Updated Academic Year 2019−2020; learning outcomes updated in 2021 to reflect updated
ACEJMC professional values and competencies
Purpose and Vision
We believe that a robust, independent media is fundamental to a democratic society
in which individuals are empowered as critical thinkers, creative problem-solvers
and engaged citizens. We expect our students, faculty and staff to use their communications
skills and expertise to help our communities adapt and thrive in a complex, global
society.
We aspire to be a catalyst for positive change in our region and a leader in modern
media education.
Curricular Assessment Goal Statement
Bachelor of Science in Journalism (BSJ)
The WVU Reed College of Media prepares its students to excel as professional communicators,
scholars and innovators in a rapidly changing global media environment. As such,
the College maintains the following overarching learning goals for its Bachelor
of Science (Journalism and Advertising and Public Relations) students.
Upon completion of the BSJ, students will:
- demonstrate professional communications knowledge, skills and judgment
- demonstrate the ability to work professionally and effectively as part of a diverse
team
- understand and apply the U.S. principles and laws of freedom of speech and press,
understanding them within a broader global context
- understand the range of systems of freedom of expression around the world, including
the right to dissent, to monitor and criticize power, and to assemble and petition
for redress of grievances
- demonstrate an understanding of the multicultural history and role of professionals
and institutions in shaping communications
- demonstrate culturally proficient communication that empowers those traditionally
disenfranchised in society, especially as grounded in gender, race, ethnicity,
sexual orientation and ability, domestically and globally, across communication
and media contexts
- understand concepts and apply theories in the use and presentation of images and
information
- demonstrate an understanding of professional ethical principles and work ethically
in pursuit of truth, accuracy, fairness and diversity
- think critically, creatively and independently
- conduct research and evaluate information by methods appropriate to the communications
professions in which they work
- write correctly and clearly in forms and styles appropriate for the communications
professions, audiences and purposes they serve
- critically evaluate their own work and that of others for accuracy and fairness,
clarity, appropriate style and grammatical correctness
- effectively and correctly apply basic numerical and statistical concepts
- apply tools and technologies appropriate for the communications professions in
which they work
Direct Measures:
- The Theory, History, Ethics, Law, Digital and Diversity (THELDD) Test is given
to JRL 191 and to capstone students at least once every two years. Goal is for
students to earn an average of at least 70% on the exam. (latest exam: Spring
2021)
- Program capstone evaluations take place at least once every two years. (latest
evaluations: Spring 2021)
- Internship supervisor evaluations are ongoing and compiled and assessed at least
once every three years.
Indirect Measures:
- A syllabus audit is conducted at least once every three years to ensure competencies
remain across program areas. (latest audit: Fall 2021)
- Graduating senior exit survey is conducted each December and May.
- Recent graduate (previous three years) alumni survey is conducted every three years.
(latest survey: Summer 2022)
This assessment plan will be revisited and updated at least once every three years
(evaluation measures were updated in academic year 2019–2020). The THELD test was
revised in 2018 to become the THELDD exam and include questions specifically related
to digital competencies; three additional questions related to diversity (2) and
theory (1) were piloted in Fall 2021.
Results of assessment measures and responses are included in separate reports,
which are shared with faculty as a whole and/or as part of their respective curricular
programs (i.e. Journalism, Advertising and Public Relations).
Theory, History, Law, Ethics, Diversity and Digital (THELDD) Test Background
An exam (the annotated version of which follows this document) to measure all graduating
students’ knowledge of key history, law and ethics concepts was developed by faculty
and initially tested in Fall 2007, when it was administered to all Journalism 101
students on the first or second day of class and to all Journalism seniors via
their capstone courses at the end of the term.
The HEL test was subsequently further honed and refined twice via faculty review,
with confusing and more trivial questions deleted to get the test down to 50 questions
(from 60 in the first administration in 2007, to 57 questions during its administration
in Fall semester 2008 and Spring semester 2009). In 2014, it was pared down to
35 questions, which also included questions related to diversity and communication
theory. (Questions that were deemed too major-specific, e.g. public relations-based,
or that were considered more superfluous or poorly constructed were deleted, with
new questions added from instruments successfully used by our colleagues at Elon
University and the University of South Carolina.) In 2018, questions relevant to
digital technologies knowledge were added; in 2021 and 2022 additional questions
were added around theory, diversity and intercultural competency. This exam has
been given every two years to our freshman cohort in their introduction to media
and society course (JRL 101/MDIA 101) and our graduating senior cohort through
their respective capstone courses (e.g., JRL 459, ADPR 459).
Because of poor scores over time (< desired 70% correct), the college assessment
committee, led by the curricular program chairs, were tasked with recommending
a more aggressive approach to ensuring these key concepts are known by graduating
students. Past approaches have focused on distributing the annotated exam and results
to faculty and encouraging them to reiterate the key concepts in applicable courses.
However, this approach has not resulted in the desired outcome, so a more aggressive
approach was deemed necessary. Program chairs met with their respective faculty
and identified specific courses where these concepts could be reiterated. As a
result, the last graduating cohort (AY 20-21) assessed scored the highest mean
yet (68.42% correct), although still under the desired mean of 70% correct.
The THELDD exam continues to be administered to incoming and graduating cohorts at
least once every two years. These scores are analyzed for statistical differences
between the groups and maintained to monitor these cohorts upon beginning and ending
their studies.
Advertising and Public Relations Major
The Reed College of Media states as its learning goals the values and competencies
of its national accrediting body, the Accrediting Council for Education in Journalism
and Mass Communications, which appear under information about the B.S. in Journalism
degree. In addition, the College faculty have set other specific educational outcomes
deemed critical for success as professional communicators. These additional educational
outcomes for advertising and public relations majors are:
- Advertising and public relations graduates will understand how to serve, reflect
and engage diverse publics and will be prepared to either work in the field or
to pursue advanced educational opportunities.
- Advertising and public relations graduates will demonstrate professional competency
in preparing campaign plans, using both traditional and digital means, including
obtaining, analyzing and interpreting data; establishing goals and objectives;
identifying appropriate strategies; developing creative tactics; and understanding
budgeting, timeframes, and success indicators/evaluation.
- Advertising and public relations graduates will demonstrate an understanding of
the history of media, advertising, public relations, and the influence of technology
on the communication professions.
- Advertising and public relations graduates will demonstrate the ability to professionally
present ideas in all forms: written, verbal, and with the use of appropriate
digital/electronic audio-visual materials.
- Advertising and public relations graduates will understand the working relationship
between advertising and public relations, as well as related marketing communications
vehicles and media planning and placement.
- Advertising and public relations graduates will be able to demonstrate knowledge
and understanding of communication ethics and law as it applies to advertising,
media and public relations, including privacy in the context of database marketing,
artificial intelligence and social media.
- Advertising and public relations graduates will be able to work effectively and
collaboratively in teams to create messages, solve problems and develop and implement
integrated communication strategies using human-centered design principles.
Assessment Measures & Standards
Advertising and Public Relations graduating seniors will be required to produce a
campaign and proposed or actual tactics in the capstone course that includes research,
objectives, strategy, media plan, creative execution and evaluation techniques.
Alumni and/or local professionals, along with at least one non-capstone affiliated
ADPR faculty member evaluate approximately 25 percent of the portfolios, chosen
at random, at least once every two years to measure major learning objectives and
ACEJMC competencies and professional values. Means across the reviewed campaign
plans should measure at least at 3.0 on all evaluated dimensions on a five-point
Likert scale.
- The College of Media conducts a Senior Exit Survey annually. This survey measures
students’ satisfaction with the program, including quality of education and their
perception of their skills/competencies learned.
- The College of Media conducts an Alumni Survey of the prior three graduating classes
at least once every three years. This survey measures whether the journalism
program provided graduates with the education and skills needed to gain and maintain
professional employment in their discipline or allied fields.
- In the capstone course, students are required to work in teams, creating campaigns
for actual or hypothetical clients in agencies, companies, and/or nonprofit organizations.
Students’ individual performances within their teams in the required ADPR 421
and/or ADPR 459/ADPR 457 courses are evaluated by peers. The evaluation measures
the contribution of individual teammates’ work. Professors adapt team assignments
and evaluation instruments in these courses as needed, based on these results,
and share team assessment tools with each other, as needed/desired. (Team evaluation
forms are available for review.)
Assessment Tool
In the 2019-2020 academic year, the assessment tool was updated twice. The first
update was to better reflect our updated program-level educational outcomes. Specific
revisions focused on ways to better assess diversity and digital related learning.
The new assessment tool was piloted and after reflecting on the reviewer feedback,
wording was further refined in the spring. Additionally, new response options were
added (NA, CD, NP) so that it might be more clear why low scores might be occurring
in key areas. The revised assessment tool was again tested at the end of spring
2020.
AD/PR Capstone Assessment Measures
Students use a 1-5 likert scale with additional options for Not Applicable to Campaign
(NA), Couldn’t Determine (CD) and Not Present (NP) to respond to the following
statements regarding the capstone campaign project.
- Research (secondary and/or primary) is Appropriate.
- Research is presented well visually/graphically.
- Target audiences are identified and appropriate with diverse population considered.
- Campaign plan includes an appropriate SWOT analysis or Problems & Opportunities.
- Target audiences are identified and appropriate with diverse population considered.
- Campaign plan follows an organized planning process.
- Positioning statement is clear and appropriate for the identified audiences.
- Consistent key strategic messages that are appropriate for the identified target
audience(s) are provided.
- Strategies and tactics are appropriate and realistic for the available budget
- Campaign plan is realistic (i.e., recommends appropriate timeline, budget, media,
deliverables).
- Creative materials are appropriate for the identified target audience(s) and available
budget and reflect the campaign concept.
- Objectives are specific, measurable, realistic, deadline-oriented and appropriate
to the campaign with the given timeframe.
- Media plan is appropriate for the identified target audience(s) and for the available
budget.
- Digital media and/or communication technology is integrated into campaign as relevant.
- An appropriate, realistic evaluation plan is employed in the campaign plan.
- Campaign plan is well written, concise, accurate and grammatically correct.
- The campaign, target audience(s), and/or execution consider culturally diverse
perspectives and inclusivity (e.g., socio-economic status, race/ethnicity/nationality,
marginalized populations/communities)
- Campaign plan is well organized/presented (logical, professional and stylistically
consistent).
- Campaign plan demonstrates an appropriate use of visual/graphics/design.
- Campaign plan book is professionally presented.
Qualitative Information
Students provide written comments/suggestions about (a) any especially strong areas
of the project and (b) how the project/course can be improved. Results are provided
in the aggregate to faculty upon request.
- Notable Positives (Specific to individual campaign plans.)
- Room for improvement (project and/or course)
Use of Results for Program Improvement
Results are shared with faculty and decisions made as to how to address academic/competency
deficiencies in the coming year.
Journalism Majors
Expected Educational Outcomes
The Reed College of Media states as its learning goals the values and competencies
of its national accrediting body, the Accrediting Council for Education in Journalism
and Mass Communications, which appear under information about the B.S. in Journalism
degree. In addition, the College faculty have set other specific educational outcomes
deemed critical for success as professional communicators. These additional educational
outcomes for journalism majors are:
- Journalism graduates will demonstrate proficiency in critical thinking skills,
writing and reporting, and an understanding of basic production skills, allowing
them to produce news stories and multimedia projects. Graduates will be adequately
prepared to either work in the field or pursue advanced educational opportunities.
- Journalism graduates will demonstrate a mastery of written and spoken communications,
an understanding of the technologies of print, television and digital media,
and knowledge and applications of these skills in their chosen careers.
- Journalism graduates will demonstrate an understanding of how to serve, reflect
and engage diverse publics in their reporting and producing.
- Journalism graduates will demonstrate knowledge of media ethics, law and regulation,
including a full understanding of the First Amendment within the context of artificial
intelligence and social media.
- Journalism graduates will demonstrate specialized knowledge of news media interactions
with various critical publics, including but not limited to: government at all
levels; educational entities; law enforcement; medical, social and humanitarian
services; and religious and secular organizations within the community.
- Journalism graduates will learn to work as collaborative teams to solve problems,
create strategies and produce content across all media platforms using the principles
of human- centered design.
- Journalism graduates will demonstrate the ability to engage an audience using social
media networking and analytics tools.
- Journalism graduates will demonstrate an understanding of the history of technology
and Silicon Valley in the context of media and its impact on acquisition, production,
distribution and the economic models of media.
- Journalism graduates will learn methods for data mining, evaluating sources, and
investigating algorithms.
- Journalism graduates will be introduced to programming for media in one or more
modern languages.
Assessment Measures and Standards
Journalism graduates are required to produce a minimum of two multimedia projects.
Alumni and area professonals, along with at least one non-capstone faculty member
evaluate the final multimedia projects at least once every two years. These projects
demonstrate proficiency in writing, reporting and the ability to tell an effective
story through multiple digital technologies, including images, audio, text and
graphics.
- The College of Media conducts a Senior Exit Survey annually. This survey measures
students’ satisfaction with the program, including quality of education and
perceived learning of ACEJMC skills and competencies.
- The College of Media conducts an Alumni Survey of the past three year’s classes
every three years. This survey measures whether the journalism program provided graduates
with the education and skills needed to gain and maintain professional employment
in their discipline or allied fields or to successfully pursue graduate work.
- Individual contributions to the student capstone teams are assessed by the professor
as student work is iterated and evaluated.
- The highest quality stories may be picked up by regional media outlets, providing
another measure of quality work.
Assessment Tool: Journalism Capstone Assessment
Courses being Evaluated: JRL 459 Multimedia Bureau Reporting, JRL 487 WVU News or JRL 431 Multimedia Storytelling
Background: In all capstone classes (reporting, visual and television focused), students work in teams to produce multimedia packages. Their projects can be a mix of text, photos and video, or the piece can also include
text, interactive graphics, and audio slideshows. These packages are what our
assessment team of professionals and academics evaluated. Results will be shared with faculty and decisions
made as to how to address academic/competency deficiencies in the coming year.
The assessment team is asked to respond to the following statements regarding the students’ “pilot” converged
capstone multimedia projects, using a 1-5 likert scale with an option for NA:Not Applicable.
-
Story is well researched and reported thoroughly with the correct official/expert,
statistics, includes both sides, and/or provides a different angle or perspective.
(Research Report, Multimedia project)
- Demonstrates an understanding of how to critically evaluate individual and team work
and use hyperlinks in producing a multimedia project. (Blog Postings)
- Demonstrates technical proficiency when selecting, reporting and producing broadcast,
print, web and multimedia stories. (Multimedia Project)
- Multimedia project is newsworthy, relevant and visually interesting to the audience.
(MM Project)
- Demonstrates a basic understanding of using video and still camera equipment. (Multimedia
Project)
- Demonstrates the ability to select the correct medium (video, text, photos, graphics)
to correspond with the story selection. (Multimedia Project)
- When appropriate, the story includes multiple viewpoints, and diverse perspectives,
including those of women and minorities. (Race, gender, age, demographic
and socio-economic class, background) (Multimedia Project, Research)
- Demonstrates the ability to tell an effective story through images, text and graphics.
(MM Project)
- MM Project is technically proficient, easy to navigate, and includes different information
across multiple platforms. (Multimedia Project)
The assessment team is also asked to provide qualitative comments.