Academic Life | Heesoo Jang

So You’re Thinking About Journalism & Law (JOURNAL 445)

Mon, 22 Sep 2025 00:00:00 +0000

Thinking about taking Journalism & Law (JOURNAL 445)?

Hi! If you’re here, you’re probably one of our students at UMass Amherst thinking about taking Journalism and Law (JOURNAL 445) with me.

First off: welcome, brave soul.

Second: yes, I’m still pretty new around here — as of Fall 2025, this is only my third semester teaching at UMass. And no, I don’t have a RateMyProfessor page for my teaching at UMass Amherst yet (so you’re basically writing history by being in my class ✨).

I’m so glad you’re interested in taking this class.

Journalism and law are deeply intertwined: the First Amendment shapes how journalists do their work, and journalists play a key role in holding the law (and lawmakers) accountable. Understanding this relationship isn’t just useful if you want to be a reporter — it’s also about knowing your rights as a citizen in a democracy. In short: this stuff matters.

I get it — taking a law class with a professor you don’t know sounds super scary. And you know what? Past students agree with you!

But here’s the twist: they survived, they thrived, and many of them even enjoyed themselves (yes, really, even with the legal jargon).

At the end of every semester, I ask my students to write a “letter to future students.” Think of them as your survival guide, pep talk, and inside scoop all rolled into one. They’re unedited, honest reflections — what students wish they’d known, what they struggled with, and what they loved.

So if you’re wondering what this class is really like, keep reading. These voices belong to students who’ve been right where you are now. I hope their words give you some clarity, maybe even a laugh, and definitely a little encouragement.

And who knows? At the end of the semester, you might be the one writing the next letter to future students — carrying on the tradition of saving the next wave of nervous, curious, future journalism and law folks. (No pressure. Okay, maybe just a little pressure. But the good kind!)

Each semester looks a little different depending on class size and groupings, but the big picture and what you’ll take away from this course always remain the same.

Now, here’s the wisdom to carry with you—straight from students who were in your seat not long ago.

Still got questions? I’ve got you. Email me at heesoojang@umass.edu

Emily(Spring 25)

Dear future Journalism and Law student,

This class will be one of the most important, in terms of content, that will apply to the rest of your lives and careers. Especially in the current political climate we live in, knowing your rights as a journalist as well as just a citizen is so important… Through all of the ups and downs of your semester keep in mind that your education, before all else, is about your learning– not just the grades.
It’s so easy to get caught up and feel like finishing and submitting assignments is the most important thing but appreciate the process of learning new things because after college that experience isn’t as common for most. Also Heesoo is amazing and truly cares about her students, you are so lucky to have the opportunity to take this class so take full advantage of it!

Sincerely,

a past Journalism and Law student :)

Aivree (Spring 25)

Dear reader,

If you feel like you’re in a trap, trust me, you aren’t in one. While you may be looking at the syllabus thinking ‘how am I going to complete this course?' just take a breath and relax, it’s a lot of information, but it makes your life easier in the long run. The semester brings everyone together, and by the time you’re done, you won’t want to leave. Expect an easy way to ask questions without having to raise your hand, thanks to sticky thoughts, which double as a way for you to show you are in class for the day. The FIRACS, sit down and read. Take your time and read it as many times as you need. These really give you an opportunity to fully understand what the class is about and the material you are seeing in class. I think the one legal case that is vital to keep with you is the New York Times v. Sullivan case, which you might cover for your first FIRAC. It helps determine malice and when it can be used legally. You’ll learn how far the Supreme Court will go to uphold the 1st amendment. It’ll be eye opening, and you might take this new knowledge into your own life more than you realize, especially with how you might view politics. Make sure to project your voice during your presentations, bring note cards, and find quotes to say, this will allow you to have solid facts to support your ideas. Just know everyone is just as anxious, and those viewing are more concerned about their feedback forms, which are more content based anyway. A challenge I had in this class was presenting, so trust me if I could nail it while being anxious, so can you. I had this magical moment where as soon as I presented in front of Heesoo, I did unbelievably good and then went back to being anxious in front of everyone. I would recommend taking notes during class and trying to keep a focus on this to help you with your sticky thoughts for the day. It also reinforces what information you learned. Well, dear reader, get out your map and get ready to run this class. Have faith in yourself, it’s not as scary as it may seem!

Much love,

Aivree Kus

Maggie (Spring 25)

This class is actually so fun. I’m not joking when I say that Heesoo is one of the best professors ever. What you can expect from this class is a lot of learning, as well as a large amount of participation.

Do not be nervous about presentations, it is really not that serious. I do get nervous with presentations but Heesoo makes such a comfortable environment that it does not feel scary.

You will learn the legal jargon, Heesoo makes it so easy to understand.

Ty (Spring 25)

Dear future student,

I recommend taking Journalism and Law, especially with Heesoo Jang. This semester was so much fun; I made many friends and learned a lot. You should expect to show up to most of the classes prepared to learn. There are heavy concepts throughout the course, but Heesoo makes a point of offering extra support and going through each concept thoroughly. Also, if you ask for the occasional extension, she is kind and understanding about it. I would say the workload stays easy if you don’t fall behind. You can’t just not go to class for a week or two and return and feel prepped.

I think one legal concept that I will take with me is defamation. You often hear about defamation in the media, especially in the last 10 years and the rise of social media, but I didn’t know what it meant or, more importantly, how I could be sued for it. This class will entirely change the way you think about law because it highlights the complexities of law and the many doctrines and legal processes. Journalists interact with the law significantly more than you would think, and it’s essential to understand what you could be unprotected from in the eyes of the law.

The presentations seem super scary and intimidating, but they are not! My biggest recommendation is to follow the exact outline of Heesoo’s practice presentation, and you will be just fine. She’s a very reasonable grader as well. Also, you do it in a group of 3 or 4, so odds are you won’t have to do all the work.

While all legal terms seem intimidating, you aren’t tested on definitions, which helps with the stress. If you forget what something means, ASK! GOOGLE IT! FIGURE IT OUT DIVA! But don’t sit there confused because you will fall even deeper behind if you don’t know the term.

Honestly, I’m most proud of the community that this class built together. We all laughed, had difficult conversations, and asked big questions.

Overall, I’m incredibly grateful I got to take this class and would encourage all students to take it.

Samantha (Spring 25)

This semester was good! It was significantly less busy and stressful than my fall semester.

What should I expect? A lot of discussion, a super chill and comforting environment, and a loooooot to learn.

One takeaway concept? Defamation. It makes so much sense but there are so many fine lines and weird loopholes in it.

How will this change your thinking? I have actively began applying ideas and cases and laws and whatever to a lot of aspects of my daily life, especially in this political climate.

Presentations? Read the case on Oyez. It is the most digestible way to understand legal cases and opinions. Also, you’re going to be presenting with other people so you won’t be alone!

Legal terms? It definitely was a challenge for me, but I would just write down important words and definitions to reference back to on a piece of paper.

Tips for success? Read the slides. Read the chapters. Read and digest the cases. Read read read read.

Proud moment? I’m proud of my Case Studies because I was nervous about not understanding the cases or not getting the facts right!

Rylee (Spring 25)

This semester was really fun! I learned a lot of new things, but it all felt very attainable.

What to expect? There will be a lot of group discussion and opportunities for participation. Expect to learn a lot in class, and be prepared to ask questions.

Key case? NYT v. Sullivan… It strengthened the rights of journalists by outlining a higher standard for libel claims against public officials.

How will this change your thinking? There are so many caveats to what you can and can’t do. Having an understanding of journalism-specific rights in addition to public and private citizen rights means you can protect yourself.

Presentations? They are a little daunting at first, but very helpful… Your classmates will be supporting you to succeed! As long as you have the visuals and understand the content, you will be ok! Practice is key!

Legal terms? Sometimes it can get a little confusing, but we do review days which can help clear it up.

Tips for success? You will succeed if you pay attention and do the assignments!

Proud moment? When I made the poster with the FIRAC method and presented it a couple of times, I could feel myself understanding it more and more.

Mehrob (Spring 25)

On Day 1, I was petrified. I’d heard from past students that this class was incredibly long, time-consuming, deadline loaded and concrete; and packed with work. I was even more afraid when Professor Jang handed out 14 page syllabus packets… However, as I read through it, I still saw understanding and leniency.

The biggest thing I noticed from the first to second half of the semester, was the discussions we got into. The discussions were always welcomed during class, but especially in the second half of the semester, I found Professor Jang promoting in depth conversations…

Over the last two months I did not go to many classes… but I found myself learning on my own through lecture notes and the content published in weekly modules. Everything was clear and concise to understand on my own, and it worked incredibly well when working on my Midterm and Final Papers.

…Make sure to communicate [your outside commitments] early on, and then keep up with the class online as best you can, because it will leave you behind if you’re not careful. It is not a lot of work, but it takes discipline, dedication, and grit. Take it one step at a time is my word of advice.

Thank you for a phenomenal semester. I recommend this class to any journalism student… if you’re looking for a way to get out of your comfort zone and improve your presentation skills, this is the class for you.

Beckett (Spring 25)

I learned so much from Heesoo and the rest of the class this semester. I became a better journalist and a more informed member of society.

What to expect? This class will challenge you to research and learn more about our system of government. It is crucial to pay attention and keep up with the learning, but if you do, you’ll have no issues succeeding.

Key concept? Libel and defamation… we spent ample amounts of time preparing and learning about the concept.

How will this change your thinking? It will make you realize that we are much more vulnerable than many may expect in the current landscape.

Presentations? Presenting will always be a little scary. It’s so important to prepare ahead of time and get together with your group and practice.

Legal terms? Not really, Heesoo is excellent at making big topics easily digestible.

Tips for success? Study, research outside of class, and pay attention to slides.

Proud moment? I’m very proud of my presentations throughout the semester. Enjoy getting into the nitty-gritty of legal cases.

Anonymous Student 1 (Spring 25)

Dear Future Student,
This is probably one of my favorite classes I have ever taken. It is information heavy but the professor is very informative and listens to the students’ needs. Speak up for yourself and participate a lot. You get what you give and if you’re actively trying you will definitely succeed.

You will for sure learn a lot of legal concepts and doctrines and have new insight as to why certain companies get away with things and average people don’t. It’s a learning experience and a great one at that. You’ll do great 🫶🏽

Anonymous Student 2 (Spring 25)

The semester was good overall… definitely a lot of pressure coming from all of my classes but I made it!

Expectations? Presenting and talking and being comfortable with your classmates is one of the top things you will be doing.

Key case? Tinker v. Des Moines… it taught me my freedom of expression and rights as a student at a public institution.

Advice? Start working on them a week before… practice public speaking out loud.

Tips for success? Manage your time wisely and don’t wait until the day before.

Proud moment? Building more confidence in my public speaking skills.

Anonymous Student 3 (Spring 25)

My experience this past semester in Journalism and Law has been amazing! It was relatively stress-free while still learning a good amount.

If you’re not a big reader you might have some trouble, mainly because there is a good amount of legal reading involved, especially during case presentations. They aren’t anything to stress about… just make sure you review your notes.

Key takeaway? Free speech isn’t always free. This class breaks that down and shows how speech is governed selectively.

Managing jargon? Simplify it into elementary terms.

Advice? Be present. Be proud of every little accomplishment because most assignments take a lot of time.

I wish you the best of luck!

Anonymous Student 4 (Spring 25)

Overall this semester has been one of the most interesting ones to date. Loads of new responsibilities and struggles… but we made it through!

Expectations? Loads of concepts and ideas, fun times, and great conversation. Also a few presentations here and there.

Key takeaway? One legal concept you’ll become familiar with is definitely the First Amendment.

Advice for presentations? Use the resources available to you… Everyone is in the same boat as you, DON’T FORGET THAT.

Tips for success? Go back and look at slides if you have any lingering questions. Canvas is your friend.

Proud moment? My presentation is something I’m proud of. You put so much time and effort into understanding the case and then creating the presentation that becomes something you’re proud of in the end.

Anonymous Student 5 (Spring 25)

I had a bunch of personal stuff going on this semester, but coming to this class was like a breath of fresh air. I enjoyed the content and generally looked forward to coming to class each week.

Expectations? Expect to read legal opinions and expect to question how some people managed to get as far in life as they did (I’m looking at you NYT v. Sullivan).

Key concept? Libel v. slander and defamation in general… important for journalists to keep in mind.

Presentations? An absolute breeze! Professor Jang gives you a demo to ease your nerves and is calm and kind during your actual presentation.

Tips for success? Engage in class and ask questions… Don’t try to do everything on your own.

Overall, this class will make you more aware of your rights as a journalist and how the law and media intersect

Anonymous Student 6 (Spring 25)

This class has a very good community. A lot of great in-class discussions take place here, leading you to get to know your peers very well. Heesoo is a great professor and she works very hard to create detailed PowerPoint presentations every week. She’s also very supportive and understanding, and she’s here to help. I will say that I had never taken a law class before and had no legal knowledge before this class, so I did struggle a little. To learn from my mistakes, please take advantage of office hours and do ask for help if need be.

Andre (Fall 24)

The semester has been great. I’ve been really busy but productive at the same time. I’m excited to wrap it up and head into the Christmas break.

What to expect? This class is content-heavy, there are a lot of concepts and cases you need to learn about and cover. With that being said, the way Professor Jang approaches this information makes it very accessible. Expect to put in some time when making presentations or doing research for assignments.

Key case? NYT v. Sullivan (1964); It’s important because it sets the actual malice standard in law. It’s one of the first things you learn when discussing libel and slander. Understanding NYT v. Sullivan’s holding is foundational to learning about media law.

How will this change your thinking? This class equipped me with the tools and knowledge necessary to understand the legality of media. As a journalist, this is useful to avoid illegality and as a (maybe) future lawyer it introduced me to media law. It was especially profound because I learned how to read court opinions and other legalese.

Presentations? Worst comes to worst, you could always ask Professor Jang for some help. If you’re nervous, my advice would be to over-prepare to the point that there is no room for nervousness.

Reflection papers? Reflection papers are not difficult. It is the same as any essay they assign you here at UMass. It is hard if you don’t do your due diligence and easy if you do.

Tips for success? Pay attention in class, read the textbook if needed, do the assignments, and always do background research.

Proud moment? I’m proud of my presentations, they were my favorite activity in this class. My second presentation could have gone better and I wish I was able to present my final presentation in class. However, my first presentation went remarkably well.

Hannah (Fall 24)

In all honesty, this semester was brutal for me. I graduate in a week and I have been overwhelmed all semester… However, I absolutely loved this class! This was a class I enjoyed coming to every Monday/Wednesday because of the community in the class.

What to expect? You should expect to complete three presentations throughout the semester (they really help you grasp the information in a deeper way), engage with your classmates each class and get to know them as people outside of being students, and complete feedback on other student’s work. You will learn a lot throughout this course through discussion and deep engagement with the content. I wish I could take another semester of this class.

Key concept? You definitely need to know your First Amendment rights. A majority of court cases and legal issues often refer back to your First Amendment rights.

How will this change your thinking? This class has granted me further knowledge of my own rights as a human being and as a journalist. It made me realize that there is such a large scope of law regarding so many different and even tiny topics… You will think more critically about how law works in the media world.

Presentations? Don’t worry about the presentations—I was really nervous too! Professor Jang is there for you and wants to help you succeed. The presentations are really helpful in having you engage deeper with the material—enough so that you can teach the class yourself!

Reflection papers? I am a journalism major and an aspiring writer, so I enjoyed writing the midterm and reflection final papers. My challenge was trying to keep my writing concise and under 600 words.

Tips for success? You will succeed in this class! Make sure to do the extra credit Professor Jang offers—it can really help your grade. Stay in good touch with her and keep her in the loop. Attend every class session so that you can complete the response papers in class and be involved in the group discussions.

Proud moment? I am proud of completing this class and hopefully receiving an A during my hardest semester of college. I am proud of how much I learned!

Grace (Fall 24)

It was difficult emotionally at times but academically I think I did really well!

What to expect? This class will make you think. You will be confused at times because there is a lot of information and legal jargon to process, but you’ll learn valuable things so take it all in with an open mind.

Key concept? Probably what the definition of libel is, because people confuse it with slander all the time. Libel is written, false information, harms the reputation of another, and has to be seen by at least one other person. Knowing your rights as a journalist is very important, because if someone is suing you but the information is true, you cannot be sued for libel.

How will this change your thinking? You’ll learn that media law is constantly changing because technology is rapidly changing, and that a lot of it is based on prior cases.

Presentations? Don’t be nervous! Your classmates are also going through the same thing and have similar worries, and you’re all there to grow alongside each other. Do your research, write your speaker notes ahead of time, anticipate questions, and have your water bottle next to you when you present so you stay hydrated.

Reflection papers? The reflection papers simply take time to write, but they’re not that bad. Try to go into it with the mindset that you will try your best, but that nothing has to be perfect.

Tips for success? Give yourself plenty of time to do research and work on slides for presentations. Go to office hours, like actually—they’re helpful and you can save yourself a lot of stress by simply asking what is required of you in your coursework.

Proud moment? I’m happy to say I can do hard things and be resilient through a very busy and demanding semester.

Eva (Fall 24)

This semester was full of growth and was character building.

What to expect? Expect to be an active participant in discussions and to read!

Key concept? I know how to interpret the First Amendment. It’s important because a lot of people think it’s complete freedom of speech.

How will this change your thinking? I have a better understanding of how to defend myself as a journalist and can be prepared.

Presentations? I would read and highlight different parts of the textbook for the chapter you’re using. Then use the syllabus to incorporate the grading criteria needed in the presentation. Use the example presentation as a guide!!

Reflection papers? The most challenging part was coming up with a topic. It took me about 2–3 hours for the midterm.

Tips for success? Ask questions, don’t be hesitant about participating. Communicate with the professor if you are lost, and don’t wait until the last minute to start assignments.

Proud moment? I’m proud of my final presentation. I was able to answer all the questions my classmates had and completely understand the case.

Crissy(Fall 24)

This semester has been kind of difficult for me to juggle my course load across the five classes I am taking. However, I am glad the semester is coming to an end.

What to expect? Journalism and Law is a great class based on participation and peer engagement that has given me the foundational knowledge of media law, specifically concerning journalism. Each student in the class completed 3 presentations and wrote 2 papers to articulate their learned knowledge in the class.

Key case? I think the New York Times vs. Sullivan case is an extremely important case to consider, as it outlines the idea of libel, which is recurring in the topic of media law in journalism. As a journalism major, I think it is critical to be familiar with the legal principles that have guided the development of journalism to become what it is today.

How will this change your thinking? For me, the class has given me a better understanding of how law works in the media world, specifically in the press. It has taught me to be more critical when considering what to include in my articles and research as well as to be more generally conscious of how larger media outlets operate today.

Presentations? Before each presentation, I would read and take notes on my assigned chapter/case, then structure my presentation to follow previous presentations—highlighting the background, procedural history, issue/rule of law, conclusion, and impact of the case. For each presentation, I would send Heesoo a copy of my presentation requesting feedback. It’s totally valid to be nervous about presenting, but after your first presentation, I guarantee your nervousness for future presentations in the course will ease up.

Reflection papers? The most challenging part of writing reflection papers for me was just getting started with them. Once I got in the flow of each paper, I was able to stick with them and complete them.

Tips for success? I definitely recommend checking in with Heesoo Jang either through email or office hours throughout the semester. She is extremely helpful and an understanding professor who has really helped me through the course between questions about my presentations and reflection papers.

Proud moment? Something I am especially proud of accomplishing in this class is improving my public speaking skills. Even though they are not nearly perfect, I am still definitely more confident and comfortable speaking in front of my peers.

Anonymous Student 7 (Fall 24)

It was filled with ups and downs, but my classes went really well. I enjoyed them, overall.

What to expect? You should expect to actively participate in group discussions about legal cases and concepts. Definitely come to class prepared!

Key concept? The First Amendment, for sure. It ties back to almost everything we learned about. Even cases you don’t expect to have it be relevant to remain relevant.

How will this change your thinking? Cases you never thought about and laws you never thought about come up a lot, making this a very insightful course about the way the legal system works.

Presentations? I prepared by practicing in front of my friends and family. Also, definitely bring a water bottle up with you! Speaking for so long can be tedious.

Reflection papers? As long as you go to class and listen/participate in discussions, I found them to be fairly self-explanatory. That said, I totally get your worry. I would say treat the papers like they’re part of the in-class discussion you have with your classmates and write down what you’d say.

Tips for success? Go to class, ask questions, and don’t be afraid to ask for support from the instructor!

Proud moment? I’m proud that I got through all three presentations without being too anxious!

Sharing My PhD Statement of Purpose (SOP)

Thu, 12 Sep 2024 00:00:00 +0000

A summary of my PhD application journey

I applied to Journalism and Media Studies/Communication science PhD programs in the US in 2018 for the 2019–2020 academic year. This is the Statement of Purpose (SOP) that got me final offers for five programs with fully funded packages and prestigious top-up offers—either for a stipend or separate research/travel funds—for more than half of the offers: University of Washington, University of Wisconsin-Madison, the Ohio State University, University of Illinois-Urbana Champaign, and University of North Carolina at Chapel Hill. I also was offered an on-campus interview to Northwestern University, although this didn’t lead to a final offer after determining this place wasn’t a good fit for me at the time. After two weeks of back-to-back campus visits, several gut checks, and deep conversations with people I trust, I decided to attend UNC-Chapel Hill. Some schools offered acceptance without interviews, while others went through multiple interview processes. Every program is different.

My PhD Statement of Purpose (SOP) for PhD Applications

Area: Media Studies/Communication Science

First things first, let me share my SOP since that’s what you’re here for. Priorities✨ This SOP was for the University of Washington; I don’t know where I misplaced my UNC one! I used the same template for all the programs I applied to, so this is the SOP I used for UNC as well. The paragraph I italicized was tailored for the different programs.

Ph.D. Program in Communication
Heesoo Jang

My primary research interest lies in the area of communication technology and society. I am especially interested in examining the use of algorithms in journalism, its social impact on users from both ends, and the ethical and legal questions concerning news quality, transparency, and accountability. Through my research, I aspire to contribute to forming a society in which everyone has equal access to quality news based on reliable information.

As a young child, I had initially hoped to become a fiction writer. Writing novels, usually science fiction, in online writing communities, I had realized the importance of quality information and fact-checking. Although I was writing about the future, where androids and humans are indistinguishable, I felt that the readers wanted a believable narrative with authentic details. I would devote more time researching and checking facts to construct a realistically surreal background in which my story would unfold. For example, it took weeks of research before I could decide on what profession to give a character. If a character were to be a violinist, I would watch videos after videos of Itzhak Perlman’s performances, contemplating how to make my character the most believable.

The lesson I had learned as a young writer on the importance of proper research and fact-checked information became more concrete during my internship at Joongang Ilbo, one of the major news outlets in South Korea. Working alongside veteran journalists, I was amazed to witness how much effort was put into checking and establishing factual grounds for an article. As an intern journalist, I was able to participate in that crucial role, undertaking numerous research to deliver reliable information to the public.

I was also more than alarmed, however, to observe how the articles based on careful scrutiny of facts became sidelined amidst a deluge of articles carrying unreliable information. In today’s digital media environment, in which most newsreaders access and obtain information, provocative headlines and sensational images seemed to become increasingly pervasive. Following this observation, I became interested in examining how the digital environment influences and shapes journalism. More specifically, I found interest in studying how we could mitigate the negative aspects of the inevitable transformation of journalism.

Such interest led me to enroll in the master’s program at Seoul National University’s Department of Communication, where I studied the theoretical framework and practical tools to formulate and pursue more substantial research questions. Under the supervision of Professor Sugmin Yoon, I researched how people access, appreciate, analyze, evaluate and share news in the digital environment where various algorithms are widely used to generate and distribute news articles.

In particular, I took an interest in establishing a more comprehensive concept of news literacy based on existing theories to examine how news consumers behave in the digital environment. To construct a theoretically sound model of news literacy, I researched literature across various disciplines, including journalism, sociology, and information science. Such a multidisciplinary approach proved to be a difficult challenge as I attempted to analyze and incorporate different studies ranging from those on media effects to cognitive theories of information processing. However, I was able to develop a three dimensional model of news literacy based on individual knowledge structure, personal locus, and competencies and skills to conduct the research for my thesis.

Utilizing the constructed model of news literacy, I undertook a quantitative study on how users from different generations perceive, understand, and use news differently in an environment increasingly influenced by algorithms and artificial intelligence. The statistical analysis of collected and operationalized data resulted in a novel finding. Contrary to the common belief that the younger generation is indifferent to the news, my study showed that they access news through various paths and platforms, evaluate them with different criteria, and generate more news-related communications through various sharing strategies. In other words, even compared to the older generation, the younger generation is anything but newsless, ignorant, or indifferent to the news. The significance of this finding was recognized by Seoul National University as it received a research grant from the Department of Social Science.

Building upon such experiences, I have been working as a researcher and coordinator at the SNU FactCheck Center at Seoul National University. Currently, I am working closely with 28 major news outlets in Korea who contribute carefully verified fact-checked articles to the center’s web platform. Working at the core of fact checking in South Korea, I have had the opportunity to share and discuss the most up-to-date issues concerning the field. The most significant interest of the center and its partners lies in understanding how algorithms could be used to more effectively disperse fact-checked information than the currently pervasive pieces of disinformation and misinformation.

At this juncture of my life, I am looking to broaden and deepen my understanding of the media through your Ph.D. program. More specifically, I aspire to address research areas involving the following themes and issues. First is the research on algorithms that generate personalized news articles. I want to contribute to this emerging field by automated systems identify data and news values, produce written contents and provide quality news articles.

Moreover, I am interested in how these news algorithms influence the news using patterns of consumers. In the digital media environment, portal media companies such as Google and Facebook have started displaying algorithm-based news, changing how consumers access, understand, verify, and share news. By understanding changing news-using patterns, I will be able to provide implications to bring about more benefits for the consumers and society.

Additionally, I wish to further develop this research by incorporating communication policy research. I expect to study how automated systems, including artificial intelligence, could affect the news industry. Through this research, I would like to examine the ethical and legal questions that cannot be overlooked. In the end, I wish to design public policy measures regarding the relationship between AI journalism and news literacy. I believe that news literacy is a crucial concept when it comes to concerns about news quality, transparency, and accountability regarding algorithms and automation. I believe that my master’s thesis on news literacy serves as a solid starting point for future research. University of Washington provides an ideal environment for me to achieve my goal to explore the multifaceted questions on the role and mechanisms of news in the modern society.

Although I am delightfully open to a variety of research, there are several professors at University of Washington whose projects are especially appealing to me. In particular, I hope to work with Professor Lance Bennett as my research interests and area of expertise fit well with his research interests in how communication technologies including software generated news can enhance citizen engagement in the democratic society. I am also eager to study with Professor Richard Kielbowicz whose research problems focus on how technology and public policy affected the circulation of public information including news. I believe that his research provides me with a useful lens to examine the software generated news environment of today in a similar sense. Lastly, I am interested in Professor Katy Pearce’s research on understanding the affordances of information and communication technologies. I am interested in utilizing the concept of affordance in addressing the impacts of algorithms on users. I believe the expertise of these three professors will provide a rich context for my proposed research questions.

Adaptability and flexibility are the two essential strengths that I have developed while living in Australia, Hong Kong, France, and South Korea, befriending people from various backgrounds. While pursuing three fields of studies, I have also developed multidisciplinary skills and knowledge from communication, business, and English literature. I believe that I have a lot to offer to the academic community of the University of Washington in terms of diversity both academically and culturally.

Reflecting on my PhD SOP

I hadn’t initially planned to write a blog post about applying for PhD programs because my experience was pre-pandemic, and I feel like many things have changed since then. However, I’ve received numerous requests for advice on PhD applications—sometimes due to overlapping research interests or methodologies, or because you’re applying to institutions I’ve been a part of. So, I decided to share the statement of purpose (SOP) I wrote when I applied for US PhD programs. I hope this helps many, as my job market materials have, especially for those without access to the tangible and intangible resources needed to navigate higher education.

I can’t say this is the only way to write an SOP—consider it just one example of how someone else has approached it. How you express yourself in these statements, how much you want to share, and what you want to focus on will differ based on your personality, goals, and what works best for you. For example, SOPs for PhD programs in the natural and engineering sciences will look different from my social science SOP. Additionally, whether the search is designed for the SOP to be written solely for the principal investigator of your potential lab or for the full search committee is also a factor to consider in how you design your SOP.

Looking back, I feel grateful and proud of my earlier self. Writing any type of personal statement—whether for a PhD program or an academic job—has given me invaluable opportunities to pause, reflect on the bigger picture, and check in with myself before moving forward to the next chapter of my career.

Revisiting my SOP while on the academic job market for tenure-track positions allowed me to see how much I’ve grown and what has remained consistent. The research program and interests I outlined in my PhD SOP are still highly relevant, and I fully intend to continue pursuing these lines of study beyond my PhD.

That said, some of my recent research projects, like those on online harms, emerged after I began my program, through connections with scholars and issues that resonated deeply with me—such as digital sex trafficking in South Korea. My undergraduate and master’s programs did not offer Public Relations courses, so I only learned about it after entering my PhD program. So, don’t be afraid if your journey takes you in a different direction than you initially outlined in your SOP; it’s part of the process of growth and discovery.

For Those Breaking Barriers

To those of you who are first-generation students, people of color, individuals with disabilities, international students, and anyone leaving their family behind for post-graduate education—truly, anyone who identifies with any marginalized identity—you’re navigating a uniquely challenging journey, and I want to commend you for your courage and determination. It’s important to recognize that your experience may be very different from those who don’t share your background, and that difference is not a weakness; it’s a source of strength.

Please don’t be too hard on yourself if everything isn’t perfectly in place. The landscape of higher education can feel like a complex maze, filled with obstacles that others may not have to face. Acknowledge your efforts and celebrate your progress, no matter how small. Remember, your journey is valid, and it’s okay to seek support and take your time as you carve your own path. You are not alone in this, and your resilience is a powerful testament to your strength and commitment. Your unique perspective is invaluable, and it will enrich the academic community and beyond. Keep pushing forward—you’ve got this!

Miscellaneous Advice

This is a collection of miscellaneous advice that I’ve shared with people I deeply care about and want to see succeed in graduate school. I hope this helps you too!

Talk with Current Students in the Program

Engaging with current students can provide invaluable insights into the program’s culture, faculty interactions, and overall experience. They can share their personal journeys, challenges, and successes, giving you a clearer picture of what to expect. Don’t hesitate to ask questions about coursework, research opportunities, department culture, and, more importantly, support systems, power dynamics, and the cost of living. There is so much information that may not be available on the website and can only be gathered through personal conversations. Don’t be surprised if you hear that they were advised not to share anything beyond what’s in the official handbook. Even if they don’t answer these questions, it’s still worth noticing which departments or programs are confident and open enough to allow their graduate students to share freely about their experiences—and which are not.

Remember, You’re Also Interviewing the Faculty and the Program

The application process is a two-way street. While the program is assessing your fit, it’s equally important for you to evaluate whether the faculty and program align with your research interests and values. Look beyond the formal aspects of the program and pay attention to the faculty’s approachability, responsiveness, and how they interact with students. Engaging with potential advisors during interviews or campus visits can provide valuable insights into their mentoring style and availability. In addition, consider the program’s culture and how it supports student development. A supportive environment fosters collaboration, innovation, and a sense of belonging. Being a PhD student is already a lonely process; there is no need to choose a program that adds to that loneliness. Don’t underestimate the power of a supportive environment.

Location and Weather Are More Important Than You Think

The location of your program can significantly impact your experience, shaping not only your academic life but also your personal well-being. Consider the community, lifestyle, and resources available in the area. A supportive and vibrant community can enhance your overall experience, providing networking opportunities, social connections, and access to local events and activities that enrich your PhD journey. Additionally, the weather can greatly affect your daily life and mental well-being. If you thrive in sunny climates, a program in a colder region might not be the best fit for you. Consider factors such as cost of living, availability of recreational activities, and the proximity to family and friends. Don’t underestimate the power of a supportive environment and a climate that suits you.

Think About Your Goals for the PhD Program

Before applying, clarify your goals for pursuing a PhD and what you hope to achieve during and after your studies. Your objectives may evolve as you progress, which is perfectly okay. Different programs prepare you for various career paths, so ensure the programs you consider align with your long-term aspirations, whether in academia, industry, or beyond. If you’re like me, you might want flexibility in coursework to explore interdisciplinary interests, test out industry roles, or engage in community-based work. Reflect on the type of mentorship and academic environment that will best support your growth, and remember that each experience along the way contributes to your unique journey. Embrace the process with an open mind, as unexpected turns can lead to valuable opportunities.

🤟 You've got this!
If you have questions or want to share your own experiences, let me know via @HeesooJang2 or shoot me an email at heesoojang@umass.edu. Academia can be a lonely journey, but it doesn’t have to be that way.

A Comprehensive Ethics&Law/Journalism Job Market Material Share

Sat, 02 Mar 2024 00:00:00 +0000

Here are all of the job application materials I submitted to the Department of Journalism, University of Massachusetts, Amherst, where I will be an assistant professor in Media Law and Ethics starting September 1.

If you’re on the Public Relations job market, you might want to check out my public relations job market materials here

I’m sharing my job market materials here along with the spreadsheet template I used for organizing job ads and keeping track of applications.

Through my blog, I’m also sharing:

I hope you find these resources helpful. My goal is to level the playing field as much as possible, providing practical aids and insights that can make your job search more organized and a little less daunting. I am also indebted to so many people that generously offered their time, experience, and advice while I was navigating the job market; this is my way of paying it forward. I recognize that not everyone has access to the kind of support I was fortunate to receive from mentors and colleagues. By sharing these resources, I am hoping to extend a helping hand to those navigating the job market journey, especially to those who may feel isolated or under-supported. Remember you’re not alone! 💙

Summary of my journey

I knew I would be on the job market for 2023-24 by May, so I started promoting myself being on the job market starting at the AEJMC job hub in August. I applied to around 25 schools for an assistant professor position (including open rank searches) in my field (mostly in journalism, public relations, and other strategic communication fields), and another 10 in computer science and public policy, targeting AI ethics and social science roles despite being less familiar with their culture. After applying to R1s and research-focused R2s known for their strong communities, I received 7 Zoom interview requests (all from journalism, public relations, and other strategic communication fields; none from other fields), progressed to campus visits with three schools, and received two official offers. Ultimately, I accepted the offer from the University of Massachusetts, Amherst.

Cover Letter

Dear Professor Joshua Braun and Members of the Search Committee,

I’m privileged to offer this cover letter for the position of Assistant Professor of journalism with a focus on ethics and law in the Journalism Department at the University of Massachusetts Amherst. As a Ph.D. candidate in the Hussman School of Journalism and Media at the University of North Carolina at Chapel Hill, I am on track to graduate with my Ph.D. in media and communication in May 2024.

As a UNC Royster Fellow and Richard Cole Fellow, I am an active researcher with 5 years of research experience at the intersection of Artificial Intelligence (AI) ethics, digital platform governance, and journalism. I bring with me a unique blend of interdisciplinary expertise, methodological rigor, and a proven track record of scholarly contributions. To date, I have published three first-authored journal articles, two book chapters, and two publications in the popular press. I have four journal articles under review, with one invited for revise and resubmit. I have received multiple research awards, including a top student paper award at the 72nd International Communication Association conference (ICA), the William Francis Clingman Jr. Ethics Award and the Minnie S. & Eli A. Rubinstein Research Award from the Hussman School of Journalism and Media, and nine other competitive fellowships and travel grants to date. This summer, I was honored with the Inez Kaiser Graduate Students of Color Award at the Association for Education in Journalism and Mass Communication (AEJMC) conference.

Several of my studies have theoretical and practical implications for journalism ethics and law regarding AI ethics, digital platforms, and technology. In a first-authored study with Dr. Shannon McGregor (UNC) and Dr. Bridget Barrett (U of Colorado), published open access in Information, Communication, and Society, I delved into a crucial topic about digital platform governance: how political attitudes influence Americans' views on online content responsibility beyond mere party lines. Based on survey data from over 10,000 Americans, this study uncovered that political ideology and anti-establishment beliefs significantly interact in shaping attitudes towards content responsibility, indicating that partisanship alone is not a sufficient explanation, highlighting the necessity for more effective and nuanced online content policy solutions. For journalists, these opinions could directly impact their ability to fulfill their roles as informers, watchdogs, and facilitators of democratic discourse. In another co-first authored study with Dr. Daniel Kreiss (UNC), under review in the International Journal of Press/Politics, I assessed journalism’s role in safeguarding democracy, using the 2022 U.S. midterm elections as a case study. Using a normative and analytical framework that we refer to as “democracy-framed journalism,” the findings revealed a limited focus on democratic ideals when covering anti-democratic candidates on the ballot, highlighting the urgent need to improve journalism’s role in safeguarding democracy. The implication for public policy stemming from this study is the pressing necessity for the development and implementation of policies and initiatives aimed at enhancing journalism’s commitment to democratic values and principles, particularly in the context of election coverage, to strengthen the democratic process and ensure that it serves the public interest. With my expertise in journalism and computational methods, I am also heavily engaged in several ongoing projects investigating conservative far right media and interventions that would support public policies for safeguarding democracy.

My dissertation extends my research trajectory by investigating how different strategic actors frame the values and ethics around AI technology, including federal government agencies, tech companies, and news organizations. Using a comprehensive dataset of press releases and persuasive messages from key governmental and tech entities, as well as news articles, I utilize computational and qualitative methods to discern dominant voices in the public discourse on AI ethics as well as those who are marginalized. Specifically, I investigate who wields influence over defining, understanding, and communicating AI ethics and how narratives from one strategic actor are accepted, rejected, or interpreted by another. By doing so, I aim to inform policymakers about the diverse perspectives and potential conflicts of ethics and values in framing AI ethics, enabling the development of more inclusive, transparent, and accountable policies that safeguard ethical principles in AI technology. The role of journalists in shaping public discourse around AI ethics is one of the critical contributions of my project.

In addition to research, teaching and mentoring are at the core of my career identity. As an instructor at UNC-Chapel Hill, I have combined my expertise in ethics and law, journalism, and data science to prepare students for their media careers. At UNC-Chapel Hill, I’ve earned evaluations that are significantly above average (4.81/5.0 and 4.82/5.0), with student comments often praising my availability, expertise and feedback, as well as my engaging and encouraging classroom presence. I am prepared to teach journalism courses at both undergraduate and graduate levels, including Introduction to Journalism, Introduction to Public Relations, News Literacy, Data-Driven Storytelling, Media Criticism, Public Relations Research and Analytics, Public Relations Ethics, Journalism and Law, Media, Technology, and Culture, Journalism Ethics, Public Relations Campaign Management, and Public Relations and Integrated Communication Cases. I also look forward to developing courses for research methods to study ethical issues in journalism, including computational text analysis, survey, and content analysis, and special topics about AI and digital platforms with a focus on law, ethics, and the political economy of media. I’m also interested in teaching critical theories for studying the impact of emerging technology and digital platforms on marginalized communities.

Lastly, I take my commitments to diversity, equity, and inclusion (DEI) seriously. This is reflected in my research, teaching, and community engagement. My research focuses on marginalized communities, seeking solutions for historical inequalities and digital harms. In teaching, I include feminist and standpoint theories, offering students valuable tools for understanding their world. Qualitative feedback shows students of color find validation in my classes. At the Center for Information, Technology, and Public Life (CITAP), I collaborate to meet marginalized communities' information needs. With my research expertise, my effectiveness in the classroom, and my commitment to serving marginalized communities, I will bring rigorous research, innovative and inclusive teaching, and new collaborations to the Journalism Department at the University of Massachusetts Amherst. Please feel free to contact me at any time at heesoo@unc.edu or (cell number here). Thank you for this opportunity and for your consideration of my application. I look forward to the committee’s response.

Sincerely,
Heesoo Jang
Hussman School of Journalism and Media
University of North Carolina at Chapel Hill

Teaching Statement

I view teaching and mentoring as integral to my career identity. I strive to prepare my students for rapidly evolving professional landscapes, particularly those impacted by emerging technologies. This drives my mission in the classroom: to provide them with immersive, practical experiences that promote profound learning and critical thinking, setting them up for success as they venture into their initial career pathways. These experiences are not just about learning the ropes; they are about grasping the underlying principles and nuances that govern the evolving landscapes of modern media professions.

To achieve this mission, my teaching methodology strikes a harmonious balance between abstract concepts and tangible practice. Knowledge without application is like a compass without a map – it might point you in the right direction, but it won’t guide you through the journey. By intertwining theoretical foundations with real-world scenarios, I empower students to bridge the gap between classroom insights and professional realities. I have received extensive training in active and inclusive learning strategies from UNC’s Center for Faculty Excellence and incorporate diverse activities to engage every student and foster active learning. Throughout this process, I frequently include peer learning, backchannel conversations, and group discussions, as I believe that students interacting with one another fosters understanding across lines of difference, enhancing learning, creativity, and innovation.

I have teaching experience for both undergraduate and graduate students in diverse settings. As the instructor of record for a Media Ethics course at UNC-Chapel Hill, I introduced students to up-to-date case studies and guided discussions around the implications of different media ethics concepts and frameworks, equipping them to engage critically and ethically with emerging technologies in their future roles in journalism, public relations, advertising, and others. I also served as the teaching assistant for our school’s Market Intelligence course for the past three semesters, where students obtain hands-on experience with data and media analytics. In spring 2023, I co-taught a research-project based undergraduate class, where we led a group of 14 students on a social science research project that included a content analysis of news articles and interviews with journalists. I have delivered guest lectures on the ethical and societal issues of social media platforms, big data, and AI for diverse audiences, including undergraduate students (U of Alabama), graduate students (Wayne State U), journalists (UNC-Chapel Hill), and public relations professionals (Public Relations Society of America). Additionally, I’ve conducted method-oriented guest lectures centered around computational analysis and quantitative research techniques for both undergraduate (York College of Pennsylvania) and graduate (Sociologists of Digital Things (SDT) community) students.

Across two semesters as an instructor of record at UNC-Chapel Hill, I’ve earned numeric evaluations that are significantly above average (4.81/5.0 and 4.82/5.0), with student comments often praising my availability, my expertise and feedback, as well as my engaging and encouraging classroom presence. Having taught during the pandemic, these evaluations also reflect my ability to effectively teach online and hybrid courses. Specifically, I revamped my curriculum to incorporate interactive ways of facilitating meaningful virtual interactions among my students, including Google Jamboard, Poll Everywhere, and asynchronous Sakai discussion boards, while consistently guiding small group projects through Zoom breakout rooms to ensure collaborative learning experiences. When we slowly moved to hybrid, I relocated the final project meetings to in-person settings, carefully managing group sizes to avoid large gatherings while still facilitating valuable face-to-face interactions. One of my most recent guest lectures on AI ethics was presented to journalists participating in UNC’s Visiting International Scholars (VIS) Program – the journalists praised my ability to engage them with both broad context and tactical guidance of the ever-changing landscape of technology, industry, and society.

I am prepared to teach journalism courses at both undergraduate and graduate levels, including Introduction to Journalism, Introduction to Public Relations, News Literacy, Data-Driven Storytelling, Media Criticism, Public Relations Research and Analytics, Public Relations Ethics, Journalism and Law, Media, Technology, and Culture, Journalism Ethics, Public Relations Campaign Management, and Public Relations and Integrated Communication Cases. I also look forward to developing courses for research methods to study ethical issues in journalism, including computational text analysis, survey, and content analysis, and special topics about AI and digital platforms with a focus on law, ethics, and the political economy of media. I’m also interested in teaching critical theories for studying the impact of emerging technology and digital platforms on marginalized communities.

I look forward to mentoring students with an open-door policy outside of the classroom. Throughout the past few years of my Ph.D. program, I have actively mentored junior graduate students within my program and as part of research groups. I have provided guidance in navigating literature, methodological choices, and various other aspects of their academic pursuits. I firmly believe that faculty’s readiness to offer invaluable guidance on research, teaching, and professional growth has a large impact on graduate students both professionally and personally. As students explore their research interests and chart the course of their careers, I am deeply committed to serving as an accessible and supportive mentor. For instance, I have taken the initiative to nurture junior academics' opportunities for increasing their research impacts. One such effort was my co-organization of the ‘Empowering Junior Academics in Tech Policy’ workshop, an interdisciplinary event designed for junior academics. This workshop, conducted in collaboration with Dr. Melinda Sebastian at Data & Society and Dr. Evaglia Tavoulareas at Georgetown University, aimed to provide insights into technology policy space and how to effectively communicate their research to a government audience. Additionally, I have extended invitations to junior academics to participate in policy discussion series that I co-organized with Data & Society, fostering connections between them and multi-stakeholder agencies within the federal government.

Lastly, I am highly aware of the hidden curriculum, which encompasses implicit academic, social, and cultural messages, unwritten rules, and unspoken expectations within the dominant-culture context of education. Recognizing that these unspoken norms and values significantly influence the learning experience of first-generation students and those from marginalized communities, I am committed to creating an inclusive and equitable educational environment that actively addresses and challenges the hidden curriculum. Thus, in my teaching, I prioritize transparency and equity. I believe it is essential to make explicit the expectations and assumptions that often remain hidden, as they can impact students' academic success. For example, I always begin my lectures by explicitly stating learning outcomes and the rationale behind class modules and activities. Regarding assignments, I consistently share grading rubrics in advance and offer office hours to actively discuss student concerns and questions related to the course materials and expectations. My dedication to fostering an inclusive learning environment through open dialogue and explicit expectations has consistently led to improved student engagement and a deeper understanding of course materials, as evidenced by their feedback and active participation.

DEI Statement

My commitment to diversity, equity, and inclusion (DEI) is rooted in both personal and professional experiences, particularly as a woman navigating the South Korean media industry. These experiences, alongside my upbringing as a third-culture child in a predominantly white Australian town, have shaped my philosophy. I firmly believe that understanding social position and power dynamics is essential for fostering DEI. This philosophy guides my dedication to embracing diverse perspectives, respecting cultural backgrounds, and offering unwavering support to students, especially those from historically marginalized communities.

My research focuses on the ethics and social inequities prevalent in technology, specifically in the context of AI ethics and digital platforms. I seek to uncover the power dynamics at play and to ensure that marginalized voices are part of the dialogue to hold tech organizations accountable. My dissertation project concentrates on examining the public discourse surrounding AI ethics as a matter of political concern. It scrutinizes who holds sway in shaping, conceptualizing, and articulating AI ethics, and explores the dynamics involved in how narratives from one strategic actor are embraced, challenged, or interpreted by another. Moreover, my solo-authored work presented at CHI 2022 and published in Tech Policy Press, delved into the use of transnational digital platforms in child sex trafficking in Asia, highlighting the need for tech firms to secure their services across all markets and languages. I am also a co-organizer of an international panel on platform injustice, including panelists across four continents that work on marginalized communities, in the upcoming 2023 Conference on Computer-Supported Cooperative Work & Social Computing (CSCW).

In the classroom, I strive to create a learning environment where all students feel valued and are encouraged to share their unique perspectives and experiences. As an engaged member of ABIDE (Access, Belonging, Inclusivity, Diversity, and Equity), the Inclusive Teaching Discussion Group & Book Club in the Hussman School of Journalism and Media at UNC, I have cultivated skills and insights essential for the practical implementation of DEI principles in educational settings. I prioritize supporting various aspects of academic freedom and fulfilling DEI goals by incorporating diverse curricula and inviting guest lecturers like Dr. Michele Meyer (Geena Davis Institute on Gender in Media) and Dr. Madhavi Reddi (York College of Penn), who bring crucial insights into ethical media representations across lines of identity and diverse cultural expressions. I cover topics such as feminist and standpoint theory that are typically omitted from standard course textbooks. Additionally, by integrating paired discussions in my teaching approach, I create an interactive learning environment where diverse perspectives can intersect and enrich the collective understanding, enabling students to appreciate the value of varying viewpoints and experiences.

Lastly, as a survivor who has experienced a death by suicide of a loved one in my 20s, mental health is a core value in my personal and professional life. I strongly advocate for mental health awareness, support, and resources in all facets of academia and community engagement. The compounded impact of the pandemic, several suicides on campus, and lockdowns due to active shooter situations during my time at UNC highlighted the critical importance of DEI in conjunction with mental health considerations. Particularly crucial during the Fall of 2021, I employed a flexible, hybrid teaching model and provided tailored support to students, acknowledging the unique challenges faced by students of different backgrounds. For example, I offered one-on-one office hours to students who needed more time and space, ensuring they received the education they needed while also utilizing school resources to take care of themselves.

Disclosure about reference checks/letters

UMass Amherst did not request reference letters at the application stage, which was one of the criteria I took into account when selecting schools to apply to. I find it inconsiderate to ask for reference letters this early, as it can be a significant demand on applicants' time. Instead, UMass Amherst conducted reference checks over the phone with my references. For schools that required reference letters after the Zoom interview, my references sent their letters directly to the search chair.

A Comprehensive Public Relations Job Market Material Share

Sat, 02 Mar 2024 00:00:00 +0000

Here are all of the job application materials I submitted to the College of Communication at DePaul University (Chicago, USA), where I applied for the position of Assistant Professor of Public Relations. I was one of the finalists invited for on-campus interviews.

If you’re on the Journalism job market, you might want to check out my journalism job market materials here

I’m sharing my job market materials here along with the spreadsheet template I used for organizing job ads and keeping track of applications.

Through my blog, I’m also sharing:

Summary of my journey

Cover Letter

Dear Dr. Uysal and Members of the Search Committee,

I’m privileged to offer this cover letter for the position of Assistant Professor of Public Relations at the College of Communication, DePaul University. As a Ph.D. Candidate in the Hussman School of Journalism and Media at the University of North Carolina at Chapel Hill, I am on track to graduate with my Ph.D. in media and communication in May 2024.

As a UNC Royster Fellow and Richard Cole Fellow, I am an active researcher with 5 years of research experience at the intersection of AI ethics, digital platforms, and strategic communication. I bring with me a unique blend of interdisciplinary expertise, methodological rigor, and a proven track record of scholarly contributions. To date, I have published three first-authored journal articles, two book chapters, and two publications in the popular press. I have four journal articles under review, with one invited for revise and resubmit. I have received multiple research awards, including PR division’s top student paper award at the 72nd International Communication Association conference (ICA), the William Francis Clingman Jr. Ethics Award and the Minnie S. & Eli A. Rubinstein Research Award from the Hussman School of Journalism and Media, and nine other competitive fellowships and travel grants to date. This summer, I was honored with the Inez Kaiser Graduate Students of Color Award at the Association for Education in Journalism and Mass Communication (AEJMC) conference.

My research provides theoretical and practical implications regarding AI ethics and digital platforms in strategic communication and public relations. My first-authored study with Dr. Suman Lee (UNC), published in Public Relations Review, presented a crisis communication model through a case study of an AI chatbot company, using co-orientation theory to analyze discrepancies between organization and public perceptions, especially in ethical crises related to AI. This study offers valuable insights into crisis communication with implications for communication practitioners seeking effective strategies to manage public perception during ethical crises and for researchers aiming to advance theoretical understanding of crisis communication in the context of emerging technologies. In another first-authored study with Dr. Shannon McGregor (UNC) and Dr. Bridget Barrett (U of Colorado), published in Information, Communication, and Society, I investigated public perceptions of organizational responsibility on online content. Based on a survey dataset of 10,000 Americans, this study offers crucial insight for understanding publics’ relationships with technology and digital platforms. This study offers vital insights into public perceptions of organizational responsibility in the online content realm, providing PR practitioners and scholars with actionable knowledge to navigate this evolving landscape. In a recent solo-authored work, accepted to the upcoming National Communication Association (NCA) and soon to be submitted to Public Relations Review, I suggest an AI Social Responsibility (AISR) framework and critically assess the strategic communications of major AI companies about their corporate social responsibility in AI ethics.

My dissertation extends my research trajectory by investigating how different strategic actors frame the values and ethics around AI technology, including federal government agencies, tech companies, and news organizations. Using a comprehensive dataset of press releases and persuasive messages from key governmental and tech entities, as well as news articles, I aim to discern the dominant voices in the public discourse on AI ethics and those that are missing or marginalized. Specifically, I investigate who wields influence over defining, understanding, and communicating AI ethics and how narratives from one strategic actor are accepted, rejected, or interpreted by another. The role of public relations in shaping public discourse around AI ethics is one of the critical contributions of my project. To conduct this study, I developed a multifaceted integrative framing study approach, seamlessly incorporating computational data collection, computational data analysis, and qualitative and interpretive analyses, enabling a systematic and nuanced identification of frames and the meticulous tracking of their evolution and shifts over time.

In addition to research, teaching and mentoring are at the core of my career identity. As an instructor at UNC-Chapel Hill, I have combined my expertise in both public relations and data science to prepare students for their media careers. At UNC-Chapel Hill, I’ve earned evaluations that are significantly above average (4.81/5.0 and 4.82/5.0), with student comments often praising my availability, expertise and feedback, as well as my engaging and encouraging classroom presence. I also look forward to mentoring students with an open-door policy. I believe that faculty’s readiness to offer invaluable guidance on research, teaching, and professional growth has a large impact on graduate students both professionally and personally.

I am prepared to teach public relations courses at both undergraduate and graduate levels, including courses on Research, Data and Insights, PR Campaigns, Crisis Communication Management, Diversity & Current Issues in Advertising and Public Relations, and Communication Campaigns for Social Changes. On the graduate level, I am prepared to teach Public Relations Foundations, Communication Ethics and Law, Research, Data, and Insights, and Consumer Insights. I also look forward to developing courses for special topics centering AI, social media, and ethics in the public relations context. I’ve also devoted significant service to the school and the field. I am actively involved in reviewing manuscripts for both conferences and journals. I am also passionate about supporting professional development opportunities for Ph.D. students and junior scholars. This year, I have co-organized two initiatives, both in collaboration with Data & Society, including a training workshop for junior scholars on communicating their research to policymakers and exploring opportunities to promote research.

With my research expertise, my effectiveness in the classroom, and my commitment to serving marginalized communities, I will bring rigorous research, innovative and inclusive teaching, and new collaborations to DePaul University’s College of Communication. Please feel free to contact me at any time at heesoo@unc.edu or [my cell number]. Thank you for this opportunity and for your consideration of my application. I look forward to the committee’s response.

Sincerely,

Heesoo Jang
Hussman School of Journalism and Media
University of North Carolina at Chapel Hill

Teaching Statement

To achieve this mission, my teaching methodology strikes a harmonious balance between abstract concepts and tangible practice. Knowledge without application is like a compass without a map – it might point you in the right direction, but it won’t guide you through the journey. By intertwining theoretical foundations with real-world scenarios, I empower students to bridge the gap between classroom insights and professional realities. I pair lessons with short in-class assignments so that students learn through doing. Throughout this process, I frequently incorporate collaborative learning and group discussions, as I believe that students interacting with one another fosters understanding across lines of difference, which in turn enhances learning and fosters creativity and innovation.

I have teaching experience for both undergraduate and graduate students in diverse settings. As the instructor of record for a Media Ethics course at UNC-Chapel Hill, I introduced students to up-to-date case studies and guided discussions around the implications of different media ethics concepts and frameworks, equipping them to engage critically and ethically with emerging technologies in their future roles in public relations, advertising, and journalism. I also served as the teaching assistant for our school’s Market Intelligence course for the past three semesters, where students obtain hands-on experience with data and media analytics. In spring 2023, I co-instructed a research-project based undergraduate class with Dr. Daniel Kreiss, where we led a group of 14 students on a social science research project that included a content analysis of news articles and interviews with media professionals. I have delivered guest lectures on the ethical and societal issues of social media platforms, big data, and AI for diverse audiences, including undergraduate students (U of Alabama), graduate students (Wayne State U), journalists (UNC-Chapel Hill), and public relations professionals (Public Relations Society of America). Additionally, I’ve conducted method-oriented guest lectures centered around computational analysis and quantitative research techniques for both undergraduate (York College of Pennsylvania) and graduate (Sociologists of Digital Things (SDT) community) students.

Across two semesters as an instructor of record at UNC-Chapel Hill, I’ve earned numeric evaluations that are significantly above average (4.81/5.0 and 4.82/5.0), with student comments often praising my availability, my expertise and feedback, as well as my engaging and encouraging classroom presence. Having taught during the pandemic, these evaluations also reflect my ability to effectively teach online and hybrid courses. Specifically, I revamped my curriculum to incorporate interactive ways of facilitating meaningful virtual interactions among my students, including Google Jamboard, Poll Everywhere, and asynchronous Sakai discussion boards, while consistently guiding small group projects through Zoom breakout rooms to ensure collaborative learning experiences. When we slowly moved to hybrid, I relocated the final project meetings to in-person settings, carefully managing group sizes to avoid large gatherings while still facilitating valuable face-to-face interactions. One of my most recent guest lectures on AI ethics was presented to public relations practitioners at the Public Relations Society of America (PRSA)—practitioners have also praised my ability to engage them with both broad context and tactical guidance of the ever-changing landscape of technology, industry, and society.

I also look forward to mentoring graduate students with an open-door policy. Throughout the past few years of my Ph.D. program, I have actively mentored junior graduate students within my program and as part of research groups. I have provided guidance in navigating literature, methodological choices, and various other aspects of their academic pursuits. I firmly believe that faculty’s readiness to offer invaluable guidance on research, teaching, and professional growth has a large impact on graduate students both professionally and personally. As students explore their research interests and chart the course of their careers, I am deeply committed to serving as an accessible and supportive mentor. For instance, I have taken the initiative to nurture junior academics' opportunities for increasing their research impacts. One such effort was my co-organization of the ‘Empowering Junior Academics in Tech Policy’ workshop, an interdisciplinary event designed for junior academics. This workshop, conducted in collaboration with Dr. Melinda Sebastian at Data & Society and Dr. Evaglia Tavoulareas at Georgetown University, aimed to provide insights into technology policy space and how to effectively communicate their research to a government audience. Additionally, I have extended invitations to junior academics to participate in policy discussion series that I co-organized with Data & Society, fostering connections between them and multi-stakeholder agencies within the federal government.

Driven by my dedication to diversity, equity, and inclusion (DEI), I strive to create a learning environment where all students feel valued and are encouraged to share their unique perspectives and experiences. As an engaged member of ABIDE (Access, Belonging, Inclusivity, Diversity, and Equity), the Inclusive Teaching Discussion Group & Book Club in the Hussman School of Journalism and Media at UNC, I have cultivated skills and insights essential for the practical implementation of DEI principles in educational settings. I prioritize supporting various aspects of academic freedom and fulfilling DEI goals by incorporating diverse curricula and inviting guest lecturers like Dr. Michele Meyer (Geena Davis Institute on Gender in Media) and Dr. Madhavi Reddi (York College of Penn), who bring crucial insights into ethical media representations across lines of identity and diverse cultural expressions. I cover topics such as feminist and standpoint theory that are typically omitted from standard course textbooks. Additionally, by integrating paired discussions in my teaching approach, I create an interactive learning environment where diverse perspectives can intersect and enrich the collective understanding, enabling students to appreciate the value of varying viewpoints and experiences.

In conclusion, my teaching philosophy is deeply rooted in fostering a dynamic and inclusive learning environment that equips students with the knowledge, skills, and critical thinking abilities necessary to excel in the rapidly evolving media landscape. I understand the unique challenges and opportunities within the field of public relations and aim to prepare students not only to excel in their chosen careers but also to become ethical, inquisitive, and adaptable professionals. With these principles in mind, I eagerly anticipate the opportunity to contribute to the mission of nurturing the next generation of PR practitioners, communicators, and scholars.

Research Statement

As an active researcher with 5 years of research experience at the intersection of AI ethics, digital platforms, and public relations, I bring with me a unique blend of interdisciplinary expertise, methodological rigor, and a proven track record of scholarly contributions. I have published three first-authored journal articles, two book chapters, and two publications in the popular press. I have four journal articles under review, with one invited for revise and resubmit. I’ve also presented 15 studies to major refereed conferences such as ICA, AEJMC, NCA, and APSA.

My research provides theoretical and practical implications regarding AI ethics and digital platforms in strategic communication and public relations. My first-authored study with Dr. Suman Lee (UNC), published in Public Relations Review, presented a crisis communication model through a case study of an AI chatbot company, using co-orientation theory to analyze discrepancies between organization and public perceptions, especially in ethical crises related to AI. This study offers valuable insights into crisis communication within AI companies, with implications for communication practitioners seeking effective strategies to manage public perception during ethical crises and for researchers aiming to advance theoretical understanding of crisis communication in the context of emerging technologies. In another first-authored study with Dr. Shannon McGregor (UNC) and Dr. Bridget Barrett (U of Colorado), published in Information, Communication, and Society, I investigated public perceptions of organizational responsibility on online content. Based on a survey dataset of 10,000 Americans, this study offers crucial insight for understanding publics’ relationships with technology and digital platforms. This study offers vital insights into public perceptions of organizational responsibility in the online content realm, providing PR practitioners and scholars with actionable knowledge to navigate this evolving landscape. In a recent solo-authored work, accepted to the upcoming National Communication Association (NCA) and soon to be submitted to Public Relations Review, I suggest an AI Social Responsibility (AISR) framework and critically assess the strategic communications of major AI companies about their corporate social responsibility in AI ethics. This framework provides a useful tool for both practitioners and scholars aiming to enhance ethical messaging, navigate potential crises, and advance the academic understanding of responsible communication regarding the use of AI technology.

With my expertise in computational social science research methods, I am also heavily engaged in several ongoing collaborations. For instance, in a co-authored study led by Dr. Allison Archer (U of Houston), invited for revise and resubmit in the International Journal of Press/Politics, an integral contribution I made to this study was the development of programs using YouTube APIs and Python packages like youtube-dl to scrape and analyze the content of YouTube videos, including metadata and transcripts. In another co-authored project with Dr. Shannon McGregor (UNC) and Dr. Erik Peterson (Rice U) that I initiated as part of my work at the Center for Information, Technology, and Public Life (CITAP), I have played a substantial role in designing the research methodology for accessing and collecting data from organization websites.

For my dissertation project, I examine how various strategic actors shape public discourse as they frame the values and ethics around AI technology, including federal government agencies, tech companies, and news organizations. Using a comprehensive dataset of press releases and persuasive messages from key governmental and tech entities, as well as news articles, I aim to discern the dominant voices in the public discourse on AI ethics and those that are missing or marginalized. Specifically, I investigate who wields influence over defining, understanding, and communicating AI ethics and how narratives from one strategic actor are accepted, rejected, or interpreted by another. The role of public relations in shaping public discourse around AI ethics is one of the critical contributions of my project. To conduct this study, I developed a multifaceted integrative framing study approach, seamlessly incorporating computational data collection, computational data analysis, and qualitative and interpretive analyses, enabling a systematic and nuanced identification of frames and the meticulous tracking of their evolution and shifts over time.

At its core, my research seeks to grapple with issues of ethics and social inequity in technology, which fuels my passion and motivation for rigorous investigation. My studies on AI and digital platforms focus on questions that examine who wields power in determining how these technologies function, according to whose rules and values they operate, and how we can ensure that the voices of historically marginalized communities are heard and incorporated into the process. By shedding light on these power dynamics and marginalized voices in the technology sector, my work underscores the importance of holding tech organizations, policymakers, and communication professionals accountable for safeguarding democratic values and ensuring that technology serves the greater societal good. For example, my research seeks to empower public relations practitioners to play a pivotal role in shaping the narrative around AI and digital platforms, encouraging them to provide comprehensive and equitable coverage. Thus, when designing research studies, I ensure that my work has a direct impact on organizational practices and policy implications, thereby influencing people’s lives and the democratic process.

I am a mixed-methods scholar by training, employing a combination of computational, quantitative, and qualitative methods to address my research questions. This comprehensive approach enables me to leverage the strengths of each method, ensuring a holistic and multifaceted understanding of the phenomena under investigation. This integrative stance empowers me to explore research questions from diverse angles, fostering not only a more comprehensive grasp of the intricate relationships and dynamics that shape the interplay between technology and society but also encouraging my collaborations across disciplines and methodological fields.

I possess a strong proficiency in the acquisition of research grants and funding, evident through my accomplished track record of securing financial support for numerous projects throughout my doctoral journey, including research funds from the Richard Cole Fellowship and the Association for Education in Journalism and Mass Communication (AEJMC). Most recently, I submitted a grant proposal to Microsoft as a co-principal investigator, with Dr. Shannon McGregor (UNC) and Dr. Daniel Kreiss (UNC), for a research project assessing the quality of AI language models regarding election information. Looking ahead, I am enthusiastic about exploring a diverse range of funding sources. These sources include not only those from foundations and associations, such as the Arthur W. Page Center and AEJMC, but also grants from major technology companies like Google and Microsoft, as well as federal government agencies such as the National Science Foundation.

Disclosure about reference checks/letters

DePaul University did not request reference letters at the application stage, which was one of the criteria I took into account when selecting schools to apply to. I find it inconsiderate to ask for reference letters this early, as it can be a significant demand on both the applicants and references' time. Instead, DePaul asked for reference letters when I was invited for the on-campus interview. My references sent their letters directly to the search chair.

A Calendar Guide for the Academic Job Market

Fri, 01 Mar 2024 00:00:00 +0000

About me 👋

I was on the job market in the academic year of 2023-2024, applying for assistant professor jobs in the social sciences that valued research in journalism and strategic communication, digital platform governance, and artificial intelligence ethics. I will be an assistant professor in media law and ethics in the Department of Journalism, University of Massachusetts, Amherst, starting September 1.

I’m writing this blog post with the hope of shedding some light on what to expect from the academic job market, sharing some thoughts and strategies I found helpful. Especially for those without a recent graduate to turn to for advice, I want to share my experiences. This is for anyone feeling a bit lost or unprepared about navigating the academic job journey—a friendly guide from someone who’s been there. You’re not alone 💙

Summary of my journey

I knew I would be on the job market for 2023-24 by May, so I started promoting myself being on the job market starting at the AEJMC job hub in August. I applied to around 25 schools for an assistant professor position (including open rank searches) in my field (mostly in journalism and strategic communication), and another 10 in computer science and public policy, targeting AI ethics and social science roles despite being less familiar with their culture. After applying to R1s and research-focused R2s known for their strong communities, I received 7 Zoom interview requests (all from journalism and strategic communication, none from other fields), progressed to campus visits with three schools, and received two official offers. Ultimately, I accepted the offer from the University of Massachusetts, Amherst.

Helpful Job Market Resources for you

Through my blog, I’m also sharing:

Am I missing anything? Let me know!
Find me at @HeesooJang2 on Twitter/X or at heesoojang at umass dot edu

The academic job market calendar

Here’s an overview of my experience on the job market throughout the academic year, as I aimed for a position beginning in the 2024-25 academic cycle.

I’m sharing this journey to provide insight into the timeline and process of securing an academic position, hoping to demystify the experience for others targeting similar career milestones. My intention is to offer a roadmap that might ease the path for those following in my footsteps, especially for those who are navigating this challenging process for the first time.

May—August 2023: Ask for job materials and start drafting yours

👉 Action items:
1. Ask for job materials and start your first drafts
2. Start thinking about your references (hopefully with your advisor)
3. Promote that you're on the job market this year

Knowing I would be on the job market, I asked mentors and recent successful graduates to share their job materials with me. These materials provided excellent examples that helped me understand how to organize my CV, the meaning of research and teaching statements, how they differ from a cover letter, and what to emphasize in them.

I also discussed the job market extensively with my advisor and held meetings specifically for this purpose. Summer was also a great time to start thinking about who will be my references.

Additionally, I had several coffee chats with other mentors in the field over Zoom and at conferences for advice. Asking for advice not only provided me with the support I needed but also provided me with the opportunity to share with people that I was seeking for an academic job. You want to let as many people as possible that you’re on the job market so you can get all the job ads once they start rolling out.

I was fortunate to have such supportive mentors and an advisor, but if you don’t, I encourage reaching out to people in your field online as early as possible. The hidden curriculum in academia is vast, and finding support early is crucial.

Especially if you’re a woman or nonbinary, identify as queer, are not a US citizen, are first-generation, or a person of color, I encourage you to find a mentor who has navigated the job market from your position. Just because we’re on the same job market, it doesn’t mean we’re navigating the job market in the same way.

September 2023: Get those job ads while finalizing your job materials

👉 Action items:
1. Make a spreadsheet to organize job ads
2. Finalize job materials and get multiple rounds of feedback
3. Request references

This is when a lot of job ads start rolling out. Do everything to catch those job ads! It’s easy to miss them because there’s no single place where they’re all collected. Sign up for major conference listservs in your field. For me, that was ICA, NCA, AEJMC, and AoIR. I also checked the communication job wiki for new job ads. Being part of the Center for Information, Technology, and Public Life (CITAP) at UNC, I received several job ads through our Slack as well (FYI: CITAP calls for graduate affiliates annually, and you don’t need to be at UNC). The networking and promoting I did over the summer paid off, as graduate students and faculty sent me job ads directly to me when their institutions were hiring an assistant professor in my field. Faculty at my current institution also let people know I was on the job market, which was incredibly helpful.

While collecting these job ads, I started building a spreadsheet with the school name, the position, due date, and the job materials they require. This spreadsheet was useful for two purposes. First, my future self thanked me. With so many job ads rolling out, I couldn’t have been able to track all of them without a spreadsheet. Second and more importantly, I shared the spreadsheet with my advisor to strategize where to apply and also keep her up-to-date with the deadlines for job materials and reference letters (if it required one at the application stage.)

September was also the month when I sought multiple rounds of feedback from my advisor and other mentors on my job materials. Having job materials that I was confident enough to present to potential references was crucial; after all, how else was I to request professors to serve as my references?

In the emails I sent to potential references, I attached my most recent CV along with drafts of my job materials, explained why I believed the potential reference would be a good fit for the positions I was applying for, and briefly described the types of jobs I was targeting. It was a real confidence booster for me when my references agreed to speak on my behalf in the job market, as it affirmed their belief in my qualifications and potential to succeed. I used this as my energy to push through the seemingly never-ending search for a new academic home.

October 2023: Applying for jobs and starting zoom interviews

👉 Action items:
1. Apply for jobs every single day
2. Research does not get done, and it’s okay
3. Start getting zoom interviews

Applying for academic jobs felt like a full-time job in itself (without the pay for your labor). In October, I was applying to jobs every. single. day. No research got done, but I had a supportive advisor and mentors who assured me this was normal and okay. Don’t be too hard on yourself while applying for jobs because there’s already a lot of writing, sending emails, and bureaucratic tasks involved.

I started getting Zoom interviews in mid-October. I remember asking mentors what to expect from Zoom interviews. For me, they were really helpful for understanding what the institution was looking for in this hire. Most search committees asked what they’re interested in first, and I took note of that. The follow-up questions gave me insight into what the faculty prioritized in this hire. I also looked for cues like whether the interview was one-way or two-way, whether they cared about work-life balance (because I do), and if we agreed on what constitutes meaningful research.

November 2023: Fly-outs and job talks

👉 Action items:
1. Draft your job talk slides to show your scholarly identity
2. Prep talks are a must
3. Fly-outs! Lookout for red and green flags

I received an invitation for my first on-campus visit in early November, followed by two more spaced out throughout the month. Typically, you receive only a week or, at most, a couple of weeks' notice between the invitation for a campus visit and the actual job talk.

My job talks were 40 minutes followed by a 15 minute Q&A. There must be various approaches to organizing a job talk. For me, I prioritized showcasing my scholarly identity and my theoretical and methodological paradigms over detailing the individual studies I published. I aimed to create a flow that would naturally lead audiences to envision the values I would bring to the potential institution.

I spent hours on YouTube to see how others approached their job talks. The one talk that changed my whole perspective on job talks was Dr. Wenhao Sun’s talk (now at the University of Michigan) he gave to his lab mates a few years ago, available on YouTube .

My advisor organized a prep talk for me, inviting several faculty members and graduate students. I was extremely grateful for my advisor’s initiative in scheduling these prep talks. They were invaluable for practice. As a first-timer, the length of job talks felt overwhelming. It was unusual to have almost an hour to discuss my research. I was so used to presenting only four minutes on average at conferences, and at most seven minutes for receiving the best paper award.

I am deeply grateful to everyone who attended my prep talks to provide feedback and boost my confidence. After two prep talks and incorporating the feedback received, I saw significant improvement. Also, with my immense respect for UNC’s faculty and graduate colleagues, I felt assured that if they believed I was ready, others would too.

The fly-outs were excellent opportunities to immerse myself in the campus and academic communities of potential institutions. The schedule included one-on-one or group meetings with faculty members, meetings with students, and a job talk — with teaching demonstrations at two of the schools, but not the third. I particularly valued the separate time with students, as they tend to be very candid about their community experiences. This insight was invaluable in understanding my potential role and contributions should I join the institution.

Although I personally did not experience this, I believe that insufficient time for restroom breaks and proper meals during a visit signals a significant red flag about how the institution might treat its faculty. If you’ve heard that this is normal, I’m telling you: it’s not.

December 2023: Final offers and negotiating

👉 Action items: Once you get final offers…
1. Get advice from mentors on negotiating
2. Google is your friend to learn how others negotiated

In December, my journey to find my new academic home reached its peak with final offers rolling in. My mentors played a key role, guiding me on how to articulate my needs and assertively negotiate. They were instrumental in teaching me what to prioritize in my negotiations. To ensure I was making informed decisions, I researched salaries for similar roles in public institutions. This step was about balancing my aspirations with the available opportunities, a challenging but essential part of the process. I focused on negotiating not only the salary, but the support, resources, and environment I need to succeed and feel fulfilled in my new institution.

One thing to note is that the institutions I interviewed with moved quickly, leading me to decline interviews from other institutions once I began receiving final offers. It’s normal in our field for on-campus visits to take place between January and March, towards the academic year’s end.

I want to be honest that December was an emotional rollercoaster. The thrill of receiving offers was also tempered by the stress of negotiations and the pressure to make the right decision. Throughout this period, my emotions ranged from excitement and hope to anxiety and doubt. The support from mentors during this period meant a lot for me. They were not just strategic but also emotional, providing reassurance during moments of uncertainty. They reminded me that it’s okay to feel overwhelmed by the magnitude of these decisions and encouraged me to trust in my abilities and the journey that led me to these opportunities. I was also fortunate to be communicating with a search chair to show me grace and support in this way. This process taught me the importance of resilience, self-advocacy, and the strength found in community.

For those who are women, nonbinary, queer, not a US citizen, first-generation, or a person of color, I cannot emphasize enough of the importance of finding a mentor who understands your specific challenges in negotiation. Be transparent about your specific needs so that your mentors can offer personalized advice and support, helping you navigate the negotiation process with confidence and advocacy on your side.

Navigating the Academic Job Market with Grace and Grit

Fri, 01 Mar 2024 00:00:00 +0000

Welcome! 👋

I was on the job market in the academic year of 2023-2024, applying for assistant professor jobs in the social sciences that valued research in journalism and public relations, digital platform governance, and artificial intelligence ethics. I will be an assistant professor in media law and ethics in the Department of Journalism, University of Massachusetts, Amherst, starting September 1.

Summary of my journey

I knew I would be on the job market for 2023-24 by May, so I started promoting myself being on the job market starting at the AEJMC job hub in August. (If you haven’t heard about this before, here’s the AEJMC Job Hub website to learn more about it: AEJMC Job Hub. For those not in the communication/media field, this is our national conference, and we have a job market event called Job Hub where employers and candidates can connect/interview each other at the conference.) I applied to around 25 schools for an assistant professor position (including open rank searches) in my field (mostly in journalism, public relations, and other strategic communication fields), and another 10 in computer science and public policy, targeting AI ethics and social science roles despite being less familiar with their culture. After applying to R1s and research-focused R2s known for their strong communities, I received 7 Zoom interview requests (all from journalism, public relations, and other strategic communication fields; none from other fields), progressed to campus visits with three schools, and received two official offers. Ultimately, I accepted the offer from the University of Massachusetts, Amherst.

What was my goal for the job market?

Obviously, the goal on the academic job market is to find a new academic home. An academic home probably means different things to different people. To me, it was about seeking an environment where there was a sense of community. I imagined an academic community where people not only got along with each other but also appreciated each other’s presence. My ideal academic home was a place where I envisioned myself thriving, surrounded by supportive colleagues, and engaging in a reciprocal relationship of support. And, of course, a place that I could be that colleague to my colleagues. Consequently, the concept of “a good fit,” for me, extended beyond just a match in research interests; it encompassed a fit in values and culture as well.

That being said, if I wanted to find the right institution for me, I needed to know who I was first. These are the questions I asked myself, before going on the job market: Who am I as a scholar? How do I position myself? What is my philosophy of research and teaching? What are some values I bring to the field that I would never ever compromise because that would change who I am? What kind of environment and community do I want to be in? What did I like about my current institution that I wanted to also seek in my new institution? What are the things that I don’t get in my current institution that I’d love to have in my new academic home?

I wanted to confidently demonstrate these questions for myself because these would then be the criteria I would evaluate the institutions I was interviewing with. Without my own standards, then it would have been harder for me to find a “good fit” because fit is mutually-dependent.

What is a “good fit” anyway?

For me, searching for a “good fit” was to find an institution I would be happy and vice versa. I wanted the institution to hire me because the people there like me and like what I do. To me, finding a good fit was finding a good community.

I know—“good fit” is such a vague term. I’ve also been confused about what people mean when they say “a good fit.” From my experience, I concluded that “a good fit” means that the candidate possesses the qualities that the institution prioritizes, and vice versa. Thus, “a good fit” means different things to different people and institutions. If you value work-life balance, an institution that has a publish-or-perish culture will not work for you; it’s not a “good fit” regardless of whatever prestige the name holds. All academic communities are different and have different priorities. For example, not all institutions prioritize the number of publications. You’ll have to do some digging and asking around to figure this out.

What I learned from my job market experience is that honesty is the best policy. To find a good fit, it was important for both the search committee and me, as a job candidate, to openly share information. For this to work, two things had to happen: first, the committee had to be clear about what they want; second, I had to be clear about what I’m looking for. The first part is something I couldn’t change; although as a candidate, I could at least use it as a cue to learn about the community. If the committee isn’t open about what they want, that was a red flag for me. If I’m already trying to read between the lines as a candidate, who know’s what kind of politics I will have to navigate if hired?

The second part was up to me. I could choose to be honest about what I’m looking for. Of course, that’s easier said than done. When I was job hunting, the temptation to match the perfect candidate image from the job ad was really strong. I was told to “not look desperate because it’s unattractive,” but what if you are desperate? I’ve been in that spot, and I understand. However, I learned that pretending doesn’t help anyone. If I pretend to be someone I’m not and get hired by a place that’s not a good fit for me, I’d either have to keep pretending forever or end up disappointing them, and I wouldn’t be happy either. So, as a job seeker, being myself was actually the best approach for me to find a place that I’d be happy.

For me, this involved being transparent about the fact that I am an interdisciplinary scholar, a mixed-method social science researcher, and that I use critical and normative theories as a framework. If an institution was looking for a scholar strictly confined to one discipline, committed to a single methodology, and less critical/normative, then I would not be a good fit for them. I could have tried to present myself as someone who only engages in one of the methods I use, or focuses on a single subfield, or downplays the critical/normative aspect of my research, but I chose not to. This was important because what they saw was what they would get if they hired me; this was the kind of research I intended to pursue. I aimed to end up in a place that would value me for what I do.

I also wanted to maintain a good work-life balance and be happy. I was vocal about these priorities during interviews and meetings. Some appreciated it, while others were not really fans. And that’s okay. The whole purpose of putting myself out there was to find out who supported my vision of scholarly life. It was worth it.

Mentally preparing yourself for a faculty job

The best piece of advice I’ve ever received from mentors I truly admire is to always remember that I’m competing for a faculty position, not a student one. It might sound obvious, but adopting this mindset was a real game-changer for me. For me, being a faculty member boils down to two key aspects: first, the effective balance of research, teaching, and service; and second, ensuring my research doesn’t just tick boxes but actually pioneers new directions in my field. Therefore, my cover letter and job talk primarily emphasized these two areas.

For PhD candidates or ABDs (all-but-dissertations) entering the job market, shedding the graduate student identity is challenging. It took me a year to fully understand what moving beyond this identity means. As students, we can get too caught up in research being everything, obsessing over how many publications we have, and trying to showcase our research skills. However, I would like to say this mindset is not helpful, at least on the academic job market.

So, what else should we concentrate on? From my experience, it’s about highlighting the skills that aren’t directly spelled out on your CV but are crucial for a future faculty member. First, regarding research, I aimed to demonstrate how my work contributes significantly to my field, offering fresh perspectives on established issues. I’ve found that illustrating the direction and impact of your research is more crucial than the sheer number of your publications. As a faculty member, your research should not only influence your students but also your peers and the broader community. It’s about showing that your research will have a meaningful impact on all those you interact with, making the quality of your contributions more significant than their quantity.

Equally important, I felt that the capability to juggle research, teaching, and service responsibilities effectively was valued a lot on the job market. Thus, I emphasized my experience in teaching relevant courses at my current institution, alongside my research and contributions to the field’s service. Because faculty members are expected to teach a certain number of courses each year, starting from day one, the transition from student to instructor requires a demonstrated ability to teach, in addition to fulfilling the other demands of the role.

Promoting yourself on the academic job market

First of all, don’t be ashamed to promote the fact that you’re on the job market. It took practice, of course, but I made an effort to let people know I was on the job market whenever possible, and it was totally worth it. For example, this meant saying I’m on the job market immediately after introducing myself to someone, as if the phrase “I’m on the job market” was part of my name.

You see, there is no one place that all job ads will be listed - not even job wiki. So, you have to rely on people and institutions sending you job ads when they spot any in their networks, and this is when weak ties really, really matter. Let people know that you’re on the job market and ask them to send job ads and links your way. Sometimes people will tell you there’s a job ad coming out soon in their institution, so you can keep an eye out for the job ad when it’s out. I’ve seen several job ads that have only existed through word-of-mouth.

Also, smaller regional/divisional conferences help! Even if you’ve only been to ICA or NCA, I recommend going to smaller regional/divisional conferences when you’re on the job market. For public relations this would be IPRRC, for advertising this would be AAA. If you do local journalism, there’s the Local Journalism Researchers Workshop. Find the smaller niche conferences - this is best for networking and promoting yourself.

I also suggest going to the AEJMC job hub if possible. Opinions on this vary, but I recommend it based on my positive experience. First, it provided me with valuable practice in researching institutions, interviewing, and delivering elevator pitches, particularly since I was on the job market for the first time. Even if my dream job wasn’t listed on the job hub, I found that word travels fast, and AEJMC offered a perfect opportunity to use word-of-mouth to let people and institutions know that I was on the job market. Through the people I networked at AEJMC, I was able to recieve new job ads that came out afterwards.

Get support whenever you can

I needed support throughout my journey, and you will too. I learned that even the most experienced professionals seek guidance. In fact, asking for help became one of the most valuable skills I developed while on the job market, a skill that I’ll continue to rely on throughout my career. You know what? Academics are accustomed to seeking and offering help; it’s a standard part of the process. No one will think less of you for seeking support. Assistant professors ask associate professors for advice on achieving tenure, associate professors consult with full professors about promotion, and professors looking to secure a book contract seek assistance from those who have already succeeded. I can confidently tell you: seeking help smoothed every step of my journey. Here are some strategies to seek the support you need while on the job market:

1. Find community with other students on the job market

First and foremost, I realized I wasn’t alone. Connecting with many other students who were navigating the same challenges in the job market was incredibly beneficial for my mental and emotional well-being. Sharing experiences, tips, and even job leads transformed the job search from an isolating experience into a collaborative effort. It was comforting to have friends who understood exactly what I was going through, and we supported each other throughout.

2. Ask mentors and colleagues to review your materials and watch your mock job talks

Preparing my application materials and practicing for interviews wasn’t something I did in isolation. Involving a network of mentors, colleagues, and peers for feedback was crucial. Their insights ensured I presented myself in the best possible light, offering perspectives I hadn’t considered and suggesting improvements that significantly impacted my approach.

Beyond all the feedback and advice received from mentors and colleagues, I felt genuinely loved and valued during this process. Involving my mentors and colleagues not only provided me with critical insights but also allowed me to experience their support, positive energy, and good thoughts. They often expressed how valued I am in our community.

If you have supportive mentors and colleagues, definitely reach out to them to boost your confidence and self-esteem. If you don’t, I’m truly sorry. I recognize that having a supportive network isn’t guaranteed in academia. That’s why going to conferences and connecting with people in the field is so important. That’s how I met several of my mentors who have been anything but supportive. Also, please feel free to reach out to me.

3. Ask for advice and support from every professor you meet

Whenever I encountered a professor, whether from my own institution or at conferences, I seized the opportunity to ask for advice and support. Assistant professors, having navigated the job market successfully not long ago, offered me invaluable insights based on their fresh experiences. Many were generous enough to share their job market materials with me, which provided practical examples and benchmarks for my own applications.

I also engaged with associate and full professors, who brought a wealth of experience from serving on search committees. Their perspectives were invaluable, offering a glimpse into what committees value in candidates. From these conversations, I learned about the nuances of what makes an application stand out and the diverse qualities sought after at different institutions.

The great thing about connecting with faculty members is that I not only received useful advice, but they also assisted in promoting me by mentioning my name whenever an institution was starting to hire. They were the best advocates!

4. Give yourself fun time and meeting friends outside

The academic job market can be a long and grueling process. Stretching over more than half a year for most people, sometimes it can take multiple years to find your new home. Maintaining my happiness and energy was crucial for presenting my best self to interviewers. I found that all work and no play made me very unhappy and didn’t even help me be productive either, so taking breaks to enjoy hobbies or simply relax was essential for my mental health and keeping my energy levels up. I made small adventures with my partners to find new cute coffee shops, try new recipes, and go to the gym together. I also made a trip back to South Korea during the job market to see family and reconnect with loved ones. These breaks provided me with fresh perspectives on my job search, and I do not regret it at all.

Parting thoughts: embracing the journey

As I reflect on my journey and prepare to embark on my new role at the University of Massachusetts, Amherst, I’m filled with gratitude for the experiences that have led me here. The academic job market is undoubtedly challenging, with its highs and lows, but it’s also a journey of self-discovery and growth. I’ve learned the importance of knowing myself, seeking support, and staying true to my values and goals. I’ve been reminded of the generosity of the academic community and the strength that comes from collective encouragement and wisdom.

To those of you embarking on or currently navigating this path, remember: you are not alone. The road may seem long and uncertain at times, but every step you take is a step towards finding your place in the academic world—a place where you can thrive, contribute, and make a difference. Stay true to yourself, lean on your support network, and don’t be afraid to reach out for help or offer it to others.

And finally, remember to take care of yourself. The journey is as important as the destination. Allow yourself moments of rest, joy, and reflection. These moments will not only sustain you but also enrich your journey and the person you become along the way.

I’m sending all my best wishes and positive vibes your way. May you find your academic home where you are valued, supported, and inspired. And remember, I’m here to lend an ear, offer advice, or simply cheer you on. You’ve got this!

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Summary of my journey

Cover Letter

Teaching Statement

DEI Statement

Disclosure about reference checks/letters

A Comprehensive *Public Relations* Job Market Material Share

Summary of my journey

Cover Letter

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Research Statement

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Summary of my journey

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May—August 2023: Ask for job materials and start drafting yours

September 2023: Get those job ads while finalizing your job materials

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