Words Du Jour: An Analysis of Traditional and Transitional Course Descriptors at Select J-Schools

Autor/inn/en	Spillman, Mary; Kuban, Adam J.; Smith, Suzy J.
Titel	Words Du Jour: An Analysis of Traditional and Transitional Course Descriptors at Select J-Schools
Quelle	In: Journalism and Mass Communication Educator, 72 (2017) 2, S.198-211 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1077-6958
DOI	10.1177/1077695816650118
Schlagwörter	Course Descriptions; Journalism Education; Undergraduate Study; School Catalogs; Models; Practicums; Curriculum; Content Analysis; Immersion Programs; Experiential Learning; Service Learning; Cooperative Learning; Hospitals; Educational Innovation; Entrepreneurship + Suchen Sie Ihr Suchwort? Kursstrukturplan; Grundstudium; Schulprogramm; Analogiemodell; Practicum; Praktikum; Praktika; Curricula; Lehrplan; Rahmenplan; Inhaltsanalyse; Immersionsprogramm; Experiental learning; Erfahrungsorientiertes Lernen; Service-Learning; Kooperatives Lernen; Krankengymnast; Krankenhaus; Instructional innovation; Bildungsinnovation; Unternehmungsgeist
Abstract	Journalism education may be at a tipping point. It is unclear, however, what new form curricula might take. Through an analysis of individual course titles and descriptions that appeared in the 2013-2014 undergraduate catalogs of 68 selected universities, this exploratory study finds that most departments/schools are not offering classes that reflect pedagogical approaches recently promoted in professional literature (e.g., hospital model, entrepreneurship, apprenticeship) nor are they responding to calls for greater integration between the classroom and industry via quasi-professional experiences. Journalism programs are, instead, relying on historically recognized and accepted models--such as practicum and capstone. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01