1. Masters of All Trades, of One, or of None? Lessons Learned from a Medium- sized Convergence-Focused Curriculum Jonathan Lillie & Ann Auman The University of Hawaii at Manoa

2. Journalism at UHM Down to 3.5 faculty from 8 in mid-1990s Hasty, pressured move to “convergence” curriculum with little forethought Idea was to achieve a more selective, intensive, slimed-down, team-taught major

3. New Convergence Curriculum New majors enter as juniors, entry exam, 3.0 GPA Four cohort six credit core courses (two sections of each for a total of 40 max. new majors each year, 80 max. majors total): (1) fundamentals, (2) tools, (3) advanced reporting/production, (4) current issues Also required: Media Law, Ethics, and one elective or internship

4. Convergence Curriculum Typology (by George D.) Converged (no required medium specific courses) Mixed Non-Converged

5. 1) Traditional: All teachers collaborate and share in teaching with one teacher as team leader. 2) One teacher assumes responsibility for instruction while the other circulates in the room and monitors the students. 3) Collaborative teaching: The instructors discuss the material in class and work together to design the course. 4) Complimentary or supportive team teaching: One instructor is in charge while the other provides follow-up material. 5) Parallel instruction: The class is divided into two groups and each teacher is responsible for teaching the same material to the small group.

6. Real Time Assessment & Adjustment Comparing the new/existing model with what the faculty in the trenches want and what we think we can achieve: (Q1) What type of convergence-attuned model (a) best fits the scale of our small program and (b) offers our students adequate mastery in one or more platforms?

7. Assessment Methods Review of convergence lit. and programs Student evals (pre/post test, mid-semester oral evals/focus group, mid and end semester written evals Instructor evals/observations

8. Fundamentals Course (take #1) Students learn basics of reporting then write each story for newspaper, online and broadcast. Three faculty team teach, with one as leader All three lecture, coach, grade, advise, go on field trips, etc. For many classes all three of us are in the classroom at the same time.

9. Main Conclusion It is difficult for new journalism students to work with multiple media platforms and multiple instructors all at the same time.

10. Student Response “We aren’t given enough time to master a particular realm be it print, broadcast or online.” “Class is too broad to learn in one specific area.” “Sometimes there are four tasks due on the same day!”

11. Faculty Concerns (team teaching) In-class time requirements are too high. Coordination for grading, schedules, teaching styles, etc, is very difficult. Students are confused and dropping out of program due to heavy demands. On the positive side, we work together better as a team, both inside and outside the classroom. We know the students better now, and they know us and trust us more.

12. Faculty Concerns (convergence) We might be creating Jacks and Jills of all trades, but masters of none. Students want to specialize Faculty members are being pressured to be experts in all media. Admins want us to be trade school instructors AND PhDs doing research.

13. Adjustment (take #2) We adjusted the design of the “tools” course based on feedback from “fundamentals.” Utilized totally modulated approach One instructor per module Student feedback: (1) less confusing, but (2) not enough time in each module, especially the broadcasting/video production module.

14. Adjustment (take #3) For second year of curriculum we have decided to forge a middle road: (1) find a middle road between team teaching and modules, and (2) allow students to specialize within core courses. We are making adjustments along these lines for the three practice-focused core courses: fundamentals, tools, and advanced.

15. Modulate by strengths of instructors Integrate convergence projects Students still cover basics in all media, specialization in print OR broadcast AND how to go online from either P or B Require print and broadcast students to collaborate within online remediation, focusing on appropriate applications of online multimedia

16. Recommendations for Planning Team Taught Convergence Curricula

17. Identify the curriculum’s goals before you redesign it. What are the desired student outcomes? Do you need a whole convergence curriculum or do you want to simply expose them to convergence through one course or a sequence? Focus on the basics: good reporting, writing and storytelling as well as journalism values. Which courses will benefit most from being team- taught? Are your faculty members willing to work together? Are your faculty members willing to step out of their comfort zone and learn to work in other media?

18. What strengths and weaknesses do faculty members bring to the team? What roles will they play on the team? Do you have a supportive environment? Do your department chairperson and dean support your efforts and give you adequate release time to develop a new curriculum and possibly new team-taught arrangements? Does your university support innovation, particularly in new learning structures, or are you hampered by traditional course structuring and teaching arrangements?