In alignment with our ACEJMC accreditation standards, SJMC engages in meaningful assessment of learning outcomes. SJMC "regularly assesses student learning using direct and indirect measures that engage communication professionals and annually 'closes the loop' to make tangible improvements to curriculum and instruction." To learn more about assessment, review the Assessment of Learning Outcomes (Standard 3).

Learning Goals

We learn to:

  • Write correctly and clearly
  • Conduct research and evaluate information critically
  • Present images and information effectively
  • Use media tools and technologies appropriately 
  • Apply basic numerical and statistical concepts accurately
  • Evaluate work for accuracy, fairness, style, and clarity 
  • Create audience-aware, culturally responsive communication

We explore:

  • The multicultural history of media professionals and institutions 
  • The role of media in shaping cultures

We value:

  • The First Amendment and free speech
  • Equity and inclusion for a diverse global community
  • Ethical principles in pursuit of truth, accuracy and fairness

[adopted spring 2024]

Assessment Plan

The School of Journalism and Mass Communication at the University of Iowa assesses student learning outcomes for the journalism and mass communication major with three direct measures and six indirect measures.

Direct Measures 

  1. Pretest/Posttest Survey of Key Concepts

Every other year, we administer a closed-ended survey of key concepts to entry-level and advanced journalism and mass communication majors. The survey includes multiple choice, matching or true/false questions meant to assess student learning for these six outcomes: 

  • Critical evaluation of information
  • Basic numerical and statistical concepts 
  • Multicultural history of media professionals and institutions
  • Role of media in shaping cultures
  • First Amendment and free speech in a global context 
  • Ethical principles in pursuit of truth, accuracy, and integrity 

Questions will be drawn from a question bank for each concept, developed by the undergraduate committee in collaboration with faculty with expertise in each area. The survey will be administered in the required course JMC:1300 Introduction to Journalism and Strategic Communication (pretest) and in 4000-level capstone courses (posttest). The survey (pretest and posttest) will be administered every other academic year in both fall and spring semesters. The survey and question bank will be housed on a designated course management site. Faculty with expertise in these areas will review and refine the survey and add or alter questions on years the survey is not being administered. 

Analysis of Results. To analyze survey results, the percentage answering correctly will be calculated for each question. The average percentage correct will be calculated across questions for each learning outcome. The pretest averages will then be subtracted from the posttest averages. Only responses from JMC:1300 students who indicate that they are majoring in, or planning to declare, the journalism and mass communication major will be included in the analysis. 

  1. Senior Portfolio or Capstone Project Review

The assessment subcommittee of the undergraduate committee along with an ad hoc committee of three SJMC alumni or members of the professional advisory board will review e-portfolios of students enrolled in the multimedia production and reporting and writing capstones. If possible, all reviewers will meet on Zoom to practice scoring several portfolios. All members of the portfolio review committee will then score the remaining student portfolios for the following seven learning outcomes. Each e-portfolio will be reviewed by at least two committee members. 

Capstones on the strategic communication track work with clients to produce strategic communication campaign plans and/or content. Clients will evaluate projects based on the same rubric developed for the portfolio evaluations, to assess the same seven learning outcomes. Capstone projects will also be evaluated by the ad hoc review committee composed of the assessment subcommittee and the three alums. 

The scoring rubric will be reviewed by the assessment committee in years portfolios/projects are not reviewed. 

  • Write correctly and clearly
  • Conduct research and evaluate information critically 
  • Present images and information effectively
  • Use media tools and technologies appropriately 
  • Apply basic numerical and statistical concepts accurately
  • Evaluate work for accuracy, fairness, style, and clarity 
  • Create audience-aware, culturally responsive communication

Analysis: Average scores will be calculated for each learning outcome. Average scores will be analyzed to identify strengths and areas for improvement across learning goals. Themes will be extracted from any additional comments and assessments provided by portfolio review committee members and capstone clients for strategic communication. 

Target/Goal: 85% of portfolios/projects meet or exceed expectations for an entry-level position in a relevant journalism, strategic communication or media field. 

  1. Internship Supervisor Survey 

Internships are not required for journalism and mass communication majors, but the majority of SJMC students report completing at least one internship. Internship supervisors will assess interns at the completion of their internships. The SJMC Internship and Placement Coordinator will develop a survey (reviewed by the Director of Undergraduate Studies) to assess internship supervisor perceptions of student preparedness and performance across all SJMC learning outcomes. The internship and placement coordinator will distribute the survey at the end of each internship. 

Analysis: Aggregate descriptive data will be compiled by the Internship and Placement Coordinator at the end of each academic year, including internship supervisor surveys from the previous summer, fall, and spring semesters. The Internship and Placement Coordinator will also review any open-ended responses and identify salient themes in supervisor responses. 

Indirect Measures: 

  1. Internship Student Survey 

As an indirect measure assessing their perception of their own preparedness, students enrolled in the internship for credit course will also complete a survey based on learning outcomes at the end their internships. The SJMC Internship and Placement Coordinator will develop a survey (reviewed by the Director of Undergraduate Studies) to assess student perceptions across all SJMC learning outcomes. The internship and placement coordinator will distribute the survey at the end of each internship. 

Analysis: Aggregate descriptive data will be compiled by the Internship and Placement Coordinator at the end of each academic year, including intern surveys from the previous summer, fall, and spring semesters. The Internship and Placement Coordinator will also review any open-ended responses and identify salient themes in responses. 

  1. Senior Exit Survey 

Because not all students complete internships for credit other indirect measures are needed to captures student perceptions of preparedness for careers and attainment of learning outcomes. Seniors enrolled in capstone courses will complete an exit survey that includes closed-ended questions based on student self-assessment of all learning outcomes. The survey will also include open-ended prompts for reflection on two learning outcomes:

  • Equity and inclusion for a diverse, global community 
  • Ethical principles in pursuit of truth, accuracy and integrity 

The survey will also include other questions about SJMC curriculum and school services and supports. The survey will be developed by the Student Success and Engagement Coordinator, in consultation with the Director of Undergraduate Studies. The exit survey will be administered in both fall and spring capstones in years opposite of the key concept survey to avoid over-burdening the capstone classes. 

Analysis: Aggregate descriptive data will be compiled by the Student Success and Engagement Coordinator at the end of the academic year when surveys are administered. The Student Success and Engagement Coordinator will also review any open-ended responses and identify salient themes in responses

  1. Student Awards from Competitions 

Student achievement in local, regional, state, and national competitions indicates the comparative quality of student work. The chair of the Student Awards Subcommittee coordinates awards submissions by SJMC and also collects student awards from other outlets and organizations, like the Daily Iowan. Competitions include but are not limited to the Iowa Newspaper Association, the Hearst Intercollegiate Journalism Awards, the Iowa Broadcast News Association Awards, the Great Plains Journalism Awards, and the Gracie Awards, among other local, regional, and national competitions. Student awards are an indicator of progress across all learning outcomes, particularly the skills-based outcomes. 

Analysis: The chair of the Student Awards Subcommittee will compile a list of student awards at the close of each academic year and will submit that list to the Director of Undergraduate Studies. Quantity of awards and placement in competitions will be used as data for assessment. 

  1. Alumni Surveys 

Alumni reflection on preparedness for the professions is another important indicator of SJMC progress toward learning outcomes. The survey will be administered every other year (in the same year as portfolio reviews) to students who graduated in the previous three years. The same closed-ended questions on all learning outcomes administered in internship supervisor and student surveys, along with the exit survey, will be adapted for the alumni survey. The open-ended questions from the exit survey may also be repeated here. Consistency in questions across surveys will allow for comparison across assessment measures. The alumni survey will be developed and administered by the Internship and Placement Coordinator, in consultation with the Director of Undergraduate Studies. 

Analysis: Aggregate descriptive data will be compiled by the Internship and Placement Coordinator at the end of the academic year when surveys are administered. The Internship and Placement Coordinator will also review any open-ended responses and identify salient themes in responses.

  1. Faculty Reflection 

Faculty perceptions of student performance across the curriculum are an important indirect measure of student progress toward learning outcomes. Every other year, in the same year as the student key concept survey, faculty will have the opportunity to complete a brief, open-ended reflection on learning outcomes to identify successes and gaps in the curriculum and student performance. These reflections will add crucial context to other direct and indirect measures. The online survey will be developed and administered by the Director of Undergraduate Studies at the end of the academic year. 

Analysis: Director of Undergraduate Studies will review open-ended responses and identify salient themes in responses. Themes will be compared with results of other direct and indirect measures. 

  1. Learning Goals Syllabus Audit 

Operationalization of learning outcomes in course readings and assignments across the curriculum is another important indirect measure. The Director of Undergraduate Studies will review the syllabi of required courses to identify how learning outcomes manifest within each course. Syllabi will be reviewed every other year, in the same year as the student survey.   

Analysis: Outcomes will be considered at the curricular level rather than at the level of the individual class, to determine how learning outcomes are introduced and reinforced across required courses in the curriculum. The Director of Undergraduate Studies will identify strengths and gaps at each level. 

Review and Implementation: Closing the Loop 

The Director of Undergraduate Studies will be responsible for creating an assessment calendar and assigning annual tasks at the start of each academic year. The Director of Undergraduate Studies will review data annually from all relevant assessment measures and will write a detailed assessment report as part of the Undergraduate Committee report at the close of each academic year. The following fall, the Director of Undergraduate Studies will present on the previous year’s assessment findings to the faculty at the fall retreat; faculty will discuss any gaps and plans for curricular changes. Those ideas will be further defined and developed with in the Assessment Subcommittee, with any proposed changes from assessment formally presented to the faculty in a school meeting. Every two years the Assessment Subcommittee will also review the assessment plan carefully to consider the value and reliability of assessment measures and propose any reviews; any major revisions to the plan will be presented to the faculty in a school meeting.