Marshall university
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- Specification of the resources needed
- CERTIFICATE PROGRAMS: Graduate Certificate Programs in Digital Communications, Media Management, and Integrated Strategic Communications
- See Appendix X for a curriculum summary.
- Assessment Information
- Plans for Improvement of Learning in the Certificate Program
- Certificate Program Completers
- See Appendix XIII certificate completers job placement data
- Appendix I Required/Elective Course Work in the Program
- Courses Required in Major (By Course Number and Title) Total Required Hours
- Related Fields Courses Required Total Related Hours
- MAJ Program Core (15 hrs.)
- MAJ Health Care Public Relations emphasis Core (21 hours)
- Choose remaining 9 hours from
Diversity Diversity continues to be a challenge in this heavily white, Eurocentric region. Creative and innovative thinking and commitment to generating an atmosphere of acceptance are essential. 1. Hiring practices must exceed the baseline requirements of EEOC. - Every faculty and staff hire will be announced in specialized media that reach specific diverse targets and in nearby cities that have more diverse populations than the local area. - At least one qualified minority applicant will be interviewed at the telephone/Skype stage of the hiring process. - A minimum of one minority will sit on every search committee. Timeline: Enforce the practice with every vacancy. 2. Once a year collaborate with a nearby historically black college or university, West Virginia State University, in Institute, WV, Wilberforce University in Wilberforce, OH, or Howard University in Washington, DC for instance, to organize a forum to discuss a current issue related to diversity. The forum could be a public, in person conversation or a Skype interaction of classes at two or more locations. For example, ethics classes at two locations could exchange ideas about media coverage of events in which race, gender or class are central. Current issues about gay marriage, shootings, or gender gaps in elections could be introduced with varying perspectives. Timeline: Annually 3. Sponsor at a minimum one guest speaker a year for a public forum on an issue related to diversity. Timeline: Annually 4. Resolve to seek viable candidates and nominate at least one student for the American Advertising Federation’s Most Promising Multicultural Student and one for the Chips Quinn Scholars Program. Once these two nominations become routine, other opportunities that target minority populations will be added. Timeline: Annually. Other Several other areas merit long-term planning by the School of Journalism and Mass Communications. 1. As the pool of high school seniors shrinks, colleges and universities must look to new candidates for higher education. Returning students, either first time college freshmen or students who are returning to complete degrees started earlier, are strong candidates. Some recruiting efforts will need to be directed at places where these audiences may be reached, with Parent Teacher Organizations and job centers being likely targets. Community and technical colleges may be fruitful recruiting locations as well.
2. To encourage development of integrated strategic communications the student-run creative services firm needs to be developed to qualify as a university recognized student activity. As such it would qualify for student activity money that would enable greater stability for the agency and provide small salaries for essential student employees. Timeline: Prepare a request for 2017-2018 that will allow a window for development of the agency to the point that it can prove viable. If development moves more quickly the timeline can be accelerated. 3. Graduate students will benefit from their own “brain space” that will promote voluntary group collaboration, encourage discussion to follow up course content and foster camaraderie. Such a graduate student “commons” could become an organic forum for resolution of common graduate student challenges, could grow partnerships on research and publishing and facilitate faculty tutoring and mentoring. A portion of the space in the photography darkroom that is being returned to the school after being lent to the art department can be dedicated to a graduate research center. Timeline: Prepare a proposal to present at the beginning of the 2016-2017 academic year. If approved and funded preparation of the space should be allotted one year. Specification of the resources needed The current greatest need for achieving set goals lies in the area of broadcast and video development. Studio A, a fully digital television station, is a wonderful but underused facility. Three programs originate from the studio on a regular basis: • the student produced bi-monthly MU Report that is part of the television news class, • Basketball Friday Night in West Virginia, a recap and discussion of games that is simulcast with WMUL-FM that broadcasts every Friday night during the high school basketball season, and • Ya’ Herd, a student produced soft news, sports and “Artist’ Corner” program. Artists’ Corner is a segment of Ya’ Herd in which local performers are recorded in the studio and broadcast via Marshall’s You Tube channel. Potential for more student produced programming is strong, but there is also the possibility for more public service programming to originate from Studio A. Programs about improved health, art performances, instructional content and talk shows could be made available to area residents. Studio A is equipped to originate programs for the public education and government access (PEG) channel 25, and by working with other PEG channels the programming could expand to areas outside Huntington. Councilman Rosenberger, Huntington City Council’s PEG coordinator, is willing to work with the school to help develop PEG usage of channel 25. The major obstacle to moving forward with developing Studio A potential is the lack of a television studio manager who can oversee directing student and university programming and report pending equipment issues in the broadcast area. With the studio facility and the talent and energy of students the school is poised to cultivate a menu of student produced programming and service programs. The school focuses on content creation, not on engineering television programs. While several faculty members can perform engineering and maintenance duties, their obligations and responsibilities lie elsewhere. The absence of a staff position dedicated to the television studio is an obstacle to expansion in the broadcast area. Hiring adjuncts and part-time personnel for the studio is simply a stopgap measure. Direct requests for an additional line have produced no result to date. A second obstacle to maximum studio usage is the lack of a maintenance fund. Studio A was equipped with the latest in digital technology through a special legislative allocation, but three years later normal wear and tear has started. No fund exists to maintain the studio as problems occur. Student fee money and summer school funds have covered the minor repairs that have been needed, but if any major issues arise the school is unprepared for that financial burden. Producing “fleet of foot” video and infusing that skill across the curriculum will require additional cameras, tablets and iPhones with sound kits and video editing software, plus the inevitable replacement costs for replacement costs for damage and loss. Seven Arrow Creative has moved into adequate space on the third floor of Smith Hall and has been able to furnish the area with old desks, tables and chairs from storage. What is needed now is money for computers, printers, phones and Internet drops so students may work effectively in the space. Securing a DigiComm (digital communications) professor in residence will require roughly $25,000 for a semester, but faculty in the school are searching for grant opportunities. In a similar vein the ability to bring Poynter Institute consultants to campus to examine and suggest updates to curriculum is quite costly, but has potential for grant support. Another ambitious expansion of the program, but one that has demonstrated potential for growth, is the development of Marshall Multimedia. Little groundwork is already in place so this would require space, computers, still cameras, video cameras and personnel. Graduate students frequently work on group projects and they are encouraged to collaborate and share information and work products. There is little, however, beyond verbal encouragement. The graduate students need a “brain space,” sometimes referred to as “flex space,” or “huddle space,” to create an environment conducive to collaborative efforts. The graduate students float without a home base in the physical space of the school.
See Appendix X for a curriculum summary. Certificates in journalism and mass communications serve students with or without back grounds in the field but with an interest in newspaper, magazine, television, radio, online and converged media, sports, advertising or public relations. Courses are packaged to target specific areas of development that will augment depth of knowledge or skills, help students remain competitive in the job market, advance their careers, or help them pursue personal enrichment. Students may complete a stand-alone certificate or incorporate it into their JMC master’s program or other master’s programs on campus. The certificates were sculpted from existing course offerings so no additional costs were incurred. Admission to certificate programs requires: • official transcript baccalaureate degree from a regionally accredited college or university; • an application for admission to a certificate program; • at least a 2.5 undergraduate GPA, and • a 3.0 graduate GPA if already awarded a mas ter’s degree, • OR current admission to a Marshall Univer sity graduate program. • Courses completed in certificate programs can apply to an MAJ where appropriate. (Stu dents who want to apply certificate credit to a master’s must meet all admission require ments for the MAJ including completion of the GRE.)
• JMC 562—Web Design for Mass Media • JMC 641—Web/Online Strategies for JMC Select nine hours from among the following: • JMC 500—Photojournalism • JMC 501—Multi-Media Writing • JMC 532—Corporate and Instructional Video • JMC 575—Documentary Journalism • JMC 606—Depth Reporting
• JMC 508—Strategic Communications Research • JMC 515—Advertising Strategy OR JMC 538–Public Relations Case Studies Select nine hours from among the following: • JMC 515—Advertising Strategy (if not taken as part of required six hours) • JMC 525—Advertising Campaigns • JMC 532—Corporate and Instructional Video • JMC 537—Public Relations Writing • JMC 538—Public Relations Case Studies (if not taken as part of required six hours) • JMC 539—Public Relations Campaigns • JMC 609—Seminar in Public Relations • JMC 641—Web/Online Strategies
• JMC 604—Journalism and Mass Communications Law and Ethics Select nine hours from among the following: • JMC 510—Magazine Editorial Practice • JMC 533—Radio-Television Programming • JMC 536—International Communications • JMC 550—Contemporary Issues in Radio and Television • JMC 555—Women and Minorities in the Media • JMC 632—Public Broadcasting • JMC 612—History of Mass Communications • JMC 641—Web/Online Strategies for Mass Communications
Heeding advice offered by the university assessment office the graduate coordinator and graduate faculty have been updating the assessment rubrics to ensure they outline higher performance outcomes for graduate students than for undergraduates, that they include definitions in rubrics and that inasmuch as possible, use higher level outcomes. Descriptive verbs that the university assessment office finds most appropriate and the accrediting body recommends are sometimes at odds, but the school is blending the two to avoid building two different assessment processes.
The certificates offered in the School of Journalism and Mass Communications are relatively new programs that are only now attracting a critical mass for assessment. Half of the students who have completed certificates folded a certificate into their master's programs with the addition of several extra courses. Assessment of their work was completed as part of the larger MAJ assessment. The remaining two students who have completed certificates have not produced enough aggregate data to draw conclusions about program improvements. Certificate programs have begun to generate more inquiries and numbers that will permit rigorous assessment within a few years.
The two certificate recipients who completed the program independent of the MAJ have neither been individually contacted regarding satisfaction, nor have they identified themselves in general surveys of graduates. Their sentiments would have appeared as part of the sample respondents who have generally expressed satisfaction with the program overall, and survey responses did not indicate any particular complaints or dissatisfaction with the certificates.
Five students have been awarded certificates (3 in Media Management and 2 in Integrated Strategic Communications) during the review period. Please see Appendix XII and Figure 2 for details.
Projections for the certificate programs follow a track similar to the rest of the journalism and mass communications fields. Most indicators predict that journalism enrollments will remain flat for two or three years, with increases following as media consumers adjust to new delivery system and recognize them as news and content providers. An emerging broad career classification of information systems that seems to be mass media in the aggregate is predicted to grow. A recent report from the American Press Institute reinforced that notion when it stressed the growth of journalism employment in non-news arenas. Focusing more on multimedia reporting tends to be a positive development for schools nationwide, and it is in the online program that Marshall’s School of Journalism and Mass Communications can point to growth. Advertising and public relations also are predicted to experience expansion. Graduate certificates are used frequently to retool and refresh for promotions or for movement into a new profession.
Among the five certificate completers one is known to have returned home to Vietnam, but her specific employment could not be determined. The remaining four are employed in the field in positions that typically range in the $35,000.00 to $40,000.00 salary. Certificate recipients’ employment is as follows: multimedia specialist at Carson-Newman; Jefferson City, TN; YMCA marketing and public relations director, Charleston, WV; communications director, Mountwest Community and Technical College, Huntington, WV; and marketing director at Baile & Wyatt, Charleston, WV. Appendix I Required/Elective Course Work in the Program Degree Program: Master of Arts in Journalism Person responsible for the report: _Janet Dooley______________
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