Journalism, Identity, and Instruction:
A Communication Scholar’s Journey from Newsroom to Classroom
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ABOUT DANNY HERMOSILLO
Personal Statement
Throughout my career in broadcast journalism, I have been driven by a passion for communication, storytelling, and public service. For more than four decades, I have worked in television news as a reporter, producer, assignment editor, and newsroom manager. These experiences have provided me with firsthand insight into the power of communication to inform communities, shape public understanding, and influence decision-making. While professional experience taught me how communication works in practice, pursuing a Master of Arts in Communication Studies allowed me to explore why communication works the way it does.
The program challenged me to move beyond day-to-day application and engage with communication theory, research methods, strategic communication, crisis communication, and communication education. Through coursework and research projects, I developed a deeper understanding of how communication influences identity, relationships, organizations, and society. One of the most valuable aspects of the program was the opportunity to connect academic theory with professional practice. Whether analyzing communication campaigns, conducting qualitative research, examining crisis communication responses, or developing educational materials, I consistently found ways to apply classroom learning to my work in journalism and leadership.
The program strengthened my critical thinking skills, enhanced my ability to evaluate communication strategies, and provided new perspectives on the challenges facing today's media environment. As a newsroom manager, I am responsible not only for producing content but also for mentoring and developing journalists. The knowledge gained through this program has improved my ability to coach reporters, facilitate professional development, and foster effective communication within the newsroom.
These experiences have reinforced my belief that communication is both a practical skill and an academic discipline worthy of continued study. Looking ahead, I plan to continue working in journalism while also pursuing opportunities to teach communication and journalism at the college level. I view teaching as an opportunity to share professional experience while helping students develop the communication skills necessary to succeed in an increasingly complex media landscape.
This portfolio reflects both my academic growth and my commitment to lifelong learning. It represents the culmination of my graduate studies and demonstrates how communication scholarship can be applied to professional leadership, education, and public service.
Program Outcomes Overview
This portfolio demonstrates the knowledge, skills, and professional growth developed through the Master of Arts in Communication Studies program. The selected artifacts represent coursework completed across communication theory, research methods, strategic communication, crisis communication, and communication education.
Together, these projects illustrate the application of communication scholarship to professional practice, critical analysis, research, and teaching.
Each artifact has been intentionally selected to address one of the program's learning outcomes. The accompanying reflections explain how each project contributed to my academic development and how the knowledge gained can be applied in journalism, leadership, and education.
Applying Communication Theory
Demonstrate knowledge and understanding of communication theories, concepts, and research.
This outcome is addressed through artifacts that required engagement with communication theory, scholarly literature, and research methodologies. These projects demonstrate my ability to analyze communication phenomena using academic frameworks and research-based inquiry.
Artifacts Addressing Outcome 1
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Brown Like Me: Stereotypes of Latinos in Movies and Television (COMS 6103)
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Identity, Power, and Control in Prison (COMS 6283)
Applying Research Principles
Apply communication theory and research to evaluate communication messages, campaigns, and practices.
This outcome is addressed through projects involving strategic communication, crisis communication, and interpersonal communication.
These artifacts demonstrate my ability to evaluate communication efforts using theory, research, audience analysis, and critical assessment of communication effectiveness.
Artifacts Addressing Outcome 2
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Communication Challenges in Interracial Relationships (COMS 5323)
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He Gets Us Campaign Analysis (STCM 5113)
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Uvalde School Shooting Crisis Communication Analysis (STCM 5603
Critical Evaluation in
Multicultural Contexts
Demonstrate the ability to apply communication knowledge and skills in professional and educational settings.
This outcome is addressed through coursework focused on communication education and professional application.
The artifact demonstrates how communication theories and instructional practices can be translated into meaningful educational experiences and professional development opportunities.
Artifact Addressing Outcome 3
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Teaching Philosophy & Instructional Lesson Plan (COMS 6233)
Portfolio Artifact Alignment
The following artifact alignment table provides an overview of the projects, papers, presentations, and instructional materials included in this portfolio. These artifacts were selected because they demonstrate achievement of the Master of Arts in Communication Studies program outcomes through the application of communication theory, research principles, and critical evaluation of communication in diverse contexts.
Each artifact has been intentionally aligned with a specific program learning outcome and is accompanied by a reflection explaining how it demonstrates achievement of that outcome.
TEACHING PHILOSOPHY
Students entering a communications classroom often expect traditional lectures, memorization, and exams that measure short-term retention. My goal as an educator is to move beyond that expectation and create a learning environment that is collaborative, practical, intellectually challenging, and personally meaningful. As a journalist with forty years of newsroom experience, I have learned that communication is most effective when individuals understand not only the information itself, but also why that information matters.
My teaching philosophy centers on helping students connect theory to real-world application while encouraging them to think critically about media, ethics, culture, and storytelling. I believe education should combine foundational knowledge with experiential learning. Students should learn the fundamentals of writing, reporting, research, and communication theory, but they should also actively apply those concepts through presentations, projects, collaboration, and problem-solving exercises. In my classroom, students are encouraged to shape portions of their learning experience around their personal interests and professional goals. My instructional approach is strongly influenced by Bloom’s Taxonomy, moving students beyond memorization toward analysis, evaluation, and creation.
Journalism and communication students must develop not only technical competency, but also ethical reasoning, cultural awareness, and intellectual curiosity. I encourage students to challenge assumptions, ask difficult questions, and recognize the social impact of communication.
RESEARCH & SCHOLARLY ARTIFACTS
My featured research projects explore the intersection of communication, identity, ethics, media representation, and institutional trust. Through qualitative analysis, crisis communication studies, interpersonal communication theory, and integrated marketing communication research, these projects examine how communication shapes public understanding and human experience. Each project demonstrates the application of communication theory and research methods to real-world communication challenges.
Before entering the program, my work relied heavily on journalistic investigation and professional observation. Graduate research training strengthened my ability to evaluate scholarly literature, identify themes, apply qualitative methodologies, and support conclusions through evidence-based analysis.
Topics include identity construction and power dynamics within incarceration, communication failures during the Uvalde school shooting, persuasive branding strategies in the “He Gets Us” campaign, and relational communication through media analysis. Collectively, this scholarship reflects my commitment to research-informed communication practices, multicultural awareness, ethical storytelling, and the evolving role of media in contemporary society.
TEACHING PORTFOLIO
Teaching Philosophy
The materials included in this portfolio demonstrate my commitment to student-centered learning, critical thinking, and practical application of communication theory. My teaching philosophy outlines the values that guide my instruction, emphasizing engagement, collaboration, and experiential learning.
This artifact was developed in COMS 6233: Communication Education and includes my teaching philosophy and instructional lesson plan. The assignment required me to reflect on my beliefs about teaching and learning while designing a lesson that applied communication principles in an educational setting. The project encouraged me to consider how communication theories can be translated into practical learning experiences for students.
This artifact demonstrates Outcome 3 because it highlights my ability to apply communication knowledge beyond academic study and into professional practice. Developing the teaching philosophy helped me articulate my approach to instruction, mentorship, and student engagement, while the lesson plan demonstrated my ability to organize information and facilitate learning. The skills developed through this assignment have also informed my work training reporters and newsroom staff. Additionally, the project supports my long-term goal of teaching journalism and communication courses at the college level following retirement from full-time news management.
Lesson Plans
This lesson is designed to help introductory communication students build confidence and competence in public speaking by focusing on the planning and organizational stages of an informative presentation. Students engage in topic selection, audience analysis, research, outlining, and practice activities that reinforce the principles of effective communication.
This artifact was developed in COMS 6233: Communication Education and includes my teaching philosophy and instructional lesson plan. The assignment required me to reflect on my beliefs about teaching and learning while designing a lesson that applied communication principles in an educational setting. The project encouraged me to consider how communication theories can be translated into practical learning experiences for students.
This artifact demonstrates Outcome 3 because it highlights my ability to apply communication knowledge beyond academic study and into professional practice. Developing the teaching philosophy helped me articulate my approach to instruction, mentorship, and student engagement, while the lesson plan demonstrated my ability to organize information and facilitate learning. The skills developed through this assignment have also informed my work training reporters and newsroom staff. Additionally, the project supports my long-term goal of teaching journalism and communication courses at the college level following retirement from full-time news management.
DIVERSITY, REPRESENTATION & MEDIA ETHICS
Throughout my journalism career, I have remained committed to improving representation of Hispanic and other minority communities in media coverage. Too often, underrepresented communities are portrayed through narrow stereotypes or covered only during moments of conflict or crisis.
My work sought to highlight the complexity, diversity, and contributions of Latino communities through thoughtful reporting and community-focused storytelling. This commitment also shaped my academic research interests involving multicultural communication, media ethics, and identity.
This commitment continues to inform both my professional work and scholarly interests in multicultural communication, media ethics, and representation.
Brown Like Me
Latinos represent one of the largest and fastest-growing demographic groups in the United States, yet their representation in film and television has historically been limited and often characterized by negative stereotypes.
This artifact was completed in COMS 6103: Communication Theory and examines issues of race, identity, and communication through the lens of communication theory. Drawing on research related to media representation, stereotype formation, and audience effects, the paper explores how portrayals of Latinos in media contribute to audience perceptions and reinforce social stereotypes. The study examines how Latino characters have frequently been associated with criminality, low-status occupations, and immigration-related narratives.
In addition to the written analysis, I created an accompanying video presentation as part of the course requirements. The presentation allowed me to communicate research findings and theoretical concepts in a format that was more accessible to students and non-research audiences while maintaining the integrity of the scholarship.
This artifact demonstrates Outcome 1 by requiring the application of communication theory and academic research to a real-world issue. The project strengthened my ability to evaluate scholarly sources, synthesize complex ideas, and analyze the relationship between media messages, audience perceptions, and cultural attitudes. As a journalism professional and newsroom leader, it reinforced the importance of accurate representation, ethical storytelling, and critical evaluation of media content.
Communication Challenges in Interracial Relationships
Interracial relationships have become increasingly visible in American society and media, yet couples continue to encounter challenges rooted in race, culture, identity, and social prejudice.
This artifact was completed in COMS 5323: Communication in Personal Relationships and examines the communication dynamics of interracial relationships through the lens of Relational Dialectics Theory (RDT). Drawing on research from communication, family studies, and sociology, the paper explores the historical stigma surrounding interracial relationships, the persistence of prejudice despite growing social acceptance, and the communication challenges interracial couples face as they navigate competing identities and relational tensions.
This artifact demonstrates Outcome 2 by requiring the application of communication theory and scholarly research to evaluate real-world communication practices. The project strengthened my ability to analyze interpersonal communication through a theoretical lens while examining how individuals manage differences, conflict, and relationship expectations.
As a journalism professional and newsroom leader, the assignment reinforced the importance of empathy, active listening, and effective communication in fostering understanding and productive relationships in both personal and professional settings.
Entering the Master of Arts in Communication Studies program, I brought more than four decades of experience in broadcast journalism and newsroom leadership. While that experience provided a strong foundation in communication practice, the program challenged me to engage more deeply with communication theory, research, and education.
Through graduate study, I developed a stronger ability to evaluate communication through scholarly inquiry, critically analyze communication messages, and apply research-based approaches to real-world challenges. The program expanded my understanding of communication as both an academic discipline and a professional practice, strengthening my skills in research, critical thinking, strategic analysis, and communication leadership.
One of the most valuable aspects of the program was learning to connect theory, research, and professional experience. As a newsroom manager, I have already begun applying these insights through mentoring, training, and leadership. The program also reinforced my long-term goal of teaching communication and journalism at the college level, where I hope to combine academic knowledge with decades of industry experience.
This portfolio represents the culmination of my graduate studies and reflects my growth as a communication scholar-practitioner. More importantly, it demonstrates my commitment to lifelong learning, ethical communication, professional leadership, and the continued pursuit of excellence in journalism and communication education.