1. Proposed Dissertation Title
1.1. Building a Multimedia Journalism Curriculum for the 21st Century
2. Purpose of Study
3. Why is the topic so important to me?
4. Statement of problem to be investigated
5. Research Questions
6. Research design?
7. Qualitative? Quantitative? Grounded Theory? Mixed study?
8. Sample size and method of research
9. Dependent Variable(s)
10. Independent Variable(s)
11. Committee
11.1. Yolanda Gayol-Chair
11.2. Rena Palloff-Research?
11.3. Sheila Gregory-Research?
11.4. Katy Culver-Outside Reader
11.5. Janis Overlock-Student Reader
12. How is each variable defined?
13. How will each variable be measured?
14. Three recent citations for each dependent and independent variable
15. How will my study differ from that previous work?
16. Business Proposal
16.1. Problems
16.1.1. J-School curricula divided into specialties and subspecialties
16.1.1.1. Print
16.1.1.1.1. Magazine
16.1.1.1.2. Newspaper
16.1.1.2. Broadcast
16.1.1.2.1. Radio
16.1.1.2.2. TV
16.1.1.3. Photojournalism
16.1.1.3.1. Print
16.1.1.3.2. Broadcast
16.1.1.4. Public Relations
16.1.1.4.1. Often includes marketing, event planning and business
16.1.1.4.2. Ignores media convergence
16.1.2. Faculty are experts in specific areas
16.1.2.1. They know journalism academically and professionally
16.1.2.2. Faculty are digital immigrants
16.1.2.2.1. Media convergence has been quick
16.1.2.2.2. By the time they earned the academic credentials to teach, everything had changed
16.1.2.2.3. J-Schools can't keep up with professional development
16.1.3. Students are digital natives
16.1.3.1. Students who really want to learn journalism respect the degree, the traditions and the educators
16.1.3.2. Students already know the technology. They could teach the instructors! They don't know journalism.
16.1.4. Changing curricula takes too long!
16.1.4.1. Public colleges and universities answer to state boards of higher education
16.1.4.2. Adding classes or changing degree programs requires many layers of approval: faculty chairs, deans, VPs, presidents, state boards...etc.
16.1.4.3. Skills that journalism students and faculty need to learn change constantly
16.1.4.4. At its core, journalism demands good writing, news judgment, research, interviewing and story telling skills. This will never change.
16.1.5. Traditional education and credentials are needed
16.1.5.1. Future journalists need a college education: critical thinking, research and other academic interests are important for their ability to recognize societal patterns and determine what is news.
16.1.5.2. Traditional j-school classes are essential: newswriting, reporting, law, ethics
16.1.5.3. Industry still respects degrees, but demands other skills
16.2. Concept
16.2.1. J-School Online
16.2.1.1. Tutorials on software and equipment specific to journalism
16.2.1.2. Lectures and presentations via pocast or video podcast
16.2.1.3. Digital journalism textbooks
16.2.1.4. Multimedia learning materials that fill in curriculum gaps and change with the news industry.
16.2.1.5. Access to a network of journalism students, educators and professionals
16.2.1.6. Space to post résumés and portfolios where employers can see them
16.2.1.7. Virtual events, including speakers and community discussions, conferences, etc.
16.2.2. J-School Newswire
16.2.2.1. Wire service meets student newspaper
16.2.2.2. The site will be an online, student-driven, news service where the best college journalism stories are displayed and available for subscribers to use.
16.2.3. J-School Faculty Network
16.2.3.1. Faculty from member colleges and universities can contribute to and take from the online repository of lessons, quizzes, tutorials, lectures and other resources
16.2.3.2. The network presents an opportunity for educators to showcase their professional work.
16.2.3.3. Professionals and member news organizations would have access to this network and the student network
16.2.3.4. The network of professionals and academics would produce an online academic journal to further journalism education.
16.2.3.5. J-School Online would utilize this network for a speaker's bureau.
16.2.4. J-School Library & Store
16.2.4.1. The online library could include digital textbooks or other interactive teaching materials
16.2.4.2. A user-created J-School Wiki will be a quick resource for educators, professionals and students
16.2.4.3. The store would provide educational discounts on a variety of materials -- software, computers, cameras and other equipment.
16.2.4.3.1. Backpack Journalist Package
16.2.4.3.2. Individual packages to meet specific J-School requirements
16.2.4.3.3. Digital textbooks for use in courses
16.3. Solutions
16.3.1. For Faculty
16.3.1.1. Network of journalism educators and professionals
16.3.1.2. Repository of best teaching practices, lessons, examples
16.3.1.2.1. Faculty could use items in the repository as part of their regular curriculum or assign students to access certain lessons.
16.3.1.2.2. The repository would be timely -- in line with what students will need to find a job after graduation.
16.3.1.2.3. While the repository wouldn't replace professional development opportunities (i.e., Poynter seminars), it would provide quick how-to lessons to keep faculty current and connected to industry needs.
16.3.1.3. Resources that help faculty do their jobs better
16.3.1.3.1. Instructors can learn what they are missing quickly.
16.3.1.3.2. Many resources would be user-created content and an opportunity to share and borrow best practices.
16.3.1.4. Professional opportunities
16.3.1.4.1. Speaking, lecturing
16.3.1.4.2. Research, collaboration
16.3.2. For Students
16.3.2.1. Networking opportunity with other students, faculty and professionals
16.3.2.2. Access to learning materials that their J-schools don't have
16.3.2.2.1. If their school is still mired in the old curriculum, students could find tutorials on things they will need to know.
16.3.2.2.2. Telling multimedia stories
16.3.2.2.3. Learn the specialties you aren't taking
16.3.2.2.4. Search Engine Optimization (SEO) and other "geek speak"
16.3.2.2.5. Access to faculty and professional network means cool virtual events with speakers their school couldn't or wouldn't otherwise afford.
16.3.2.3. A place to display their work, post their résumés and portfolios
16.3.2.3.1. Potential revenue could come from job listings, but there are already sites that provide this service.
16.3.2.3.2. Students would have a permanent link where potential employers could go to see the best of their work. This would be strictly a professional page and not a social networking tool like MySpace or Facebook.
16.3.2.4. Opportunities to "publish" and lead via J-School News.
16.3.3. For J-Schools
16.3.3.1. A repository of classes, tutorials, resources and best practices to fill the gaps in journalism curriculum
16.3.3.2. A network of journalism educators and professionals contributing to student learning and employment opportunities
16.3.3.3. A Web presence that highlights student work, faculty, schools, etc.
16.3.3.4. Membership would enhance recruitment because J-School Online provides what your program lacks.
16.3.3.4.1. Students choose colleges or universities based on several factors:
16.3.3.4.2. J-School Online:
16.3.4. For Industry
16.3.4.1. Professional input is vital!
16.3.4.1.1. Industry leaders would partner in curriculum development
16.3.4.1.2. Professionals would have teaching and lecturing opportunities
16.3.4.1.3. Member organizations could contribute content to repository
16.3.4.2. Industry benefits from better-trained journalists who are ready to work and already have a strong portfolio.
16.3.4.2.1. Employers can access student portfolios easily, in one place, when hiring interns or paid employees.
16.3.4.2.2. While job postings are better handled on other sites, internship opportunities are an obvious draw for students on this site
16.3.4.3. J-School Newswire
16.3.4.3.1. New and interesting content from students
16.3.4.3.2. Great opportunity for employers to see the best of college journalism in one place.
16.4. Services
16.4.1. J-School Online
16.4.1.1. Members can access repository
16.4.1.2. Connect with networks
16.4.1.3. Offer services to students
16.4.2. J-School Newswire
16.4.2.1. Students from member schools participate for free
16.4.2.1.1. Contribute news
16.4.2.1.2. Eligible to serve in paid leadership and staff positions
16.4.2.1.3. Serve on editorial board
16.4.2.2. Students from non-member schools can participate via individual paid memberships
16.4.2.3. News organizations pay for service
16.4.2.3.1. Students are paid for contributing stories that are picked up
16.4.2.3.2. Stories that aren't picked up are still part of J-School Newswire and can be used in student portfolios because they are technically "published"
16.4.2.4. PR organizations also could subscribe and PR students could create separate content if there is interest
16.4.3. J-School Faculty Network
16.4.3.1. Faculty from member schools participate for free
16.4.3.2. Faculty from non-member schools can participate via individual paid memberships
16.4.3.3. Professionals from member news organizations can participate for free or via individual paid memberships
16.4.3.4. J-School Press Club
16.4.3.4.1. Professional development opportunities
16.4.3.4.2. Networking opportunities for media professionals and educators
16.4.4. J-School Library & Store
16.4.4.1. All members could access library materials.
16.4.4.2. With the right funding and collaboration, J-School could leverage volume discounts on materials students need.
16.4.4.2.1. Member schools could use this service to direct students to everything they need in one place for one price.
16.4.4.2.2. Content in the repository could be used to create digital journalism textbooks at a lower cost to students
16.4.4.2.3. The store also could include textbooks that faculty request as part of the Backpack Journalism Packages.
16.4.4.3. All members could contribute to J-School Wiki
16.5. Needs, Funding & Revenue
16.5.1. Startup Funding Needs
16.5.1.1. Needs: Technology development
16.5.1.1.1. Newsroom Content Management System for J-School Newswire
16.5.1.1.2. Learning Management System for J-School Online
16.5.1.1.3. Social media tools for networking
16.5.1.1.4. Wikis and library databases
16.5.1.1.5. Individual Web pages for students and faculty
16.5.1.2. Needs: Technology resources, staffing and tools
16.5.1.2.1. Computers
16.5.1.2.2. Web hosting, domains, servers, etc.
16.5.1.2.3. Instructional designers, Webmasters, news "geeks," etc.
16.5.1.3. Needs: Partners who have already invented the wheel
16.5.1.3.1. Poynter Institute is ideal and obvious partner
16.5.1.3.2. USDLA or other educational organizations
16.5.2. Revenue Potential
16.5.2.1. Memberships
16.5.2.1.1. University and college J-schools
16.5.2.1.2. Community colleges
16.5.2.1.3. News Organizations
16.5.2.1.4. Journalism organizations
16.5.2.1.5. PR agencies and organizations
16.5.2.1.6. Individuals
16.5.2.2. J-School Newswire
16.5.2.2.1. Reader subscriptions
16.5.2.2.2. News organization subscriptions
16.5.2.2.3. Advertisers
16.5.2.3. J-School Library
16.5.2.3.1. Academic journals
16.5.2.3.2. Other publishing opportunities
16.5.2.3.3. Library subscriptions
16.5.2.4. J-School Store
16.5.2.4.1. Goal is to make tools affordable for students
16.5.2.4.2. Service would need to pay for itself
16.5.2.4.3. Partner companies like Apple, Adobe, Canon, etc., would benefit from this very targeted audience.
16.6. Sustainability
16.6.1. J-School must keep up with industry changes and technology.
16.6.2. J-School must provide great learning and teaching tools that stay relevant.
16.6.3. J-School must be a resource that links academic and professional journalism using the social media tools that the next generation of professional journalists already use.
16.6.4. J-School must be more flexible than academia.
16.6.5. J-School must follow Poynter's lead in staying ahead of the industry changes.