Approach to and Goals in Teaching

I teach for the same reason I practice journalism: I am obsessed with knowing and sharing information, and I thrive on innovation and collaboration. I believe there is no end to growth opportunities for students, and everyone can seek and achieve their goals. As an instructor, I strive to engage and inspire students to question and seek knowledge, to quest for continuous growth and development. I have high expectations that I am confident students can meet — and exceed. I provide an environment for learning that is built around community, trust building and self-discovery, offering a space to F.A.I.L. as a “First Attempt In Learning.”.

I view our classes as communities on a collective journey, where I learn as much from students as they learn from our learning experiences. The classroom is a place for student to push their limits and walk across expanses they have never before traversed, as I provide the safety net beneath them. At first, the net is right under them, but it drops week by week, as their skills and confidence grow. It never, however, goes away.

I have embraced student-focused teaching inside and outside the classroom, while also helping other faculty to do the same. My goal has long been to serve learners of all styles and help them understand, analyze, and practice the theories and skills that make up journalism. Technological engagement is key to my communication with students beyond the traditional time and space boundaries of classes. My integration of technology with pedagogy to advance academics, skill development, and career readiness has allowed me to stand out as an educator.

My goal is to make their learning environment mirror the real world of journalism practice, with assignments and deadlines. Our active-learning classes are a place of discovery, where mistakes are made away from real-world consequences. I constantly keep my skills current by engaging professionally in work that ranges from covering sports for the Associated Press to serving on the media law and ethics committee of the Ohio Bar Association. I also meet with journalism leaders across the country, who help me see how industry changes must be reflected in my courses. My connections in the working world have enabled me to open many professional opportunities for students before and after graduation.

I have built industry partnerships to provide education and experiences in sports journalism. Partnerships include Ohio State Athletics, the Columbus Blue Jackets, the Big Ten and Big Ten Network, the Indy 500, NCAA March Madness, and sports media enterprises across the country. These partnerships connect students to careers and skills they strive toward, and mentors who help them achieve their dreams. These connections make our small program mighty.

My teaching style has been sculpted over the years by student feedback, allowing me to become better organized and improve clarity. I have been guided by tenure-track faculty on utilizing more rigorous readings and materials in courses such as “Media Law and Ethics,” which I improved through textbook readings and better assessments. The Ethics Circle Fellowship Program helped me better conceptualize ethics instruction and develop more engaged assessments. This progress is reflected in my Teaching Endorsement through the Drake Institute. The UCAT Conference on Excellence in Teaching and Learning guided me in enhancing syllabus structure, breaking up projects into smaller components to better expose students to the academic process. I have embraced Canvas/Carmen to organize courses into modules with designed pages and assignments, aiming for comprehension and consistency.

I am truly excited for my next chapter, where I will devote more efforts to expanding sports journalism and career opportunities for the growing number of students at Ohio State engaged in this area. I will be developing new courses around sports journalism skills that will augment our Lantern coverage and make students more employable by facilitating internship opportunities. This is where my passion and skills can come together to benefit the most students and the school/college as a whole.

My teaching is rooted in the same passion that drives my journalism: a relentless pursuit of knowledge, an eagerness to share, and a commitment to innovation. I strive to create an environment where students develop critical skills and gain the confidence to navigate real-world challenges. Through active learning, industry partnerships, and a dedication to mentorship, I prepare students for meaningful careers while fostering intellectual curiosity and ethical responsibility. My goal every day is to empower students to push boundaries, embrace growth, and leave our classes ready to fulfill their dreams.

Evaluation of Teaching

I have sought to continuously improve my teaching and mentoring by reflecting on student evaluations of instruction, peer evaluations and feedback from classroom observations. My SEI scores have been significantly above average, particularly in categories such as being “genuinely interested in teaching,” “encouraging students to think for themselves,” and being “well prepared.” These scores and student comments have highlighted my strengths, but constructive feedback from both students and peers has been equally significant in refining my teaching approach.

Student comments consistently point to my ability to create a rigorous, yet supportive, learning environment. In Writing and Editing for Media (COMM 2221), students have acknowledged that while the course is challenging, my dedication to their growth as journalists makes the experience both relevant and rewarding. One student noted, “COMM 2221 is not the easiest class, but Nicole makes the class so relevant and compelling that you end up becoming a much better journalist than you would have ever imagined.” This comment reflects my commitment to high expectations, which I believe are essential for student growth.

Students have also expressed appreciation for my approachability and willingness to work with them when challenges arise. In the same class, a student remarked, “Nicole is incredibly understanding if something gets in the way and is willing to work with students’ busy schedules.” This feedback has reinforced my belief that compassion is a complement to high standards. By meeting students where they are, I am able to help them overcome obstacles without compromising the integrity of the course or their learning outcomes. This balance has become a cornerstone of my teaching philosophy.

Constructive feedback has also been instrumental in helping me improve the logistical aspects of my courses. For example, in Sports Media Relations (COMM 3414), students noted that certain course modules could be better organized. One student commented, “At times, it seemed like we would jump ahead before returning to something else for a module.” I made adjustments to the pacing and sequence of topics, particularly around graphic design and social media content. By actively listening to student concerns and making meaningful changes, I’ve been able to create a more cohesive and effective learning experience.

Classroom observations from peers have also been invaluable in refining my teaching techniques. A peer evaluation noted the challenges posed by the physical layout of one of my classrooms, which had students facing in various directions. The observer noted that, while my strong voice projected well when I was facing the students, it became harder to hear when I turned to address another part of the room. This feedback made me aware of how physical positioning could impact students’ learning experience, particularly in larger, more spread-out classrooms. I have since taken steps to mitigate this issue, such as repositioning where I am in a room to ensure that all students can hear me clearly.

The peer observation also highlighted how I effectively used technology in the classroom, particularly the multiple monitors positioned around the room. The observer remarked, “Dr. Kraft used those [monitors] to display the Carmen course module for that class, which was legible because no matter where someone sat in that room, there would be a visible monitor.” This feedback reinforced my belief in the importance of incorporating diverse teaching tools to enhance student learning. He also pointed out that the small whiteboard I used during class was difficult for some students to see. Based on this feedback, I am using technology to project written notes onto the monitors, ensuring that all students have a clear view of the materials being discussed.

The observation also underscored the value of using real-world examples and personal experiences to illustrate complex legal concepts. During a discussion on defamation, I shared a personal story about my own experience with a defamation case. The observer noted, “It was a clever, interesting story told well that I think students are likely to remember as a highlight of the class.” This feedback reinforced the importance of storytelling as a teaching tool.

In conclusion, the feedback I’ve received from students and peers has been instrumental in shaping my teaching and mentoring practices. Through SEIs, peer evaluations, and classroom observations, I have learned to balance high expectations with compassion, ensuring that I meet students where they are while challenging them to reach their full potential. By continuously reflecting on and responding to feedback, I have been able to create a learning environment that is both rigorous and supportive, helping students succeed both inside and outside the classroom.