Teaching Philosophy | Teaching Practice | Sample Syllabi | Teaching Effectiveness | Instructional Development | Contributions

Teaching Philosophy

I believe that students excel when they enjoy their learning experiences. To facilitate this I strive to reach students in groups and as individuals by sharing knowledge, techniques, and ideas during collaborative processes. When I sense that a genuine connection happens in this way, the teaching process becomes more engaging and enjoyable. Creating an environment that excludes no one is essential. I believe that trust needs to be earned and connections need to be made in order for students to feel comfortable participating.

Each new group of students require a distinct approach. It may take several sessions before the atmosphere congeals. An underlying foundation of curriculum with organized content and detailed project requirements is critical to my approach, but it’s also important for me to be flexible when necessary. This might mean introducing new challenges to the curriculum, or making adjustments when more learning or research within a specific area is important.

If a group of students doesn’t respond well to a lecture or discussion I might focus on a demonstration while interspersing key concepts from the lecture. I also combine the use of visual aids, sound, written materials, and group discussions. For example, to introduce microphones I draw diagrams while discussing their properties. Microphones are passed around the room for students to look at and hold. Next we view images of microphone internals. Afterward we record with several mics to hear how they capture sound differently from each other. A related project and reading materials are assigned to cover more details.

Because the content of my classes is often highly technical it’s crucial for students to review in-class demonstrations. I use screen recording software to document each demo. Students can review the videos and other online materials when they have difficulty implementing a particular technique. Since I started providing this resource I have received significant positive feedback from students. Pausing, rewinding, or skipping sections within the videos allow students to efficiently solve difficult problems. These videos do not replace in class activities and discussions. One cannot ask a question or make a suggestion while watching a video. Nor do they provide a substitute for one-on-one interaction. These videos are a valuable resource, but in-class interactions may lead to synthesizing new ideas altogether.

Improvisation is another way I engage students. This does not mean inventing unprepared class content in the moment. As a musician I know that to improvise effectively, years of practice and preparation is necessary. The same is true in the classroom. The delivery of the content is improvised, not the content itself. When discussions entertain tangents it might seem chaotic or unmanageable. However, these moments allow ideas to arise, and I enjoy the process of steering concepts that are spawned this way toward the tasks at hand. I see students succeeding as the energy that saturates these sessions gets channeled into viable ideas and highly developed work.

Teaching Practice

During my career as a professor I have developed and taught nearly twenty distinct courses at three different institutions. The topics I have taught range from advanced creative coding techniques to graphic design and audio production. Here’s a list with descriptions of many of the courses I have taught:

Advanced Scripting Languages

Students will refine dynamic scripting skills to develop complex interactivity and applications. The course also examines client-side forms in conjunction with server-side scripting applications. Level: 300

Audio Production

This course is a conceptual introduction to audio production techniques. Students will understand how to digitize sound and apply it to their work. Students will also learn how to produce appropriate audio effects and transitions. Level: 200

Creative Coding Practices and Techniques

This course examines the application of emerging technologies. Audiovisual and interactive projects benefit from the use of creative coding, visual programming environments, microcontrollers, sensors, data visualization, data sonification, automated fabrication, and open source platforms. Recently, these tools have become more common, less expensive, and easier to use. Students will put several of these technologies into practice and develop a final project performed or exhibited at the end of the class. Level: 200

Design Concepts in Communication

This course has been developed to provide students with an elementary understanding of graphic design elements and principles. Applied projects in typography, publication, and interactive layout will be completed via personal computers. Level: 200

Designing for the Web

Students integrate design skills with the basic computer language skills required in order to create web applications. Emphasis is balanced between the aesthetic and technical elements of web design and production. Level: 200

Digital Sound for Multimedia

This course investigates the principles of digital sound and music recording including the study of sound characteristics, basic acoustics, ergonomics, and basic techniques for field recording. Waveform physics and psychoacoustics are also covered. The role of sound/music in video production is explained and exemplified. Level: 300

Dynamic Web Applications

Students apply user-centered design principles, database structures, and server-side scripting to design and develop content for server-based dynamic delivery. Level: 400

E-Learning Design and Applications

This course introduces students to the principles of instructional design as applied to e-learning. This includes authoring tools, principles of effective design, instructional analysis, and production of e-learning materials. Students design, build, evaluate, and revise instructional applications using industry standard authoring systems. Level: 400

Fundamentals of Interactive Media Design

This course introduces students to the history, trends, terminology, and concepts in the field of interactive design. Students become familiar with the roles and responsibilities of industry professionals. Students are also introduced to the basic concepts and tools for developing interactive applications. Level: 100

Fundamentals of Scripting Languages

Emphasis is placed on programming concepts including logic, problem solving, process flow, syntax and structures, and debugging and troubleshooting. Students will acquire skills needed to design, develop, and produce practical interactive applications. Level: 200

Interactive Motion Scripting

This is an advanced course that applies motion graphics as an integrated interactive solution. Students will script interaction, sequencing, and motion for interactive projects. Optimization is a critical consideration in the creation of the user-centered experience. Level: 200

Introduction to Authoring

This course will introduce the student to concepts and designs utilized in the development of education, sales, and marketing presentations. Students will create an integrated, interactive multimedia presentation using the basic concepts and principles of interactive media and graphic design. Level: 200

MIDI Systems I

This course allows students to develop a working, theoretical, and skills-based knowledge of the multi-timbral synthesizer and the sequencing environment within the context of the contemporary MIDI production studio. Level: 200

Sound Design

This course explores the various methods and techniques for digital sound composition and design. Students will focus on using digital sound systems and manipulating sound elements for intended effects in media content. Level: 300

Special Topics

Topics selected are based upon important trends and developments in the industry. Study and discussion of computer hardware, operating systems, networking, programming languages, interactive digital media, streaming media, entrepreneurship, marketing, workgroup organization, and the interactive industry are but a few possible topics that might be covered. Level: 400

User Centered Interface Design

This course provides students with the skills to design interactive interfaces. Emphasis is placed on examination of the information architecture, communication and business goals, media and delivery platforms. Students will develop an interface prototype that meets the goals of the project. Level: 200

Sample Syllabi

In my approach to teaching, the syllabus is an important document that provides students with information necessary to succeed in the course. However, because the topics that I teach are typically technical in nature, online content provides the bulk of the information that leads students through the subject matter. To do this I develop a website for every class I teach that includes daily lecture notes and materials, assignment details, links to resources, and videos of in-class demonstrations. Examples of these sites can be found at aim.johnkeston.com and ust.johnkeston.com. In addition to the course websites I also make use of Learning Management Systems like Canvas, Blackboard, and D2L so that students can follow their progress in the class.

Course Websites:
COJO 298 Creative Coding Practices & Techniques
COJO 258 Writing and Designing for the Web
COJO 262 Audio Production
DES-370 Interactive Design II
IM2490 Interactive Motion Scripting

Sample Syllabi PDFs:
COJO 298 Creative Coding Practices & Techniques
COJO 258 Writing and Designing for the Web
COJO 262 Audio Production
DES-370 Interactive Design II
IM2490 Interactive Motion Scripting

Teaching Effectiveness

Throughout my teaching experience I have achieved high marks from both student evaluations and peer reviews. I love the challenge of teaching subjects, like creative coding to students who have little technical background. In the beginning of many of my courses students often express their fear of coding. By the end of the course the same students often express delight in what they never knew they were capable of learning. Please review the following documentation of student and peer evaluations:

Student evaluation example
Peer evaluation example

Instructional Development

While teaching at Art Institutes International Minnesota I attended quarterly faculty development sessions. These sessions provided access to recent pedagogical research as well as established teaching practices. At the University of St. Thomas I have attended orientation sessions, teaching development seminars, and recently completed a course on online teaching.

Contributions

I have contributed to university service in every position I have held. This includes serving on committees, developing curriculum, advising students, advising student organizations, and involving students in community engagement. For many years I served on the technology committee at Art Institutes International. Currently I serve on the technology committee for the department of Emerging Media at the University of St. Thomas. Here are a few more examples of recent service:

I advise students participating in TommieMedia, the student run news organization at the University of St. Thomas. This includes consulting on audio, web, and design related topics for six to ten hours per week. I help students establish the techniques and document the processes required to produce a podcasts for TommieMedia. I migrated the TommieMedia.com site to a server that handles more traffic and provides better services than the previous environment. I worked closely with the student web manager to redesign TommieMedia.com to be responsive, adhere to SEO standards, and redesign the look and feel to modern conventions.

I advise advise the KUST Radio Club board members and general club members. I have recommended and implemented new equipment for the KUST studio including a new console that was financed through student government funds. Resolved several problems with the KUST Radio stream. Trained club members on producing content for PSAs, promotional spots, and podcasts.

I arranged COJO 258 Writing and Designing for the Web to be a sustainability minor designated course. I also worked with the Sustainability Communities Partnership department to expand the role the course takes in working with the community.

In June 2017 I involved St. Thomas student Michael F. Miller in a Northern Spark project I directed titled Un:heard Resonance. Michael volunteered time at the event to guide the audience in using the “Station”, a series of three spaces where the audience could interact with sonified objects.