Jessica Robles' Teaching Portfolio

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Curriculum Vitae (CV)

JESSICA ROBLES

Rahway, NJ (Union County) - (973) 760-2830 - mailbox@teach2pro.com - LinkedIn.com/in/jessicarobles/ -

PROFESSIONAL SUMMARY

Harvard-trained journalist and educator with dual graduate credentials in Journalism and Higher Education Teaching. Proven track record of designing and delivering competency-based curricula for diverse adult learners across technical, creative, and academic disciplines. Expertise spans investigative writing, multimedia storytelling, digital content production, and cross-platform communications. Committed to inclusive pedagogy, writing-across-the-curriculum, assessment-driven instruction, and out-of-class student engagement. Teaching portfolio available above.

EDUCATION

Harvard University – Higher Education Teaching Certificate (August 2026)

  • Completed graduate-level program in higher education pedagogy with focus on active learning, classroom management, inclusive teaching, and mediation of diverse perspectives.
  • Practiced implementing evidence-based teaching techniques during live, synchronous sessions with an international cohort of educators.
  • Developed practical competencies in leading discussions with authority, engaging diverse learners, and integrating technology with pedagogy to support student outcomes.

Harvard University – Master of Liberal Arts in Journalism (May 2019)


Thomas Edison State University (Trenton, NJ) – Bachelor of Arts in Liberal Studies

WORK EXPERIENCE

UX Design Advisor, Content Strategy and Training Lead for Evernorth November 2022 – Present

  • Design and build digital modules and deliver structured Drupal content management system training programs for technical and non-technical partners, enabling dozens of stakeholder groups to independently create, edit, and publish compliant content within regulated workflows.
  • Develop role-specific training materials (step-by-step guides, video walkthroughs, sandbox exercises), design and publish modular training assets (slides, exercises, assessments) to improve training consistency across cohorts.
  • Mentor teams of website builders, content strategists, and UX designers, achieving 100% retention and consistent "Exceeds Expectations" on management performance ratings.
  • Recognized with two Platinum dotCOMM Awards for excellence in Content Marketing and for Digital Communication Campaigns for Evernorth Health Services in 2023.

UX Designer and Content Strategist for Cigna Healthcare

May 2022 – Present

  • Trained content editors to confidently manage content workflows, resulting in 40% reduction in publishing errors and rework.
  • Drove cross-functional content governance across product, design, legal, Spanish translations, and engineering teams, reducing stakeholder review cycles by 20% while strengthening SEO, localization readiness, and information architecture across 10 enterprise web properties.

Digital Marketing Senior Advisor Consultant for Express Scripts

August 2021 – May 2022

  • Audited and improved training environments, ensuring alignment with accessibility standards (WCAG 2.1), security best practices, and Drupal coding standards.
  • Modernized enterprise content operations by implementing standardized templates and project governance systems, reducing turnaround time by 30% and increasing external content output by 18%.

Facebook Reality Labs Research Consultant for Meta

October 2020 – May 2022

  • Supported 15 experimental studies evaluating wrist-based Augmented Reality (AR) interaction, eye tracking, and AI-driven interface design for next-generation XR (mixed-reality) products.
  • Adhered to research protocols and data integrity standards to produce reliable datasets used to inform human-computer interaction models and product experience design decisions.
  • Partnered with remote technical teams to resolve in-session equipment issues and maintain continuity of user testing across distributed research environments.

Digital Communications Specialist for Rutgers University

January 2020 – August 2021

  • Managed online communications strategy for Rutgers University's Office for Research's Drupal platform as part of a major enterprise web modernization initiative; built content frameworks, led migration and rebranding of 1,000+ webpages, and consolidated 12 affiliated sites into a centralized publishing environment.
  • Maintained and enhanced responsive design templates within a university-wide component library to support scalable and accessible content delivery.
  • Leveraged web analytics to monitor performance and developed stakeholder-facing reports that informed SEO improvements and finalized content decisions.
  • Administered and optimized core and affiliated social media channels, increasing audience growth by 3,500% within three months through targeted, data-driven content planning.
  • Coordinated multimedia content initiatives with marketing teams, including video production and creation of digital graphics to support campaign objectives.
  • Governed editorial quality by proofreading and editing internal and external communications; partnered with faculty Subject Matter Experts to produce content highlighting institutional research achievements.

Multimedia Journalist and Content Producer for The Stories and Films, Co. September 2017 – February 2021

  • Founded and led a boutique film studio, earning three filmmaking awards and ten film festival finalist selections within the first year of operation; produced and directed short-form narrative and documentary content for regional and national audiences.
  • Owned end-to-end content lifecycle for multimedia storytelling initiatives, including screenplay development, podcast scripting, and video editorial planning across digital distribution platforms.
  • Managed field production and post-production workflows for HD and 360-degree single-camera video projects, aligning creative direction with audience engagement goals.
  • Authored and published investigative features translating complex socioeconomic trends into accessible, audience-centered narrative content.

AWARDS & RECOGNITION

  • Two Platinum dotCOMM Awards – Content Marketing and Digital Communication Campaigns (Evernorth Health Services, 2023)
  • Three Filmmaking Awards & Ten Festival Finalist Selections – The Stories and Films, Co. (2017–2018)

TECHNICAL SKILLS

  • Instructional Design: Curriculum development, competency-based assessment, Universal Design for Learning
  • Content Management: Drupal, WordPress, Adobe Experience Manager
  • Analytics: Google Analytics, SEO optimization, audience engagement metrics
  • Multimedia: Video production, podcast scripting, digital graphics, 360-degree video

Teaching Philosophy Statement

I teach journalism as a process of action, reflection, and revision dedicated to public service. As a Black woman journalist whose student-led investigation into Black infant deaths resulted in a hospital chief's resignation, I have learned that impactful reporting requires curiosity, rigorous verification, and accountability to the community. I bring this identity and perspective into every classroom, emphasizing that journalism is not a detached craft, but a practice rooted in justice.

My teaching philosophy is grounded in three core pillars:

Truth through verification.

Before students record or publish, they are required to clearly articulate the central problem of their story, their "North Star." From this foundation, they backward-design their reporting by identifying sources, gathering data, collecting documents, and determining the appropriate format. This scaffolded process—including proposal, source list, draft, and final piece—cultivates verification habits that persist beyond individual assignments.

Adaptability as a newsroom ethic.

When news breaks, we adapt. I train students to critically evaluate emerging tools such as artificial intelligence, data visualization, and content management systems by considering whether these tools serve the public, enhance verification, or introduce risk. Students graduate with a critical framework rather than a static toolset. I also incorporate their lived experiences—from various careers, cultures, and communities—as real-world case studies, affirming diverse perspectives and reinforcing that journalism is not a one-size-fits-all discipline.

Public service through community-centered delivery.

Students write for a community audience rather than solely for evaluation. Each project includes a user experience audit, prompting questions such as: Who is the intended reader? On which device will they access the story? At what time? A well-sourced story that does not reach its audience is ultimately unsuccessful. I teach iteration as a form of strategic evolution, treating each published story as a prototype for future updates or new angles. Together, we analyze audience engagement to inform subsequent reporting.

I foster inclusion through Universal Design for Learning by offering written, verbal, and project-based participation, ensuring that both introverted and extroverted students can contribute meaningfully. I provide transparent feedback within 48 hours, followed by individual conferences, and I share my own reporting errors to model vulnerability. I collect anonymous mid-semester feedback to refine course pacing. Additionally, I engage with educational research through AEJMC (the Association for Education in Journalism and Mass Communication) and peer observation to remain current. Every student completes the course with a public-facing portfolio and a deeper understanding of the power of their voice.

My greatest strength lies in translating professional urgency into classroom practice while mentoring with patience. I am deepening my expertise in trauma-informed pedagogy, recognizing that students reporting on violence or loss require ethical frameworks for both self-care and source care. I am also advancing AI literacy through ongoing research on algorithmic accountability, ensuring that students can critically assess and utilize emerging technologies. I pursue these objectives through professional development, peer observation, and mid-semester student feedback. My commitment to continuous growth models the ongoing revision I expect from my students. Teaching, like journalism, is an evolving practice.

The Lesson Plan: The Art of the Lede

Newsroom as Classroom Active Learning in Practice

Learning objective: By the end of this lesson, students will be able to write a compelling news lead that accurately summarizes the "Five W's and H" of a breaking-news story, using the inverted pyramid structure, as measured by the peer review rubric and their revised 1-Minute Paper.

My lesson, "The Art of the Lede," helps college students master the skill of writing compelling news leads. The lesson employs a hybrid inductive-deductive structure. We begin with an inductive "hook" where students evaluate "anonymous" leads to instinctively identify strong writing. Then I move to a short deductive lecture on the Inverted Pyramid and Nut Graf, reinforced with live polling to assess comprehension. The core activity is a "Simulated Newsroom Copy Desk" exercise where students engage in structured peer review of each other's breaking-news articles using a provided rubric. The lesson concludes with an inductive debrief, where students report common writing pitfalls they observed, followed by a "1-Minute Paper" revision period where they apply the feedback to rewrite their own leads.

My Active Learning Choice

I chose structured Peer Review because it aligns with my experiential, student-centered philosophy. Unlike passive lectures, peer review forces my journalism students to actively judge and rewrite a colleague's work, mirroring the authentic workflow of a professional copy desk. This technique enhances comprehension in two ways: One student applies deductive rules to identify flaws, which solidifies their own understanding, and another receives immediate, relatable feedback. It also enables inductive learning; by analyzing common mistakes across their peers' articles, students build their own internal editorial framework rather than memorizing abstract rules. Peer review ensures 100% participation and eliminates the "vocal minority" problem of traditional discussions, making learning truly hands-on and experiential.

My Classroom Design

To maximize engagement, the classroom shifts from a teacher-centric model to a collaborative newsroom. Flexible, clustered seating in pods of 2 or 4 is essential, as it forces students to face each other and signals that peer collaboration is the primary learning vehicle. Large tabletops are needed so students can place two printed articles side by side for easy comparison and redlining, which reduces cognitive load. Whiteboards on the walls or mobile easels serve as public data-gathering tools, where students post their identified "biggest flaws" from their partner's work. This physical activity transforms the classroom walls into a collective "style guide," which I use during the debrief to visually group common errors. Stable Wi-Fi is also necessary for the initial polling segment. This classroom design ensures that I circulate freely as a facilitator, that the physical space promotes active collaboration, and that the focal point becomes the students' written work, not the front of the classroom.

The Beat Memo Activity: Investigating Historical Silences

Problem-Based Learning as Investigative Practice

Students will produce a Beat Memo for a major news story, focusing on the "historical silences" and power dynamics that shape it. Acting as reporters for a national outlet, they are assigned to cover a "smart" tech district being built on a historically working-class waterfront. This activity uses Problem-Based Learning (PBL), an active-learning technique in which students tackle open-ended, real-world problems to develop critical thinking and investigative skills.

Upon completion of this activity, students will be able to:

  • Apply journalistic research methodologies to uncover marginalized perspectives,
  • Analyze historical and contemporary power dynamics to identify how they shape official narratives and create "historical silences," highlighted by Caroline Light,
  • Integrate information from multiple, perhaps conflicting, sources to construct a holistic news report, and
  • Articulate the limitations of any individual narrative and develop a source list designed to counter those biases.

Step 1

Analyze the city's and the tech company's press releases. This is the primary, official narrative. Identify key claims (e.g., economic growth, job creation, innovation). Then, research the history of the waterfront: Who lived and worked there before? Use archives, historical zoning maps, local news, and census data.

Step 2

Build a source list of at least 6 individuals or groups who might be directly impacted or have a stake in this development. Students must include a(n):

  • Representative of the tech company or city council,
  • Member of a displaced community (e.g., a former resident, a fishing family),
  • Local activist or community organizer, and
  • Urban planner or historian.

Step 3

Draft 3-5 open-ended questions for these sources. Your questions must challenge the official narrative. For example, instead of asking "What are the benefits of the project?", ask "What do you think will be lost if this project goes forward?" or "How were decisions made about who would be included in the planning process?"

Step 4

Using the "multiple angles" approach, write a 500-word memo to your editor. This memo should:

  • Summarize the official narrative,
  • Identify the conflicting perspectives and "silences" you have found,
  • Describe the methodological steps you took to find these silenced perspectives, and
  • Explain how your final report would balance these different narratives to tell a fuller, more truthful story.

This is a real-world problem: How does one report a complete story when powerful interests try to control the narrative? Students are not just learning about power dynamics or historical silences; they are applying these concepts to investigate a concrete scenario. This mirrors the work of a journalist.

Just as Light uses Ancestry.com to explore "historical silences", this activity uses the Beat Memo to show how power structures shape public narratives. The development project is a site of power, and the student's job is to uncover the voices the official story has buried.

Following Ann Blair's methodology, students analyze sources from multiple angles. The final memo combines the official record, historical context, and potential counter-narratives, requiring students to build an argument from diverse information sources.

This activity prepares students for journalism. They must think critically about sources, confront their own biases, and produce work that is practical and editorial-ready. It reflects the video's core lesson: Scenarios mimic real-world complexity, decision-making, and emotional weight.

This technique is effective for newswriting because it turns critical theory into a practical, time-sensitive task. It transforms abstract concepts into concrete, actionable skills. It keeps journalism from becoming a transcription of press releases and instead positions the student as an active investigator who holds power to account by amplifying silenced voices. The final output is a memo to an editor: A tangible, professional product that reflects journalism's core mission.

Sources & Further Reading

Blair, Ann. Harvard's Bok Center (2017) Module 5 Unit 2 Video Transcript. © All Rights Reserved.

Case-Based and Problem-Based Learning. (2016). Poorvu Center for Teaching and Learning. https://poorvucenter.yale.edu/teaching/teaching-resource-library/case-based-and-problem-based-learning

Coleman, T. E., & Money, A. G. (2019). Student-centred digital game–based learning: a conceptual framework and survey of the state of the art. Higher Education, 79. https://doi.org/10.1007/s10734-019-00417-0

Eryana, R. E., & Budiyono, H. (2026). Effectiveness of Problem-Based Learning and Project-Based Learning with Interactive Media in News Writing Based on Writing Motivation. Jurnal Pembelajaran, Bimbingan, Dan Pengelolaan Pendidikan, 6(9), 7. https://doi.org/10.17977/um065.v6.i9.2026.7

Light, Caroline E. Harvard's Bok Center (2017) Module 5 Unit 2 Video Transcript. © All Rights Reserved.

Harvard's Bok Center (2019) Module 5 Unit 2 Interactive Infographic Transcript. © All Rights Reserved.

Kow Kwan Yee, & Tan Huey Shyh. (2024). Problem-based learning: media and information literacy project to combat misinformation for future communicators. Journalism & Mass Communication Educator, 79(3). https://doi.org/10.1177/10776958241256404

Prasad, S., & O'Malley, C. B. (2022). An Introductory Framework of Problem-Based Learning (PBL) and Perspectives on Enhancing Facilitation Approaches. HAPS Educator, 26(3), 52–58. https://eric.ed.gov/?q=pbl&ff1=submedical+education&ff2=pubjournal+articles&id=ej1377804

The following criterion-referenced rubric is used to evaluate students' Beat Memos. Like the rubric for the Breaking News Story assignment, it assigns equal weight to process and product, reinforcing that investigative habits are as important as the final written product.

The Beat Memo Assignment Rubric

Assignment: Produce a 500-word memo to your editor identifying the "historical silences" and power dynamics shaping a contested urban development project.

Scoring Scale: 4 = Exemplary / 3 = Proficient / 2 = Developing / 1 = Emerging

Summative Assessment - The Breaking News Story

Assignment & Grading Criteria

Course: Introduction to Journalism | Time: 1 week | Length: 400–500 words | This rubric uses a 4-point mastery scale

This assignment is designed for first-semester journalism students with no prior reporting experience. The result is a hands-on, real-world assignment that is transparent, engaging, and appropriately scaffolded for novice writers.

By completing this assignment, students will demonstrate the ability to:

  1. Gather and verify information from at least two human sources and one documentary source.
  1. Structure a news story using the inverted pyramid.
  1. Write in clear, concise, AP-style journalistic prose, attributing all claims.

Pitch and write a 400–500-word breaking news story about a recent event on our campus or in your immediate community (e.g., a student government decision, a local business opening, a community meeting outcome).

Steps

  1. Submit a 2-sentence pitch identifying: (a) the event, (b) why it matters to our college community, and (c) two people you will interview. You may record your pitch as a 60-second video or audio file instead of a written submission.
  1. Conduct interviews (in-person, phone, email, or video call) and locate one public document or data point (e.g., meeting minutes, press release, budget report). You are encouraged to collaborate with a peer to peer-review your interview questions before conducting them.
  1. Write your story with:
  • A lead (1–2 sentences) answering who, what, when, where, and why it matters now.
  • Direct quotes from at least two different sources, attributed with full name and title.
  • Background paragraph(s) explaining context.
  • A nut graf (optional) answering "So what?" or "What's Next?"
  1. Attach a brief "Source List" naming each source, contact method, and document used.

Submit via LMS as one of the following formats:

  • Written document: Double-spaced, 12pt Times New Roman, .docx or .pdf.
  • Blog post: With hyperlinks to sources (submitted as a shared link or .pdf).
  • Podcast script: With optional audio recording (submit script as .docx or .pdf).

Prior readings and lectures cover the inverted pyramid, AP style, and attribution, but this assignment provides the critical transition from passive knowledge to active application. It also instills non-negotiable ethical habits (verification, attribution, and transparency) before students face high-stakes reporting later in the semester.

The pitch step, peer-review opportunity, and choice of submission format reduce cognitive load for novices, building confidence and momentum for more rigorous future assignments. Focusing on local events connects learning to students' lived experiences, increasing intrinsic motivation by demonstrating real-world applicability. Finally, this low-stakes assignment serves as a diagnostic tool: the criterion-referenced rubric lets me identify specific weaknesses (sourcing, structure, attribution) early, enabling targeted support before higher-stakes assessments.

The rubric aligns each row with a specific learning outcome, allowing me to identify areas for improvement, such as a strong lead or weak sourcing. Assigning equal 25% weight to process components (pitch and sources) and the final product emphasizes that the journalistic process is as important as the outcome and reinforces journalistic ethics. This transparent and fair grading method ensures every student understands how their work will be evaluated.

The Syllabus: Designing a Course Around Investigation, Verification, and Public Service

JOUR 210: Investigative Reporting Techniques Using Documents, Data, and Databases

Semester: Fall 2026 (13 Weeks) | Credit Hours: 3 Prerequisites: JOUR 110 (Reporting & Writing) or with instructor's permission

Schedule: Tuesdays and Thursdays 2:00 – 3:15 pm

Location: Classroom 111 (1st floor) in XYZ Lab Building

Instructor: Jessica Robles

Email: jessica.robles@YourUniversity.edu

(Physical) Office Hours: Tuesdays and Thursdays, 10:00 am – 1:00 pm, and 5:30 pm – 7:30 pm

(Virtual) Office Hours: Reserve your slot for Fridays, Noon – 6:00 pm, and by appointment via Calendly link

Office Location: XYZ Lab Building Office #5 (red door next to the creative writing lab office)

Virtual Location will be provided in the meeting confirmation email

Primary Textbook: Houston, B., & Horvit, M. (2021). The Investigative Reporter's Handbook: A Guide to Documents, Databases, and Techniques (6th ed.). Bedford/St. Martin's. Published with Investigative Reporters and Editors, Inc. (IRE).

Additional Resources:

Welcome to JOUR 210: Investigative Reporting!

From the New York Times exposé of abuse in New York prisons to the Star-Ledger's landmark investigations of racial profiling by the New Jersey State Police, investigative reporters hold powerful people accountable for wrongdoing. This semester-long course prepares students to join that tradition by developing the skills and techniques essential for investigative journalists working in today's digital media landscape. Students learn to mine documents, gather and analyze data, and bring information to light using the fundamental skills outlined in the IRE's Investigative Reporter's Handbook.

The course grounds students in the legal and ethical frameworks that underpin investigative work, including public records laws, vulnerable and hostile sources, and effective collaboration.

By the end of the course, students produce a fully developed investigative story suitable for publication and understand how to investigate systemic issues across government, education, healthcare, the environment, and social justice.

I look forward to seeing the stories you will uncover.

Student Learning Outcomes (LOs)

By the end of this course, students will be able to:

1

LO1

Generate and refine investigative story ideas by identifying systemic problems and formulating testable hypotheses.

2

LO2

Navigate federal and state public records laws (FOIA, Sunshine Laws) to ethically and legally obtain documents and data.

3

LO3

Acquire, clean, and analyze structured and unstructured data using spreadsheets and databases to support investigative findings.

4

LO4

Integrate documentary evidence, data analysis, and human source interviews into a compelling, bulletproof investigative story.

5

LO5

Evaluate the ethical and legal dimensions of investigative reporting, including libel, privacy, and source protection.

Essential Questions We'll Answer from Our Textbook Readings

Unit 1: Foundations (Weeks 1–4) What makes a story investigative rather than just reported?

Unit 2: The Document & Data Mindset (Weeks 5–8) How can documents and data form the backbone of an investigation?

Unit 3: Synthesis & Storytelling (Weeks 9–12) How do you convert documents, data, and interviews into a compelling, credible story?

Unit 4: Final Project & Reflection (Week 13) What does it mean to think and work like an investigative reporter?

Course Schedule and Weekly Learning Plan Summary Table

Final Project (Major Investigative Project)

35% (Due end of Week 12)

Students will complete a 2,500–3,000-word investigative story suitable for publication, supported by documents, data analysis, and interviews. The project includes:

  • Story pitch and hypothesis
  • Annotated bibliography/archive of sources
  • Data analysis spreadsheet
  • Final written story with multimedia elements
  • 1-page metacognitive reflection on the investigative process

Course Expectations

  • Preparation: Complete all assigned readings before class. Readings are listed in the Weekly Learning Plan.
  • Active Participation: Engage in class discussions, peer critiques, and workshops. Your participation grade reflects your contribution to the learning community.
  • Professionalism: Treat your work with the seriousness it deserves. This course mirrors professional journalism standards.
  • Communication: Check your university email regularly for course updates. Respond to instructor and peer communications within 48 hours.

What You Can Expect from Me

This syllabus is a contract, and contracts are reciprocal. Here is what you can expect from me:

  • Weekly learning goals; rubrics for all assignments; feedback within 7 days
  • Office hours; 36-hour email response; extensions with 48 hours' notice
  • Rubric-based evaluation; no surprises; grade appeals welcomed; no single assignment defines your grade
  • Respectful environment; intervention when needed; support for diverse learners
  • Prepared, on-time instruction; relevant materials; course adaptation based on feedback
  • Real-world skills; guest speakers; professional opportunities shared
  • Focus on learning over grades; revision opportunities; effort and progress recognized

Attendance Policy

Regular attendance is essential in a hands-on, workshop-based course; students are expected to attend all class sessions and are responsible for all material covered.

Late Work Policy

Assignments submitted after the due date will lose 10% per day late; extensions are available with at least 48 hours' notice.

My Commitment to Inclusion

I am committed to fostering a classroom environment where all students, regardless of race, ethnicity, gender identity, sexual orientation, socioeconomic background, disability, or religion, feel respected, valued, and empowered to contribute their perspectives.

Academic Integrity

All work submitted for this course must be your own original work; any use of generative AI (e.g., ChatGPT, Claude) to draft or complete assignments without explicit instructor permission constitutes a violation of academic integrity and will be treated as plagiarism.

Student Wellbeing and University Resources

Your well-being is important. If you need accommodation for a disability, require academic support, or are experiencing mental health challenges, please reach out to the appropriate university office: www.YourUniversitySupportResources.edu and call or text at 123-555-0987 ( email and phone are not real)

Bookmark this Teaching Portfolio: www.teach2pro.com - Let's Chat! https://calendly.com/jessica-robles-calendar