Teaching Philosophy
Comprehensive booklet available for download*: [Word] [.pdf]*Note that documents are in booklet form, so individual pages may not be properly collated for printing.
(excerpted from Teaching Philosophy booklet, available using above
link): “…To stand in front of a class of open minds and have a hand
in shaping them for tomorrow's challenges is something not to be taken
lightly. For undergraduates, giving them a working knowledge of communication
theory and practice helps prepare them for success in the corporate world.
For graduate students, helping them garner a deep appreciation for the
nuances of theory and research helps prepare them for success in academia.
The phrase ‘students as learners’ is often used in academic circles to
describe the ideal student: the student who has taken ownership of his
or her own learning. Although many colloquially assume that the ‘student
as learner’ is an urban legend of sorts, motivation research shows us
that students are inquisitive by nature, and often times needs only a
proper, nurturing, and safe environment to maximize their potential. Given
the proper environment - of which we as Instructors play a pivotal role
- it should be no surprise to good teachers that their students are willing
to learn…when conditions are right. Although I am constantly adapting
my teaching to match the specific needs of each individual class, the
central theme has always been a specific focus on the learning environment.
As any gardener (and most developmental psychologists) would say, the
right environment can make all the difference between a closed, dim bulb
and a open, vibrant flower….’
For a more comprehensive look at my teaching philosophy, please download
my Teaching Philosophy booklet (see above links).
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
Fall 2009 - present: Assistant Professor, 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
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
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: 87
Scale: 4-point, Likert scales, with "4" indicating "Strongly Agree"
Is well-prepared for class: M = 3.73, SD = .39
Presents material clearly: M = 3.59, SD = .48
Responds to questions effectively: M = 3.68, SD = .47
Makes course objectives and goals clear: M = 3.53, SD = .53
Makes requirements and grading procedures clear for each assignment: M = 3.51, SD = .51
Is available for consultation outside of class: M = 3.86, SD = .24
Returns graded assignments in a reasonable time: M = 3.53, SD = .49
Is willing to help students who make an effort to improve: M = 3.83, SD = .33
Stimulates interest in the subject: M = 3.73, SD = .48
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
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