Abstract
A journalism program's accreditation status is arguably a factor in institutional reputation and student recruitment. Researchers were interested in exploring any differences in media writing course pedagogy between accredited and nonaccredited journalism programs. A secondary objective was to assess evidence of curriculum innovation in light of emerging issues, such as convergence and cross-platform media writing instruction. A comprehensive national study of media writing instructors revealed that accredited and nonaccredited schools are similar in their approaches to the teaching of media writing, that writing courses are structured similarly, and that faculty qualifications and faculty attitudes toward media writing are very similar. While highlighting the need for continued innovation in the teaching of writing, the study reveals evidence of systemic resistance to curriculum reform, notably in accredited programs, where ACEJMC standards may limit creative educational approaches.
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