Argues that journalism and communications instruction at the secondary level should not focus on production techniques, but rather should serve as a laboratory for citizenship training, helping to prepare young people to be more informed and effective citizens. (SR)

Argues that journalism advisers need to help student journalists cultivate an informed journalistic conscience as well as some procedures in order to justify their decisions. Discusses examples that can help students understand and apply issues in journalism ethics of: law versus ethics; informed journalistic conscience; and justification…

An exercise requiring students in an introductory mass communications course to comment on issues in a freedom of speech case revealed that students may be more supportive of freedom of speech than is sometimes thought. (RL)

Journalism schools have the responsibility for teaching both practical news reporting and news writing skills but must also ensure that students understand the role of the press in a free society. (KS)

Describes a test of student reaction to viewing a film dealing with mass communications laws. Results indicated the film had a substantial impact on student opinion. (AEA)

Argues that student publication advisors should continue building a body of knowledge, establishing ethical and performance standards, and insisting on advisor autonomy from school administrators. (RS)

Recommends that media law and similar courses should spend more time on issues such as pictorial communication in advertising. (FL)

Outlines important teaching issues faculty should discuss, including the definition of education; the kinds of facts, values, and opinions teachers should try to pass on; and ways of evaluating what is getting through to students. (CRH)

Explains a type of lawsuit called a Strategic Lawsuits Against Public Participation (SLAPP) action. Notes that a number of states have passed anti-SLAPP laws. Contends that this development in libel law is relevant to student publications advisers. (PM)

Considers the importance of developing a well constructed publications policy and notes that a carefully designed policy will provide some mechanism for addressing questions regarding the inevitable conflicts that will arise when students express a desire to publish certain controversial material. (SC)

Discusses the potentially dysfunctional impact that has resulted from an over-reliance on student evaluations as a measure of good teaching. Argues that the long-term impact of the whole student evaluation process (and the student mentality of entitlement that supports it) should be examined. (SR)

Explains the justified concern over the communication of "truth" in the media. Argues that journalism students need to understand that there can be a critically important difference between what they have a right to publish and what they should publish. Explores various answers to this and other ethical questions, and the ramifications…

A national survey of 102 faculty members (reflecting a return rate of 56%) in schools and departments of journalism and mass communication focused on several problems in hiring new personnel. An equal number of respondents agreed and disagreed that journalism and mass communication is well-served by hiring practices prevalent in the field. Results…

Examines the importance of including instruction in public relations (PR) in journalism curricula. Discusses common misconceptions regarding PR, the evolution of the field, and the social science aspects and ultimate goals of PR. Indicates that it is important to provide students with a balanced introduction to PR. (MAB)

Discusses three issues raised by the Internet: (1) journalists/advisors need to emphasize that more information is not necessarily better; (2) information on the World Wide Web is not useful if it cannot be assimilated or coherently communicated; and (3) students' social skills are not developed by using the Internet. (RS)