Journalism school series Archive
One of the first reactions to this series of posts on journalism schools was from my friend Curt Chandler, professor at Penn State. He saw a gap in my proposed curriculum: discussion of “innovation, disruption, the business of freelancing and other practical issues facing modern reporters.” In fact, the initial spur to create this curriculum
In some form or another, almost all the journalism schools I’ve looked at (about 20 top programs) include a class — most often required — that involves beat reporting. This description from Boston University is typical: Students learn to cover a city neighborhood or a nearby community beat. Students will branch out across the city
The most common way journalism schools have adapted to a changing industry (at least based on my small survey of about 20 top programs) is the insertion into the curriculum of a course called, most often, “multimedia storytelling.” This course description, from Northwestern, is typical: Introduction to using multimedia skills to create effective web-based journalism.
I had a traditional education in journalism school, focused on newspapering. That includes learning several rules for writing headlines — cutting out forms of the verb “to be,” not breaking phrases between the first and second lines of a multi-line headline, making all the lines of a headline roughly the same length. Rules like that
One of the required courses in the journalism bachelor’s program at Washington and Lee University is called “Beyond Google and Wikipedia.” It comes before reporting. The course description from the syllabus: An introduction to information sources that academic researchers, journalists, public relations and advertising professionals rely on increasingly in the digital age to conduct scholarly
In many of the undergraduate journalism curricula I’ve reviewed recently, students spend a lot of time in mode-of-delivery silos: writer/editors separated from broadcasters separated from photographers. In some cases, magazine students are isolated from those fedora-wearing news people. In my ideal journalism school, most of that changes. Students learn that while each modality has its
Many journalism schools are reconsidering their curricula, trying to adapt to industry changes. Much of the discussion has focused on technology and entrepreneurial skills. Over the next several posts, I will propose and defend an alternative approach. To start, here’s how I would set up the core of an undergraduate journalism program designed to be