Journal Description
Established in 1944, Journalism & Mass Communication Educator (JMCE) addresses the professional needs of the journalism and mass communication educator and administrator on both collegiate and secondary levels. Publishing quarterly, JMCE is the largest, highest circulation, and oldest of any scholarly journal in the world devoted to education in journalism, public relations, advertising, mass communication, media studies and related fields. Featured articles include:
• teaching techniques
• new courses and technology to help promote excellence in the classroom
• statistical information on student enrollments and career interests
• trends in curriculum design
• surveys and opinion polls
This journal is a member of the Committee on Publication Ethics (COPE).
Journal Feed
- by Gregory GondweJournalism & Mass Communication Educator, Ahead of Print. This study explores the perceived gap between journalism education and professional practice in Tanzania and Zambia. Through interviews with educators and journalists and an analysis of 12 journalism curricula, the findings reveal that both educators and journalists acknowledged a gap, with a shared desire for improved alignment between academic programs and industry needs. Educators expressed a commitment to incorporating contemporary content, but face challenges like limited industry collaboration and resource constraints. Journalists, however, observed a hesitancy among educators in implementing recommendations from the industry. Both groups see the need for integrating theory […]
- by Monica HillJournalism & Mass Communication Educator, Ahead of Print. This study examined high school journalism educators’ perspectives on field trips to attend workshops and conferences sponsored by college and university journalism programs. In-depth interviews were conducted with 29 educators from across the United States, representing a broad range of scholastic journalism programs, schools, and professional experience. Educators revealed barriers and opportunities for participation in journalism-focused field trips. Implications for journalism event providers include: (a) focusing in-person events on socialization for students and educators; (b) disseminating pre- and post-event activities to promote experiential learning; and (c) producing asynchronous, virtual skills training modules […]
- by Jacob L. NelsonJournalism & Mass Communication Educator, Ahead of Print. This conceptual article connects journalists’ well-being explicitly to the ongoing discussion of their working conditions by answering the question: How can journalism educators best prepare aspiring journalists to enter such a precarious profession? Our overarching argument is that journalism educators have an opportunity to “inoculate” (to use a term from labor organizing) students against the vagaries of the industry and better equip them to survive and thrive in precarious times. We conclude that journalism programs must embrace the “labor turn” unfolding throughout journalism studies and practice to arm students with the tools, […]
- by Abdelmohsen Hamed OkelaJournalism & Mass Communication Educator, Ahead of Print. Artificial intelligence (AI) is revolutionizing journalism, necessitating a reevaluation of journalism education. The mixed-method study employs the Unified Theory of Acceptance and Use of Technology (UTAUT) to investigate the factors influencing AI adoption among Egyptian journalism professors from eight universities. Findings indicate that Facilitating Conditions and Effective Expectancy positively correlate with professors’ AI use, and Facilitating Conditions significantly predict AI adoption intention. The study recommends curriculum updates, infrastructure enhancements, and faculty training to integrate AI effectively into Egyptian journalism education.
- by Aaron S. VeenstraJournalism & Mass Communication Educator, Ahead of Print. This study investigates how journalism students perceive and use large language models (LLMs), such as ChatGPT, their understanding of the technology, and their ethical considerations. Findings indicate that while students see LLMs as inevitable tools in their future careers, they often misunderstand how these tools generate content, in part because they lack more fundamental knowledge about digital tools. The paper emphasizes the need for tech literacy in journalism programs among both students and faculty.
- by Jami FullertonJournalism & Mass Communication Educator, Volume 79, Issue 4, Page 375-376, December 2024. Final Thoughts from the outgoing editor.
- by Michael Yao Wodui SerwornooJournalism & Mass Communication Educator, Volume 79, Issue 4, Page 418-439, December 2024. The digital era has significantly reshaped journalism, emphasizing the pivotal role of data-driven reporting. This review delves into the nexus of data journalism and journalism education, investigating dominant study characteristics, challenges, and gaps for future research. Examining 41 relevant articles through the Arksey and O’Malley procedure, the findings highlight key impediments to integrating data journalism into curricula: scarcity of technically proficient specialists, resource limitations, absence of concrete methodological approaches, and a reluctance to incorporate mathematical elements into journalism education. This exploration underscores the critical need for overcoming […]
- by Todd NesbittJournalism & Mass Communication Educator, Ahead of Print.
- by Debora WengerJournalism & Mass Communication Educator, Ahead of Print. Artificial Intelligence (AI) has emerged as a transformative force in the field of journalism, reshaping various aspects of news production, content delivery, and audience engagement. This study uses the theory of disruptive innovation to examine the impact of AI in journalism education. We conducted 14 in-depth interviews with Accrediting Council on Education in Journalism and Mass Communications (ACEJMC)-accredited journalism school administrators in the United States. Five primary themes emerged in relation to the study’s research questions, including issues related to faculty expertise, AI policies, partnerships, curriculum, and ethical considerations.
- by Adam WaglerJournalism & Mass Communication Educator, Volume 79, Issue 4, Page 474-493, December 2024. As media evolves, a corresponding evolution is needed in visual communication education. This research explores an adaptation of curricula developed for the 21st century. The program introduces desirable difficulties, emphasizing reframing challenges and aligning coursework with future media careers. Through 5 years assessing a communication design program, four key findings emerged: getting students beyond their comfort zones, integrating iterative evaluation processes, cultivating a growth-centric environment, and emphasizing connections to careers. The communication design program’s iterative nature reinforces industry responsiveness, suggesting structured yet experimental approaches foster student growth […]
- by Aimei YangJournalism & Mass Communication Educator, Ahead of Print. At the forefront of industries profoundly influenced by artificial intelligence (AI), public relations (PRs) are undergoing a transformative revolution. The increasing applications of AI in PRs are driving a demand for proficient practitioners. Recognizing this, PR educational institutions must adapt by delivering tailored AI education. Despite the growing importance of AI, a literature review reveals a lack of a well-designed AI curriculum in PRs. This essay draws insights from recent research on AI value alignment, dialogic communication, and PR ethics, articulating three foundational principles for AI education in PR: authentic dialogue, client […]
- by Alyssa AppelmanJournalism & Mass Communication Educator, Volume 79, Issue 4, Page 440-453, December 2024. This survey of US copy editors, proofreaders, and fact-checkers (N = 472) examines practitioners’ perceptions of the skills and training required for the field. The participants recommended that new hires be skilled in grammar, sentence structure, working on deadline, time management, accuracy, fact-checking, and critical thinking; they disagreed about whether certain skills are innate or whether they can be taught. They also disagreed about whether such training should occur in universities or through on-the-job mentoring.
- by Elizabeth Meyers HendricksonJournalism & Mass Communication Educator, Volume 79, Issue 4, Page 454-473, December 2024. This study explores a Capstone course’s pedagogical process and considers both the challenges and triumphs that emerge from experiential learning within a news desert region. The research employs micro-ethnographic methods to analyze the learning outcomes gleaned by both students and instructors of one magazine publishing Capstone course over the timespan of 9 years, 2014 to 2023. The research acknowledges the pedagogical evolution of the Capstone course as both a means of assessment and workforce preparation and seeks to add the concept of the Capstone as a venue […]
- by Adrienne A. WallaceJournalism & Mass Communication Educator, Volume 79, Issue 4, Page 377-398, December 2024. Integration of project management collaboration software has been suggested for group experiential project courses in advertising, public relations (PR), marketing, and strategic communications. But little research has been conducted on using these tools. This study sought to gauge student perceptions toward the use of project management collaboration software Basecamp on improved experience in group projects, team collaboration, and learning outcomes. A survey of 177 students in seven course sections across two semesters at two universities reveals that most students agree project management and collaboration software is a […]
- by Brian J. BoweJournalism & Mass Communication Educator, Volume 79, Issue 4, Page 399-417, December 2024. Investigating the degree motivations and role conceptions of journalism students may shed light on the industry’s trajectory. This study analyzes the motivations and perceptions of journalism students from two U.S. universities. Results show that students were motivated to pursue journalism for a mix of reasons, including civic engagement, a prestigious career, creativity in multimedia and writing, and an independent and nonroutine lifestyle. Respondents suggest that students view journalism’s role as providing political accountability, delivering content that connects with audiences, telling stories, and setting the political agenda.
- by Jeremy Harris LipschultzJournalism & Mass Communication Educator, Volume 79, Issue 4, Page 494-496, December 2024.
- by Lei GuoJournalism & Mass Communication Educator, Ahead of Print.