Kristin Louise Gustafson
Independent fieldwork in community agencies, apprenticeships, internships, as approved for College of Arts and Sciences credit. Faculty sponsor and internship supervisor are required. Credit/no credit only. Offered: AWSpS.
The student newspaper is in its second year, publishing text, photographs, visuals, and videos online for its university community. The course's learning goals center around the journalism skills that are essential to public dialogue and civic participation. In the two-credit independent fieldwork course, students will be able to achieve the four learning goals described below. By the end of the quarter, students should have demonstrated these skills by reporting, writing, editing, and critiquing news and feature articles for the Husky Herald and assessed their learning goals.
Student learning goals
Demonstrate fundamental skills in reporting and writing (e.g. interviewing, story formats, visuals)
Demonstrate fundamental skills in editing and peer-critique (e.g. style guides, grammar, news judgment, media law)
Demonstrate fundamental skills in news organization strategies (e.g. meeting deadlines, pitching stories, working on teams)
Assess learning goals
General method of instruction
Students in this course will work independently and with one another to contribute to the Husky Herald and gain journalism skills. The instructor provides guidance in person and online.
Students will produce journalistic products (article and web). These will be pitched to, coordinated with, and submitted to the newspaper's editors, as well as turned into the instructor. Articles conduct peer critiques on the work of other students, and then they are expected to build on these peer critiques and self-assess their own journalistic products. Some Husky Herald activities and meetings are required. Students are very involved in their learning, beginning with a written learning plan turned in at week 2 and then evaluated at the end of the quarter.
Students will conduct peer-critiques of news/feature articles. These demonstrate the class' fundamental skills.
Students will learn and develop fundamental skills in reporting and writing (e.g. interviewing, story formats), editing and peer-critique (e.g. style guides, grammar, news judgment, media law), and news organization strategies (e.g. meeting deadlines, pitching stories, working on teams) through their involvement in and leadership of weekly class discussions and in- and out-of-class exercises. This will involve researching, reading, preparing for, and contributing to weekly discussions and exercises. It also involves preparing for and leading class discussions and exercises (that may be done in or out of class)
Students will create a learning plan to achieve these learning goals at the beginning of the quarter and an assessment of achieving these learning goals at the end of the quarter.
Students are asked to prepare a cover letter and provide a writing sample prior to enrolling. Students are expected and encouraged to supplement course learning with university services and guides. As part of the course, students will do one Writing Center Self-Assessment and Consultation.
Class assignments and grading
(See general method of instruction)
Students will receive credit for the course through evidence of their reporting, writing, editing, peer-critique, and organizational strategies that meet recognized journalism and educational standards.