Bachelor of Arts, Department of Journalism and Public
Communications
Academic Assessment Plan
Adopted by
The Journalism and Public Communications faculty: October 2010, revised spring
2013
to the Office of Academic Affairs: June 14, 2013
for review by
The Academic Assessment Committee of the Faculty Senate
Bachelor of Arts, Department of Journalism and Public Communications
Page 1 of 32
TABLE OF CONTENTS
Mission Statement __________________________________________________________________ 4
Program Introduction _______________________________________________________________ 4
Assessment Process Introduction ______________________________________________________ 5
Student Learning Outcomes ___________________________________ Error! Bookmark not defined.
Table 1: Association of Assessment Measures to Student Learning Outcomes __________________ 7
Assessment Measures _______________________________________________________________ 9
Table 2: Assessment Measures and Administration _______________________________________ 9
Assessment Process ________________________________________________________________ 11
General Implementation Strategy ________________________________________________________________ 11
The Department of Journalism and Public Communications, which had 160 majors in fall 2011, will continue to
diligently collect data to satisfy university mandates and Standard Nine of Accrediting Council of Education in
Journalism and Mass Communications. _________________________________________________________ 11
In the past year, the Department has started to rely more on its Community Advisory Council about preparation for
careers in journalism and public communications. The department has also relied on numerous outcomes
assessment tools, some of which are studier and more meaningful than others. JPC faculty also meet regularly to
discuss curriculum and assessment. The standard university instructor evaluation forms completed by students in
every course at semester’s end can also be valuable feedback. _______________________________________ 11
Other ongoing assessment measures include writing and reporting assignments and products to demonstrate
mastery including media production of campus and community events such as the Great Alaska Shootout, UAA
Ice Hockey, news programming for broadcast by campus television and campus radio KRUA, True North
magazine, department newsletters, news articles for publication by The Northern Light, digital media for service
and professional organizations, and strategic communications campaigns. ______________________________ 11
The department also tracks outcomes through student-produced multimedia projects; a mentorship program
through the Alaska chapter of the Public Relations Society of America; and outcome of competition in local,
regional and national awards programs, such as the Hearst Foundation Awards Journalism Awards Competition
and the Alaska Press Club annual competition. ___________________________________________________ 11
Description of Faculty Involvement ______________________________________________________________ 11
Modification of the Assessment Plan _____________________________________________________________ 12
Appendix A: Alumni Surveys _______________________________________________________ 13
Measure Description: _________________________________________________________________________
Factors that affect the collected data: _____________________________________________________________
How to interpret the data: ______________________________________________________________________
Factors that affect the collected data: _____________________________________________________________
How to interpret the data: ______________________________________________________________________
Pertinent questions from Alumni Survey: __________________________________________________________
13
13
13
14
14
14
Appendix B: JPC A202 Pre- and Post-test _____________________________________________ 15
Measure Description: _________________________________________________________________________ 15
Factors that affect the collected data: _____________________________________________________________ 15
How to interpret the data: ______________________________________________________________________ 15
Appendix C: JPC A201 Pre- and Post-test _____________________________________________ 17
Measure Description: _________________________________________________________________________ 17
Factors that affect the collected data: _____________________________________________________________ 17
How to interpret the data: ______________________________________________________________________ 17
Appendix D: JPC A101 Pre- and Post-test _____________________________________________ 19
Measure Description: _________________________________________________________________________ 19
Bachelor of Arts, Department of Journalism and Public Communications
Page 2 of 32
Factors that affect the collected data: _____________________________________________________________ 19
How to interpret the data: ______________________________________________________________________ 19
Appendix E: Internship Supervisor Surveys____________________________________________ 22
Measure Description: _________________________________________________________________________ 22
Factors that affect the collected data: _____________________________________________________________ 22
How to interpret the data: ______________________________________________________________________ 22
Appendix F: Awards Won by JPC Students ____________________________________________ 24
Measure Description: _________________________________________________________________________ 24
Factors that affect the collected data: _____________________________________________________________ 24
How to interpret the data: ______________________________________________________________________ 24
Appendix G: JPC Integrative capstone course, JPC A403 ________________________________ 26
Measure Description: _________________________________________________________________________ 26
Factors that affect the collected data: _____________________________________________________________ 26
How to interpret the data: ______________________________________________________________________ 26
Appendix H: Senior Exit Survey _____________________________________________________ 28
Measure Description: _________________________________________________________________________ 28
Factors that affect the collected data: _____________________________________________________________ 28
How to interpret the data: ______________________________________________________________________ 28
Appendix I: Senior Portfolios _______________________________________________________ 30
Measure Description: _________________________________________________________________________ 30
Factors that affect the collected data: _____________________________________________________________ 30
How to interpret the data: ______________________________________________________________________ 30
Appendix J: Writing Rubric ________________________________________________________ 31
Measure Description: _________________________________________________________________________ 31
Factors that affect the collected data: _____________________________________________________________ 31
How to interpret the data: ______________________________________________________________________ 31
Bachelor of Arts, Department of Journalism and Public Communications
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MISSION STATEMENT
The mission of the Department of Journalism and Public Communications is to prepare students for
professional careers and graduate study while conveying an understanding and appreciation of the vital
role that free expression and mass communication play in a global society. Through research, creative
activities, and community engagement, we enrich our community and our profession.
The department also strives to meet Alaska’s communication needs. Our goal is to contribute to the
development of the economic and social environment of the state, with an emphasis on the
Southcentral region served by the University of Alaska Anchorage.
The department aims to foster in its students a strong resolve to make the flow of news and information
more accurate, informative, complete, fair, and ethical. To accomplish this goal, the department seeks
to teach students theory, skills, and ethical principles of journalism and professional communications
that will endure as fundamentals in a world where the methods of conveying information are
undergoing significant change.
PROGRAM INTRODUCTION
The Department of Journalism and Public Communications is nationally accredited by the Accrediting
Council on Education in Journalism and Mass Communications (ACEJMC). The department places
great emphasis on preparing graduates for careers in professional communications and media
industries. The department was first accredited in 1990. It was reaccredited in 1996, 2002, and 2008
and will be up for reaccreditation in 2013-2014. It is one of more than 100 national and international
programs accredited by ACEJMC. ACEJMC accreditation is voluntary and reflects a commitment to
ACEJMC’s standards for instruction, service, and faculty research/scholarship/creative activity.
The student learning objectives of the Department of Journalism and Public Communications are
mapped to ACEJMC core values and competencies listed under its curriculum and instruction standard
(Standard 2). JPC expects that its graduates will:
1. Understand and apply the principles and laws of freedom of speech and press for the country in
which the institution that invites ACEJMC is located, as well as receive instruction in and
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;
2. Demonstrate an understanding of the history and role of professionals and institutions in
shaping communications;
3. Demonstrate an understanding of gender, race, ethnicity, sexual orientation and, as appropriate,
other forms of diversity in domestic society in relation to mass communications;
4. Demonstrate an understanding of the diversity of peoples and cultures and of the significance
and impact of mass communications in a global society;
5. Understand concepts and apply theories in the use and presentation of images and information;
Bachelor of Arts, Department of Journalism and Public Communications
Page 4 of 32
6. Demonstrate an understanding of professional ethical principles and work ethically in pursuit of
truth, accuracy, fairness and diversity;
7. Think critically, creatively and independently;
8. Conduct research and evaluate information by methods appropriate to the communications
professions in which they work;
9. Write correctly and clearly in forms and styles appropriate for the communications professions,
audiences and purposes they serve;
10. Critically evaluate their own work and that of others for accuracy and fairness, clarity,
appropriate style and grammatical correctness;
11. Apply basic numerical and statistical concepts.
12. Apply current tools and technologies appropriate for the communications professions in which
they work, and to understand the digital world.
ASSESSMENT PROCESS INTRODUCTION
This document explains educational objectives and expected outcomes for the Department of
Journalism and Public Communications (JPC) and outlines a plan for assessing the achievement of our
objectives and outcomes.
This plan was originally developed at the request of the university, which was directed by the Board of
Regents and the Northwest Association of Schools and Colleges (NWASC)1 to develop a means for
demonstrating the effectiveness of programs.
This plan relies in part on objectives, outcomes, standards and assessments contained in JPC’s most
recent self-study report from 2007-2008,2 prepared for accreditation by the Accrediting Council on
Education in Journalism and Mass Communications (ACEJMC). A new self-study is in draft form as
of this writing.
This plan incorporates accrediting standards adopted by the ACEJMC Committee on Standards and
Assessment, which were adopted in September 2012 and will be implemented in September 2013.
These standards require that an accredited unit such as JPC “regularly evaluates instruction, using
multiple measures that include student input.”3
The development of this plan also consisted of:

Discussions during regular faculty meetings.
1
UAA Academic Assessment Policies and Procedures draft. March 31, 2011, page 1.
Self-study report: Department of Journalism and Public Communications, University of Alaska Anchorage, 2007-2008.
3
Accrediting Council on Education in Journalism and Mass Communications. Retrieved June 6, 2013.
http://www2.ku.edu/~acejmc/PROGRAM/STANDARDS.SHTML#std9.
2
Bachelor of Arts, Department of Journalism and Public Communications
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
Discussions with the JPC Community Advisory Board The appointment of a JPC subcommittee to
research objectives and outcomes of other programs accredited through ACEJMC. JPC is
accredited through ACEJMC.

Research regarding direct and indirect measures of educational outcomes for programs in
journalism and mass communications by Prof. Paola Banchero and former chair Dr. Fred Pearce.

Contributions by ACEJMC 2007 site-visit team chair, Dr. Trevor Brown.
This plan is the latest iteration of one drafted in May 2003. It was revised in April 2005 and again in
October 2006. The plan was submitted as Standard 9, Program Outcomes and Assessment as part of
JPC’s ACEJMC reaccreditation in 2007-2008. JPC faculty adopted the plan on Feb. 15, 2008. Faculty
members have revised the plan to match ACEJMC standards since that date. Upcoming modifications
to our curriculum will require we revisit the plan more extensively.
Bachelor of Arts, Department of Journalism and Public Communications
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TABLE 1: ASSOCIATION OF ASSESSMENT MEASURES TO STUDENT LEARNING OUTCOMES
This table is intended to help organize outcomes and the measures that are used to assess them. Each
measure contributes information on the students’ achievement of a different set of outcomes. That
contribution is tracked in this table.
Senior
portfolios*
1
1
0
1
0
1
0
1
Demonstrate an understanding of the
history and role of professionals and
institutions in shaping communications.
1
0
0
1
1
0
1
0
1
Demonstrate an understanding of
gender, race ethnicity, sexual orientation
and, as appropriate, other forms of
diversity in domestic society in relation
to mass communications.
0
0
0
0
1
0
1
1
1
Demonstrate an understanding of the
diversity of peoples and cultures and of
the significance and impact of mass
communications in a global society.
0
0
0
1
0
0
1
1
1
Understand concepts and apply theories
in the use and presentation of images
and information.
1
1
1
0
1
0
1
1
1
Bachelor of Arts, Department of Journalism and Public Communications
won by
JPC
Capstone
students
class,
JPC
0
JPC A202
pre- and
post-test
JPC A201
reporting
& writing
instrument
JPC A101
pre- &
post-test
Internship
supervisor
surveys
Awards
Understand and apply the principles and
laws of freedom of speech and press for
the country in which the institution that
invites ACEJMC is located, as well as
receive instruction in and 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.
Outcomes
Alumni
surveys
A403exit
Senior
survey
This table also forms the basis of the template for reporting and analyzing the combined data gathered
from these measures.
Page 7 of 32
Demonstrate an understanding of
professional ethical principles and work
ethically in pursuit of truth, accuracy,
fairness and diversity.
0
1
0
0
1
1
0
1
1
1
0
0
1
0
1
1
0
1
Conduct research and evaluate
information by methods appropriate to
the communications professions in
which they work.
0
0
1
0
1
1
1
0
1
Write correctly and clearly in forms and
styles appropriate for the
communications professions, audiences
and purposes they serve.
0
0
1
0
1
1
1
1
1
Critically evaluate their own work and
that of others for accuracy and fairness,
clarity, appropriate style and
grammatical correctness.
0
0
0
0
0
0
1
0
0
Apply basic numerical and statistical
concepts.
0
0
0
0
1
0
0
1
1
0
1
1
Think critically, creatively and
independently.
Apply current tools and technologies
appropriate for the communications
1
0
0
0
1
0
professions in which they work, and to
understand the digital world.
0 = Measure is not used to measure the associated outcome.
1 = Measure is used to measure the associated outcome.
*Senior portfolios are not yet in use in the department.
Bachelor of Arts, Department of Journalism and Public Communications
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ASSESSMENT MEASURES
A description of the measures used in the assessment of the student learning outcomes and their
implementation are summarized in Table 2 below. The measures and their relationships to the student
learning outcomes are listed in Table 1, above.
There is a separate appendix for each measure that shows the measure itself and describes its use and
the factors that affect the results.
TABLE 2: ASSESSMENT MEASURES AND ADMINISTRATION
Meas
ure
Alumni
Survey
JPC
A202
pre- &
posttest
JPC
A201
reporti
ng and
writing
instru
ment
JPC
A101
preand
posttest
Interns
hip
supervi
sor
survey
s
Award
s won
by JPC
studen
Frequency/
Start Date
Collection
Method
Administered in
fall 2001;
administered in
fall 2006; to be
administered in
2013
Previously a
mailed survey;
now an online
survey
JPC staff
Students in JPC A202 are given a pretest that measures their basic
understanding of journalistic principles
and ethical values. A post-test was given
to the cohort during the last week of class
in JPC A403, which is the capstone class
for JPC majors. We changed that in
2011-12.
Began in fall
2008; each
cohort year
Pre-test
instrument is
distributed in
class, saved
and compared
to post-test
instrument for
each cohort.
JPC faculty
direct
Pre-test and post-test administered in
JPC A201.
Began in spring
2008 and
administered
through 201112; each
section of JPC
A201
Pre- and posttest
administered
in class
JPC faculty
direct
Fall 2007;
every semester
Pre-test
instrument is
distributed in
class and
compared with
post-test
JPC faculty
direct
Survey
JPC internship
director
indirect
Entries are
prepared by
students with
department
JPC faculty
and staff
indirect
Description
Alumni are surveyed every five years to
learn their views on the achievement of
program objectives.
This social science survey is given in the
first week of JPC A101, JPC’s social
science GER. The pre-test measures the
students’ understanding of how mass
communications fits into the social
sciences. A post-test is given to the same
class the last week of the semester.
Internship field supervisors are surveyed
about the achievements of each JPC
intern. In 12-13, some interns were
visited at their internship site to gather
qualitative data about their experience
and that of their workplace.
JPC students’ work is entered for
competition among students and
professional peers.
Began fall
1999;
administered
each semester,
including
summers
Administered
throughout the
year since the
unit’s inception
Administere
d by
4
Direct or
indirect4
indirect
William G. Christ, ed. Assessing media education: A resource handbook for educators and administrators (NJ: Lawrence
Erlbaum Associates, 2006), 329-459.
Bachelor of Arts, Department of Journalism and Public Communications
Page 9 of 32
ts
Capsto
ne
class,
JPC
A403
JPC students work on projects and
presentations, applying research
methods and basic statistical analysis.
Senior
exit
survey
JPC graduating seniors or recent
graduates complete an exit survey to
learn their views on the achievement of
program objectives based on coursework
within the department.
Senior
portfoli
os
Randomly selected senior students’ work
will be evaluated for their ability to
produce professional communications,
depending on their concentration in
journalism, strategic communications,
telecommunications and film, or
integrated media.
Writing
rubric
JPC students in select writing-intensive
classes will have their work measured
against a rubric, comparing assignments
completed early in the semester to
assignments completed late in the
semester for mechanics and content.
Fall 2008 and
revamped in
fall 2010; each
semester
course is
taught
Collected each
semester
beginning in fall
2001 through
2007; brought
back in 2012
JPC has waited
for UAA to
institute eportfolios, but
plans to carry
out its own
assessment
beginning in
2015.
Piloted in 2012
in Reporting
and Writing
News, to be
implemented in
fall 2013.
and faculty
support
Projects and
presentations
are prepared
by students
and evaluated
by faculty
JPC faculty
Previously a
mailed survey;
now an online
survey
JPC staff
Electronic
portfolios will
be produced
for review by
faculty and
external
committee of
professionals
JPC faculty
and members
of the
Anchorage
professional
media
community
Class
assignments
measured
against rubric
JPC faculty
Bachelor of Arts, Department of Journalism and Public Communications
Page 10 of 32
direct &
indirect
indirect
direct
direct
ASSESSMENT PROCESS
General Implementation Strategy
The Department of Journalism and Public Communications, which had 145 majors in fall 2012,5
will continue to diligently collect data to satisfy university mandates and Standard Nine of
Accrediting Council of Education in Journalism and Mass Communications.
In the past two years, the Department has relied more on its Community Advisory Board about
preparation for careers in journalism and public communications. The department has also relied
on numerous outcomes assessment tools, some of which are studier and more meaningful than
others. JPC faculty also meet regularly to discuss curriculum and assessment. The standard
university instructor evaluation forms completed by students in every course at semester’s end
can also be valuable feedback.
Other ongoing assessment measures include writing and reporting assignments and products to
demonstrate mastery, including media production of campus and community events such as the
Great Alaska Shootout, UAA Ice Hockey, news programming for broadcast by campus
television and campus radio KRUA, True North magazine, department newsletters, news articles
for publication by The Northern Light, digital media for service and professional organizations,
and strategic communications campaigns.
The department also tracks outcomes through student-produced media projects; and outcome of
competition in local, regional and national awards programs, such as the Hearst Foundation
Awards Journalism Awards Competition and the Alaska Press Club annual competition.
Description of Faculty Involvement
The faculty of the Department of Journalism and Public Communications meet, usually in August, to
review data collected using the assessment tools and to consider changes to our assessment process.
However, questions of assessment surface in many faculty meetings over the course of a given
academic year.
Faculty make recommendations designed to improve the program’s objectives and outcomes. Results
of data collection, interpretation of the results, and recommended program changes are passed on to the
Office of Academic Affairs by June 15 every year. This process has driven programmatic changes,
such as the wholesale revision of the curriculum in 2006 and adjustments that were made in the 20112012 academic year. We are again looking at curricular issues given the rapid changes in the
communications and media industries. Through this plan, faculty will continue to review data to refine
curriculum to meet program objectives and outcomes. These proposed programmatic changes may be
any action or change in policy that the faculty identifies as being necessary to improve performance
relative to program outcomes, such as changes in course content, scheduling, prerequisites, means of
delivery, advising, and facilities.
5
UAA Office of Institutional Research
Bachelor of Arts, Department of Journalism and Public Communications
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Modification of the Assessment Plan
The JPC faculty, after reviewing the collected data and the processes used to collect it, may decide to
alter the assessment plan. For example, we had originally planned to test students on their
understanding of First Amendment issues in JPC A202 and again in JPC A403, the Integrative
Capstone class. We decided it made more sense to make the instrument a pre- and post-test for JPC
A202.
JPC faculty may make changes to any component of the plan, including the outcomes, assessment
measures, or any other aspect of the plan. The modified assessment plan will be forwarded to the
dean/director’s office and the Office of Academic Affairs. This plan includes the revised ACEJMC
core values and competencies, which go into effect in September 2013. Previously, 11 competencies
were required to be measured. Now, 12 competencies will be measured in the revised plan.
Faculty members continue to evaluate and revise this plan as necessary, in some cases evaluating
assessment models from other ACEJMC-accredited programs.
Bachelor of Arts, Department of Journalism and Public Communications
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APPENDIX A: ALUMNI SURVEYS
Measure Description:
The JPC alumni survey asks graduates to report their JPC concentration area6 and list the three most
recent jobs the respondents have held since graduation. The survey also asks alumni to report how well
they believe a JPC education prepared them for their first job.
Surveys were last distributed to alumni in 2006. Another is being administered this summer via email.
Department staff members administer the surveys.
Factors that affect the collected data:

Low return rates. In 2001, surveys were sent to 350 alumni for whom addresses were available; 81
responses were received for a 23% response rate. Accuracy of the results is reduced with a low
survey return rate.

Most of the responses were from graduates still in Alaska. The data are skewed to the viewpoint of
this subset of graduates.
How to interpret the data:
The survey had two main goals that potentially limit its value here. The survey’s purpose is to verify
the major job categories of our graduates and to gather anecdotal information in response to the openended question about how well a JPC education prepared graduates for their first job. Results from the
2013 survey, which should have been completed in 2012, will not be available till later in the year.
The instrument is a fair to good source of perceptions in some outcome areas focusing on alumni.
While the survey did not seek data on other program outcomes, responses in 2006 revealed key
findings7:

Alumni believe the department’s instruction in basic skills of reporting and writing prepared them
very well for a variety of jobs.

The Atwood professors were exceptional in providing real-world training.

Internships were invaluable.
6
Program emphasis areas since fall 2006 are journalism, strategic communications, telecommunications and film, and
integrated media.
7
Self-study report: Department of Journalism and Public Communications, University of Alaska Anchorage, 2007-2008
Bachelor of Arts, Department of Journalism and Public Communications
Page 13 of 32
Factors that affect the collected data:
We will have to wait until results are in later in summer 2013 to see what the trends are.
How to interpret the data:
Although we don’t have current data, we hope to identify where our graduates are going to work and
how their JPC degree influenced what kind of experiences they have in their first few positions.
Pertinent questions from Alumni Survey:
1. Please list the jobs you have had since graduation, starting with current job.
2. What was your concentration in the Department of Journalism and Public Communications?
Bachelor of Arts, Department of Journalism and Public Communications
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APPENDIX B: JPC A202 PRE- AND POST-TEST
Measure Description:
The JPC Principles and Ethics Instrument has been administered since 2008-09 in JPC A202 First
Amendment and Media Ethics, which is generally taken when students are sophomores. The plan
initially was to have students in the Integrative Capstone course, JPC A403, take the post-test. But
when a different faculty member began teaching the capstone in fall 2010, we re-evaluated the plan.
We decided to start using the instrument as a pre- and post-test in JPC A202. Because the class is
offered only in the spring, spring 2012 is the first year we used this model. Therefore, this is the first
year we collected post-test data.
JPC faculty developed the instrument, but needs some changes to reflect more of the ethical issues
presented in JPC A202. The survey’s main goal is to gather information about direct outcomes of
JPC’s program educational effectiveness, especially about First Amendment principles and the law
appropriate to professional practice and professional principles such as accuracy, fairness and
diversity.
Data is tabulated by the JPC assessment coordinator and administrative assistant and presented to
faculty to gauge curriculum effectiveness.
Factors that affect the collected data:

We had no post-test data until 2011-12, meaning most of the data from 2008-09 until then is not
very valuable.

We lacked a solid way to identify students for data collection while keeping them anonymous in
the first years of implementation. We have since corrected this issue.
How to interpret the data:
We believe we only have one year of paired data for this instrument given the reasons mentioned
above. The spring 2012 results indicate that instruction is helping students understand First
Amendment concepts.
Results from spring 2012:
Section 001:
Pre-test: Average score was 14.13 out of 20 points possible, or 71%, with a standard deviation of 1.73.
Post-test: Average score was 15.23 out of 20 points possible, or 76%, with a standard deviation of
3.39.
Section 002:
Pre-test: Average score was 14.33 out of 20 points possible, or 72%, with a standard deviation of 2.03.
Post-test: Average score was 15.43 out of 20 points possible, or 77%, with a standard deviation of
1.28.
Bachelor of Arts, Department of Journalism and Public Communications
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Results from spring 2013:
Section 001:
Pre-test: Average score was 15.1 out of 20 points possible, or 75.5%, with a standard deviation of 1.59.
Post-test: Average score was 15.65 out of 20 points possible, or 78.3%, with a standard deviation of
1.69. This was not a statistically significant increase.
Section 002:
Pre-test: Average score was 13.83 out of 20 points possible, or 69.2%, with a standard deviation of 3.
Post-test: Average score was 15.67 out of 20 points possible, or 78.4%, with a standard deviation of
2.3. This was a statistically significant difference.
Bachelor of Arts, Department of Journalism and Public Communications
Page 16 of 32
APPENDIX C: JPC A201 PRE- AND POST-TEST
Measure Description:
The JPC Reporting and Writing instrument is administered as a pre-test and post-test in each section of
JPC A201 Reporting and Writing News. JPC faculty developed the instrument. It was administered
beginning spring 2008 in one section and was introduced to other sections in fall 2009.
Survey results are gathered by the JPC assessment coordinator and staff and used for improving the
course.

The JPC Reporting and Writing instrument was designed to determine direct educational outcomes
of JPC A201, particularly in journalistic writing conventions, the application of basic knowledge of
communications law and the ability to identify inaccuracies or inconsistencies in reporting—a key
critical thinking skill.
Factors that affect the collected data:

Faculty members inexperienced with the assessment process did not create a corresponding rubric
to grade this instrument for the first few years the assessment was in effect. A rubric has been
developed to measure writing, the application of basic communications law and accuracy.

The design of the instrument makes data collection and interpretation difficult. We did not use this
assessment in 2012-13, but rather used a rubric for each writing assignment in one section of JPC
A201. See below for more information on that tool.
How to interpret the data:
Students can score up to 6 and as low as -6 on the assessment. An overall positive score means that the
student advanced in understanding and application of skills between the pre-test and the post-test. An
overall negative score indicates that the student made no gains or failed to demonstrate competencies
shown at the beginning of the semester. In 2011-12 the mean score was -1, which is interpreted to
mean that students lost ground over the course of the semester. However, the students spent far less
time on the post-test than they did on average on the pre-test. On the pre-test, students spent
approximately 50 minutes writing the brief news report. On the post-test, students spent approximately
24 minutes writing the report. Most students did not pose journalistic questions as instructed, which
reduced their overall score.
Another problem was that in one section, only three students took both the pre- and post-test,
impacting the reliability of the results.
The scant results give some indication that JPC 201 instructors need to spend more time helping
students understand the importance of questioning material presented as fact. That was the greatest
weakness in the results. Writing skills, for the most part either stayed consistent or improved.
Bachelor of Arts, Department of Journalism and Public Communications
Page 17 of 32
JPC Reporting and Writing Instrument
Please write a news story using the following facts, all provided by the police chief. You do not have to use
all of them. If you question any statements from the chief, put your questions at the end of your story. Be
alert for inconsistencies.
1. Three vehicles collided around noon at 40th St. and Old Cheney Rd. in suburban Arlington, VA. Three people
were killed and five were injured.
2. The driver of the other vehicle, a 1999 Volkswagen, was Robin Beck.
3. The Jaws of Life tried to rescue Jane Foster, but failed. The van she was riding in burst into flames and was
totally destroyed.
4. Dead are:
Alfred Jones, 72, driver of the 1987 Chevy van.
Anne Jones, 40, Jones’ wife.
Jane Foster, 24, a friend of the Joneses and passenger in the Jones van.
5. Damage to the vehicles involved totaled $26,000. There was $11,000 damage to the Volkswagen; $8,500 to
the Chevrolette van; and $6,500 to the Pagel car.
6. Beck’s dog, Poof, was thrown from the van and died after hitting a fire hydrant.
7. Injured were:
Ted Morkel, 60 years old. He suffered a fractured leg.
Jim Smith, 43 years old. He suffered multiple internal injuries.
George Gregory, 27. He suffered lacerations.
Megan Smith, 3 years old. She suffered lacerations and contusions.
8. “It’s a good thing Alfred Jones died in this wreck,” Police Chief Paul Stevens commented. “Otherwise, he
would have faced vehicular homicide charges and we would have put him away for good. Not only that, but he
was drunk. Not sort of drunk, but smashed.”
9. A crowd of almost 250 persons gathered around the accident scene as firemen from the Arlington Fire
Department tried to resuscitate Poof the dog.
10. A passerby, Barbara Wells, said, “They are going to have to put a stop sign at that intersection soon. This is
the 17th fatal accident there this year. That number includes three dogs and one cat.”
11. The dead and injured were taken to Arlington Memorial Hospital. An investigation is continuing. Stevens
said the intersection was not unsafe. Rather, he said, “people drive like fools. What do you expect?”
12. "Something has to be done about that intersection," the chief said. "I have asked over and over for electric
lights to be put up, but the city says it just doesn't have the money. With the loss of life it has caused, we can't
afford not to put lights there."
13. Robin Beck was charged with vehicular homicide and leaving the scene of an accident. She will be arraigned
Monday.
Bachelor of Arts, Department of Journalism and Public Communications
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APPENDIX D: JPC A101 PRE- AND POST-TEST
Measure Description:
The Department of Journalism and Public Communications has one social science GER. It is JPC 101
Media and Society. This is a survey course that describes the evolution of newspapers, magazines,
photography, film, radio, television, Internet and the development of telecommunications and
information technologies in the last 100 years. The emphasis is on social, cultural, political and
economic effects of media.
In 2012-13 the social sciences GER outcomes were tweaked. We made basic edits to the instrument in
August 2012, but are planning more adjustments our instrument and to the course to reflect these
changes.
Factors that affect the collected data:

A new adjunct faculty member inexperienced with the assessment process conducted the survey in
fall 2012.

Collection has been ongoing, but faculty members assigned to teach this course have not always
carried out assessment consistently.
How to interpret the data:
In 2012-2013, JPC administered a pre- and post-test to students enrolled in this course. In fall
semester, we offered one section capped at 60 students. In spring 2013, we offered two sections capped
at 74 each. Each section had approximately 50 students.
Students on the pre-test in fall scored a mean of 11.67, or 58.33%. Students on the post-test scored a
mean of 12.26, or 61.29%.
In spring 2013, students in section 001 scored 11.41, or 57.06% on the pre-test and 12.09, or 60.44%
on the post-test. Section 002 scored 11.39, or 56.94% on the pre-test and 12.28, or 61.39 on the posttest.
Both semesters and all three sections show a modest but statistically significant increase in these
assessment scores.
Bachelor of Arts, Department of Journalism and Public Communications
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JPC A101 Social Science GER Instrument
1.
Social Science methods are based on what principles of inquiry
a. Socratic methods
b. Random methods
c. Empirical methods
d. Hypothetical methods
2. Mass Communications
a. Cannot be an empirical discipline
b. Is not a discipline
c. Is outdated
d. Is the study of what is communicated, by whom, to what affect
3. Mass Communications research
a. Has only one method of analysis
b. Uses many methods of analysis
c. Is based on quantitative analysis only
d. Is based on rhetorical theory only
4. Mass Communications theory
a. Doesn’t exist
b. Is designed to explain and predict
c. Cannot be established
d. Is a solved problem
5. Internal validity in Mass Communications research
a. Is impossible to establish
b. Is a function of proper definitions and logic
c. Is something that one should not worry about
d. Is arbitrary
6. External validity in Mass Communications research
a. Is arbitrary
b. Is a function of convention
c. Meets the test of other research
d. Is something that should be of no concern
7. Quantitative methods in mass communications research are used
a. Never
b. Always
c. When dealing with large data
d. When convenient
8. Qualitative methods in mass communications research are used
a. Never
b. Always
c. When analyzing manifest content
d. When convenient
9. Which kind of research method reveals correlations between two variables?
a. Surveys
b. Experiments
c. Content analysis
d. Focus group interviews
10. Correlation cannot establish
a. Causality
b. Meaning
c. Tradition
d. Relationships
11. Which kind of research method employs a control group for comparison?
a. Surveys
b. Experiments
c. Content analysis
d. Focus group interviews
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12. Institutional Review Boards are important in Mass Communications research
a. Because they provide funding
b. Because they provide protection to human subjects
c. Because they manage grants and contracts
d. The IRB is not important to research
13. Moving images and visual communications
a. Are impossible to empirically study
b. Require unique methods of empirical analysis
c. Need critical attention
d. Cannot be codified
14. For this kind of method, researchers systematically code and measure media content
a. Surveys
b. Experiments
c. Content analysis
d. Focus group interviews
15. The Arbitron and Nielsen ratings systems use what principles of research
a. Lucky guesses
b. Representative samples
c. Non-representative samples
d. Random samples
16. Newspaper readership studies
a. Are arbitrary
b. Are necessary to understand changes in audience
c. Are a waste of time and money
d. Are not taken seriously
17. Radio formats usually target special audiences according to
a. Age and income
b. Gender
c. Race or ethnicity
d. All of the above
18. VALS research for advertising refers to
a. Emotional, social and economic audience profiles
b. Profiles of advertising by geographic region
c. Viceroy’s Analysis of Life Systems
d. The study of audience attention spans
19. Psychographics involves the study of
a. Sex
b. Age
c. Socioeconomic class
d. Values and lifestyles
20. Which line of research has generally demonstrated that that mass media don’t tell people what to think as much as
they tell people what to think about?
a. Cultivation analysis
b. Agenda-setting
c. Social learning theory
d. Audience studies
Bachelor of Arts, Department of Journalism and Public Communications
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APPENDIX E: INTERNSHIP SUPERVISOR SURVEYS/INTERVIEWS
Measure Description:
The JPC Internship Survey asks supervisors of student interns to evaluate interns in areas that reflect
professional core values and competencies. All interns seeking academic credit are evaluated at the end
of their project, usually semester’s end.
Survey results are gathered by the JPC internship director and used to help form the basis of the
intern’s final grade. Surveys typically are followed up with a phone call or e-mail message from the
internship director.
We have changed the evaluation form to yield more uniform information about how interns did, not
matter what kind of internship post they held.
Factors that affect the collected data:

Low volume of surveys. The program typically accommodates fewer than 25 interns annually.

Some internship supervisors are loath to write in detail about a student’s performance or lack
thereof. Follow-up phone calls can often generate more useful data about how a student met or
failed to meet outcomes.

We added some site visits this year to gather qualitative information about the intern and the
internship experience.
How to interpret the data:
The survey’s main goals are to help ensure that internship supervisors remain engaged over the course
of the internship; duplicate a real-world working relationship in which a subordinate is evaluated by a
supervisor; and to help the internship director gauge an intern’s progress in the field. Workplace
supervisors also are asked for ways in which the internship program may be improved.
The instrument tends to be a good indirect measure of the following student learning outcomes: 1, 5, 6,
7, 8, 9, 10, and 12. It could be better if we tailored the questions to better make instrument reflect the
ACEJMC student learning outcomes.
Field mentor survey data collected over the past five years reveal key findings:




Exemplary grades awarded by internship supervisors are an indication that the program has lived
up to its goal of recommending only work-ready students for internships.
Internship supervisors are being more candid in their assessments because we have asked them to
be. However, we want to ask for more details in their feedback.
Internship supervisors typically agree that they would accept other interns from JPC in the future.
That does not mean that they would hire the intern should a position become available in their
organization.
Site visits, which are done when the schedule permits for both the internship director and the
workplace supervisor, have yielded positive results. Supervisors are more candid in person and also
share what might be limitations outside the student’s control.
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JPC PRACTICA/INTERNSHIP EMPLOYER EVALUATION FORM

(Mo/Yr)
(Mo/Yr)
RATING ELEMENTS
RATINGS (CHECK
ONE)
Excellent
Rate each intern’s performance by entering an “X” under one of the factors in the rating section at the right
for each element.
Unacceptable

Marginal

Satisfactory

Practicum or Intern Student’s Name: __________________________________________
Job Title: ______________________ Company: _________________________________
Company Website: ________________________________________________________
Address:________________________________________________________________
Supervisor: _____________________________________Title:_____________________
Email: _________________________________ (If different from above)
Internship Contact: ______________________ Email: _________________________________
Evaluation Period: __________ to __________
Above
average



JOB PERFORMANCE: Consider the quality, quantity and timeliness in accomplishing tasks. Did the intern
work without constant supervision, show initiative and interest in work?
WORK HABITS: Consider ability to manage time, professional attitude, and willingness to learn. Did the
intern seek out and utilize appropriate resources, as well as accept constructive criticism and increasing
responsibility?
KNOWLEDGE OF WORK: Consider the intern’s knowledge and skills appropriate for the profession. Did the
student demonstrate an understanding of concepts and practices of the profession?
COMMUNICATION: Consider the intern’s ability to write effectively and efficiently in the form and style
appropriate to the profession. Was the intern able to evaluate his/her own work and that of others for
accuracy and fairness?
PROBLEM SOLVING: Consider the intern’s ability to think critically, creatively and independently. Was the
intern able to collect and evaluate various forms of information?
PROFESSIONALISM: Consider the intern’s sense of values, respect for the profession as well as the
employees in the company. Did the intern show respect for the diversity within the profession and the
company?
GENERAL CONDUCT: Consider the intern’s punctuality, adherence to work schedules, appropriateness of
dress for the position, manner and courtesy on the job and relations with the public.
OVERALL EVALUATION: Did the intern meet established employer expectations? Consider the ratings for all
of the personal and performance elements above.













COMMENTS: (You are invited to attach a separate sheet with your comments)
DUTIES/RESPONSIBILITIES: (You are invited to attach a separate sheet with your comments)
WOULD YOU ACCEPT OTHER INTERNS FROM THIS DEPARTMENT IN THE FUTURE? YES? NO?
Supervisor’s Signature: _________________________ Intern’s Signature: ________________________
Phone: ________________________________
Internship Contact Title: __________________ Phone: ___________________________
Thank you for your participation in our practica/internship program. Please return this form by fax
or mail to:
University of Alaska Anchorage
Department of Journalism and Public Communications
3211 Providence Drive
Anchorage, AK 99508-4614
Fax: (907) 786-4179
Bachelor of Arts, Department of Journalism and Public Communications
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APPENDIX F: AWARDS WON BY JPC STUDENTS
Measure Description:
This indirect measure of program outcomes looks at how students performed in local, regional and
national competitions, mostly in journalism and strategic communications.
Factors that affect the collected data:

We lack a precise way of keeping track of awards, scholarships and other accolades our students
have received. However, we have developed a database and our administrative assistant asks
faculty to report to her student success.
How to interpret the data:
Historically, we have not had a lot of submissions for the Hearst Foundation Awards as some
ACEJMC programs do. We have had a relatively strong showing when students have submitted for
these awards. We have gathered information about other local, regional and national awards.
This data provides only indirect data about our program objectives and outcomes.
In 2011-12,

We had one second-place winner of the Hearst Foundation Journalism Award in radio reporting.
The student was the first from JPC to place in the prestigious competition since 2005. We three
other submissions, but none were named finalists.

The Northern Light was named a national Pacemaker for 2010-11, when it was led by JPC students
and largely staffed by JPC students.

Two JPC students’ papers were accepted for presentation at national conferences.

A student won first place in the statewide competition for feature story writing from the Alaska
Professional Communicators.
In 2012-13,
 One student won a third-place award for feature writing from the Alaska Press Club.

Two students won the UAA Student Showcase, an annual competition to recognize students’
creativity activity and research.

Three students were asked to present their research at the Undergraduate Honors Conference in
Communication at DePauw University.
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
One student took second place in the Herbert A. Kassner Journalism Contest for human-interest
story. The contest was for public affairs specialists all over the U.S. Army Corps of Engineers.

One student was awarded the Ward Sims Journalism Scholarship.
Bachelor of Arts, Department of Journalism and Public Communications
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APPENDIX G: JPC INTEGRATIVE CAPSTONE COURSE, JPC A403
Measure Description:
The primary objective of JPC A403 is to introduce students to communications and media research.
Course outcomes are designed to transition students from consumers of research to producers of
original scholarship. As the JPC program’s capstone course, JPC A403 outcomes fulfill a wide range
of assessment items related to student learning throughout the curriculum.
Students are required to submit assignments resulting in a 25-30 page paper. These assignments help to
appraise students’ ability to write, evaluate their work and that of others, conduct research, and
demonstrate critical, creative and independent thinking. Class exercises also incorporate the
application of basic numerical and statistical concepts related to the research process. Moreover,
students undergo Institutional Review Board training to help them understand ethical considerations
related to truth, accuracy, fairness and diversity in the media and communications industries.
In the course of research design, students must apply concepts and theories related to their research
topic. Students must also demonstrate an understanding of the history and role of professionals and
institutions in shaping communications, as well as systems of freedom of expression around the world.
Within the context of the United States, First Amendment principles are highlighted. In addition to the
paper, students must also demonstrate their ability to present information orally by participating in a
poster session and applying the tools and technologies needed for poster design and presentation
execution. For both the paper and poster session, Association for Education in Journalism and Mass
Communication standards are used for evaluation.
Factors that affect the collected data:

We had not developed a precise way of measuring success in scholarship in this course until fall
2010.

Student research projects vary widely in this course, making comparisons difficult.
How to interpret the data:
Several benchmarks are used to assess student success. These benchmarks include student participation
in the UAA Student Showcase Conference, UAA University Honors College Undergraduate Research
Symposium, publication in the UAA Student Showcase Journal and presentations at AEJMC-level
national communication conferences. These benchmarks, along with JPC 403 class outcomes allow the
department to evaluate whether students have gained the necessary skills and abilities from the
program.
In 2009, no student enrolled in two sections of JPC A403 participated in university, regional or
national research conferences.
In 2010:
-One student was selected to present her research at the Association for Education in Journalism and
Mass Communication (AEJMC) national convention.
Bachelor of Arts, Department of Journalism and Public Communications
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-One student was selected to present his research at the Broadcast Educators Association national
convention.
-Four students were featured in the 2011 Student Showcase.
-Two students were chosen to participate in the 2011 Undergraduate Research Symposium.
In 2011:
-Five students were chosen to participate in the 2012 Undergraduate Research Symposium.
-Five students were chosen to participate in the 2012 Student Showcase.
In 2012:
-Six students were chosen to participate in the 2013 Student Showcase. Two students won the
competition.
-Three students were chosen to participate in the 2013 Undergraduate Honors Conference in
Communication Conference at DePauw University.
Bachelor of Arts, Department of Journalism and Public Communications
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APPENDIX H: SENIOR EXIT SURVEY
Measure Description:
JPC graduating seniors complete an exit survey to learn their views on the achievement of program
objectives based on coursework within the department.
Factors that affect the collected data:

Survey was collected each semester beginning in fall 2001 through 2007; it has been brought back
in summer 2012.
How to interpret the data:
We are lacking a rubric to tell us whether students are developing into people who can be successfully
employable in journalism and public communications.
In 2012, student respondents to the survey reported that they felt they had emerged from the program
with the understanding of First Amendment law and professional ethics we demand. They also
responded they felt prepared in terms of the technological and practical skills for their entry-level jobs.
This data provides only indirect data about our program outcomes.
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SENIOR EXIT SURVEY QUESTIONS RELATED TO ASSESSMENT
Students were asked to measure their agreement on a five-point scale.
JPC prepared me to understand and apply First Amendment principles and the law appropriate to
professional practice while comparing and contrasting the range of systems of freedom of expression
around the world.
JPC prepared me to demonstrate an understanding of the history and role of professionals and
institutions in shaping communications.
JPC prepared me to understand and appreciate the value of diversity in the media and in a global
society.
JPC prepared me to understand concepts and apply theories in the use and presentation of images and
information.
JPC prepared me to demonstrate an understanding of professional principles and work ethically in
pursuit of truth, accuracy, fairness and diversity.
JPC prepared me to demonstrate critical, creative and independent thinking by contributing to the
communications needs of the community and the state through projects, internships and service.
JPC prepared me to conduct research and evaluate information by methods appropriate to the
communications professions.
JPC prepared me to write correctly and clearly in forms and styles appropriate for the communications
professions, audiences and purposes they serve.
JPC prepared me to evaluate my own work and that of others for accuracy and fairness, clarity,
appropriate style and grammatical correctness.
JPC prepared me to apply basic numerical and statistical concepts.
JPC prepared me to apply tools and technologies appropriate for the communications professions.
Co-curricular programs such as The Northern Light, KRUA, UAA Seawolf Hockey productions
prepared me for my career.
Bachelor of Arts, Department of Journalism and Public Communications
Page 29 of 32
APPENDIX I: SENIOR PORTFOLIOS
Measure Description:
The JPC Senior Portfolio will examine select and representative senior portfolios to judge the
preparedness of JPC students for the professional quality of their work.
We have delayed the implementation of this assessment process because the university was working on
an e-portfolio project, and we did not want to duplicate efforts. Unfortunately, the university initiative
has stalled. We must implement a process for portfolios, which will likely be built into the curriculum.
If and when the university implements a process, we will ask students to migrate to the software UAA
chooses.
We have the buy-in from our community advisory board and will try to launch a pilot assessment in
2013-14. These portfolios will be submitted voluntarily by students, with the goal of unveiling a full
senior portfolio metric in 2014-15.

A senior portfolio review instrument will be developed to quantify this process. These responses
from the committee will be saved for analysis.

The senior portfolio review process will be confidential.
Factors that affect the collected data:
We have no data to report at this time.
How to interpret the data:
We have no data to report at this time.
The senior portfolios will be submitted by students and collected and maintained by staff and the
assessment coordinator, who receive results and tabulate them for use in faculty outcomes review.
Data will be analyzed beginning summer 2013 and presented to faculty at the following August faculty
meeting.
We are developing a rubric to assess portfolios.
Bachelor of Arts, Department of Journalism and Public Communications
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APPENDIX J: WRITING RUBRIC
Measure Description:
This is our newest assessment tool, and it needs improvement. It was developed to try to gather
information about students’ writing skills and critical thinking.
We used this assessment in one section of JPC A201 Reporting and Writing News in fall 2012. Each
student’s writing assignments were measured against the rubric. The goal was to see a substantial
improvement in students’ writing and critical thinking skills.
Ideally, this rubric would be modified and could be used in several courses that are writing-intensive.
Factors that affect the collected data:
We do not have meaningful data to report at this time because we have not had time to analyze the
information.
Bachelor of Arts, Department of Journalism and Public Communications
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PILOT WRITING RUBRIC
Lead
10 points
Writing
15 points
Is it concise? Avoids irrelevant detail, long lead-in clauses that
delay action) and specific? Does it effectively summary the story
and convey the uniqueness of story?
Uses simple sentence structures that have one main idea per
sentence and avoid too many clauses, buried subjects/verbs,
misplaced modifiers. Uses effective word choice includidng
wording that is specific rather than vague; employs active
verbs, does not have any editorializing or loaded (opinionladen) words; avoids unexplained jargon, cliches, journalese,
redundancies and first-person constructions; presents key facts
clearly and early in story and uses a coherent, logical ordering
of facts.
10 points
Story has information significant/important to audience, is
based in the classic elements of news judgment and avoids
inclusion of irrelevant information; story has no key details
missing (5Ws and H) and no unanswered questions for reader
15 points
All sources (human or documentary) are qualified to address
subject. All sources that should be included are included. All
information properly attributed to sources, attributions of
quotes clearly identify speakers and all sources properly
identified on first reference, subsequent references. Reporting is
thorough, accurate and fair.
5 points
Written in concise, effective fashion (headline 10 words or
fewer; blurb 25 words or fewer) and summarizes story without
repeating the lead.
Completeness
Sourcing/Attribution
Web extender
Bachelor of Arts, Department of Journalism and Public Communications
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