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This study explores a Capstone course’s pedagogical process and considers both the challenges and triumphs that emerge from experiential learning within a news desert region. The research employs micro-ethnographic methods to analyze the learning outcomes gleaned by both students and instructors of one magazine publishing Capstone course over the timespan of 9 years, 2014 to 2023. The research acknowledges the pedagogical evolution of the Capstone course as both a means of assessment and workforce preparation and seeks to add the concept of the Capstone as a venue for service and community journalism.

Keywords

capstone news desert experiential learning

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