As a Radio/Television undergraduate, I had two professors who shaped how I think about teaching (one in radio, the other in television). They pushed me beyond what I thought I could do and opened doors I never expected, including internships that helped me envision a future in sports broadcasting – my goal at the time. Their mentorship is why I pursued a PhD. I wanted to offer students the same support and opportunities I was given. You don’t need a PhD or a university title to change a student’s life, but earning mine gave me the chance to stand before a classroom and share what I’ve learned. In my courses, students are encouraged to ask questions, challenge ideas, and engage with each other. I believe people learn best when they feel comfortable and respected, so I work to create an inclusive, immersive environment where curiosity is welcomed, and everyone has room to grow. At the core of my pedagogy is a simple purpose: students learn through curiosity, conversation, and confidence-building, and my role is to guide them toward becoming thoughtful, capable scholars. I want students to develop the intellectual habits of questioning evidence, recognizing complexity, and thinking critically about the stories we tell. I want to help students develop practical skills they can use anywhere, such as clear communication, teamwork to solve problems, and the ability to handle tough challenges. I believe education should open new possibilities for students and equip them with tools they can rely on outside the classroom.
My teaching experience includes a variety of interdisciplinary methods. Currently, I teach Honors Reading Courses that meet weekly for one hour. I have taught several sections and incorporated student feedback from assessments, adjusting my teaching style accordingly. Several students noted that the amount of reading assigned each week felt too overwhelming for a one-hour class. To address this concern, I have revamped the curriculum to focus on a more streamlined selection of meaningful texts. These texts are by authors from varied backgrounds, including academics, journalists, and practitioners. In addition, I have adjusted my weekly assignments to better meet students’ needs. Previously, I asked students to submit questions after the weekly reading for the next class discussion. Students wrote excellent questions, but they were not always conducive to group settings. Now, students analyze a quote from the reading, which encourages them to ask and answer their own questions. These new assignments foster a more engaging discussion. This adjustment aims to enhance engagement and foster deeper discussions within the limited time available. In addition to teaching Honors Reading Courses, I have taught several iterations of the Clark Summer Research Program’s weekly lecture. This course is designed to assist incoming first-year students with their required poster presentations. The course meets for seven to nine weeks, depending on the program’s required dates. I begin this course by covering how to be a student researcher and how to set yourself up for both working in a research lab and your future academic career. I often adjust the course to meet the students in the middle and help ease their fears about attending college for the first time and presenting at a poster competition. In addition to formal teaching positions, I have led numerous workshops and roundtable discussions for university students, ranging from “Fear Thy Neighbors: World War II and Dallas” to “Integrity and Avoiding Academic Dishonesty” and “University Etiquette.” I continue to evolve as a teacher by learning from my students and the field, and I remain committed to shaping thoughtful, capable communicators who can carry these skills far beyond the classroom.
Wendi Kavanaugh 