Assessment Plan

Appendix 3.a.1 Written Assessment Plan

Assessment is an ongoing, faculty-led process to determine if our students are meeting the Hubbard School’s program learning outcomes, aligning with the values and competencies the Accrediting Council on Education in Journalism and Mass Communication (ACEJMC) put forward. The current assessment process was adopted in 2013 following recommendations from our past accreditation and was further modified in 2021 when ACEJMC shifted from 12 to 10 values and competencies. The Hubbard School’s assessment process includes setting learning outcome standards, collecting and analyzing data using direct and indirect measures, interpreting the data, presenting the data to faculty, and using the data to improve our curriculum and program effectiveness. 

HSJMC’s Program Learning Outcomes (PLOs)

The Hubbard School’s program learning outcomes are in alignment with the Accrediting Council on Education in Journalism and Mass Communications, which requires that graduates of accredited programs 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. critically evaluate their work and that of others for accuracy and fairness, clarity, appropriate style, and grammatical correctness;
9. apply tools and technologies appropriate for the communications professions in which they work.

These program learning outcomes are present in the curriculum at three levels: 

• Awareness: familiarity with specific information, including facts, concepts, theories, laws and regulations, processes, and effects;
• Understanding: assimilation and comprehension of information, concepts, theories, and ideas;
• Application: competence in relating and applying skills, information, concepts, theories, and ideas to the accomplishment of tasks.

Curriculum Matrix

The unit has systematically developed its ability to develop a matrix for its curriculum to improve the entire curriculum. The matrix map is both the starting point for assessment and the place to infuse change, informed by the process, particularly as the curriculum focuses on the evolving digital media world as well as the imperatives of diversity and inclusion. In 2022, the existing ACEJMC PLOs curriculum matrix was updated to accommodate new courses and courses with updated learning outcomes. In Fall 2023, the unit began updating learning outcomes in all course profiles, a comprehensive project that will be completed by the end of the 2023-2024 academic year. Also in the fall of 2023, a table with the 10 PLOs was added to the unit’s syllabus template. Faculty indicated which Program Learning Outcomes (PLOs) are being taught in the course and at what level. This information was used to update the unit’s curriculum matrix so that by Spring of 2024, the unit’s syllabus template required faculty to tie course-level assessments to specific PLOs. This information is included in the curriculum matrix.

Assessment Tools and Measures

We consider direct and indirect measures to assess the Hubbard School program learning outcomes.

Direct measures examine student work to determine if it demonstrates the competencies required to achieve our program goals. Direct measures used in the Hubbard School’s program include:

Measure: Assignment assessment by professionals in journalism and strategic communication.

PLOs Assessed: 1-10, variable according to semester and course (see tables below)

The process: 4xxx- and 5xxx-level professional skills courses in the journalism and strategic communication major are in a scheduled rotation for assessment review. (See Schedule of Course Assessments below) These levels of courses were chosen to reflect student competencies in their advanced coursework. Instructors, in consultation with the assessment committee, select an assignment that aligns with several PLOs for review. A rubric is created to reflect that discussion and is given to professionals to guide their review of student assignments. The definition of “meets expectations'' (or otherwise) is included in the rubric. Through spring of 2023, evaluators had the option of also selecting “exceeds expectations,” “meets minimal expectations,” and “does not meet expectations.” “Does not meet expectations” was rarely chosen. As of fall 2023, the assessment committee removed “meets minimal expectations” as an option to provide clearer evaluation results. 

Benchmark: 80% of ratings are “meets expectations” and/or “exceeds expectations”

Timeline: Biannual

Schedule of Course Assessments: Journalism Major

Schedule of Course Assessments: Strategic Communication Major

Measure: Direct review of coursework from faculty. 

PLOs Assessed: 1-10, variable according to semester and course

Process: Each year, three context courses were chosen for review by the assessment committee. The instructor of the course chose one program learning outcome to assess students’ overall performance. 

Beginning in the spring of 2023, faculty for all context courses and all 4xxx-level professional skills courses choose one assignment in a course that assesses a program learning outcome taught in the course and report on the class’s performance using a standard form. The department assessment committee will analyze the data, report on the findings to the faculty. Findings from the reports will be used to improve future student learning, instruction, co-curricular activities, and curricula.

Timeline: Two times a year

Measure: Aggregate internship and practicum course data.

PLOs Assessed: 1-10, variable according to semester and internships

Process:  Feedback from professionals who supervise practicum courses held in external newsrooms and school-sponsored student internships. Evaluators from these practicum courses and internships are drawn from notable Twin Cities publications, including the St. Paul Pioneer Press, the Minneapolis Star Tribune, MinnPost, the Minnesota Reformer, Sahan Journal, KARE-11, WCCO, KSTP, and Minnesota Public Radio. In cases where students are placed with editors for extended periods, either during a semester or during a 10-week internship sponsored by the school, students are evaluated by criteria that align with PLOs. 

Timeline: Three times a year

Measure: Capstone senior assessment

PLOs Assessed: 1, 2, 3, 6, 7, 8

Process: Strategic Communication and journalism majors take a standardized assessment of the selected PLOs. Students take the assessment in the required JOUR 4999 Capstone course. The current instrument consists of 24 questions, four questions per PLO. Through AY 21/22, journalism and strategic communication majors took different tests. These tests were different in the number of questions, the number of questions of PLOs, and the question content in some cases. As of spring 2023, both majors take the same assessment. The assessment measures understanding of the six PLOs. The questions reflect an understanding of concepts taught in the lower-level core courses, JOUR 1001 Media in a Changing World, JOUR 3004 Information for Mass Communication, JOUR 3201 Principles of Strategic Communication, and JOUR 3776 Media Law (only required for journalism majors).

Benchmark: 80% of students correctly answer questions representing each PLO

Timeline: Two times a year

Indirect measures capture perceptions of students’ learning experiences. Such measures include:

Measure: University of Minnesota’s Student Experience in the Research University (SERU) survey reporting on student perceptions of academic experience 

PLOs assessed: 3, 7, 10

Process: The SERU survey is a comprehensive survey administered to all degree-seeking undergraduates at the University of Minnesota, Twin Cities. These survey data are used to provide the University of Minnesota-Twin Cities staff, faculty, and administrators with unique insights into students’ experiences. Responses relating to students’ experiences in Hubbard majors are shared with faculty each year the survey is administered (every other year, at minimum), and the findings are discussed. 

Timeline: Every two years

Measure: The University of Minnesota Institutional Data and Research Office’s Post-Graduation Survey reporting on career outcomes 

PLOs assessed: 10

Process: Reports career outcomes, employment information, and continuing education plans of recent graduates within the entire University of Minnesota system. Data is obtained through student surveys, National Student Clearinghouse, HEPdata (career Append and social media match process), and other methods. Data collection begins via student survey during a student’s final year and up to 9 months post-graduation, with other data sources mined for information following the survey. The data is reported annually, with updates available approximately one year after graduation. Data can be broken down by major and many student demographics, resulting in useful information regarding successes and potential improvements within the program goals of preparing students for journalism and strategic communication professions.   

Timeline: Once a year, beginning in reporting year 2021

Measure: Senior’s self-reflection on skills and competencies 

PLOs assessed: 1-10, variable according to semester 

Process: A reflective essay that all students write as part of their required capstone. Among other questions, students are asked to reflect on the skills and competencies they have gained and areas or skills they wish they could have developed during their time in the Hubbard School. Essay responses are qualitatively coded to align with program learning outcomes.

Timeline: Two times a year, beginning reporting year 2021

Measure: Student surveys of internship experiences 

PLOs assessed: 10

Process: A process to develop and send a survey in the spring of even years was established. The survey is sent to current HSJMC undergraduate majors. The intent is to understand Hubbard students’ current experiences with internships and preferences/desires for future internships to build meaningful connections with organizations and employers that align with industry and students’ needs and interests. An internship may be formally labeled “internship” or it may be a job with duties related to your career interest (for example, a work-study position in communications with a university department). The survey examines the number of internships, timing within a student’s academic progression of participating in internships, modality, hours per week, length of internship, pay, functional area, and full-time offer status. The survey also seeks (from both students who have and have not had internships) information on tools used to find internships, as well as potential gaps. 

Timeline: Every two years, beginning in the reporting year 2022

Measure: A self-assessment of students’ level of competency 

PLOs assessed: 1 - 10

Process: As part of the students’ required JOUR 4999 Capstone course, students take a survey ranking their level of competency with each PLO. Students are asked: “Please rate on a scale of 1 to 3 your competency with:” Rating is based on a 3-point scale, with 1 being “low” and 3 being “high.”

Timeline: Two times a year, beginning in the reporting year 2021

Measure: In-depth interviews with current students and recent graduates 

PLOs assessed: 10

Process: Student services carry out 20 one-on-one interviews with current students to learn about their experiences in the program. A summary of the findings from these interviews is shared with faculty.

Timeline: Every two years, beginning in the reporting year 2022

Measure: Climate survey initiated by the Hubbard School 

PLOs assessed: 3

Process: A “community pulse” survey is administered by an outside reviewer to unearth and elevate actionable ideas for building programming at the Hubbard School that engages all students and creates a sense of belonging. The goals are to identify areas for cultural and environmental shifts within the Hubbard School and connect Hubbard School leaders to these insights, and generate real commitments to accountability. The survey results are shared with the faculty and the DEI committee.

Timeline: Every three years, beginning in the reporting year 2021

Closing the Loop

The Hubbard School has a longstanding commitment to communicating assessment results to the faculty so that the results can have a meaningful impact on both its professional journalism and strategic communication curriculum. Starting in 2012, the results of yearly outcome assessments of rotating skills courses were discussed yearly with instructors of those courses to address areas of concern. Beginning in 2022, the school began a curriculum-wide "closing the loop" process. The first step of this new process is an annual meeting with the full faculty at the beginning of the fall term. At this meeting, faculty are provided with assessment results, both direct and indirect. See Appendix 3.3 for the assessment results presented to faculty during the closing-the-loop meeting in August 2024. Using the 80% meets expectations benchmark with the direct assessments, faculty are provided guidance towards which program learning outcomes are areas of success, areas to watch, and areas of concern. Focusing on the program learning outcomes, which are identified as areas of concern or areas to watch, faculty first work in small groups to brainstorm possible course- and curriculum-level changes at all levels to better support students' program learning outcomes. A primary goal of this meeting is for the full faculty to agree upon actionable curriculum recommendations for the Undergraduate Curriculum Committee to prioritize in the upcoming academic year. As we build this process, we also conduct surveys to track faculty progress on modifications through the following academic year and reassess the senior-level courses against a benchmark goal improvement. The goal is to continually review such changes, closing the loop on all assessments. 

See the timeline visual below.