Small Programs 2006 Abstracts
Small Programs Interest Group
Team-teaching in a convergence curriculum: Lessons from one school’s experience • Ann E. Auman, University of Hawai`i • This article employs an interdisciplinary lens to evaluate team-teaching models in four core courses in a new convergence curriculum at a small, undergraduate journalism program. In the models, degrees of faculty collaboration vary depending on course level. Students in first-year journalism classes benefited from a lower level of collaboration than those in second-year classes where advanced cross-platform knowledge was needed.
Grading students in the small program journalism workshop course • Ken Rosenauer, Bob Bergland and Ann Thorne, Missouri Western State University • Evaluation of student work in journalism workshop courses is nearly nonexistent. Our survey of 500 media advisers revealed that the traditional A-B-C-D-F grading rubric is largely preferred, grade-flation is commonplace, smaller schools expect more work of students than larger, advisers typically ask students to complete critiques and self-evaluations, yearbook editors are more likely than newspaper editors to provide grading input, and equally important criteria for grading are meeting deadlines, quality and quantity.
Plagiarism Policies in a Post-Blair World: What Did J-Schools Learn? • Kimberly Wilmot Voss and Lance Speere, Southern Illinois University Edwardsville • While there have been numerous cases of journalistic plagiarism and fabrication in recent years, it was the Jayson Blair scandal that led to several changes in newsrooms. The changes made at newspapers lead to the question of what kind of changes, if any, that journalism and mass communication programs instituted in response to Blair’s actions. This study, based on survey research, looks at what journalism programs are doing in response to several public cases of journalism dishonesty.
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