LINDSAY KING 1737 Thicketon Circle, Wake Forest, NC 27587 | [email protected] | (702) 862-9261 EDUCATION M.C.M | University of Southern California | December 2016 B.A. | University of Kentucky | May 2003 EXPERIENCE University of North Carolina, Hussman School of Journalism and Media Teaching Associate Professor | July 2019 - Present Faculty Advisor for Carolina Now, Student-Volunteer News Broadcast Professor, MEJO 252, Audio Journalism Professor, MEJO 421, T.V. Reporting & Producing Professor, MEJO 121, Intro to Digital Storytelling Master’s Chair University of North Carolina, Hussman School of Journalism and Media Visiting Professor | January 2019 – June 2019 Professor, MEJO 252, Audio Journalism Advisor for Carolina Now, Carolina Week, Sports Extra KTLA | Producer | Los Angeles, CA | May 2016 – May 2018 KTVK | Senior Producer | Phoenix, AZ | April 2014 – October 2015 WBOC | Executive Producer | Salisbury, MD |October 2013 – November 2014 WAVE | Troubleshooter Producer | Louisville, KY | 2007 – 2010 KLAS | Producer | Las Vegas, NV | 2005 – 2007 WTVQ | Producer | Lexington, KY | 2003 - 2005 TEACHING ACTIVITIES Fall 2020 MEJO 252.002, Audio Journalism, 20 students MEJO 421.001, T.V. Reporting and Producing, 20 students MEJO 121.008, Introduction to Digital Storytelling, 20 students MEJO 596.017, Independent Study, 1 Student MEJO 992.017, Master’s Chair, 1 Student Spring 2020 MEJO 252.001, Audio Journalism, 20 students MEJO 252.002, Audio Journalism, 19 students MEJO 421.001, T.V. Reporting and Producing, 19 students MEJO 596.017, Independent Study, 1 student Fall 2019 MEJO 252.001, Audio Journalism, 20 students MEJO 252.002, Audio Journalism, 20 students MEJO 121.001, Introduction to Digital Storytelling, 20 students MEJO 121.007, Introduction to Digital Storytelling, 20 students Spring 2019 MEJO 252.001, Audio Journalism, 20 students MEJO 252.002, Audio Journalism, 20 students 2 3 TEACHING STATEMENT I believe learning occurs though study, discussion-and-debate, group work, and real-life examples. I use multiple teaching techniques to ensure my students understand a working newsroom. Besides lectures, I use discussion and debates. I also invite current journalists from various newsrooms to share their news journey and how news is evolving. I stimulate thought and discussion by showing current examples of news stories and asking, “What did they do right?”, “What did they miss?”, or “What would you do?” I create puzzles of previous news scripts. The puzzles are handed out to groups and the class spends time putting their puzzle together. Before class is over, we share each script and talk about the similarities and differences. I then play the version that aired and we discuss and debate. Students work independently and in groups to complete projects. I believe students need to understand their audience. As students pitch ideas for stories, we run it though the “news critique”. We ask, “Does it impact your audience?”, “What’s in it for your audience?”, “Where did you get your information?” I believe my role as a teacher is to inspire and make sure the student knows the correct path to reporting. But, I also believe they need to understand criticism and how it can make them grow as a journalist. I believe in testing students on current events and journalism terminology. It is important students know the basics as they grow. When a student leaves my class, they have grasped the basics of reporting and telling a story, filtering gossip from fact, and understanding the importance of Freedom of Speech. 4 .