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Christopher Assaf

Title: Assistant Professor

Department: Mayborn School of Journalism

College: College of Liberal Arts and Social Sciences

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, University of Texas at Austin, 2024
    Major: Journalism and Media
  • MA, University of Texas at Austin, 2020
    Major: Journalism

Current Scheduled Teaching

No current or future courses scheduled.

Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

JOUR 4730.001Advanced Photojournalism PortfolioSpring 2025 Syllabus SPOT
JOUR 3343.001Visual News StorytellingSpring 2025 Syllabus SPOT
JOUR 5750.001Advanced Multimedia Storytelling for NewsFall 2024 SPOT
JOUR 3700.001Fundamentals of PhotojournalismFall 2024 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Book Chapter

  • Griesser, K., Assaf, C.T., Stroud, S.R. (2023). Photojournalism and Democracy. Media, Ethics, and Democracy. (1st Edition) 72-86. Center for Media Engagement..

    • Journal Article

  • Bock, M.A., Assaf, C.T., Richardson, K.J., Tsyrenzhapova4, D. (2023). Epistemological Elements of Online News Video: Legacy Media and Digital Native Production Styles. New Media & Society. Online First Sage. https://doi.org/10/gs8cbv
  • Bock, M.A., Richardson, K.J., Assaf, C.T., Tsyrenzhapova4, D. (2023). Improvisation, Economy, and MTV Moves: Online News and Video Production Style. Electronic News. 17 (3) 146-163. Sage. https://doi-org.libproxy.library.unt.edu/10.1177/19312431231157104
  • Bock, M.A., Assaf, C.T. (2022). The Robert Capa Myth: Hegemonic Masculinity in Photojournalism’s Professional Indoctrination. Communication, Culture & Critique. 15 (1) 84-101. Oxford University Press. https://doi-org.libproxy.library.unt.edu/10.1093/ccc/tcab049

    • White Paper

  • Tamar, W., Muse, H., Coddington, M., Hernández, F.G., Johnson, P., McLemore, D., Muddiman, A., Rhodes, S., Sridharan, N., Appelman, A., Assaf, C.T., Bentley, J., Núñez-Mussa, E., Green-Barber, L., Lewis, S.C., Bélair-Gagnon, V., Golen, J., Holton, A., Mahmood, R. (2024). Introduction: The research-practice gap in journalism. The Research-Practice Gap in Journalism: Why It Exists and How We Can Address It. American Press Institute. https://www.journalismbridgingproject.com/white-paper
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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