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26 Media L. Notes 1 (1998-1999)

handle is hein.journals/mdilwnts26 and id is 1 raw text is: MEDIA LAW I 4_--E VOLUME 26, NUMBER I NOTES - NEWSLETTER OF THE ASSOCIATION FOR EDuCATION IN JOURNALISM AND MASS COMMUNICATION LAw DIvISION JAN j Head Notes CHALLENGES IN TEACHING COMMUNICATION LAW Barbara Petersen Division Chair the Law Division's annual business meeting in Baltimore, I shared my vision for division leadership for the next year. In this first Head Notes column for 1998-99, I want to expand that address to all divi- sion members. After considerable thought about the many challenges that presently face members, I believe the most difficult ones revolve around the teaching portion of each person's professorial persona. The results of the survey con- ducted last spring by Teaching Stan- dards Chair Craig Sanders, and the dis- cussion at the division's pre-conven- tion workshop in Baltimore, send the INSIIDE - N Orleans (blifenwue i - l'iige 3 - la'w ialaeurh ilJcihids i - lge 5 - Ilil!IinxKneY iliutew Page ( -lldilinga lau Journal - Annual li'tot Page 9 SUlsing the luternil in ledin Ian - Igo! - Sltheasf('lt 'olinim - Pae I2 - (rYIr' a itet'sel h lDi n'('tor - Page 13 191V Oll 1`01-Student Pa Ix1 l - l'ige Ili very clear message that teaching IS our day-to-day concern. When I replied to Craig's survey last spring, I complained, Too many topics. Too many students. Too little time. No TA!!! Because this senti- ment is apparently shared by a good number of us, I believe it is time for the division to focus on strengthening ped- agogical issues in communications law. That is my mission as Division Head for 1998-99. It fits well with AEJMC plans for the year since the Teaching Standards Committee has set the theme for the 1999 annual convention. It is Crafting Media Credibility and Accountability. As teachers, our cred- ibility and accountability rest on sound pedagogy. My experience tells me that our doctoral or graduate education was generally focused on the substance of what we would ultimately teach, rather than on the practicalities of actu- ally imparting that substantive knowl- edge to students. Perhaps some of us were taught to teach in our master's level education. But more likely, it was on-the-job training that has provided the bulk of our education about educa- tion. That is a pretty scary thought for the newly minted Ph.D. in a first teach- ing job. It is also unsettling for sea- soned professors who find they need to change their teaching styles to accom- modate increased enrollment, chang- ing technology, and additions to the body of knowledge they must convey Barbara K. Petersen South Florida petersen@chuma.cas.usf.edu to their students. Since newly minted and veteran professors alike share the problem, it is my goal as Division Head to bring us together to develop some solutions to our common teach- ing challenges. One idea I have implemented this fall is the establishment of a Law Divi- sion Teaching Paper Competition, the results of which will be the subject of one of our division programs at the 1999 annual convention in New Orleans August 4-7. The teaching ses- sion will be in addition to the research paper sessions at the convention. We are seeking outside funding for the Top Three teaching papers so that we can award something more than our undy- ing gratitude to the winners. And, we hope to establish a new tradition in the Law Division that will continue to pro- See HEAD NOTES page 3

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