Endgame Epiphany

No, there will be no spoilers on the latest Avengers movie here. I would never do such a thing. This is about the end of one chapter in my life and the beginning of another. After 33 years of teaching as an instructor at the University of Oregon School of Journalism and Communication, my contract has expired and will not be renewed.

An "endgame" is the degree to which you've become deeply involved or invested in a career, relationship or other endeavor, and must endure the final stages of said relationship or activity. "Epiphany" is a rare occurrence and follows a process of considerable thought and reflection about an occurrence triggered by new information.

As Shakespeare penned, "parting is such sweet sorrow." Thus ends an association that began as a student at the UO SOJC in the early 1970s. As an instructor, I have always viewed myself more like the character John Keating (Robin Williams) in Dead Poets Society than Mr. Chipping (Peter O'Toole) in Good-bye, Mr. Chips.

Encouraged by my grad school advisor Ken Metzler (above, right) to apply, I was hired as a part-time instructor in 1986, shortly after beginning my career job as a communications professional at Eugene Water & Electric Board. Naturally, I had to obtain permission from my supervisor to moonlight as a writing instructor at UO SOJC.

My time as an instructor has literally comprised half my life at this point in time. For the first 22 years, I taught part-time while working my career job at EWEB. Since retiring from the local public utility in 2008, I have worked full-time at UO SOJC. In 1995, I doubled down as professional advisor for the UO chapter of PRSSA.

More professional public relations practitioner than academic, I agree that the connotation of "teaching" may seem one-dimensional. As an instructor, I consider what I do as more of a "facilitator of the learning experience." Ideally, teaching is more of a holistic process between teachers and students for the ultimate benefit of both.

My best role models for teaching were priests at Jesuit High School. They don't describe the followers of St. Ignatius Loyola as "soldiers of Christ" for nothing. These folks were serious about academic achievement, and the "men in black" also provided stern lessons in more practical methods of motivation (wink, wink, ouch).

As an instructor, I affirmed that the most important skills you can develop in public relations are interviewing, writing and public speaking. Interviewing is most important in becoming a good reporter to acquire appropriate information and quotes to use when you write. A good reporter is first and foremost a good interviewer.

Numerous surveys conducted by the Public Relations Society of America and other PR think-tanks have shown that writing consistently ranks first among the major job skills in the field of public relations. As a result, I primarily focused on working with students on approaches and techniques to improve their writing.

For example, public relations students need to know why a noun is preferable to a pronoun, why active verbs are superior to passive verbs, and what might make a good formula for a feature article. A typical student comment on my course evaluations over three decades? "My writing has tightened up considerably."

Despite the advent of the new media, the Internet and other rapidly changing technologies, effective tactics still boil down to one key ingredient: clear and effective writing. Good writing continues to be a life skill of paramount importance, regardless of profession or discipline.

I also encourage students to consider the importance  of excellence in public speaking -- corporate advancement, increased sales, new business contacts, political support and community relations -- to help them understand the value  of good writing and develop their skills in the delivery of a high-quality presentation.

But students not only need to know what we -- as PR practitioners -- do, but how and why we do it. By learning how theory and practical application work as one, an integrated approach can help students articulate their own ideas. That's why I encourage critical thinking, along with development of written and oral skills, in my PR classes.

Students clearly have a knowledge base that can be used to test what I present in class. A true learning experience requires active engagement in the learning process. It provides a kind of freedom that no one can ever take from them. I see it on their faces when that instance of discovery occurs, that "aha" moment of recognition when they see improvement in their writing skills.

As a PR practitioner teaching in a professional journalism and communications school, I naturally incorporate hands-on experience into my lectures and coursework, which fits within the philosophy of the UO SOJC and is valued by students. Another common refrain in my course evaluations: "He brings real world experience."

I also believe that what we do in the classroom is as important as what we say in lectures. By exhibiting good communications skills, concern and compassion for students, and maintaining enthusiasm for the subject matter we teach, we also impart the value of our subject and profession. It's called "leading by example."

To truly excel as an instructor or advisor, you must be a good listener. Another theme that emerges in my course evaluations: "He listens and can relate to his students better than most." A maxim in my life, both as an educator and public relations professional, is based on a simple observation: I learn more from listening than from speaking.

Another role is to help students succeed in the unique environment of the University of Oregon. In all their endeavors, I preach that quality work is always derived from people of quality. In Zen and the Art of Motorcycle Maintenance, the author says that quality depends on three things: self-reliance, integrity and gumption.

If you are self-reliant, you won't blame your boss, or your mother, or your journalism teacher, for the kind of work you do. Second, you have to like who you are and what you do. Third, no matter how many accolades or awards you receive, you must have the gumption to always give it your best effort -- one more time.

In 2011, I was honored to receive  the UO SOJC "instructor of the year" award as nominated by students and judged by a panel of deans and associate deans. That same year, I was recognized by PRSA as a "champion" of the Public Relations Student Society of America for my long tenure as professional advisor for the UO chapter.

So concludes a noteworthy association in my life. The "epiphany," if you will, is this: it's the end of a chapter, not the end of the book. I have embraced my roles as student, professional, and educator. With writing projects galore, I see this less as reinvention and more as evolution, a natural progression as a writer and photographer.

I will miss my colleagues but embrace my role as artist. Mostly, I have enjoyed my interactions with thousands of my students (including my daughter Gina, a PR major) that I've been blessed to teach. Fortunately, I remain connected with many through social media, so our association will continue. For that, I remain eternally grateful.