Assessing the ACEJMC Professional Values and Competencies

Abstract

The accrediting body for media education, the Accrediting Council on Education in Journalism and Mass Communications (ACEJMC), has established twelve professional values and competencies that all students must demonstrate before graduating from accredited journalism and mass communication programs. A close reading suggests that these twelve competencies actually embody more than thirty assessment requirements. Having such a large number of assessment requirements seems problematic for programs seeking accreditation. To remedy this problem, the authors suggest a tiered system of assessment where programs would assess “understanding” and “application” for the competencies most emphasized by their program and a less rigorous standard of “familiarity” or awareness for the remaining ones.

Keywords

assessment ACEJMC professional values competencies accreditation journalism education mass communication education media education

Introduction

For those programs, accredited or not, that turn to the twelve Accrediting Council on Education in Journalism and Mass Communications (ACEJMC) professional values and competencies for guidance, the thought of assessing all of them, with valid and reliable multiple direct and indirect measures, can be daunting. In fact, for programs seeking accreditation, the assessment of student learning is the standard most often in “noncompliance.”¹

Every ten years, the ACEJMC is committed to reviewing all the standards.² In 2012, at the end of the most recent decennial review, a number of changes dealing with curriculum, instruction, and assessment were made. For example, the twelfth professional value and competency was changed to read (changes are in bold): “apply current tools and technologies appropriate for the communications professions in which they work, and to understand the digital world.”³ Although these changes make sense in the new media landscape, they highlight the fact that there are now multiple parts to this and, in fact, many of the twelve competencies. (From here on, “competencies” will be used as shorthand for the twelve professional values and competencies.) Programs need to be clear about how many competencies or parts of competencies need to be assessed. The answer to this question starts with looking at the competencies themselves: in effect, to assess what is being assessed.⁴

Student-learning Outcomes

Student-learning outcomes are now the currency of most regional and professional accreditation bodies. For a variety of reasons, including cost, outcomes-based education continues to gain traction in the United States and elsewhere.⁵ In journalism and mass communication, measuring student learning, based on the twelve professional values and competencies, is a critical part of ACEJMC accreditation.

How many values/competencies are just right?

The ACEJMC competencies have changed slightly over the last ten years. For example, in 2009, the competencies went from eleven to twelve when to “demonstrate an understanding of the diversity of groups in a global society in relationship to communications” was modified, and a new “diversity” competency added “demonstrate an understanding of gender, race, ethnicity, sexual orientation, and, as appropriate, other forms of diversity in domestic society in relation to mass communications” and “demonstrate an understanding of the diversity of peoples and cultures and of the significance and impact of mass communications in a global society.” And, as mentioned earlier, in 2012, the “technology” competency was also modified. One of the challenges facing developers of competencies is knowing how many are needed to cover a field, which are central, which may not be as critical, and what level of expertise is needed to show competence. There are hundreds of competencies that can be measured. There are always tradeoffs between assessing everything and assessing nothing.⁶

The ACEJMC Competencies

Assessing student learning

The ACEJMC suggest that three criteria

should guide assessment of student learning:

Awareness: familiarity with specific information, including facts, concepts, theories, laws and regulations, processes and effects.

Understanding: assimilation and comprehension of information, concepts, theories and ideas.

Application: competence in relating and applying skills, information, concepts, theories and ideas to the accomplishment of tasks.⁷

Awareness, understanding, and application can be seen as part of Bloom’s taxonomy (see Figure 1).⁸ So, another way of looking at these criteria is to say that there are at least three levels of attainment that can be used to describe the ACEJMC student-learning expectations.

Figure 1.

Bloom’s original and modified taxonomy.

During the 2010–2012 ACEJMC review process of all standards, the following was added to the Standard 9 explanation: “Evidence could include results and actions from indirect and direct measures that demonstrate a graduating cohort’s mastery of ACEJMC’s professional values and competencies and of analytical and critical thinking abilities appropriate to the professions” (emphasis added).⁹ Yet, “mastery” suggests more than “awareness” or “familiarity.” So, is “mastery” OR “awareness” a sign of success? Or, by showing mastery, has a program demonstrated all six levels of Bloom’s taxonomy although it is not required to by the accreditation guidelines?

How many ACEJMC professional values and competencies are there, anyway?

The easy answer is that there are twelve professional values and competencies. However, the following analysis suggests there may be more than thirty values and competencies embedded in the original twelve.¹⁰ Below are the twelve in the order presented on the ACEJMC website.¹¹

1. Understand and apply the principles and laws of freedom of speech and press for the country in which the institution that invites ACEJMC is located, as well as receive instruction in and understand the range of systems of freedom of expression around the world, including the right to dissent, to monitor and criticize power, and to assemble and petition for redress of grievances. [Two to three]

As is clear from Bloom’s taxonomy, “understand” and “apply” are two different levels of assessment suggesting two levels of expertise or ability. An argument might be made that you need to understand something to apply it, but different kinds of understanding might be needed for different kinds of applications. That being said, it is important to note that this competency has multiple parts and requires students to demonstrate multiple abilities.

First, students need to be able to (1) understand and (2) apply principles in (their) own country. Second, students are to receive instruction. Receiving instruction is considered an “input,” and this is the only place in the list where instruction is prescribed, something not usually done in a competency-based approach to outcomes. Third, students are expected to (3) understand the range of systems of freedom of expression around the world, including the right to (a) dissent, (b) monitor and criticize power, and (c) assemble and (d) petition for redress of grievances. So, this one competency is really one prescription for instruction and two different competencies where the first one, the “local” aspect of freedom of speech and press, requires understanding AND application, while the second one, the “global” aspect of freedom of expression, requires understanding without application.

An argument could be made that we are confusing competencies with parts of competencies. In other words, the competency above might be called the “freedom of speech” competency with two subparts (“local” and “global”). We think this is a valid argument though it does not address the lived experience of programs that need to assess all parts of a competency. The number of assessments needed to measure student success in each of the twelve competencies is listed in the text after the competency and in Table 1. For example, the first competency turns out to contain two related BUT different competencies or subcompetencies (i.e., local and global). The local subpart needs to be assessed in terms of understanding and application while the global subpart needs to be assessed in terms of understanding. Both parts need to include the four dimensions highlighted above. Again, from an assessment of student-learning outcomes viewpoint, only those programs that can show that their students have demonstrated understanding and application in the one area and understanding in the second area should be considered as successfully addressing this competency.

Table 1.

ACEJMC Professional Values and Competencies and the Subparts that Need to Be Assessed.

Professional value and competency	Subparts to be demonstrated and assessed	Range (if applicable)
1. Understand and apply the principles and laws of freedom of speech and press for the country in which the institution that invites ACEJMC is located …as well as receive instruction in and understand the range of systems of freedom of expression around the world…	1. Understand and apply principles in own country 2. Receive instruction (an input, not really an output) 3. Understand freedom of expression around the world A rubric would include the following: right to (a) dissent, (b) monitor and criticize power, and (c) assemble and (d) petition for redress of grievances	Two to three
2. Demonstrate an understanding of the history and role of professionals and institutions in shaping communications.	1. Understanding the history of professionals in shaping communications 2. Understanding the role of professionals in shaping communications 3. Understanding the history of institutions in shaping communications 4. Understanding the role of institutions in shaping communications	One to four
3. Demonstrate an understanding of gender, race, ethnicity, sexual orientation, and, as appropriate, other forms of diversity in domestic society in relation to mass communications.	1. Understanding gender studies 2. Understanding race/ethnicity 3. Sexual orientation 4. Other, including, perhaps, mentally challenged individuals, and so on	One to four+
4. Demonstrate an understanding of the diversity of peoples and cultures and of the significance and impact of mass communications in a global society.	1. Understanding the diversity of peoples 2. Understanding the diversity of cultures 3. Understanding of the significance and impact (is significance not one element of impact?) of mass communications (all in a global society)	One to three
5. Understand concepts and apply theories in the use and presentation of images and information.	If “understanding concepts” is different from “applying theory,” if “use” is different from “presentation,” and if “images” is different from “information,” then each element below needs to be evaluated in terms of understanding concepts and applying theory (which would double the number below): 1. In the use of images 2. In the presentation of images 3. In the use of information 4. In the presentation of information	Four to eight
6. Demonstrate an understanding of professional ethical principles, and work ethically in pursuit of truth, accuracy, fairness, and diversity.	1. Understand professional ethical principles 2. Work ethically (rubric would include pursuit of truth, accuracy, fairness, and diversity)	Two
7. Think critically, creatively, and independently.	1. Think critically 2. Think creatively 3. Think independently	Three
8. Conduct research and evaluate information by methods appropriate to the communications in which they work.	1. Conduct research 2. Evaluate information	Two
9. Write correctly and clearly in forms and styles appropriate for the communications professions, audiences, and purposes they serve.	1. Write—rubric would include—(a) correctly, (b) clearly, (c) in forms, (d) in styles, (e) appropriate for the communications professions, (f) appropriate for audiences, and (g) appropriate for the purposes they serve	One
10. Critically evaluate their own work and that of others for accuracy and fairness, clarity, appropriate style, and grammatical correctness.	1. Critically evaluate their own work 2. Critically evaluate the work of others The rubric that assessed the students evaluation would include (a) accuracy, (b) fairness, (c) clarity, (d) style, and (e) grammatical correctness	One to two
11. Apply basic numerical and statistical concepts.	1. Apply basic numerical concepts 2. Apply basic statistical concepts	Two
12. Apply current tools and technologies appropriate for the communications professions in which they work, and to understand the digital world.	1. Apply current tools and technologies appropriate for the communications professions in which they work 2. Understand the digital world	Two
	Minimum number of parts that need to be assessed: twenty-two Maximum number of parts that need to be assessed: thirty-six+

Note. ACEJMC = Accrediting Council on Education in Journalism and Mass Communications.

2. Demonstrate an understanding of the history and role of professionals and institutions in shaping communications. [One to four]

This competency suggests that students need to be able to understand four items: the history of professionals and institutions and the role of professionals and institutions (this could be visualized as a 2 × 2 table with “history” and “role” on the side and “professionals” and “institutions” on the top). An argument might be that students cannot learn about the role of professionals without learning history and that professionals always act within institutions. We would argue that this may be so, but understanding that complex relationship requires a sophisticated understanding of communication practices, communication practitioners, and communication systems through time. Notice, in the bracket beside this particular competency is “One to Four.” This acknowledges that some might find the argument that this competency contains four different parts as trying to make too fine a point. In a number of cases, a range of “subparts” was listed to show the minimum and maximum numbers of competency subparts that would need to be assessed for accreditation, depending on one’s agreement with this paper’s arguments.

3. Demonstrate an understanding of gender, race, ethnicity, sexual orientation, and, as appropriate, other forms of diversity in domestic society in relation to mass communications. [One to four+]

Whole classes are taught and research done in gender studies, race/ethnicity studies, and queer theory. In a recent study,¹² one person suggested this competency needed to be expanded “to include physical and mental challenges, social status, citizenship status, financial means, age, religion and educational level. These need to be recognized as important factors by which we marginalize people. Lumping them into ‘other’ is insufficient.” Can students get all but a cursory understanding of diversity without immersing themselves in the literature in multiple areas? It seems that at least four different competencies could be included under this single ACEJMC competency: (1) gender studies, (2) race/ethnicity, (3) sexual orientation, (4) other, including those areas mentioned above.

As a side note, here is the first time that a competency is put within the context of “mass communications.” That is, the diversity is to be explored in relationship to mass communications. As programs move to either expand the concept of mass communications and/or find the term less useful, the language should probably be changed to reflect the changes in the current media environment.

4. Demonstrate an understanding of the diversity of peoples and cultures and of the significance and impact of mass communications in a global society. [One to three]

This competency was added in 2009¹³ and is divided into three parts: demonstrate an understanding (1) of the diversity of peoples and cultures (two items), (2) of the significance and impact of mass communications, and (3) in a global society. A holistic interpretation might argue that “peoples” are always studied within “cultures,” and “significance” and “impact” are very similar. Yet, in the United States, we can see courses that stress the people who have impacted media (e.g., Steve Jobs) without ever foregrounding our culture. And, the opposite is true for courses that focus on subjects such as Latin American media, where cultures, not individuals, are the focus. Wording does matter. At the very least, even a holistic approach would require that schools carefully articulate what they mean by “diversity of peoples/cultures,” “significance/impact,” and “global society.”¹⁴

5. Understand concepts and apply theories in the use and presentation of images and information. [Four to eight]

Here, again, we have two levels of assessment: understanding and application. Students are being asked, at the very least, to demonstrate that they understand concepts and apply theories in (1) the use of images, (2) the presentation of images, (3) the use of information, and (4) the presentation of information. It might be possible to argue that “images” and “information” use the same “concepts” and “theories,” and that “use and presentation” simply refer to print versus visual information or doing versus critiquing, but then would it not make more sense to simplify the competency? If “understanding concepts” is different from “applying theory,” if “use” is different from “presentation,” and if “images” is different from “information,” then there are eight separate parts that need to be assessed: eight related, but separate competencies.

6. Demonstrate an understanding of professional ethical principles, and work ethically in pursuit of truth, accuracy, fairness, and diversity. [Two]

This competency contains two parts with one of the parts being assessed in terms of four areas. First, students are to demonstrate an understanding of professional ethical principles. This might be learned from taking an ethics class or an internship with a strong mentor. The second part of the competency suggests that students need to work ethically in the pursuit of (a) truth, (b) accuracy, (c) fairness, and (d) diversity. Besides actually being two different competencies (understanding and working), does a student work ethically in the pursuit of these four items, or is the pursuit of truth, accuracy, fairness, and diversity an ethical behavior? The former is very difficult to measure. The latter might be clearer and more logical.

7. Think critically, creatively, and independently. [Three]

These are three related, but separate, competencies with each, according to the student-learning outcomes literature, measured differently. For example, the Association of American Colleges and Universities (AAC&U) coordinated a project where faculty from across the nation developed “Essential Learning Outcomes.” Outcomes were developed for both critical and creative thinking. Critical thinking is defined as “a habit of mind characterized by the comprehensive exploration of issues, ideas, artifacts, and events before accepting or formulating an opinion or conclusion.”¹⁵ It is evaluated on five dimensions.

On the other hand, creative thinking

is both the capacity to combine or synthesize existing ideas, images, or expertise in original ways and the experience of thinking, reacting, and working in an imaginative way characterized by a high degree of innovation, divergent thinking, and risk taking.¹⁶

It is evaluated on six dimensions. The point is that this competency is clustering three different kinds of thinking, three very different competencies, into one statement.

8. Conduct research and evaluate information by methods appropriate to the communications professions in which they work. [Two]

To fulfill this competency, the student is being asked to do two, interrelated activities: (1) conduct research and (2) evaluate information. In reality, a student can evaluate information without doing research. Therefore, evaluating information and conducting research might be assessed separately.

In addition, students are asked to conduct research and evaluate information “by methods appropriate to the communications professions in which they work.” This suggests that someone learning public relations would learn different ways of doing research than someone in journalism. This is somewhat puzzling since most research methods are applicable to all media professions. For example, surveys for advertising or corporate communication still use the same statistical rules and assumptions as those conducted about broadcast news or videogames.

9. Write correctly and clearly in forms and styles appropriate for the communications professions, audiences, and purposes they serve. [One]

To fulfill this one competency, students need to write (a) correctly and (b) clearly based on (c) forms and (d) styles appropriate for the (e) communications professions, (f) audiences, and (g) purposes they serve. This suggests a rubric for this competency would include seven dimensions.

10. Critically evaluate their own work and that of others for accuracy and fairness, clarity, appropriate style, and grammatical correctness. [One to two]

This competency requires students to be able to critically evaluate (1) their own work and (2) the work of others. This evaluation is to take place in five areas: (a) accuracy, (b) fairness, (c) clarity, (d) style, and (e) grammatical correctness. While the underlying competency, “editing,” is the same for both the evaluation of one’s own work and the work of others, the demonstration of success might require different activities and assignments.

11. Apply basic numerical and statistical concepts. [Two]

Here, there are two areas to be assessed: (1) numerical concepts and (2) statistical concepts. When asked about the difference, a colleague wrote,

I would think that multiplication would be considered a numerical concept. So would fractions, percentages, averages which could be used, for instance, to describe media audiences, even in the absence of formal statistics (which I would consider to address issues like statistically significant differences between media audiences). Other basic numerical concepts could perhaps include rates of change (say, rate of increase in hits on the website), interest rates (how much will it cost me in interest if I borrow the money to hire a marketing consultant), bounce rate for a page on my website, average time per user on your website. In contrast, a student might employ statistical concepts to estimate the average amount of time a user will spend on your new website based on the average time spent by users in a sample recruited to test your new site. The student could use concepts such as sampling distributions and confidence intervals to estimate the average time that a population of future users will spend on your site and to give some measure of uncertainty in that estimate.¹⁷

The point is that this competence requires application in two related, but separate, areas. As a comparison point, a rubric with six dimensions is provided by the AAC&U under its “quantitative literacy” rubric.¹⁸

12. Apply current tools and technologies appropriate for the communications professions in which they work, and to understand the digital world. [Two]

There are two parts to this competency: the ability to (1) apply current tools and technologies appropriate for the communications professions in which they work, and (2) understand the digital world. The first part could be attained through internships, practica, workshops, apprenticeships, or taking a production course. The second part would be more likely learned in a typical “media studies” class. Each requires a different kind of experience, set of skills and knowledge, and most importantly for this analysis, a different kind of assessment.

Discussion

While there are twelve ACEJMC professional values and competencies that are mandated for accredited programs, our analysis suggests that, to be thorough, programs need to systematically assess up to thirty-six parts. An argument might be made that the case has been overstated here and the competencies parsed too finely. For example, being able to evaluate your own work and the work of others, it could be argued, requires the same skills. On the other hand, understanding ethical principles is different from working ethically. So, even a generous reading, one that tries to keep the number of required competencies as low as possible, would suggest that there are more than twenty competencies that programs need to address with both direct and indirect measures. Realistically, how can a program assess all these competencies well?

One solution might be to shorten, simplify, clarify, or even eliminate some of the competencies. Yet, that would be difficult politically, practically, or conceptually for a number of programs. A second solution might be to develop a multi-tiered system within the “twelve” values and competencies.

In a multi-tiered system, programs would be given the latitude to identify those three or more competencies they most emphasize in their programs. Those that were emphasized would be assessed for understanding and application and even mastery¹⁹ (perhaps using direct measures), and those that were covered but not emphasized would be assessed for familiarity or awareness (perhaps using indirect measures). This would allow programs to focus on their areas of strength and distinction. Does a multi-tiered professional values and competencies assessment system make sense? The question is worth debating.

Footnotes

Declaration of Conflicting Interests

The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Funding

The author(s) received no financial support for the research, authorship, and/or publication of this article.

Notes

Author Biographies

William G. Christ, PhD, is a professor in the Department of Communication at Trinity University in San Antonio, Texas. He has been writing about media education issues for more than 35 years.

Jennifer J. Henderson, PhD, is a professor and chair of the Department of Communication at Trinity University in San Antonio, Texas. Her research addresses the boundaries of speech in media and participatory cultures as well as the ethics of this speech.