Toby Rosenthal - Spotlight Story

June 5, 2024

Tell us about your educational background.

I attended the University of Maryland in College Park and was in a program called College Park Scholars - Advocates for Children. I initially thought that I wanted to be a K-12 educator, though when I learned about policy and how the education system works, I was prompted to switch to criminal justice. I recall that, at the time, criminal justice education focused on policy change, recognizing national and global patterns, and ultimately creating opportunities for holistic approaches to challenge systems.

Following graduation, I got a part-time job working in a newsroom in South Jersey called NBC 40. Much of what was covered by that newsroom was related to crime or things that were happening in the court system. That was where I fell in love with news.

I always knew I wanted to go back to graduate school. I applied to graduate schools for journalism and went to Columbia University.

Tell us about your professional background.

I attended graduate school the year following 9/11. Much of my time during 2001-2003 was spent reporting on that day and its aftermath, from analyzing data and connecting with impacted community members. After graduate school, although there were still stories to tell about 9/11 in our newsrooms, simultaneously, in the world of television and producing, reality docu-television was expanding. 

 A network executive advised me to pursue work in reality-documentary television because I could tell authentic stories, and identify compelling narratives quickly. Although very different now, many reality shows at the time were day-in-the-life series, such as medical shows and shows about dating and weddings. I was able to quickly jump into that world and move fast because I had a background in journalism and an interest in the content. I have always loved watching television. 

Describe your work experience in reality television.

I was a casting producer on a show called Ambush Makeover, then spent quite a few years with other docu-style content such as Wedding Story and Epicurious where I was able to travel and capture food-related stories. Then I went on to work for Marc Summers (of Double Dare fame) on programs for Food Network. There was a show I worked on for a long time called Restaurant Impossible.

I enjoyed producing this kind of how-to and relatable programming. As a fan myself, I knew what it meant to audiences and viewership. Working on these types of shows, at that time, we were beginning to incorporate branding and sponsorships. I became savvy at that sort of editorial inclusion of products.

Describe your goals as an educator in the Communication Studies program.

One goal is to provide students with more opportunities to engage and to be their own advocates through professional development. Another goal is to offer critical thinking skills so that they are information and media literate. Additionally, my courses have built-in time for the opportunity to reflect, which many of us, not just students, don’t often spend that time reflecting on past experiences and determining the path forward.

How would you describe your role and responsibilities at Stockton University?

I am a teaching specialist in the Communication Studies program. One of the courses that I teach is Introduction to Mass Communication. I love teaching that course because it’s a privilege to work with our first-year students, many of whom I was able to meet during summer orientations. That is one part of my job that I also love doing along with working the open houses.

I also work with dual-credit high school courses. I have a student now who was a dual-credit high school student, so I had the opportunity to meet them back before the pandemic in their high school and they are now in my class which is really cool. I like having those touchpoints. 

Additionally, I work with students on the professional development course that I developed and I work with students who are enrolled in the internship course and pursuing external internships. It’s nice to work with students at the beginning of their time at Stockton and also towards the end.

Can you tell us more about your work as the Internship Coordinator?

I really enjoy being involved in the Communication Studies student community, our extended campus community, and the off-campus community. As the Internship Coordinator for off-campus internships, I love the interaction during the internship process working with employers, locally, regionally, and nationally, as well.

Can you tell us about the project Stories of Atlantic City?

Stories of Atlantic City is a grant funded, community-centered project, and a cornerstone of our Journalism and Community Storytelling track. It’s the kind of experience that fosters long-term learning and involvement. I’ve hired our graduates to come and work with Stories of Atlantic City.

What new initiatives have you been working on at Stockton?

Stories of Atlantic City, and the Community Reporting Innovation Lab, which is an extension of a positive relationship with the Press of Atlantic City and our Communication Studies program. That stems from the positive internship experience and the focus on building more support and opportunities for our students for high-impact learning. We work in coordination with the Press of Atlantic City as a partner, so that’s really cool! 

Tell us a little bit about the Community Reporting Innovation Lab.

We should recognize the uniqueness and progressiveness of the Community Reporting Innovation Lab (CRIL) model. It’s a pioneering effort, not just for Stockton, but for the state and across the country. Nationally, local publications are experiencing hardship which then impacts the community. With a university coming in to help support the community through this vehicle, it’s a really new, progressive program. I think because it's ours, we overlook how special it is.

The idea of the lab, like a science lab, is that we are going to have some successes, but we’re also honoring that we’re trying this and we have to make adjustments as needed. We’re pioneering it, we’re testing it, and I love that part too. I know it can be uncomfortable, but that’s where we go back and reflect. It leads to the idea that we’re going to try, we’re going to forecast, we’re going to give it a shot, and we’re going to do the best we can. And then reflect afterward on what worked, what didn’t work, and how we can rework this for next time.

 

Story by Michelle Wismer
Photos by Susan Allen and Stacey Clapp (University Relations and Marketing)
Last photo provided by Toby Rosenthal