Assignments that Build Skills by Pam Luecke
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Transcript of Assignments that Build Skills by Pam Luecke
REYNOLDS BUSINESS JOURNALISM WEEKARIZONA STATE UNIVERSITY
JANUARY 2012
Assignments that Build Skills
Goals:
How to teach business journalism in a town of any size
How to get 20-year-olds to care about business
How to demystify business and economicsHow to get beyond basic speech/press
conference storiesHow to have a little fun in class
12 ACEJMC skills and competencies
Business journalism assignments can address many of these!
1. demonstrate an understanding of the history and role of professionals and institutions in shaping communications;
2. demonstrate an understanding of the diversity of peoples and cultures and of the significance and impact of mass communications in a global society;
3. demonstrate an understanding of professional ethical principles and work ethically in pursuit of truth, accuracy, fairness and diversity;
4. think critically, creatively and independently;
5. write correctly and clearly in forms and styles appropriate for the communications professions, audiences and purposes they serve;
6. apply basic numerical and statistical concepts;
1. History and role of professions
Magazine Tracking Assign each student a different publication to follow
for the term In addition to content, have students report on
ownership, audited circulation, online strategies, internship possibilities
Require oral presentation, one-page fact sheet and “memo to an executive”
Arrange presentations chronologically, beginning with “The Economist”
Variations
Have class complete market analysis after presentations Propose a NEW business magazine to fill an unfilled
niche Which magazine will be next to fold?
Substitute business television shows and websites Include Wall Street Week (Rukeyser), even though it’s
no longer on Have students show representative segments
Variations, continued
Follow economists’ blogs Forbes’ list of econoblogs:
http://www.forbes.com/bow/b2c/category.jhtml?id=307 About.com list:
http://economics.about.com/od/interestingandfunny/tp/economics_blogs.htm
WSJ top 25: http://
online.wsj.com/article/SB124768581740247061.html Keep your own class blog
http://www.blogger.com/home?pli=1
Skills learned
Media historyMedia economicsBusiness communication skillsOral presentation skills
2. Diversity and global society
“Working” assignment Discuss Studs Terkel’s 1974 book:
Working: People Talk About What They Do All Day and How They Feel About What They Do.
Play excerpts from interviews with him Ask each student to identify a person outside of the
university orbit to interview about how he or she feels about work
Record interview Turn in unedited AND edited transcript Discuss in class – have each read an excerpt
Post their edited transcripts: W&L web site
Resources for “Working”
NPR story about Terkel’s tapes http://www.npr.org/templates/story/story.php?
storyId=3892055 Terkel Interview
http://www.studsterkel.org/index.html New York Times “American Album”
http://www.nytimes.com/ref/us/album_index.html Marketplace
“Day in a Worklife”http://www.marketplace.org/topics/life/day-work-life-jingle-writer
Variations
Encourage video interviewsRequire photos of interview subjectsAllow students to work in pairsPut more limitations on choices to drive home
particular learning objectives: Hourly workers Racial diversity Manufacturing jobs Older workers Laid off workers
Skills learned
Interviewing techniquesOral history techniquesListening skillsGets students outside of comfort zonesGrass roots perspective on business
community
Tips
Assignment is deceptively simpleBe explicit about grading criteria
Selection of interview subject Ability to draw person out on the topic Skill at editing the transcript
Ask students to come up with story ideas from the interviews
3. Professional ethics
Plan One Give students names of business journalists to research, e.g.:
R. Foster Winans Lou Dobbs Dan Dorfman Chris Nolan (San Jose Mercury-News) Chiquita stories, Cincinnati Enquirer
Give an oral and/or written report that: Describes fully the circumstances that led to the ethical dilemma and what
the person did. Describes what happened to the journalist as an immediate result of his
actions. Describes what the key ethical principles were in this case and whether you
agree with how it was handled. Updates us on where the person is now. Discusses the implications (if any) this case has for business journalists
today.
Professional Ethics
Plan Two Distribute SABEW ethics code Develop real-life ethical scenarios and pose them to
individual students or teams Examples:
Flowers from a source Dating a source Acting on a stock tip Who pays for lunch Free airplane trip/tickets/samples Acting early on information in your publication’s ads Investing in stocks of local companies, sector funds, etc.
Professional Ethics
Plan Three Role of the financial press in the economic cycle Federal Reserve article: “Consumer Sentiment and
the Media?” http://www.frbsf.org/publications/economics/letter/2004/e
l2004-29.html “Dot Con”
http://www.pbs.org/wgbh/pages/frontline/shows/dotcon/ Telegraph column:
http://www.telegraph.co.uk/finance/comment/edmundconway/4109557/Media-is-partly-to-blame-for-the-recession.html
4. Think critically
Enron Have students watch DVD of “Enron: Smartest Guys
in the Room” (or, heaven forbid, read the book!) Write essay arguing a point of view:
Focus on transgressions of one “culprit” Was this a “perfect storm?” Compare/contrast with Fall 2008 meltdown Role of the press
Devote a class to discussion
Other meaty movies
“The Insider” Role of a watchdog Can link to discussion of “whistleblowers” as sources
“Wall Street” and “Wall Street II” First one is dated, but a classic Debate “greed is good” and business ethics Changes in technology and the role of the press
“Social Network” Business Strategy
“Margin Call”
Other meaty books
“The Travels of a T-shirt in a Global Economy,” Pietra Rivoli Good introduction to globalization and trade Aimed at college students
“Nickeled and Dimed,” Barbara Ehrenreich Insights into issues of wages, benefits, Wal-Mart
“The Selling of the American Dream,” Micheline Maynard
“Boomerang,” Michael Lewis Global dimensions of recent financial crisis
5. Write clearly and professionally
Final journalistic story Major story on a public company with ties to your
community Expect students to use all skills covered during the
term Teach the process Describe assignment early in term Require story pitches and likely source list Require a story conference with you Ask for a second, more developed story proposal First draft – graded! Peer editing of drafts Final draft
Variations
Spend a class or two on story organizationDevote a class to students’ oral descriptions
of story focus and reporting obstacles Have entire class do final story on the same
company: Collaborators on key interviews Competitors on final stories Grade on originality of angle
Topics from 2008-2011
Ruby Tuesday: rebrandingMead/Westvaco: union issuesRetailers
Wal-Mart, Peebles, Dollar Tree, Lowes, Kroger, Food Lion
Distribution: Target, JCrew Blockbuster, GameStop, RedBox Restaurants: Starbucks, fast food, pizza chains
Advance Auto Parts: growth strategyWeight WatchersNtelos (small regional telcom)
6. Apply numerical concepts
Deadline earnings exercise Go to Yahoo Finance calendar for earnings or
conference calls http://biz.yahoo.com/cc/
Pick a company you’ve heard of that is releasing earnings at a convenient time AND having a conference call
Give students the company’s press release Require a cogent story in 55 minutes that includes
comment from the CEO’s conference call
Variations
Play conference call in classLet students do exercise as a take-homeGive them a choice of companiesHave deadline competition for Blackberry
“alert”Note: A controlled earnings exercise in
advance in advisable
7. Other assignments
a) SEC Scavenger huntb) Retail round-upc) Humanizing an economic indicatord) Profile of Fed chairmane) Closet survey
a) SEC Scavenger Hunt
Pick a company of local interestGo through SEC filings from last 2 years (or
more!) and look for small nuggets of information
Craft 20 or so questions to which they must find answers
Require citations of document number and date
Discuss in class
Key skills
Comfort getting around sec.govAppreciation for value of primary sourcesBetter understanding of the purpose of
various filingsUnderscores the value of public documents to
locate incidental information – e.g. a board member’s age, who a company views as its competitors, which other boards an executive serves on – and, of course, executive compensation
b) Retail round-up
Divide local retail community into categories, e.g. Toys, specialty clothing, discount stores, electronics
Assign or let students pick a store from each category
Ask them to interview the store manager and file a 150-word feed about the store’s holiday outlook (or sales)
Put feeds in a common electronic folderAdd recent press releases from trade groups,
statistics from the Commerce Department, etc.
Give students 55 minutes (or more or less) to write a local retail outlook story
Variations
Can be done before or after Thanksgiving – or post-Christmas
Make part of the grade the quality of the student’s feed
Show students examples of retail roundups in advance
Offer best stories to the local media
c) Economic indicators
Select key economic indicators and assign one to each class member (or let them draw)
Ask each to prepare a fact sheet or memo about the indicator, including: What it measures Who measures it – and how How often it is released Any controversies about the measurement Is it leading, lagging or coincident?
Ones to include: Retail sales, durable goods, consumer price index, GDP (though not
technically an indicator), unemployment Sources: Economic Indicator Calendars
http://www.newyorkfed.org/research/national_economy/nationalecon_cal.html
Economic indicators, part two
After class presentations about indicators, ask each student to write a story humanizing and localizing an indicator
Doesn’t need to be the one they reported onGood ones to use: retail, housing starts,
unemployment
Variations
Begin with general discussion of indicators Include fun ones:
Lipstick http://www.investopedia.com/terms/l/lipstickindicator.asp
Hemlines http://bigpicture.typepad.com/comments/2006/04/
short_or_short_.html Superbowl Starbucks
Have class brainstorm a local or campus economic indicator
d) Profile of Fed chairman
Combines writing exercise and research on Fed’s mission and history
Can frame profile as: Advance obit “Resignation/retirement story” Changing of the guard
Tip: Tell students to be careful where they print out their stories!
e) Closet survey
A little, ungraded assignmentEngaging way to begin discussion of trade
and globalizationAsk each to examine 12 clothing labels and
write down the country of originIn class, go around the room and keep a tally
on the blackboard of how many items were made on each country/continent
Discuss implicationsVariation: Ask each student to wear to class
that day something made in the USA
Final thoughts
Mix it upBefriend professors in economics,
accounting, business, lawKeep topics freshTeach from the headlinesHave class pools or “consensus estimates”
Where Dow will end the day What unemployment rate will be next month GDP estimate Reward winner with chocolate
Sustain YOUR interest; their interest will follow!