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Master of Journalism Capstone Project Contemporary Sports Reporting Curriculum

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Master of Journalism Capstone Project Contemporary Sports Reporting Curriculum TEMPLE UNIVERSITY Master of Journalism Capstone Project Contemporary Sports Reporting Curriculum Emil Steiner 12/12/2011 Advisor: Dr. Edward J. Trayes Table of Contents Abstract .............................................................................................................. 3 Research and Methodology ................................................................................4 Findings Phase One: What is Taught ................................................................... 7 Readings, History, General Knowledge ......................................................... 8 The Virtual Gap ............................................................................................. 9 Guests ......................................................................................................... 15 Fieldwork .................................................................................................... 17 The Grading Gap ......................................................................................... 20 Findings Phase Two: What is Sought ................................................................. 23 Phase Three: Minding the Gap .......................................................................... 28 Teaching Contemporary Sports Reporting ........................................................ 29 JRN 9999 Syllabus Spring 2012 .......................................................................... 33 JRN 9999 Syllabus Fall 2012 .............................................................................. 39 Selected Syllabi ................................................................................................. 45 Syllabus University of Missouri Sports: Journalism ..................................... 45 Syllabus UNC at Pembroke JRN 325-01: Sports Journalism ......................... 56 Syllabus GMU COMM 371-001: Sports Reporting and Writing .................... 66 Syllabus Fairfield University Sports Writing ................................................ 83 Syllabus University of Texas J 382: Contemporary Trends in Journalism ..... 85 Syllabus Penn State University Comm 170: Intro to Sports Industry ........... 89 Syllabus University of Nebraska-Lincoln JOUR 326: Sports Reporting ......... 94 Syllabus Penn State University Comm 476: Sports Writing ......................... 99 Syllabus University of North Texas JOUR 4350.001: Sports Journalism ..... 106 Syllabus Columbia College 53-2520-01: Sports Reporting ......................... 117 Syllabus Troy University JRN 4427: Sports Reporting ................................ 123 Syllabus Boston University: Sports Institute Multimedia .......................... 128 Syllabus American University COMM 486: Sports Writing ........................ 129 University of Southern California JOUR 441: Sports Writing ..................... 134 Bibliography ................................................................................................... 140 Acknowledgments .......................................................................................... 141 2 Abstract A gap exists between what is being taught to sports journalism students and what is expected of them as professionals. The goal of this project is to bridge that gap by isolating the disparities and developing a curriculum that meets the practical needs of students intending to find careers as sports reporters at major news outlets and niche publications, in print and online. Based on my research, the most sought after skills in contemporary sports journalism are innovation, expertise and entrepreneurship with new media. Familiarity with Content Management Systems (CMS), Search Engine Optimization (SEO), and strategies for using social media are seldom at the core of sports journalism curricula. In response, my curriculum focuses on developing those skills while maintaining the foundation of ethics, sports knowledge and traditional writing currently emphasized in sports journalism programs. The stated goal of the course I have developed, JRN 9999 Contemporary Sports Reporting, is to prepare students to work as sports reporters in contemporary newsrooms. It is not a theory course, a broadcast training class or one that analyzes the business, minority studies, public relations, or ethics outside of their direct application in professional sports reporting. Due the constraints of fitting the material into a 15 week semester, JRN 9999 will be an intense, production-focused program designed to train students to serve as contemporary sports reporters. To achieve this goal, the curriculum treats print news, blogs and social media as cooperative and interactive tools that should be mastered in unison. The grading will be based 3 on not only on the quality of writing but on innovative uses of technology and the number of pageviews a product earns. JRN 9999 is a practical writing course, with cross-training in technology, ethics, history and professional skills development. By the end of the semester, successful students will able to step into any newsroom, pitch an innovative content package and be hired as a sports writer. Research and Methodology In the first phase of this project, I examined a sampling of 25 sports journalism curricula taught at a variety of accredited, American journalism schools. A 2007 Penn State University “survey of 384 university programs in journalism and mass communication found that more than 40 percent offer at least one sports media-related course on a regular basis. The most frequently offered are courses in sports journalism and sports broadcasting, representing 151 courses in 127 programs.” The sampling examined for this project included “sports journalism,” “sports reporting” and “sports writing” classes, because of similarities in content. The curricula were selected based on geographic location, school size, school athletic program size and the journalism school’s reputation, in order to provide a wide, if not comprehensive, sampling of the available programs. The universities’ communications programs and course descriptions were also examined in order to provide context for the environments sports journalism programs inhabit. Additionally, a number of journalism, communications and English professors were contacted to learn which content, discussion topics and assignments were most effective. They included 4 Prof. Wayne Wanta of the University of Florida, Prof. John McGuire of Oklahoma State University, Prof. Christopher S. Winter of the University of Nebraska-Lincoln, Prof. Charlyne Berens of the University of Nebraska, Prof. John Russial of the University of Oregon, Prof. Greg Bowers of the University of Missouri, Prof. Michael Oriard of Oregon State University, Prof. David Weissman of Northwestern University. Having little teaching experience, my goal was to learn what is taught, how it is taught, what worked and what did not. I also independently researched sports journalism programs online and read articles on topics related to this study (see bibliography). Based on this research I identified trends in the content, assignments, texts, guest speakers and grading policies of current sports journalism programs. In the second phase of this project, I interviewed sports writers and editors to learn what they look for when hiring new reporters and producers. I also spoke with independent sports reporters – bloggers and freelancers at various levels – to learn what skills were most valuable to them in their careers. They were contacted over the phone, by e-mail, in person and via Facebook messaging. I reached out to Washington Post Sports Editor Cynthia A. Boren, Editor- in-Chief of Digital First Media and former Executive Editor of washingtonpost.com Jim Brady, Washington Post Metro Editor and former Sports Editor Emilio Garcia Ruiz, Yahoo! Sports Blogger Cameron Smith, ESPN Associate Editor C.J. Holley, Washington Post Interactivity Editor Hal Straus, Philly.com Overnight Sports Editor Jonathan Tannenwald, ESPN Blogger James McCormick, NFL author Sean Moroney, Philadelphia Baseball Review Managing Editor Patrick Gordon, Cincinnati Enquirer Beat Writer Joe Reedy, Yahoo! Sports NFL Analyst Doug Farrar, Lead Writer for Bleacher Report and Creator of OntheDL Podcast Dan Levy, Bleacher Report 5 Blogger Timothy Rapp, Washington Post NFL contributor, and SBNation Editor and Syracuse University Blogging Instructor Sean Keeley. I have also spoken anecdotally about this study with colleagues from Temple University’s Journalism program. Based on this research and my professional experience, I isolated the skill sets most prized by professional sports reporters and editors. Based on the findings from phases one and two, and my personal experience as a sports reporter and editor, writing instructor, and other research conducted as part of my Master of Journalism studies at Temple, I identified gaps between what is taught in schools and what is sought by professionals. In phase three of this project, I developed a curriculum for an advanced undergraduate course in sports journalism – JRN 9999. The curriculum attempts to address the indentified gaps while maintaining, or reordering the emphasis of, elements of the current pedagogy that meet current professional expectations. The template for JRN 9999’s syllabus is adapted from Temple University Assistant Professor George Miller’s Fall 2011 Journalism & Society course – J1111. The fonts and layout as well as sections such as Conduct, Sensitivity, Grading and Plagiarism, which are based on Temple
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