Assessment Plan

Executive Summary

The College of Journalism and Mass Communications has undertaken assessment of student learning regularly. The assessment plan was developed and approved in the spring of 2024 and first launched in the fall of 2024. In recent years, UNL has provided more and more data and reporting through Tableau. As a result, reports are shared and analyzed more often. The college’s emphasis on documenting teaching effectiveness and student learning is rooted in the university’s focus on outcomes assessment in its general education program, “Achievement-Centered Education” (ACE). The college’s assessment plan centers on measuring and constantly improving 10 learning objectives, including ACEJMC’s Professional Values and Competencies and several of the university’s ACE general education student learning outcomes. The plan has evolved over the years due to changes in administration, faculty and staff and the extra demands on the college due to the COVID-19 pandemic. 

The college continues using direct and indirect assessment measures at the course, program, college and university levels and involves CoJMC faculty, students, alumni and professionals in its assessment efforts. Assessment reports are shared with the faculty, who respond to the results by adjusting the curriculum if necessary. Data and analysis are shared at the college’s Fall Retreat, and that information is used throughout the year to inform curricular decisions. The plan includes three direct measures (a pre-and post-test of the10 ACEJMC student learning outcomes, known as the Berens Test, student portfolios, and an examination of student capstone products) and three indirect measures (internship evaluation, senior exit survey and alumni survey). 

Goals of the Unit

The College of Journalism and Mass Communications’ (CoJMC) student learning goals are consistent with the 10 professional values and competencies as suggested by the Accrediting Council on Education in Journalism and Mass Communications (ACEJMC). In addition, UNL’s “Achievement-Centered Education” (ACE) general education program requires students to complete a set of 10 student learning outcomes as part of their liberal arts education. The college offers some courses that are ACE-certified, meaning they adhere to university-wide standards and regular assessment procedures. 

Student Learning Outcomes

Professional Values and Competencies

The Accrediting Council on Education in Journalism and Mass Communications requires that, irrespective of their particular specialization, all graduates should be aware of certain core values and competencies and be able to:

1. apply the principles and laws of freedom of speech and press, in a global context, and for the country in which the institution that invites ACEJMC is located;
2. demonstrate an understanding of the multicultural history and role of professionals and institutions in shaping communications;
3. demonstrate culturally proficient communication that empowers those traditionally disenfranchised in society, especially as grounded in race, ethnicity, gender, sexual orientation and ability, domestically and globally, across communication and media contexts;
4. present images and information effectively and creatively, using appropriate tools and technologies;
5. write correctly and clearly in forms and styles appropriate for the communications professions, audiences and purposes they serve;
6. demonstrate an understanding of professional ethical principles and work ethically in pursuit of truth, accuracy, fairness and diversity;
7. apply critical thinking skills in conducting research and evaluating information by methods appropriate to the communications professions in which they work;
8. effectively and correctly apply basic numerical and statistical concepts;
9. critically evaluate their own work and that of others for accuracy and fairness, clarity, appropriate style and grammatical correctness;
10. apply tools and technologies appropriate for the communications professions in which they work.

Achievement-Centered Education Student Learning Outcomes

In addition, the University of Nebraska-Lincoln requires all students, regardless of major, to complete 30 hours of general education courses in its “Achievement-Centered Education” (ACE) program. The program consists of 10 student learning outcomes (three credit hours each) that were developed to help students of every major develop skills, build knowledge, exercise social responsibility, and integrate and apply those capabilities:

Develop intellectual and practical skills, including proficiency in written, oral, and visual communication; inquiry techniques; critical and creative thinking; quantitative applications; information assessment; teamwork; and problem-solving.

• ACE 1: Write texts, in various forms, with an identified purpose, that respond to specific audience needs, incorporate research or existing knowledge, and use applicable documentation and appropriate conventions of format and structure.
• ACE 2: Demonstrate communication competence in one or more of the following ways: by making oral presentations with supporting materials, by leading and participating in problem-solving teams, by employing a repertoire of communication skills for developing and maintaining professional and personal relationships, or by creating and interpreting visual information.
• ACE 3: Use mathematical, computational, statistical, or formal reasoning (including reasoning based on principles of logic) to solve problems, draw inferences, and determine reasonableness.

Build knowledge of diverse peoples and cultures and of the natural and physical world through the study of mathematics, sciences and technologies, histories, humanities, arts, social sciences, and human diversity.

• ACE 4: Use scientific methods and knowledge of the natural and physical world to address problems through inquiry, interpretation, analysis, and the making of inferences from data, to determine whether conclusions or solutions are reasonable.
• ACE 5: Use knowledge, historical perspectives, analysis, interpretation, critical evaluation, and the standards of evidence appropriate to the humanities to address problems and issues.
• ACE 6: Use knowledge, theories, methods, and historical perspectives appropriate to the social sciences to understand and evaluate human behavior.
• ACE 7: Use knowledge, theories, or methods appropriate to the arts to understand their context and significance.

Exercise individual and social responsibilities through the study of ethical principles and reasoning, application of civic knowledge, interaction with diverse cultures, and engagement with global issues.

• ACE 8: Explain ethical principles, civics, and stewardship, and their importance in society.
• ACE 9: Exhibit global awareness or knowledge of human diversity through analysis of an issue.

Integrate these abilities and capabilities, adapting them to new settings, questions, and responsibilities.

• ACE 10: Generate a creative or scholarly product that requires broad knowledge, appropriate technical proficiency, information collection, synthesis, interpretation, presentation, and reflection.

CoJMC ACEJMC Assessment Measures

Direct measures

1: The Berens Test

The Berens Test (named after former associate dean Charlyne Berens) was developed with models provided by other accredited programs, revised by faculty and approved by the college’s executive committee in the spring of 2024. Revisions to the administration of the Berens test since the last site visit have moved away from a cohort-based approach. This shift was the result of logistical challenges with data collection. In the fall of 2024, the college began administering the updated Berens pre and post-tests each semester. The pre-test is administered to all incoming first-year students and transfer students in JOMC 100 First Year Experience. The post-test is administered in a zero-credit hour JOMC 098 Senor Assessment course that is required for all graduating seniors.

The purpose of the Berens tests is to determine (1) whether the outgoing/graduating seniors group answered a larger proportion of the questions correctly than the first-year student group and (2) to establish a reasonable benchmark for graduating students’ achievements in the different areas.

The test asked students to answer 49 multiple-choice questions grouped into the professional values and competencies required by the Accrediting Council for Education in Journalism and Mass Communications. The number of questions in each group of competencies ranged from four to five. The percentage of questions answered correctly is computed. Each student group’s percentage of correct responses in each competency category is also computed.

2: ACE 10 Capstone Courses

The college offers multiple capstone courses in each of the four majors. In advertising and public relations, the capstones include work at Jacht, the student-run advertising and public relations agency; participation in ADPR Campaigns or in the National Student Advertising Competition (NSAC) or the Bateman Competition. In journalism and broadcast news, the capstone is the News Lab where students contribute to the Nebraska News Service wire service. In broadcasting media production, capstones include News Lab or joining the multimedia team at Jacht. In sports media and communication, there are two versions of the capstone, one producing content for Unlimited Sports on the Nebraska News Service website and the other a sports promotion campaign with a client. All capstones in the college are ACE 10 certified, which satisfies both UNL’s ACE 10 requirement and the college’s major capstone requirement.

Each spring semester, instructors of record of the capstone courses review and discuss capstone products. This is in conjunction with the ACE 10 review conducted at the university level. The assessment reviewed capstones with the following criteria:

• Extent to which students are mastering a breadth and depth of knowledge in your field?
• Extent to which students are attaining technical proficiency appropriate to your field?
• Extent to which students are able to collect, synthesize and interpret information relevant to your field?
• Ability of your students to present their work?
• How have your students meaningfully reflected on the learning outcomes relevant to your field or on their experiences?
• If students aren't acquiring the necessary skills and knowledge expected of students in your field, what has been developed or changed to improve student outcomes?

3: Student Portfolios

In 2023-2024, the college began integrating a portfolio requirement into the curriculum and utilizing it as a direct measure of student learning in the college’s assessment plan. Parts of a student portfolio and corresponding courses identified to specifically incorporate building student portfolios include:

• Introduction to Portfolio (JOMC 130): Students will receive instruction on identifying and compiling portfolio-worthy work.
• Online Portfolio Development (JOMC 20): Students must establish and submit an online portfolio, including a resume.
• Major-Specific Writing Courses: Students in all relevant courses (e.g., ADPR 221, JOUR 200B, SPMC 250, BRDC 260) must submit a portfolio link containing an updated resume and a set number of samples of work.
• Research Course: Students are required to submit a portfolio link with an updated resume and a progressive number of work samples.
• Final Portfolio Submission (JOMC 098): Students must submit a portfolio link with an updated resume and at least five pieces of work. Additionally, they will be required to seek feedback from a non-faculty professional on their portfolio. (Request sent via email to document completion of this requirement)

Samples of student portfolios from JOMC 098 are reviewed using a rubric to evaluate portfolios in alignment with ACJEMC learning outcomes. Evaluation of the previous year’s student portfolios are reviewed by faculty in each major during the first major meeting each fall. Reports are shared to improve coursework and opportunities for students in each major. 

Indirect measures

1: Internship evaluation

Each semester students can enroll in internships for credit, JOMC 495. As part of the process, both students and their supervisors were asked to complete an evaluation survey that included an assessment of ACEJMC’s 10 values and competencies.

At the beginning of each semester in courses across the college, faculty ask students to report internship data that may not be for academic credit. 

2: Senior Exit Surveys

Every semester as part of the JOMC 098 required course for graduating seniors the students complete the colleges senior exit survey. The survey covers areas of respect for colleagues of different races, ethnicities, ethnic and cultural backgrounds, genders, different countries, and sexual orientations, how the program prepared them in all ACEJMC values and competencies, effectiveness of advising, and how the program helped them for career readiness.

3: Alumni survey

Every other year, the college disseminates a survey to CoJMC graduates. All ages respond to the survey, the range has included alumni in their 20s to their 70s, with around 50-60 respondents from each decade. The graduates are asked if they were working in the field in which they majored and if they felt they were prepared for the work environment in which they were now working. Questions measuring the ACEJMC Student values and competencies are also included. The data analysis looks for trends in answers across graduating years.

4: Industry Professional Curriculum Review

Every three years, all four majors undergo curriculum reviews by industry professionals. The elected faculty on the executive committee are asked to solicit recommendations of successful, invested alumni and industry partners from the faculty in each major. Professionals are invited to review the curriculum and assigned a major to review based on their profession. Degree requirements and syllabi for required and established elective courses are provided to the professionals, along with a survey to provide feedback on whether the professionals felt the curriculum met the ACEJMC values and competencies.

The results from the industry professionals’ surveys are compared to the senior exit survey results in the analysis. The professionals meet with the Associate Dean for Academic Programs to review the group’s survey results and address any questions. Then a follow-up meeting including the professionals and faculty from each major is then scheduled to discuss findings and recommendations.

CoJMC Assessment Timeline

The CoJMC Assessment Plan was approved at the all-college meeting on May 10, 2024.