Academic Portfolio Perreault

Academic Portfolio
Gregory P. Perreault
Ph.D. Candidate
Missouri School of Journalism
Updated: January 14, 2014
Table of Contents
PREFACE
RESEARCH
RESEARCH STATEMENT: EXPLORING RELIGION & MEDIA

AWARDS
RESEARCH EXPERIENCE
PUBLISHED AND ACCEPTED JOURNAL ARTICLES
BOOK CHAPTERS
PUBLISHED AND ACCEPTED BOOK REVIEWS
REFEREED CONFERENCE PAPERS AND PRESENTATIONS
INVITED CONFERENCE PAPERS AND PRESENTATIONS
NON-AUTHORED RESEARCH CONTRIBUTIONS
ACADEMIC WORK UNDER REVIEW
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TEACHING
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TEACHING PHILOSOPHY: TEACHING IS AFFECTIVE

TEACHING RESPONSIBILITIES
FUNDAMENTALS OF MULTIMEDIA (J2150-MISSOURI SCHOOL OF JOURNALISM)
THE NEWS MEDIA: MEDIA LITERACY (J1000-MISSOURI SCHOOL OF JOURNALISM)
PRINCIPLES OF AMERICAN JOURNALISM (J1100-MISSOURI SCHOOL OF JOURNALISM)
NEWS WRITING (J2100-MISSOURI SCHOOL OF JOURNALISM)
FOUNDATIONS OF MEDIA INVOLVEMENT (WASHINGTON JOURNALISM CENTER)
WASHINGTON NEWS & PUBLIC DISCOURSE (WASHINGTON JOURNALISM CENTER)
REPORTING IN WASHINGTON (WASHINGTON JOURNALISM CENTER)
INTERNSHIP IN WASHINGTON (WASHINGTON JOURNALISM CENTER)
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SERVICE
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SERVICE PHILOSOPHY: SERVICE IS GIVING BACK

SERVICE RESPONSIBILITIES
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INTEGRATION OF WORK AND GOALS
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PROFESSIONAL PRESENTATIONS
PROFESSIONAL DEVELOPMENT
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APPENDICES
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APPENDIX A: SAMPLE SYLLABI

GAME OVER! CRITICAL STUDIES ON NEWS AND THE DIGITAL GAMELARGE LECTURE
RELIGION IN THE NEWSUPPER-LEVEL SEMINAR
APPENDIX B: STUDENT EVALUATIONS
J2100-NEW WRITING
J1100-PRINCIPLES OF AMERICAN JOURNALISM
J1000-THE NEWS MEDIA: MEDIA LITERACY
APPENDIX C: ADVISOR TEACHING EVALUATION
APPENDIX D: RECOMMENDATIONS FROM TEACHING ASSISTANTS
APPENDIX E: RECOMMENDATIONS FROM STUDENTS
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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 culture
seen 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)
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)

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)
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)

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)
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)
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)
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-onone 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 kindnature, 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 experience
at 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. 2013current.
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
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.
Game Over! Syllabus
Spring 2013
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)
Game Over! Syllabus
Spring 2013
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
III. GRADING
Grade weights
The elements of the course will contribute to the final grade in approximately these weights:
Final Team Research Paper
Essay Exam
Short Papers (5)
Participation
30 percent
30 percent
20 percent
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.
Game Over! Syllabus
Spring 2013
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% A88-89% B+
84-87% B
80-83% B-
78-79% C+
74-77% C
70-73% C68-69% D+
64-67% D
63-60% D59% & 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.
Game Over! Syllabus
Spring 2013
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 schoolrelated 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
Game Over! Syllabus
Spring 2013
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 MissouriColumbia, 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.
Game Over! Syllabus
Spring 2013
Religion in the NewsUpper-Level Seminar
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 America
from 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?
Religion and the News Syllabus
Spring 2012
- 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
Spring 2012
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
Spring 2012
III. GRADING
Grade weights
The elements of the course will contribute to the final grade in approximately these weights:
Final Paper
News Media Monitoring
Article Critiques
Class Participation
50 percent
20 percent
20 percent
10 percent
98-100% A+
94-97% A
90-93% A88-89% B+
84-87% B
80-83% B-
78-79% C+
74-77% C
70-73% C68-69% D+
64-67% D
63-60% D59% & 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.
Spring 2012
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
Spring 2012
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 schoolrelated 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 MissouriColumbia, 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
Spring 2012
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.
Spring 2012
Appendix B: Student Evaluations

J2100-New Writing
Student Evaluation of Instruction and Course

Universify of
Missouri-Columbia
Form A - 3
Fal].
Instructor: Perreamlt,Gregory Pearson
Semester:
Course Subject: JoURN
Section: 01p
Id:
2011
oozgZr
Catalog Number: 21oo
Course
Description: uews
Class
Department or Unit: ,touRNAJ,rsM sr
Number of Respondents: 18
Section
Consumer Information
Course content and expectatiolls were presented clearly

I The instructor was interested in student leaming
J AII things considered, the instructor taught effectively
1
Section
II
Diagnostic Feedback
Instructor's organization ofthe course

2. Instructor's voice
3. Instructor's explanations
4. Ability to present alternative explanations
5. Use of examples and illustrations
6. Quality of questions or problems raised
7- Student confidence in instructor's knowledge
8. Instructor's enthusiasm
9. Encouragement given students to exptess themselves
10. Answ'em to student questions
I1. Availability of extrahelp when needed
I 2. Instructor's language proficiency
I3. Instructor's use oftechnology

Section
rII
The course as a whole

2. The content ofthe course
[V
20.o
20.o
4
55.6
33.3
66.7
27 .8
55.6
51 .1
27.8
27 .A
11.1
.8
-2
16.7
11 .8
17.6
7.7 .6
5.6
0.o
0.o
5.9
0.o
0.0
77
88
76.5
70
a2
.6
-4
-L
64.7
11 .8
5.9
94
23.5
11
11
.8
QG
64 _7
29.4
29.4
0.o
s.9
QG
35.3
11 .8
-6
t7.6
76.5
t7 -6
3s.3
4L.2
.3
47.6
47.L
29.4
35
11
Low
0.0
0.0
0.o
5.6
0.0
o.0
0,0
o.0
o.0
5.9
5-9
0.o
0.0
5.9
5.9
5-9
5.9
17.6
L7.6
Course Is
Class
Yes
No
Neutral
Omit
72.2
7-6.7
In
major 94 -4
minor o -o
Elective o - o
General o - o
o .0
other
s.6
Omit
Freshrnan o.o
In
Soplromore'12.2
s.6
s. G
Junior 22.2
o. o
Senior
Graduate o. o
0.0
Other
s-6
Omit
Expected Grade
B
C
D
F
S
U
Omit
11
.1
so.o
2't.a
o.o
o.o
o-o
o.o
11
o/o
0.0
0.o
0.0
o.o
0.0
11 .8
29 .4
5_9
0.0
5_9
Attendance
0-25 o-o
26-54 o.o
51-75 o. o
76-90 o. o
91-100 e4-4
NA
o-o
Omit
0.0
0.0
5.9
0.0
0.o
0.0
0.0
0.0
o.0
0.o
General Information About Your Students (percent of respondents)
Wanted Course
0-o
F'
.8
0.0
5.6
5.6
0.o
5.6
F'
52.9
70
o.o
0.o
0.o
.1
5.6
5.6
0.o
11.1
5.6
SDr
o.0
0.0
0.0
27.8
Information for Other Students
of class time
2. Amount you learned in the course
3. Relevance aud usefulness of course content
4- Evaluafive and grading techniques (tests,papets,projects)
5. Reasonableness of assigned work
6. Clarity of student responsibilities and requirements
80.0
80.0
58.8
1. Use
Section
40. o
.1
.3
General Evaluation
l.
Section
A3
60. o
51
83
1.
D2
SA4
Higb 5
Numberi 22348
5-6
0.o
# Resp.
15
15
15
# Resp.
Mean
3.6
3.8
3.8
Mean
18
4.5
4.6
18
rl
18
4.6
4.3
4.5
4.7
18
18
18
18
.3
L7
4-9
t7
t7
4.6
4.5
4.7
4.9
4.5
17
L7
t7
# Rcsp,
L7
L7
# Resp.
L7
1-7
L7
L7
t7
t7
Mean
4.5
4.4
Mean
4.4
4.5
4-7
3.9
3.6
4.L
o/o
Completed
Assigned Work
0-25
26-50
5l-75
'16-90
9l-100
NA
Omit
o. o
o. o
o.o
L6.7
77.9
o.o
s.6
.1
l2-18-t I -SEIC-I 59-362
FormA-3
Universitj' of Missouri-Columbia
Spring
Section: 0ls
Sernester:
Instructor: Perreault.Gregory Pearson

Course Subject: JorrRN
Id:
Course
Catalog Number: 21oo
Class
Description: NEws
007821
Numberi 226]-3
Deparfment or Unit: JoirRNAlrsM sr
',W
Percent Responding
spcfinn
1.
Consumer Informatiou
Courr" conteut and expectations were presented clearly
2. The instructor was interested in student learning

3. All thines considered, the instructor taught effectively
Spnfinn
TT
T)iaqnostic Feedback
1. Instructor's organization
ofthe course
3. Instructor's exPlanations
4. Ability to present altemative expianajions
5. Use of exanples and iilustrations
6. Quality of questions or problems raised7. Student confidence iu instructor's knor'vledge
8. lnstructor's enthusiasm
9. Encouragement given students to expless themselves
1.
80.0
65.7
66.7
s3.3
80 .0
1. The course as a whole
2.The content of the course
of class time
2. Amount you learned in the course
3. Relevance and usefulness ofcourse content
46.7
1s .3
13 .3
13.3
26.7
20 .0
0.0
0.0
0.0
0.0
b.,
0.0
20.o
6.7
ta
46.7
QG
13 .3
46,7
26.7
20.0
33.3
Lorv
0.0
0.0
0.0
0.0
0.0
0.0
0.0
e1
0.0
0.0
0.0
0.0
0.0
6.7
6-7
6-7
QG
66.7
60 .0
13 .3
0.0
0.0
0.0
33.3
e.f
0.0
0.0
6.'t
6.7
6.7
0.0
20.0
13-3
20 _o
20 -0
40
.0
33-3
40 .0
0.0
IJ .5
)R 'l
0.0
t4
# Resp.
15
15
l.5
15
Mean
3.5
3.9
3.6
Mean
4.2
4.9
4.3
4.2
4.t
4.2
15
15
4-7
aq
15
LJ
4.7
4.5
4.7
4-9
15
A1
15
15
15
15
# Resp.
Mean
3.5
Mean
15
4.L
J-5
A9
15
4.3
3.4
3.1
3.8
15
15
15
% Cornpleted
Assigred Work
Wanted Course
66.7
In
2o.o
13.3
ln
o.
L4
# Resp.
46.7
26.7
_L 11
15
15
6.7
Yes
No
Neutral
Omit
# Resp.
0.0
0.0
0.0
0.0
0.0
0-0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
20 -o
33 .3
46 -7
4. Evaluative and grading techniques (tests,papers'proj ects)

5. Reasonableness of assigned u'orIi
6. Claritv of student responsibilities and requiretneuts
26.7
26.7
33 .3
0.0
0.0
o?
Tnfnr.mcfinn for C)ther Students
1. Use
6-7
40 .0
53 .3
33 .3
40 .0
0.0
0.0
0.0
0.0
0.0
o.0
35.7
20.o
93 .3
46.7
SDT
DZ
t4.3
High 5
Sanfinn TTT General Evaluation
Section
50.0
73 -3
I 2. Instructor's language profi ciency

13- Iirstructor's use of teclnology
TV
A:
50.0
85.7
64 .3
40.0
40.0
Availability of extra help when needed
eo^linn
SA4
55-5
10. Answels to student questiotls
2012
major
10o.
o.
minol
Elective
General
Other
Ornit
Freshman
40 . o
6.7
Sopiromore 50 . o
B
C
53 .3
40 .0
0.0
0.0
0.0
0.0
0.0
o.o
o.
o.
o.
o
o
o
o. o
Junior
Senior o. o
Graduate o. o
o'o
Other
o. o
Omit
F
S
Omit
0-25
26-50
51-75
76-90
91-i00
NA
Omit
o. o
o. o
o.o
6.7
.3
o.o
e3
o. o
0-25
26-50
51-75
'16-90
9l-100
NA
Ornit
o.
o.
o
o
o.o
20 . o
80.
o.o
o.
06{rs- I:-sElc- I 9-40

Universify of
Missouri-Columbia
fnstructor: PerreaultrGregory Pearson
Form A - 3
Semester: Surnmer 2012
Course Subject: ,JouRN
Section: 03
Catalog Number: 2100
Courseld:007821
Description: NEws
Class
Department or Unit: lToIlRNArrsM
Section
sr
SA4
2. The instructor was interested in student learning

3. All things considered, the instructor taught effectively
II
Diagnostic Feedback
High
1. Instructor's organization ofthe course
3. lnshuctor's explanations
4. Ability to present alternative explanations
5. Use of examples and illustrations
6. Quality of questions or problems raised
7. Student confidence in instructor's knowledge
8. Instructor's enthusiasm
9. Encouragement given students to express themselves
10. Answers to student questions
11. Availability of extra help when needed
1 2. lnstructor's language profi ciency
13. Instructor's use of technology
Section
III
78. 6
92.9
8s.7
100.
General Evaluation
[V
2.
3.
4.
5.
Reasonableness of assigned work

6. Clarity of student responsibilities and requirements
Section
14.3
0.0
0.0
0.0
7.t
0.0
0.0
14.3
QG
Amount you leamed in the course

Relevance and usefulness ofcourse content
Evaluative and grading techniques (tests,papers,projects)
7.t
30.8
30.8
69.2
76.9
84.6
s3.8
38.5
53.8
QG
30.
0.0
0.0
0.0
)
.5
61.5
1. Use of class time
7.1
0.0
7,L
2L.4
E
61
2. The content ofthe course

Section
100.0
100.0
92.9
100.0
100.0
85.7
1. The course as a whole
7.7
0.0
0.0
92.9
100.0
92.9
23.L
15.4
30.8
30.8
38. s
SDI
D2
A3
92.3
100.0
100.0
1. Course content and expectations were presented clearly
Section
Numberi t7o73
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
S
7.7
S
0.0
0.0
0.0
15.4
30.8
7-7
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
Wanted Course
Yes
No
Neutral
Omit
64.3
14 .3
14 .3
7.1
Course Is
major 92.9
minor o. o
Elective o. o
General o. o
Other o. o
7.L
Omit
ln
ln
Class
Freshman
Expected Grade
o. o
Sophomore 3s. z
Junior s7.L
Senior
Graduate
Other
Omit
o. o
o. o
o. o
7.L
A
B
C
7.L
78.6
7.L
o.o
o.o
o.o
o.o
D
F
S
U
Omit 7.t
Low
13
13
1"2
# Resp.
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
o.o
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
# Resp.
0.0
0.0
0.0
L4
14
L4
1,4
t4
t4
t4
L4
L4
L4
L4
t4
L4
# Resp.
13
13
# Resp.
13
13
13
13
13
13
o/o
o/o
Attendance
0-25 o. o
26-50 o. o
5I-75 o. o
76-90 o. o
91-100 e2.s
NA
o.o
Omit 7.t
Mean
3.9
4.0
4.0
Mean
4.9
5.0
4.g
4.8
4.9
4.9
5.0
5.0
5.0
4.9
5.0
5.0
4.9
Mean
4.5
4.5
Mean
4.7
4.8
4.8
4.4
4.!
4.5
Completed
Assigned Work
0-25
26-50
5I-75
76-90
91-100
NA
Omit
o.
o.o
o.
o.
o
o
e2.e
o.o
7.L
09-20-12-sEtc-5-8
J1100-Principles of American Journalism
Student Bvaluation of Instruction and Course

University of
Missouri-Columbia
Form B - 3
Spring
Instructor: PerreaultrGregory Pearson
Semester:
Course Subject: JoURN
Section: 03
Id:
201-3
Catalog Number: 1100
Course
Description: PRrNcs oF AM .touRN
Class Number2 24493
Department or Unit: JouRNArrsM sr
Numtrer of Respondents: 164
007859
Percent Responding
Section
q2
Course content and expectations v,'ere presented cleatly

2 The instructor was interested in student learning
A11 thiiigs considered, ilie iirstrucior taught effectively
1
Section
II
oc
ofthe course
2. Sequential presentation of concepts

3.
4.
5.
6.
Instructor's explanations
Use of exampies and illustrations

Instructor's enhancement of student interest
7. Student confidence in instructor's knowledo"
8. Instructor's enthusiasrn
9. Ciarity of course objectives
10. Interest level ofclass sessions
11. Availabilif of extra iielp when needed
I 2. Instructor's ianguage profi ciency
13. Instructor's use oftechnology
III
IV
2.
3.
4.
5.
6.
3.5
23.
o.7
-L.5
151
34 -O
5.6
54.7
54.0
33. 5
8.1_
35. 4
36. 6
18 .5
8.1
5.6
4.9
4.3
22.2
80.2
15.0
z-5
qo
27 .2
19. 1
58.6
30.9
7.4
8.0
aqR
27 .8
L8 -4
o?
18.6
Lorv
69. I
77 -2
0.0
ttr
QG
47 .8
32 .9
38 .5
13.7
15. s
0.0
1.9
10
2.5
L.2
Yes
No
Neutral
Ornit
75.6
6.7
1s.2
2.4
Course Is
Omit
l_ 6-L
4.
L-
161
1".2
1t
L62
L62
L62
3.8
0.0
2.5
4.4
0.6
0.5
158
161
16i"
# Resp.
Mean
15L
161
4.2
4.7
0.5
0.0
3.1
5.6
L.2
7.2
L6Z
1_62
1<.)
# Resp.
Mean
L.9
t.2
45 .6
35.6
26.2
33.
29 .4
4.3
4.2
4.3
3.5
40.0
40.0
13.1
L2.5
160
160
160
150
160
160
Expected Grade
3.
4.4
8.8
L2.5
L6.2
a1
major 93 .3 Freshrnan a2 .9
minor 0.6 Sophornore LL.6
1. B
Elective o. o Junior
o. 5
General !.2 Senior
2 .4
Other
Graduate o. o
2.4 Other
Omit
o. o
AI
151
QG
47.2
In
In
Mean
1"62
44.4
53.8
2L.9
Class
# Resp.
4.6
4.6
4.7
4.7
4.4
4.4
4.1
4.9
4.7
0.0
1.9
9.4
5.0
5.6
10
6.2
0.6
0.o
Wanted Course
0.6
1.9
0.6
1.9
L.2
L.2
L.9
4.2
2.5
,?
tirre
.+
39.1
Amount you leamed in the course

Relevance and usefulness ofcourse content
Evaluative and grading tecluiques (tests,papers,projects)
Reasonableness of assigned work
Ciarily of student responsibilities and requirements
Section
L52
59.
90.1
75.8
General Evaluation
1. Use of class
Mean
1.3
74-1-
1. The course as a whoie

2.The content ofthe course
Section
# Resp.
?o
High
Abiiity to present altemative explanations
Section
SDl
A3
74.2
Diagnostic Feedback
1. Instructor's organization
Dz
nn
SAA
A
B
C
D
F
S
Omit
?, 1
47.O
14.0
L.2
0.0
0.0
0.0
3.7
o/o
% Cornpleted
Assigned Work
Attendance
0-25
26-50
51-75
76-90
91-i00
NA
Omit
o.
o.
A2
A'
o
o
1.I
e.1
86.6
o.o
2.4
0-25
26-50
51-75
16-90
91-100
NA
Omit
2 .4
r-.8
7 .3
L2.2
73.8
0.5
1.8
06-24-l 3-SEIC-5 1-l 48
Evaluation of Instruction and Course

University of Missouri
Group Report for: Perreault,Gregory Pearson; Course: PRINCS OF AM JOURN

Course: JOURN 1100 Section: 01 Semester: SS2014 Class Number: 56602
# Respondents:
26
Percent of Responses
Jhoices: Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree
:$B.ip.:
Mein
Ihe syllabus clearly explained the course objectives, requirements, and grading system.
69%
SlYo
0%
0%
0o/o
26
4.69
Course 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
4.65
12%
0o/o
0o/o
26
4.35
re
46%
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
4.85
This instructor fostered questions and./or class participation.
85Yo
l5o/o
IYo
0%
O%
26
4.85
This 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,
77%
23%
o%
0%
0%
26
4.77
This course challenged me.
(!)
42Yo
A
(+I
I ru trt
p (z) *So (i
iB:
demonstrations, group work).
FLsr:??+
This instructor responded appropriately to questions and comments.
!.--EBlf'fui==.s.FjJ
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
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
4.81
This 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
vieupoints, such as race, gender, or politics.
4.69
Meifn
I was well-informed about my performance duing this course.
65%
27o/o
8%
DYo
0o/o
26
4.58
Assignments/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.
73%
19%
0%
8%
0o/o
26
4.58
Assessment Resource Center

10/20/207412.'28:54 PM
Perreault,Gregory Pearson-PRINCS OF AM JOURN

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J1000-The News Media: Media Literacy
Evaluation of Instruction end Course

Univercity of Missouri
Group Report for: Perreault,Gregory Pearson; Course: NEWS MEDIA IN DEMOCRTC SOCIETV
Course: JOURN 1000 Section:01 Semester: FS2013 Class Number: 237L4
#
Respondants:
168
Standard Form Report

Choices: Strongly Agree, Agee, Neutral, Disagree, Strongly Disagree
Course Content and Structure
sA(s) A(4) N(3) D(2)
The syllabus clearly explained the course objectives, requirements, and grading system.
49%
42o/o
8%
Course content was relevant and useful (e.g., readings, online media, classwork, assignments).
38%
4t%
Resources (e.g., articles, Iiterature, textbooks, class notes, online resources) were easy to access.
38%
49o/o
49o/n
M%
fhis
course challenged me
Teaching Delivery
lYo
166
4.37
t5%
7Vo
0%
165
4.t0
l0o/o
no/
l%
164
4.22
6%
t%
0%
165
4.41
sA(s) A(4) N(3) D(2)
630/o
This instructor was audible and clear-
74o/o 23%
75%
23%
This instructor effectively used examples/illustmtions to promote leaming.
630/o
This instructor fostered questions and./or class participation.
sD(1) # Rsp Mean
t%
sD(1) # Rsp Mean
t%
0%
r66
4.58
2o/o
l%
0o/o
t67
4.71
2o/o
Oo/o
0o/o
167
4.73
32%
4%
lo/o
lYo
t67
4.57
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
48o/o
37Vr
l2o/o
2o/o
l%
l6s
4.29
33Vo
4%
Learning Environment
sA(s) A(4) N(3) D(2)
sD(1) f
Rsp
Mean
This 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
64o/o
32o/o
2o/o
2%
0%
165
4.58
54%
33o/o
l20a
7o/o
t%
r66
4.39
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
viewpoints, such as race, gender, or politics.
Assessment
sA
I was well-infomed about my perfomance during this course.
(s) A (4) N (3) D (2)
33% 46% t5%
sD (1)
Rsp
4.39
Mean
s%
r%
164
4.06
Assignments/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
ffi!
;;;ffi::::;;;;'"""'
Perreault,Gregory Pearson-N EWS M EDIA IN DEI\4OCRTC SOCIETY

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Evaluetion of Instruction end Course

University of Missouri
Group Report for: Perreault,Gregory Pearson; Course: NEWS MEDIA IN DEMOCRTC SOCIETY
Course: JOURN 1000 Section: 01 Semester: SP2014 Class Number:6262O
# Respondents:
55
Itandard Form Report

Jhoices: Strongly Agree, Agree, Neutral, Disagree, Strongly Disagree
Course Content and Structure
sA (s) A (4)
# Rsp
Mean
2%
54
4.44
380/o
9%
2%
0%
53
4.38
40%
t5%
4%
0o/"
53
4.19
40%
13%
2%
5t%
Resources (e.g., articles, literature, textbooks, class notes, online resources) were easy to access.
42%
4s%
sA
(2)
sD [1)
Course content was relevant and uselul (e.g., readings, online media, classwork, assignments).
Teaching Delivery
0%
4t%
This course challenged me.
[3)
4%
54%
The syllabus clearly explained the course objectives, requirements, and grading system.
[s) A (4) N (3) D [2)
0%
53
4.28
sD (1)
# Rsp
Mean
65%
31%
4%
0%
0%
54
4.61
This instructor rvas audible and clear.
68V.
30%
z%
0%
0%
s3
4.66
67%
30%
z%
0%
2o/o
This instructor effectively used examples/illustrations to promote ledining.
65%
3t%
2o/o
0%
Ihis instructor
54
4.59
54
4.57
6t%
33%
4%
0%
2V"
54
4.52
Ihis instructor clearly explained important information/ideaVconcepts.
59%
))70
7%
Oo/n
0%
54
4.52
58%
38%
4o/n
OV"
0%
53
4.55
fostered questions and./or class participation.
sA[s) A(4) N(3) D(2)
Learning Environment
This instructor responded appropriately to questions and comrnents.
63% 3t%
Ihis instructor stimulated
6r%
65%

This instructor helped students to be independent leamers, responsible for their own learning.
54% 35%
student thinking and leaming.
This instructor promoted an atmosphere ofmutual respect regarding diversity in student demographics and
sD[1) f
Rsp
Mean
4%
0%
2%
54
4.54
28%
9%
2%
0%
)+
4.48
30%
4o/o
2V.
0%
54
4.57
60%
34V.
6%
0%
0%
53
4.55
70%
24V.
6%
0%
0%
54
4.65
11%
0%
0%
54
4.43
viewpoints, such as race, gender, or politics.
sA(s) A(4) N(3) D(2)
Assessment
I was well-infonned about my perfomance during this course.
45Yo 34%
Assignments/projectVexams were graded fairly based on clearly comunicated criteria.
s|%
This instructor provided feedback that helped me improve my skills in this subject area.
54%
Aft!
cecen'le
;;;ilT;::T;
sD(1) # Rsp Mean
15%
4%
2%
53
4.17
38%
8%
0%
4%
53
4.32
30%
lt%
4%
2%
54
4.30
Perreault,Gregory Pearson-NEWS MEDIA IN DEMOCRTC SOCIETY

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Appendix C: Advisor Teaching Evaluation
UNIVERSITY Of MISSOURI
MrssouRr
scHool
oF JOURNALTSM
JOURNALISM STUDIES DEPARTMENT
TO: School of Journalism Doctoral Teaching Program

CC: Greg Perreault, Doctoral Student, Instructor of J1100
RE: Classroom Teaching Evaluation

I observed Greg Perreault's classroom teaching in J1100, Principles of American Journalism, on
April 9, 2013. Jl100 is an introductory course that is designed to familiarize students with major
issues and concepts in journalism studies and is required for journalism majors and minors.
Greg's class has a total of 197 students, mostly freshmen. In addition to the classroom
observation, I also reviewed Greg's syllabus and assignment instructions.
The topic of his lecture on that day was on journalists' ethical duties and codes. Overall, I was
very impressed with Greg's meticulous preparation and effective delivery. His lecture was
structured, coherent and clearly presented. Considering the size of the class, he was especially
effective in engaging the students through questioning, dialogues and case studies.
The following are my notes on specific aspects of Greg's classroom teaching.

First, his lecture was thoughtfully structured and efficiently organized. The lecture time was
from I I a.m. to 72:15 p.m., a total of 75 minutes. He first gave some brief feedback on the exam
that the students had taken the week before, and then spent about 5 minutes reviewing what the
course had covered thus far. He reviewed the three metaphors ofjournalism and the economic
challenges faced by today's media. This review nicely led into the main topic of that day's
lecture on journalists' ethical duties. He started the topic by asking "why do ethics matter?" and
led a ten-minute class discussion on a familiar case regarding one of the most iconic and
controversial9lll photos which featured men falling off the World Trade Center. He then laid
out a conceptual framework and explained in detail several key concepts in ethics including
morality, perfect duties vs. imperfect duties, and consequentialism vs. deontologicalism. He
used several telling examples to illustrate each concept, and then focused on the particular case
of the 1994 Pulitzer winner Kevin Carter's photos covering the Sudan famine. He used the case
not only to explain the concepts of perfect duties and imperfect duties but also to engage the
students in discussion on how best to balance professional requirements and moral standards.
After wrapping up the discussion, he spent the rest of the class time explaining the requirements
for a take-home assignment based on the content and discussion of the lecture. The assignment
was an essay focusing on how to make an ethical decision when facing a journalistic dilemma.
Greg finished the lecture at around 12:05, and left some time for students to ask questions about
the lecture and the assignment. Overall, I would say his lecture had a clear structure and a logical
flow and progression.
201
NeffHall Columbia, MO 65211 Phone: 573-882-0860

M i ssour i's Ft alsh ip IJ n ia ersi ry
Fax: 573-884-5400
Second, I am especially impressed by Greg's positive rapport with the students and his ability to
engage students with critical thinking. I noticed that he made regular eye contact with students
and used body language (e.g. hand motions, walking around) effectively to keep students
engaged. During the class discussions, apparently he knew all the names of at least a dozen
students who participated in the discussion. After a student answered the question, he would
respond by first acknowledging the student's input, by saying something like "that's a good
point, Mellissa." He then recaptured and sometimes reframed the student's main point and
raised a follow-up question in order to further the discussion. For example, after a student said
news value should be a consideration in whether to run a controversial photo in the newspaper,
Greg asked her what specific news value and news impact journalists need to consider. To make
a point about ethical dilemmas and boundaries, Greg shared his personal experience during 9/11
and talked about the historical significance of news for informing the public. During the
discussion, the students seemed to feel at ease engaging in the discussion, and students sitting in
both the front rows and the far back would raise their hands to answer the questions, which was
indicative of the range of the class engagement.
Third, the material covered during his lecture was well balanced in breadth and depth and
between concrete examples and abstract concepts. He used examples appropriately and
effectively. Other than the two cases he used for class discussion, he gave a wide range of
relevant examples to explain abstract concepts and theoretical arguments. For example, when he
was trying to explain ethical dilemmas and rationales for personal judgment, he used the
example of the computer game..Bioshock, in which the player is presented with the choice at
various points in the game to either exploit characters in the game to gain more energy for the
player character, or spare each character for a smaller amount of resources. This example, I
would assume judging from the students' reaction, is something familiar to the students and thus
easily made sense for them. At another point, Greg used Walter Williams' Joumalist's Creed,
which should be familiar to the J-School students, to talk about journalists' ethical
responsibilities.
In addition, I would like to make a note on Greg's effective use of Prezi for his lecture
presentation. The advantage of Prezi is its capacity to help visualize content and the ease of
navigation between texts, and images and videos. It also shows a clear path of the navigational
sequences, which is ideal for a structured lecture presentation. I have, however, seen some Prezi
presentations where the visual stimulation is excessive to the point of distraction. Greg's use of
the medium avoided these errors and was quite effective. His presentation was clean and simple,
highlighting the key words and concepts rather than using longer sentences and excessive
quotations. The presentation included clear signals of topic shifts and transitions. The videos
and images were all well prepared and were easy to pull out for presentation. I would say Greg's
use of Prezi was instrumental in his organized delivery of the lecture and by keeping students
visually stimulated, it also enhanced the students' leaming experience.
Overall, I found Greg a very effective teacher especially considering the large size of the class.
This was perhaps the most prepared and the best-delivered class I have observed among the
doctoral students.
Please let me know if you have any questions or if you would like me to elaborate on any of the
above observations.
=hn/r
f
Yong Yolz,fn.O.
Associate Professoi of Journalism Studies
Appendix D: Recommendations from Teaching Assistants

I first worked with Greg Perreault in the fall of 2012. We were both teaching
assistants for a tenured professor at the Missouri School of Journalism in Columbia,
Missouri. He was earning his doctoral degree as I worked toward my masters.
In addition to grading and meeting with students, as a Ph.D. candidate Greg was
required to give lectures in a large auditorium with 200 plus students. Harnessing the
attention of college freshman is certainly challenging, but Gregs lessons were always
engaging and vibrant. He excelled at posing interesting questions that encouraged
students to speak out and think critically. During one class, he asked whether Jon Stewart
should be considered a journalist. An exciting debate ensued as Greg guided the
conversation with extemporaneous prompts and follow-ups.
One year later, I had the opportunity to be a teaching assistant for Greg as he led
his own classroom three days a week. As his teaching assistant, I took notes during
lectures, contributed to test questions, graded assignments, met with students, and
occasionally helped lead the class in exam review. I found that in this situation, he was
the type of supervisor that you hope to work forone who runs an organized operation,
is transparent with his expectations, understands and works around your schedule, and
puts full trust in your abilities so you feel confident in the position.
With regard to his students, teaching methods, and lectures, Greg acted like he
had been doing this for years. In addition, this time around, he was teaching introductory
journalism to a batch of non-journalism majors. He not only had to plan lessons, but also
persuade students to care about a subject that was merely an elective in their eyes.
In this situation, Greg continued to excel. For one, Ive never seen anyone more
adept at using Prezi presentation software. His lectures were bursting with Venn
diagrams, videos, memes, and jokes to pad the complex content he had to break down
and make digestible. Some subjects he tackled were journalistic objectivity, the various
types of media bias, cultural hegemony, and the market versus public sphere journalistic
models. He never used visible notes during lectures, and provided an authoritative
presence without being overbearing.
For example, on exam days, Greg always included a Moment of Zen, which
entailed a funny video to relax students before they began answering questions. And even
though it was difficult to create discussion amongst an extremely quiet and nervous
bunch, as the semester progressed more students were willing to speak out. Greg actively
worked on creating an open and safe atmosphere, and would carve out time for what he
called coffee with Greg at a place close to campus. During these hours, students could
come and talk to him about any questions or concerns about life on their minds.
Im grateful that my academic trajectory crossed with Gregs, and for everything
Ive learned from him about leadership, teaching, and pursuing your dreams. Any
university would be lucky to have him as full-time professor.
Sincerely,
Caroline Feeney
Master of Arts, journalism 14
Chiropractic Economics magazine, associate editor
It is my pleasure to write this letter of recommendation on behalf of Greg

Perreault. As a former teaching assistant of Gregs, I have come to know him as both a
professor and a person.
I was Gregs teaching assistant for two semesters at the University of Missouri,
helping him teach Journalism 1000: The News Media. Journalism 1000 was an entrylevel course for non-journalism majors and covered a curriculum that included news
values, media ethics, social media, advertising, and much more. Greg displayed proficient
knowledge in all areas of the course, with exceptional knowledge in reporting and
working in the newsroom.
What I found most impressive about Gregs teaching was his ability and desire to
get to know his students. Whether there were 50 or 150 students in his class, by the end
of the semester he was on a first name basis with most of them. Even in a large lecture
setting, he was able to create an environment in which students felt comfortable speaking
up and were encouraged to participate in class discussions.
As a supervisor, Greg was nothing short of excellent. He allowed my education
and the pursuit of my masters degree to take priority over assisting with the class
anytime there was a conflict between the two. As his assistant, the workload was always
manageable and he did his best to assist in anyway possible. I never felt overwhelmed
with the required work and felt comfortable going to Greg with any questions or
concerns. He was always open to hearing my opinions and suggestions and encouraged
criticism and recommendations throughout the course.
With all of that being said, I would strongly recommend Greg for any teaching
positions, as he is both a great professor and person.
Sincerely,
Todd Boedeker
Master of Arts, strategic communication 14
Member Services Coordinator
St. Louis Area Business Health Coalition
Appendix E: Recommendations from Students

I had Greg as a professor during my spring 2011 semester at the Washington
Journalism Center in D.C. That semester was my first exposure to real-world journalism,
and Gregs guidance helped make the experience more exciting than overwhelming.
In the classroom, Greg made daily learning a relatable experience. He often
integrated real-world examples and firsthand experiences to make abstract concepts
easier to understand. His student-focused teaching style encouraged the class to interact,
share and ask questions when we needed further explanation.
Perhaps more importantly, Greg was always happy to offer advice on non-class
days. Sometimes, that meant offering tips on a story before I sent it off to my editor. On
other occasions, it was simply getting a cup of coffee to talk about class, my internship or
life in general.
Throughout the semester, Greg found a way to put students at ease. He made
himself approachable and easy to talk to. He took an interest in usas students,
journalists and people. He often shared his own experiences and knew the right tone to
take when offering constructive criticism. Hes helped encourage my own journalism
career, and Im sure he will do so for many future students as well.
Alex Brown, National Journal
I have known Greg Perreault for about 3 years and have interacted with him
extensively in his capacity as an instructor and mentor. Over the years, I have come to
know him very well, and therefore can comment on some aspects of his teaching.
Greg Perreault is a caring and hard-working teacher, and it has been a pleasure
working with him. For example, during the semester I had him as a news writing
instructor he observed the significance I placed on pitching religion stories. He began
asking me questions about what exactly I wanted to do after graduation. I admitted to not
knowing and he advised me to look into religion reporting. Since then, he has continued
to assist and mentor me. His constructive feedback and positive outlook have improved
my writing abilities and facilitated me to find my own writing style. He has had a
profound influence on my future as a journalist. Through his guidance I have had
internships at Columbia Faith & Values and Religion News Service, as well as, won an
award in religion reporting. Without his open communication and passion for student
success, I wouldnt have found where I belong in the journalism world.
An important aspect of Greg Perreaults interactions with students is his interest
in students work, and his ability to relate to his students and advise them on an
individual and personal basis.Greg Perreault doesnt just teach each student while they
are in his classroom, he continues teaching and advising them for years to come, always
being available when needed. He says he teaches to the heart, but personally, and more
importantly, I think he teaches from the heart.
I personally have benefited from Greg Perreault, as both an instructor and mentor
and sincerely hope that his efforts as a teacher and adviser will be rewarded.
Heather Adams
Senior at the Missouri School of Journalism
I had the pleasure of having Prof. Greg Perreault as a professor for a journalism
course titled, News Media in a Democratic Society, during my time at the Missouri
School of Journalism from which I graduated in May 2014. Throughout this course and
the rest of my time at the Missouri School of Journalism, Professor Perreault served not
only as an educator but also as a mentor in whom I could confide. While the Missouri
School of Journalism is known for its Missouri Method of hands-on teaching and
practices related to journalism, I truly did not understand the extent of this ideology until
I took Professor Perreaults course.
One of Professor Perreaults best assets was being able to bring a topic to life with
relevant examples that resonated with the students in his class. By showing video clips,
such as scenes from popular movies, and referencing pop culture in his lessons, students
like myself were able to connect an academic concept to something with which we were
more familiar. By connecting subject matter to media that was well known by his
students, Professor Perreault fostered learning in not only an effective way but also in an
enjoyable way. He always succeeded in keeping the attention of the students in my class.
Throughout the course that I took with him, Professor Perreault made an effort to
get to know each of his students on both a personal and a professional level.
Additionally, he was quick to take a vested interest in the academic futures of each of his
students. To me, his conscientiousness and attention has always stood out from other
professors, because he genuinely cared about my future academic and career plans, as
well as me as a person. Despite his busy schedule, he was always willing to meet for
office hours and to discuss anything from class work to places to move post-graduation.
When I began my job search during the last semester of my senior year, I was
able to reach out to Professor Perreault for advice and leads. I explained to him the
direction I wanted to go with my career, and he connected me with his friends and
colleagues to provide networking and advice. He was thoughtful enough to ask me
personal details, such as what kind of weather and modes of transportation I would
prefer, so that he could help me narrow down possible cities where I could apply for jobs
and graduate schools.
Professor Perreault exemplified what it means to be a professor, mentor, and a
friend. Because of his numerous positive qualities, I know that he will be successful and
an asset to any school or university that is lucky enough to have him.
Shaye Adams
Special Education Professional, Bell Elementary School

Academic Portfolio Perreault

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RESEARCH STATEMENT: EXPLORING RELIGION & MEDIA

TEACHING PHILOSOPHY: TEACHING IS AFFECTIVE

SERVICE PHILOSOPHY: SERVICE IS GIVING BACK

INTEGRATION OF WORK AND GOALS

APPENDIX A: SAMPLE SYLLABI

Jenkins, J., Perreault, M. & Perreault, G. (2014, August 7) Magazine Iconography:

____. (2011, April 20) Kingdom Hearts: Immersion, Interactivity, Intertextuality

Principles of American Journalism (J1100-Missouri School of Journalism)

Foundations of Media Involvement (Washington Journalism Center)

Integration of Work and Goals

Perreault, G. (2010) Can you be a Christian and a Journalist? Obviously. The

J2500 Game Over! Critical Studies on

II. Required Texts

III. Course Schedule

Week 7: Economics of MediaRead Campbell et al., Chap. 7

Game Over! Syllabus

IV. ACADEMIC POLICIES

Use of materials from another author without citation or attribution.

University of Missouri-Columbia's compliance with implementing Title VI of the Civil Rights

Game Over! Syllabus

Religion in the NewsUpper-Level Seminar

J3700 Religion in the News

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

- an understanding of the cultural/theological approaches to the press in America. So

II. Required Textbooks

III. Course Schedule

Religion and the News Syllabus

Week 11: World ReligionsStout, Chap. 4; Assigned reading on an American faith

Religion and the News Syllabus

IV. ACADEMIC POLICIES

Use of materials from another author without citation or attribution.

Religion and the News Syllabus

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

Religion and the News Syllabus

Appendix B: Student Evaluations

Student Evaluation of Instruction and Course

Instructor: Perreamlt,Gregory Pearson

Course Subject: JoURN

Catalog Number: 21oo

Department or Unit: ,touRNAJ,rsM sr

Course content and expectatiolls were presented clearly

Instructor's organization ofthe course

I3. Instructor's use oftechnology

The course as a whole

General Information About Your Students (percent of respondents)

Information for Other Students

Student Evaluation of Instruction and Course

Instructor: Perreault.Gregory Pearson

Catalog Number: 21oo

Deparfment or Unit: JoirRNAlrsM sr

Courr" conteut and expectations were presented clearly

2. The instructor was interested in student learning

1. The course as a whole

2.The content of the course

General Information About Your Students (percent of respondents)

4. Evaluative and grading techniques (tests,papers'proj ects)

Tnfnr.mcfinn for C)ther Students

Sanfinn TTT General Evaluation

I 2. Instructor's language profi ciency

Availability of extra help when needed

10. Answels to student questiotls

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

Student Evaluation of Instruction and Course