbook readings
— Like to give students a book to read during the semester in
addition to the textbook.
— Needs to be something that shows them how business
reporters do their job.
— A number of recent books qualify.
14. Non-textbook readings
Here are some suggestions:
1. "24 Days: How Two Wall Street Journal Reporters
Uncovered the Lies that Destroyed Faith in Corporate
America." By Rebecca Smith and John Emshwiler.
Harper Collins. 2003.
2. “The Fortune Tellers: Inside Wall Street's Game of
Money, Media, and Manipulation.” By Howard Kurtz.
Touchstone Books. 2001.
3. “The Best Business Writing 2013” Columbia
University Press.
—
15. Non-textbook readings
—
1.
2.
Some other suggestions:
“The Big Short,” by Michael Lewis. Norton: 2010.
“All the Devils are Here,” by Bethany McLean and Joe
Nocera. Penguin: 2010.
16. Non-textbook readings
— If you do assign one of these books to your students,
don’t make them write the typical book report.
— Hold a class discussion one day about the reporting
tactics discussed in the books.
— Or, have the students write about how they may have
reported stories differently than the journalists in the
books.
17. Writing assignments
— Will the writing assignments be done in class, or outside
of class?
— Unless you’re teaching in a room that has computers,
most reporting classes require stories to be written
outside of class.
— Make sure there is a set deadline when stories are due.
Make deadlines realistic, but enforce it strictly.
18. Writing assignments
— The writing assignments
should be assigned at the end
of a class, but they should also
be marked on the syllabus.
— Discuss the material in class,
such as earnings stories. Talk
about how it’s reported and
written.
— Then, assign immediately, so
it’s fresh in their minds.
— Give them real deadlines.
19. Writing assignments
— Also, set guidelines on what the
students can – and can’t – do for
the writing assignments.
— Can they e-mail or call you with
questions?
— Can they look at how similar
stories were written online?
— Can they have another student look
at their work?
— What type of sources are they
supposed to use?
20. Writing assignments
— Also, discuss with the class
how the writing
assignments are going to
be graded?
— Are you more interested in
seeing that they
understand the concepts
that they are writing
about?
— Do you also want to see
good structure and
transitions, for example?
21. The fact error issue
— It’s vitally important to
instill a belief in “Business
Reporting” students that
getting a number or name
wrong can kill their
credibility, especially with
those they’re writing about.
— How much will you count
off for a fact error?
— At UNC, it’s 50 points.
22. Writing assignments
— How much should a
student’s writing
assignments count for
their overall grade?
— I like to give 9 or 10
writing assignments
throughout the semester.
— Make them at least 40
percent of the grade.
23. Class participation
— Will you make part of the
student’s overall grade
how much they
participated in class?
— I’d encourage it, but no
more than 10 percent.
— Gets students involved in
the discussion about issues
and topics.
24. Exams
— How many exams you give
should be up to you.
— I prefer to give exams that
focus on understanding
concepts such as the SEC
and its filings rather than
making them write a story.
— Want to see they
understand what they’re
writing about.
25. Exams
— Give only a mid-term exam, and it counts for 20 percent of
the grade.
— Short-answer questions that makes them think.
— Example: “List six reasons why a company would file a Form
8-K with the SEC.”
26. Using guest speakers
— I like to use guest speakers
to emphasize points made
in class, or as a writing
assignment.
— Will have CEO and CFO
of public company come
be interviewed.
— Or, can have sell-side or
buy-side analyst discuss
reports or portfolio.
27. Using guest speakers
— Also like to have a PR person from
a local company talk about
relationship with business
reporters.
— Downside: How do you know they
do what they tell the class?
— Upside: Can expose students early
to what can be a tense relationship.
28. Using guest speakers
— One of the problems
I’ve run into with guest
speakers is vetting them
beforehand.
— If you’ve never heard
them speak, how do you
know they’re going to be
good?
— Sometimes, have to take
a chance.
— Stay in class, and direct
conversation back on
point.
29. Schedule
— I prefer the syllabus include a calendar of what will be done
EVERY day the class meets.
— Prevents ambiguity.
— Lets students know what to expect each day.
— Lets them know about deadlines.
31. Make it available online
— Having the syllabus easily available on-line will save both you
and students time and frustration later in the quarter, when
paper copies have been misplaced.
— Make sure students know how to access it.
— Blackboard or personal URL?
— Sakai?
32. There is no length issue
— Take as much space as you feel necessary to write the
syllabus.
— If in doubt, it is usually best to err on the long side, to ensure
that important course information is fully covered.
— At the same time, students will appreciate having key
information in succinct form on the first page or two.
33. Show your personality
— Have some fun with the syllabus. It puts students at ease.
— Showing humor will also help show them that business and
economics are not boring topics.
— Example: “April 11: Bonds. Not James. Munis, government,
etc. Chapter 7 in Show me the Money.”
34. Always look to improve
— Don’t use the same syllabus
every year.
— Find new guest speakers.
— Come up with new
assignments, possibly about
breaking news in the area.
— Using same syllabus makes
instructor bored, and
students will notice.
35. Changes for 2013
— My big change in 2011was swapping places with a business
journalism professor from Spain.
— He came to UNC and taught my class for two weeks about
business reporting in Europe.
— I taught his students for two weeks about business journalism in
the U.S.
— In 2012: Exchange with London university that has business
journalism program.
— 2013: Had students write profiles of dead, famous business
journalists.
— 2014: ???