Teaching Magazine Publishing through Experiential Learning

Abstract

Journalism educators have encouraged the creation of an experiential learning environment for more than two decades. Although many reformers have advocated such environments, little discourse exists on the pedagogical approaches for journalism instruction. This article seeks to provide an overview of differing course designs used in sixteen undergraduate magazine publishing classes taught at U.S. universities. In particular, the article provides insight into the experiential learning environment within a major Southern university's magazine publishing class by closely examining the course design and pedagogical approach.