J408: Super-J in NYC

School of Journalism and Communication, University of Oregon

Spring 2020

Instructor: Damian Radcliffe, Carolyn S. Chambers Professor in Journalism, Professor of Practice

Office hours: 3-4pm Tuesday, 12pm-1pm on Thursday. Other times by appointment.
Email: damianr@uoregon.edu
Telephone: 541-346-7643 (voicemail). SMS/Text 541-972-5531 from 9am-9pm.
You can also email or DM me on Twitter @damianradcliffe
Class Hours: Remote learning - but with some live class work. Stay up to date via Canvas.
Core Hours: 6pm – 7.50pm on Tuesday.

IMPORTANT NOTE
• Keep the original class time of 6pm – 7.50pm on Tuesday free.

• Not all of this time will be used for formal instruction. Be sure to keep an eye on Canvas for details
week by week, of when we will be having “live” class time.

• You may find it advantageous to use time originally set aside for this class to do the work for it.
• Having a regular schedule and work routine is one way to keep on track when remote working.

Course Description

Background
New York is arguably the media capital of the world. It is home to heavyweight legacy media
organizations such as The New York Times and The Wall Street Journal, digital players like BuzzFeed
and The Huffington Post, nonprofit organizations such as ProPublica and more.

Traditionally, the first part of this course will prepare students for an experiential learning opportunity:
a week-long visit to New York where we will learn about the current and future state of journalism
from a range of experts, researchers and practitioners. The second part is the experience itself.
I’ve not given up hope on the trip element, but I know that’s increasingly unlikely day-by-day.

Although this may not happen now in 2020, the course objectives remain the same – to help you
understand the New York Media scene, the breadth of opportunities within it and to help get you
ready – in terms of your skills, knowledge and portfolio – for entering that market (if you want to).

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With that in mind, broadly speaking, what I am thinking of doing for NYC is pretty similar to normal.
This remains a “professionalism” class with a focus on diving into big issues, portfolios, guest speakers
based in NYC (that’s new), networking (doing more of this) and more in-depth reflections/reading.

COVID-19 and Teaching Online

A reminder of the note sent to you (by Canvas email) on 19th March 2020, which gives important
context about what you will learn this term and how you will learn it.
--
Dear All,

I appreciate that the coronavirus has thrown a curveball into plans for this class - and life in general -
next term.

I know you are all going through a lot, with the news today that all teaching next term will be online
only, that graduation will look very different from what you had expected, and that we do not know
how long this situation will continue for. I know it's deeply unsettling, and confusing, time.

Against that backdrop, I wanted to share with you some thoughts on how I envisage this class working
and how + why, it will still be very valuable to you.

First off, obviously we do not know if the physical trip to NYC will happen. It's still 12 weeks away.
Given how quickly things are moving, it's impossible to predict. However, even if it doesn't, I'm
planning to work with you to deliver a class which will hit many of the same objectives, with a key
focus on professionalism and insider knowledge which will help you stand out from the crowd when
you're applying for jobs and internships, and inform what you want to do next (work, further study,
your senior year etc.).

Here's how:

1. Talking to UO Alums working in NYC - I will set this up, so you can still talk to them about being a
Duck in the Big Apple, hear about their jobs, what it's like to live there, how to find a job etc.

2. Informational interviews at other NYC orgs - I will work with you to set these up too - targeting the
organizations and types of roles you are each interested in, and sharing the learning from these
conversations with the group.

3. Portfolios - I will continue to provide extensive support in helping you develop your portfolios, and
there will be an opportunity to learn from each other too.

4. Networking - we'll dive into that. A subject which comes up time and again with guest speakers, but
seldom gets taught. I'll show you how to do that online (e.g. through social media) and through other
routes.

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5. Industry knowledge - a key part of the class is getting you all up to speed with the latest trends, so
you understand what this means for your careers and so you can ask smart questions in interviews.

I know of cases where asking a killer question about a trend (and its impact on a company) has made
the difference between someone getting a job (even if they were less experienced) and not. We will do
this through masterclasses on big topics (revenue models, trust, changing consumption habits,
emerging formats etc.) and through weekly reading.

6. Case Studies - researching companies, verticals (e.g. Food) so you know + can talk about this and
become a mini-expert.

7. The power of this group - we'll work closely together, sharing knowledge, feedback and ideas, in the
same way as this class always works. We're a small group and that helps to forge trust, friendships and
networks which will serve you in good stead way after term has finished.

To do this, I'll deploy a mixture of methods:

* Sometimes, we'll run class synchronously—everyone online together during the scheduled class time

* On other occasions, it will be asynchronously-- meaning you can work through the class content on
their own schedule.

* I also propose to do some mini-classes, where I might run the same class twice, back to back, but for
an hour each time.

* I'll do 1-1s with you on portfolios. I'll still hold (virtual) Office Hours. And I'll work with you as a coach
and mentor as you seek to plan the next step in your careers.

My plan is to work up the syllabus early next week. But, ahead of that, I thought you might appreciate
some initial ideas on what I propose to cover, and how it will be covered.

Ideas, feedback and suggestions are always welcome. Don't hesitate to reach out if there's anything I
can help with, or you want to know.

All the best,

Damian

Approach and Course Philosophy

Over 10 weeks you will undertake a wide range of individual and group tasks, designed to give you a strong
foundation in the industry knowledge that journalists need in 2020 (and beyond).

The course purposefully explores a wide range of topics and skill areas, giving you a taster for different types
of strategic issues, journalistic outlets and different work cultures and environments.

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Learning Outcomes

1. Identify and understand key issues affecting the contemporary journalism industry, including
outdated and emerging economic models, widespread distrust, and technological disruption
and innovation.

2. Understand professional ethical principles and application in pursuit of truth, accuracy, fairness
and diversity.

3. Understand the history and role of professionals and institutions in shaping communications
and journalism.

4. Apply that research to meetings – and conversations - with a wide variety of media
organizations based in New York.

5. Synthesize knowledge through informed, in-depth, face-to-face conversations with industry

leaders.

6. Evaluate and express your potential career path – including skills, attitudes and knowledge that
you may need to develop – through a strong, up-to-date, professional online portfolio.

Learning Methods

• Deep research and analysis on industry news and trends.

• Research into relevant organizations and people.
• Engagement with leading journalists, media and news organizations.
• Professionalism and online-in-person presence.

Estimated student workload

Note: Even though teaching for Spring 2020 is online, this does not impact on your expected term-
time commitment to this class.

Tasks will include: quizzes, reading, identification of case studies, preparation of presentation materials
and papers, fieldwork (interviewing, creation of content) and portfolio development.

Some assignments, and work for this class, will run concurrently. You will need to manage your
time accordingly, to balance competing workloads from this class and others. Time management –
which includes juggling competing priorities – is an ability you will always need.

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Undergraduate Courses
Under the UO quarter system, each undergraduate credit reflects c.30 hours of student engagement.
Therefore, this 2-credit course is akin to approximately 60 hours total of student time.

• In a typical week, out-of-class work may include:

o Research into a media organization/journalist(s)
o Portfolio development
o Wider industry reading, viewing and listening, tweets and reflections

Assignments

Industry analysis, tweets and reflections (30%) Due: Every Monday at 11:59 p.m.

o You will follow key developments in the media and journalism industry, this is to ensure
that you are as informed as possible for discussions with guests speakers, informational
interviews, and when applying for jobs.

Recommended sites include: Nieman Lab, What’s New In Publishing, Poynter, CJR, daily
newsletters from the Pew Journalism Center and the American Press Institute.

o You are required to read for a minimum of 30 minutes each week; ideally more. At a
minimum you should read 3-5 articles from your chosen publication (articles typically
range from 800-1,500 words) each week, as well as any relevant deep-dive reports.

o Alongside this, I will also allocate you listening / viewing, and online modules /
assignments related to industry trends and issues.

This will include a mixture of podcasts, TED style talks from media professionals, as well
as high level online learning modules on topics – such as product – which typically don’t
get taught at the SOJC but which are important for you to understand and be aware of.

o You’ll write a biweekly analysis of those developments in the style on the pieces you’re
reading. Undergraduate students will write 400-700 words (no more than 800 words),
and graduate students will write 500-700 words.

o On the off weeks, you will find 2-3 articles on industry developments that resonates
with you and you will tweet them out, alongside an insightful comment (i.e. why are you
sharing this). You tweet will also include a takeaway from our guest that week (if
applicable) and our other discussions. Use the #J408 hashtag.

o We will discuss your readings in class each week; either in person or via the discussions
tab in Canvas. I will randomly grade two analyses and three tweets throughout the term.

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• Case studies: Media organization research and presentations (20%)

o You will research 1-2 NYC based media organizations to gain a deep, nuanced
understanding of what they do, how they do it, how they’re funded and what industry
trends are relevant to them.

o Alternatively, you may study a specific content vertical e.g. food, children’s media etc.
Everyone will give an in-class presentation (via Zoom) on this research. It should include:

▪ An outlet’s primary work

▪ Its audience
▪ Challenges it may be facing – and the responses to it
▪ Great content/work that it has done (and why it’s so good)
▪ Why this organization/issue is worth noting.

• Informational Interview (5%)

o You will reach out to, and interview, at least one person at an organization you want to
know more about.

o You will write up the key takeaways from this conversation, and share the conclusions
with the class.

• Portfolio development (25%)

o You will develop your online presence across social networks and on your own portfolio
website. You will submit your portfolio for feedback and make relevant revisions.

o For this class, you’ll be using Twitter, LinkedIn and your personal portfolio site. At a
minimum.

o Photographers, for example, may also need to include Instagram and/or VSCO, audio
people will also want a SoundCloud presence, video and broadcast people will want
their own YouTube channel etc.

• Engagement, Participation and Discussion (20%)

o You will be expected to deeply engage with the course material and participate heavily
in class discussions.

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Grade / Assignment Breakdown

Assignment Percentage Points

1. Industry tweets and reflections (10 in total) 30% 300
2. Informational Interview + write-up 5% 50
3. Case Studies: Organization research and presentations 20% 200
4. Portfolio 25% 250
5. Engagement and Participation 20% 200
TOTAL 100% 1,000

This course is graded [Pass/No Pass] for all students. However, individual assignments – portfolio,
participation, research briefing documents etc. will all be graded.
You need to secure a C or above to pass. All grades will be posted to Canvas.

Course policies

Attendance
This term is different in so many ways. We will look to host Zoom calls throughout the term where
everyone will join us (if they can), but in many cases you will take this class at your own speed.

Any live sessions will also be recorded, so that everyone has the chance to catch what was said and to
contribute, even if it’s via a subsequent discussion page, rather than a live Zoom call.

Please see the note on Engagement above (and reposted here) which stresses the most important
ways in which we expect you to engage with us, each other and the learning materials we provide.

This is key, especially in an online only environment. You will be expected to be actively engaged, on
Canvas, throughout the term. Engagement activities will include:

• Commenting and reflecting on lectures

• Providing feedback on each other’s analysis and work (e.g. portfolios)
• Asking questions, and reflecting on answers from guest speakers
• Offering thoughts on the industry reading, viewing and watching assigned during the term
• End of the week takeaways

If you look at the course schedule towards the end of this document, you will see indications of the
types of activities that fall into this category (mostly marked as Canvas Discussion).

Most deadlines will be the night before our class (i.e. 11.59 pm on Monday).

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Discussions will lock out at these times, thereafter you will be unable to contribute + secure the
engagement points associated with those tasks, so keep an eye on those dates/times and be sure to
participate.

General Guidelines for Remote Class Participation

1. Participate and Contribute: Students are expected to participate by sharing ideas and
contributing to the collective learning environment. This entails preparing, following
instructions, and engaging respectfully and thoughtfully with others. More specific participation
guidelines and criteria for contributions will be provided for each specific activity.

2. Use Proper Netiquette: Please use good “net etiquette”: identify yourself with your real name,
write or speak in the first person, and use a subject line that clearly relates to your contribution.
Good netiquette also means using humor or sarcasm carefully, remembering that non-verbal
cues (such as facial expressions) are not always possible or clear in a remote context. In
addition, your language should be free of profanity, appropriate for an academic context, and
exhibit interest in and courtesy for others’ contributions. Certain breaches of netiquette can be
considered disruptive behavior.

3. Interact Professionally: Our learning environment provides an opportunity to practice being

professional and rigorous in our contributions. As much as possible, use correct spelling,
grammar, and style for academic and professional work. Use discussions and activities as
opportunities to practice the kind and quality of work expected for assignments. Moreover,
seize the chance to learn from others and develop your interpersonal skills, such as mindful
listening and awareness of one’s own tendencies (e.g. Do I contribute too much? Too little?).

4. Expect and Respect Diversity: All classes at the University of Oregon welcome and respect
diverse experiences, perspectives, and approaches. What is not welcome are behaviors or
contributions that undermine, demean, or marginalize others based on race, ethnicity, gender,
sex, age, sexual orientation, religion, ability, or socioeconomic status. We will value differences
and communicate disagreements with respect. We may establish more specific guidelines and
protocols to ensure inclusion and equity for all members of our learning community.

5. Help Everyone Learn: Our goal is to learn together by learning from one another. As we move
forward learning during this challenging time, it is important that we work together and build
on our strengths. Not everyone is savvy in remote learning, including your instructor, and this
means we need to be patient with each other, identify ways we can assist others, and be open-
minded to receiving help and advice from others. No one should hesitate to contact me to ask
for assistance or offer suggestions that might help us learn better.

Specific guidelines for best practices using Canvas Discussion:

1. Use subject lines that clearly communicate the content of your post.

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 2. Write clearly and concisely and be aware that humor or sarcasm often doesn’t always
translate in an online environment.

3. Be supportive and considerate when replying to others’ posts. This means avoiding use
of jargon or inappropriate language, and it means disagreeing with respect and
providing clear rationale or evidence to support your different view.

4. Keep focused on the topic and reference readings and other class materials to support
your points (as applicable).

5. Try to use correct spelling and grammar and proofread your submissions. After
submitting, use the edit feature to make corrections and resubmit (don’t create a new
or duplicate post that corrects your error).

6. Contribute and interact often!

Specific guidelines for best practices using Zoom:

1. Please test your video and audio prior to joining a live class session. You can learn more
about testing your audio and video by visiting the Zoom Help Center at
https://support.zoom.us/hc/en-us

2. Try to be on time when the meeting starts. It can be distracting to have participants join
late.

3. Be mindful that others can see you and your surroundings if your video is on. Try to find
a quiet setting without lots of noise or busy activities in the background. Please
minimize distractions like eating or multitasking and speak and use gestures like you
would in person.
4. Use a microphone or speak closely to your computer microphone so that others can
hear you. If you have video on, try to look at your camera, not the screen, when you are
contributing.

5. Mute your audio when you are not actively contributing. When contributing, avoid
making other noises such as typing or eating or having side conversations with others
that might be present with you.

6. Use chat to pose questions or offer insights “on the side” while others are contributing.

7. If you prefer to use a static image instead of video, you can keep your video off.

8. For help and troubleshooting with Zoom, visit the Zoom Help Center at
https://support.zoom.us/hc/en-us

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Accessibility
The University of Oregon is working to create inclusive learning environments. For more information or
assistance, you are also encouraged to contact the Accessible Education Center, 346-1155; website:
http://aec.uoregon.edu/

Basic needs
Any student who has difficulty affording groceries or accessing sufficient food to eat every day, or who
lacks a safe and stable place to live, and believes this may affect their performance in the course, is
urged to contact the Dean of Students Office (346-3216, 164 Oregon Hall) for support. Furthermore, if
you are comfortable doing so, please let me know about your situation so I can help point you in the
right direction for assistance.

Crisis Center
The University of Oregon Counseling Center provides students with confidential telephone crisis
intervention 24/7. The number is 541-346-3227.

Diversity and Inclusion

Diversity is supported and valued at the University of Oregon. We respect the dignity and essential
worth of all individuals; reject bigotry, discrimination, violence, and intimidation; practice personal and
academic integrity and expect it of others; and promote a diversity of ideas, opinions, and
backgrounds.

Open inquiry, freedom of expression, and respect for differences are fundamental to a comprehensive
and dynamic education. SOJC is committed to upholding these ideals by encouraging the exploration,
engagement, and expression of divergent perspectives and diverse identities.

Discrimination of any kind, disrespect for others, and inequity in educational opportunity are not
acceptable. Students, faculty, and staff are expected at all times to maintain the School of Journalism
and Communication’s high standards of ethical and compassionate conduct. Please see me if you need
help or have any questions.

Academic integrity
The University Student Conduct Code (available at conduct.uoregon.edu) defines academic
misconduct. Students are prohibited from committing or attempting to commit any act that
constitutes academic misconduct. By way of example, students should not give or receive (or attempt
to give or receive) unauthorized help on assignments or examinations without express permission from
the instructor.

Students should properly acknowledge and document all sources of information (e.g. quotations,
paraphrases, ideas) and use only the sources and resources authorized by the instructor. If there is any
question about whether an act constitutes academic misconduct, it is the students’ obligation to clarify
the question with the instructor before committing or attempting to commit the act.

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The U of O policy on academic dishonesty will be observed throughout this course. Plagiarizing and/or
cheating will result in an automatic failure of the course. To avoid this, you should read:
http://researchguides.uoregon.edu/citing-plagiarism

We will also talk about the importance of proper attribution of your sources and providing credit
where it is due. In the digital arena, this is more important than ever, as the lifting of quotes or the
creation of false content, nevermind plagiarism can all be easily identified. Careers can – and have
been – destroyed as a result of breaking these rules. Don’t be foolish and make the same mistakes!

Technology
Canvas and Zoom are the primary technology tools and platforms for this class.

Alongside this, you will also submit some assignments via Medium. This is a free platform which is used
by major journalists and publications like the New York Times, the Economist and others. It’s an
excellent platform to showcase your work and to get familiar with.

If you’re using a desktop for Zoom sessions, please put your phone away and avoid looking at it during
that time. I encourage you to take notes by hand, as retention – multiple studies have shown - is better
this way.

Writing Central
I encourage you take advantage of the opportunities provided by Writing Central:
http://journalism.uoregon.edu/sojc-writing-central/

Writing Central is offering virtual coaching!

Writing Central coaches are available starting Week 3 of spring term through virtual coaching sessions.
Our coaches are trained undergraduates who can help with everything from fleshing out story ideas to
crafting stronger sentences and improving your grammar/AP style. Coaches also help with resumes
and cover letters, personal statements and scholarship applications.

To make an appointment for a virtual coaching session, visit writingcentral.uoregon.edu.

Questions
If you want to know more about anything mentioned here, or anything which you think is missing, then
please do not hesitate to contact us.

Email: damianr@uoregon.edu

Telephone: Damian: 541-346-7643 (voicemail). SMS/Text 541-972-5531 from 9am-9pm.

You can also email or DM me on Twitter @damianradcliffe

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Instructor bio http://journalism.uoregon.edu/member/radcliffe-damian/

Damian Radcliffe is the Carolyn S. Chambers Professor in Journalism, a Professor of Practice, and an
affiliate of the Department for Middle East and North Africa Studies (MENA), at the University of
Oregon.

Alongside holding the Chambers Chair at the School of Journalism and Communication (SOJC), he is
also a Fellow of the Tow Center for Digital Journalism at Columbia University, an Honorary Research
Fellow at Cardiff University’s School of Journalism, Media and Culture Studies, and a fellow of the Royal
Society for the Encouragement of Arts, Manufactures and Commerce (RSA).

An experienced digital analyst, consultant, journalist, and researcher, Damian has worked in editorial,
research, policy, and teaching positions for the past two decades in the UK, Middle East, and USA.
This includes roles in all media sectors (commercial, public, government, regulatory, academic, and
nonprofit/civil society) and all platforms (print, digital, TV and radio).

Damian continues to be an active journalist, writing monthly columns for ZDNet (CBS Interactive)
and What's New in Publishing, and frequently appearing in journalism.co.uk. He writes about digital
trends, social media, technology, the business of media, and the evolution of journalism.

These themes are also at the heart of the Demystifying Media speaker series, which Damian curates.
He launched the series in January 2016, with the goal of bringing leading academics and industry
professionals to the SOJC. To date, more than 40 experts have participated in the program.

Outside of this series, Damian has chaired sessions, provided training, and spoken at events, around
the world including: USA (New York, Portland, Philadelphia, Colorado Springs, Albany; New York,
Chicago and Washington D.C.), UK (London, Edinburgh, Oxford, Cardiff, Belfast, Bristol), Europe (Paris,
Strasbourg, Vienna, Barcelona, Istanbul, Amsterdam, various cities in Germany) and the Middle East
(Doha and Dubai).

Before joining the University of Oregon in 2015, Damian previously worked full-time for The Local
Radio Company, BBC, Volunteering Matters, Ofcom (the UK communications regulator), and Qatar’s
Ministry of Information and Communications Technology (ictQATAR).

He has also written, spoken to, or provided consulting services, for a wide range of additional industry
and academic organizations, such as:

Abramis Academic Publishing, ASDA’A Burson-Marsteller, Association of Information and

Communication Media (AMIC, Spain), BBC Media Action, BBC Monitoring, BBC World Service, Carnegie
UK Trust, Cass Business School, Centre for Research on Communities and Culture (Canterbury
University), City University London, Cognizant, European Journalism Observatory (EJO), Eyewitness
Media Hub, FJUM (forum journalism and media, Vienna), German-American Institutes, The Guardian,
IBC Content Everywhere, IMedia Development Investment Fund, Middle East Broadcast Network
(MBN), NESTA, Northwestern University in Qatar, Online Journalism Blog, Qatar Today, Street Fight,

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TEDx Reset (Turkey), The Reuters Institute for the Study of Journalism at Oxford University, the United
Nations and Your Middle East.

Other outlets to feature Damian's work include: BBC College of Journalism and BBC Academy (36
bylines), The Conversation (6 bylines), Digital Content Next (6 bylines), Huffington Post (12 bylines),
IJNet (10 bylines) and - prior to their closure - MediaShift (14 bylines) and TheMediaBriefing (35
bylines).

Additional bylines can also be found in Columbia Journalism Review (CJR), Nieman
Lab, Poynter and elsewhere.

Find out more about him on his website.

In case you forget, or don’t know, what I look like…

I probably won’t be this well dressed on Zoom...

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Course Schedule and Assignments
This schedule is a draft and is subject to amendment. You will be made aware of any major changes if/when they
arise. Keep an eye on Canvas for the most up to date version of the syllabus and week-by-week modules.

Week Activities How

1 Tuesday
• Introduction: Overview of the course. Audio or Video

• Assignment of Industry Reading Canvas Discussion

• Guest Speaker 1: Connor Kwiecien Video + Discussion

• Presentation/Discussion: The Impact of Digital Disruption vas Discussion on Canvas

Homework (complete by Mon 11.59pm)

• Where do you get your news from? Discussion on Canvas

• Getting to know each other (interviews). Offline + Canvas Discussion

• How the News Industry is responding to COVID-19 (Group task) Google Doc/Discussion

• Read three articles from your chosen publication (c.2,400 – 4,500 Canvas assignment
words). Write a 400–700 word reflection on key learning from the
previous class and industry reading this week.

2 Tuesday
• Instructors reflection on Week 1 takeaways. Zoom call (all)

• Q&A + update and feedback from you. How did Week 1 go? Zoom call (all)

• Discussion around Industry Reading Canvas Discussion

• Guest Speaker 2: TBD Zoom or Video + Discussion

• Presentation/Discussion: Portfolios vas Discussion on Canvas

Homework (complete by Mon 11.59pm)

• Amy Webb Tech Trends 2020 Discussion on Canvas

• Where do you get your advice from (COVID-19 and generally) Canvas Discussion

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 • Building relationships (personal + professional) in a COVID-19 era Canvas Discussion

• Read three articles from your chosen publication (c.2,400 – 4,500 Twitter +
words). Send 5+ tweets (as a thread) showcasing your key learning Canvas assignment
from the class and industry reading this week.

3 Tuesday
• Instructors reflection on Week 2 takeaways. Zoom call (all)

• Q&A + update and feedback from you. How did Week 2 go? Zoom call (all)

• Discussion around Industry Reading Canvas Discussion

• Guest Speaker 3: TBD Zoom or Video + Discussion

• Presentation/Discussion: Key issues for Digital + Legacy News Orgs vas Discussion on Canvas

Homework (complete by Mon 11.59pm)

• The Public Newsroom – online module taught by City Bureau Discussion on Canvas

• Get portfolios ready for review for peer-review next week Work on own

• Read three articles from your chosen publication (c.2,400 – 4,500 Canvas assignment
words). Write 400-700 word reflection showcasing your key
learning from the class and industry reading this week.

4 Tuesday
• Instructors reflection on Week 3 takeaways. Zoom call (all)
• Q&A + update and feedback from you. How did Week 3 go?

• Discussion around Industry Reading Canvas Discussion

• Guest Speaker 4: TBD Zoom or Video + Discussion

• Peer Reviews of Portfolios. Discussion on Canvas or

va

Zoom Discussion (groups)

Homework (complete by Mon 11.59pm)
Discussion on Canvas
• Crowdsourcing and Community (Pt 1) – online module with Terry
Parris, Jr. engagement director at The City, an investigative
journalism startup in NYC. Previously ProPublica’s deputy editor,
engagement.

• Make changes/tweaks to portfolio Work on own

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 • Read three articles from your chosen publication (c.2,400 – 4,500
words). Send 5+ tweets (as a thread) showcasing your key learning Twitter + Canvas
from the class and industry reading this week. Assignment

5 Tuesday
• Instructors reflection on Week 4 takeaways. Zoom call (all)
• Q&A + update and feedback from you. How did Week 4 go?

• Discussion around Industry Reading Canvas Discussion

• Guest Speaker 5: TBD Zoom or Video + Discussion

• Networking discussion + Informational Interview Assignment Discussion on Canvas or

va

Zoom
• 1-1 Portfolio reviews throughout the week + week six

Homework (complete by Mon 11.59pm)

• Crowdsourcing and Community (Part Two) Discussion on Canvas

• Start Informational Interview Assignment (due end Week 6) Canvas assignment

• Make changes to your portfolio + submit for grading (due Week 7) Canvas assignment

• Read three articles from your chosen publication (c.2,400 – 4,500 Canvas assignment
words). Write 400-700 word reflection showcasing your key
learning from the class and industry reading this week.

6 Tuesday
• Instructors reflection on Week 5 takeaways. Zoom call (all)
• Q&A + update and feedback from you. How did Week 5 go?

• Discussion around Industry Reading Canvas Discussion

• Guest Speaker 6: TBD Zoom or Video + Discussion

• 1-1 Portfolio reviews throughout the week + week six Discussion on Canvas or
va

Zoom

Homework (complete by Mon 11.59pm)

• Why We Need Producing Thinking to Save Journalism – online Discussion on Canvas

module taught by Anita Zeilina, Director of Leadership and
Innovation at CUNY’s Newmark J-School, IN NYC.

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 • Informational Interview Assignment (due end Week 6) Canvas assignment

• Make changes to your portfolio + submit for grading (due Week 7) Canvas assignment

• Read three articles from your chosen publication (c.2,400 – 4,500 Canvas assignment +
words). Send 5+ tweets (as a thread) showcasing your key learning Twitter
from the class and industry reading this week.

7 Tuesday
• Instructors reflection on Week 6 takeaways. Zoom call (all)
• Q&A + update and feedback from you. How did Week 6 go?

• Discussion around Industry Reading Canvas Discussion

• Guest Speaker 6: TBD Zoom or Video + Discussion

• Presentation/Discussion: Rebuilding Trust Discussion on Canvas or

va

Zoom

Homework (complete by Mon 11.59pm)

• Trusting News online learning module Discussion on Canvas

• Submit portfolios Canvas assignment

• Read three articles from your chosen publication (c.2,400 – 4,500 Canvas assignment
words). Write 400-700 word reflection showcasing your key
learning from the class and industry reading this week.

8 Tuesday
• Instructors reflection on Week 7 takeaways. Zoom call (all)
• Q&A + update and feedback from you. How did Week 7 go?

• Discussion around Industry Reading Canvas Discussion

• Guest Speaker 7: TBD Zoom or Video + Discussion

Discussion on Canvas or
• Set up and allocate Case Studies for your research assignment
va

Zoom

Homework (complete by Mon 11.59pm)

• Work on your research assignment

• Watch 2-3 Google News Initiative videos (subjects TBD) by industry Discussion on Canvas
leaders on their business and/or emerging issues

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 • Read three articles from your chosen publication (c.2,400 – 4,500 Canvas assignment +
words). Send 5+ tweets (as a thread) showcasing your key learning Twitter
from the class and industry reading this week.

9 Tuesday
• Instructors reflection on Week 8 takeaways. Zoom call (all)
• Q&A + update and feedback from you. How did Week 8 go?

• Discussion around Industry Reading Canvas Discussion

• Guest Speaker 9: TBD Zoom or Video + Discussion

Discussion on Canvas or
• Your research presentations 1-6
va

Zoom

Homework (complete by Mon 11.59pm)

• Watch 2-3 Google News Initiative videos (subjects TBD) by industry Discussion on Canvas
leaders on their business and/or emerging issues

• Read three articles from your chosen publication (c.2,400 – 4,500 Canvas assignment
words). Write 400-700 word reflection showcasing your key
learning from the class and industry reading this week.

10 Tuesday
• Your research presentations 7-12 Discussion on Canvas or
va

Zoom
• Instructors reflection on the term.
• Q&A + update and feedback from you. How did this class go? Discussion on Canvas or
va

Zoom
Homework (complete by Mon 11.59pm)
• Read three articles from your chosen publication (c.2,400 – 4,500
Canvas assignment +
words). Send 5+ tweets (as a thread) showcasing your key learning
Twitter
from the class and industry reading this term.

Reminder: Grade / Assignment Breakdown

Assignment Percentage Points
1. Industry tweets and reflections (10 in total) 30% 300
2. Informational Interview + write-up 5% 50
3. Case Studies: Organization research and presentations 20% 200
4. Portfolio 25% 250
5. Engagement and Participation 20% 200
TOTAL 100% 1,000

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