Nicholas David Bowman, Ph.D.

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Teaching Awards include:

• WVU Foundation, Outstanding Teacher Award, 2015-2016 [.pdf]
• Eberly College of Arts & Sciences, Outstanding Teacher Award, 2015-2016 [.pdf]
• Michigan State University, Excellence-in-Teaching Citation, 2008-2009 [Word][.pdf]

Teaching Philosophy

For nearly a decade now – from the start of my graduate studies in 2004 through my years as a professor – I have had the privilege of taking leadership positions in the education of more than 4,000 undergraduate, graduate, and professional students. During this time I have practiced many styles and formations of education, taking my position both as the “sage on the stage” as well as the “guide from the side” in working in front of and partner to students during their academic careers.

For me, teaching has always been a natural and autotelic byproduct of my general interest in scholarship – I do not separate my teaching and research identities because I draw an immense sense of inspiration, innovation and energy from each. As an experimental scholar of human-media experiences, my approach to pedagogy is the same as my approach to research – it has to account for the organisms, stimuli, and affective and cognitive responses:

This “S-O-R” model represents the importance of understanding user experiences (here, conceptualizing “organisms” as human users of a given technology) as key to how we understand the uses and effects of communication technology. In my teaching, I similarly focus on the student experience as key to knowing how to best connect students with content at the cognitive and affective levels so that they can succeed. This learning laboratory – be it physical, virtual, or hybrid – must be co-constructed to allow for many different configurations of stimulus (material) and organism (learner) to best realize an intended response (learning objective). This focus allows me to consider several teaching modalities to find a “best-fit” for each class’s needs, drawing from oral and visual lectures, hands-on demonstrations, virtual and informal “chat sessions,” social media debates and discussions, gamification exercises, and a host of other learning spaces and techniques. In practice, I find myself less committed to a singular stimulus-response effect and more committed to finding the right combination of material and student to realize the best effect – students’ ability to thoughtfully, critically apply knowledge inside and outside the classroom.

In analyzing S-O-R models, the objective is to critique and construct configurations of causal paths that best explain particular responses. In my teaching, I use formative and summative assessments with my students (using data culled frompersonal communications, observations, and student evaluations) to critique and co-construct teaching strategies. In this way, I ensure that each community of learners benefits from the most effective learning laboratory for their unique collection of needs.Indeed, I see education as a practice in equifinality and my role as educator as passionately aiding students in building their own paths to knowledge – paths that consider the student’s cultural, economic, and social worlds and that build knowledge and meaning within them.

A student in Prof. Bowman's class should expect (excerpted from student comments):

“…[an instructor with] a special gift to reach out to everyone as if they matter in a classroom, and peak students’ interests…

“…[an instructor who is able to] connect with students, get information across in a lively way, and demand excellence.”

“…[an instructor who shows] more excitement and persistence than [any University] could hope for.”

Teaching Positions

Spring 2015 (May) - present: Associate Professor, West Virginia University
Summer 2012-2015: Visiting Professor, Universitat Erfurt
Summer 2011 - Spring 2015: Assistant Professor and Graduate Faculty, West Virginia University
Fall 2009 - Spring 2011: Assistant Professor and Honor's Faculty, Young Harris College
Fall 2005 - Summer 2009: Teaching Assistant & Instructor, Michigan State University
Spring 2005: Senior Lecturer, University of Missouri - St. Louis
Spring 2005: Adjunct Faculty, St. Louis Community College - Meramec
Summer & Fall, 2004: Graduate Teaching Assistant, University of Missouri - St. Louis

Courses Taught

West Virginia University

“Learning to Cope with our Robot Overlords” [personal reflection]

Graduate Courses
COM625: Computer-Mediated Communication
COM693D: Experiments and Causality
COM693I: New Media and Society
COM691W: Social and Digital Media Management (Corporate MA Program)
COM693K: Social Media in 2012 (Instructional MA Special Course)
COM693K: Social Media in the Workplace (Corporate MA Program)
COM693N: Effects of Entertainment Media

Undergraduate Courses
COM105: Introduction to Mass Media
COM105: Introduction to Mass Media (online)
COM105: Introduction to the Mass Media (WVU K-12 online course)
COM105 (Honors): Introduction to Mass Media
COM293 (Honors): Social Media in the Workplace
COM335: Social Media in the Workplace
COM335: Social Media in the Workplace (online)
COM405: Advanced Mass Media (Entertainment Media Uses and Effects)
COM425: Computer-Mediated Communication
COM494: Internship Supervisor – Editorial Manager for
COM495: Independent Study – Communication Technology and Media Psychology

Summary of Course Evaluations for West Virginia University
Summer 2011 to Fall 2016:

Total responses: 622/1711 undergraduates (response rate = 36.35%) as of Fall 2016*
Scale: 5-point, Likert scales, with "5" indicating "Excellent"

*Evaluation forms were altered as of Spring 2016, and are not consistent for comparisons. I am happy to provide these evaluations on request, to

[Questions below are no longer assessed as of Fall 2016]
Is well-prepared for class: M = 4.86, SD = .31
Assignments are fair: M = 4.73, SD = .53
Instructor feedback: M = 4.85, SD = .34
Assignments are graded in a timely fashion: M = 4.76, SD = .46
Instructor availability: M = 4.79, SD = .40
Instructor shows a mastery of the subject: M = 4.89, SD = .28
Instructor is enthusiastic: M = 4.92, SD = .24
Positive learning environment: M = 4.82, SD = .38
Well-organized course: M = 4.62, SD = .51
Recommend this course to others?: M = 4.72, SD = .43

[Questions below are no longer assessed as of Spring 14]
Class participation is encouraged: M = 4.71, SD = .47
Instructor is friendly: M = 4.83, SD = .38
Instructor is interested in teaching: M = 4.86, SD = .37

[Click here for evaluations from related to WVU]

Universitat Erfurt

COM492: Directed Readings in German Culture and Communication [2014 blog] [2013 blog] [2012 blog]
COM493: Media Psychology and Influence [PBWorks] [Course Feedback from: Summer 13]

Young Harris College*
*Hyperlinks contain sample course syllabi

COMM3950&3951: Editing and Newspaper Production I - II, Primary Instructor
COMM3400: Organizational Communication, Primary Instructor
COMM2980-4980: Independent Study, Primary Instructor
COMM2900: Reporting I, Primary Instructor
COMM2700: Introduction to Media Effects Research, Primary Instructor
COMM2050: Communication Theory, Primary Instructor (co-taught with Dr. Jennifer Hallett)
COMM1181-4182: Newspaper I-VIII, Primary Instructor
COMM1100: Introduction to Public Speaking, Primary Instructor
COMM1051: Practicum in Journalism
COMM1050: Introduction to Media Studies, Primary Instructor
HONR1101: Managing your Virtual Identity, Primary Instructor (co-taught with Dr. Jennifer Hallett)

Course Evaluations for Young Harris College: [Excel]

Total responses: 201/302 (response rate = 67%)
Scale: 4-point, Likert scales, with "4" indicating "Strongly Agree"

Is well-prepared for class: M = 3.69, SD = .40
Presents material clearly: M = 3.54, SD = .43
Responds to questions effectively: M = 3.60, SD = .58
Makes course objectives and goals clear: M = 3.58, SD = .62
Makes requirements and grading procedures clear for each assignment: M = 3.52, SD = .59
Is available for consultation outside of class: M = 3.77, SD = .27
Returns graded assignments in a reasonable time: M = 3.57, SD = .61
Is willing to help students who make an effort to improve:
M = 3.73, SD = .37
Stimulates interest in the subject:
M = 3.70, SD = .39

[Click here for evaluations from related to YHC]

Michigan State University*
*Hyperlinks contain sample course syllabi

COM490: Independent Study, Coordinator
COM402: Music Management and Promotion, Primary Instructor (PR Specialization)
COM399: Music Management and Promotion±, Primary Instructor
COM375: Audience Response to Media Entertainment, Primary Instructor
COM275: Effects of Mass Communication, Teaching Assistant & Primary Instructor
COM240: Organizational Communication, Teaching Assistant
COM200: Methods of Communication Inquiry, Teaching Assistant
COM100: Human Communication, Teaching Assistant
± = special topics course

Course Evaluations from Michigan State University: [Excel]

Total responses: 967
Scale: 5-point Likert scales, with "1" indicating "Superior"

Student-Instructor Interaction: M = 1.79, SD = .10
Instructor Involvement: M = 1.58, SD = .15
Student Interest: M = 2.12, SD = .16
Course Demands: M = 2.10, SD = .12
Course Organization: M = 1.94, SD = .08

[Click here for evaluations from related to MSU]

University of Missouri - St. Louis

COMM2231: Organizational Communication, Primary Instructor
COMM1135: Communication Theory, Graduate Teaching Assistant
COMM1040: Introduction to Public Speaking, Primary Instructor
COMM1030: Interpersonal Communication I, GTA & Associate Instructor

St. Louis Community College - Meramec

COM101: Introduction to Communication, Primary Instructor

[Click here for evaluations from related to SLCC-Meramec]