Academic Accreditation

Development

The structure for evaluating and accrediting journalism and mass communications programs was established in 1945, when the American Council on Education in Journalism was formed. Its name was changed to the Accrediting Council on Education in Journalism and Mass Communications in 1980. The council originally was an association of journalism educators and newspaper organizations. Its membership was later broadened to include national and international associations representing newspapers, broadcasting, advertising, public relations, professional societies, and education in journalism and mass communications.

Accrediting standards are continually reviewed. In 1984, the council had a significant change in its standards. Before that year, schools were evaluated on nine standards. The new 12 standards adopted in 1984 included a commitment to diversity and inclusiveness. Schools were required to have a written diversity plan by 1990. Programs also were asked to develop curricula and instruction that educate faculty and prepare students with the multicultural knowledge, values, and skills essential for professional practice. Accreditation site teams apply this standard in compliance with applicable federal and state laws and regulations.

In 2003, the council underwent another review of its standards. Several pairs of standards topics were collapsed. For example, “Standard 2: Budget” and “Standard 8: Equipment/Facilities” were combined into one resources standard. One new standard, Assessment of Learning Outcomes, was added, resulting in a set of nine standards. This change became effective for accreditation visits during the 2005 to 2006 academic year.

The Assessment of Learning Outcomes requires schools to develop a plan to assess whether students are acquiring the core knowledge, values, and competencies that journalism and mass communications programs seek to teach. Schools must collect the data and use the findings to improve the school's curriculum and instruction. Grade analysis, student performance in contests, internships, capstone courses, portfolio reviews, and alumni surveys are some examples of areas where outcomes can be measured. Schools were required to have written plans for the assessment of educational outcomes by September 2003.

Despite its emphasis on professional education, the council always has embraced the value of a liberal arts and sciences curriculum as the essential foundation for professional education in journalism and mass communications. As part of the 2003 standards review, the council adopted 11 professional values and competencies. They say, “Individual professions in journalism and mass communications may require certain specialized values and competencies. Irrespective of their particular specialization, all graduates should be aware of certain core values and competencies.”

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