Community Structure and Media Risk Coverage

Professor Dunwoody regards media organizations to be community creatures; their accounts to be social constructions; and answers to, Who\u27s right? to be relative

Promises and Challenges of Teaching Statistical Reasoning to Journalism Undergraduates: Twin Surveys of Department Heads, 1997 and 2008

This research is dedicated to the memory of Victor Cohn, former science reporter for the Washington Post and often considered the dean of science writers, who collaborated on the first wave of the survey. The 1997 survey was supported by a grant from the American Statistical Association and the 2008 survey by a grant from the Communication graduate program at Marquette University. Special thanks to research assistants Kathryn Zabriskie and Gongke Li for their valuable help in the survey. The analyses and conclusions are solely those of the authors

Chair Support, Faculty Entrepreneurship, and the Teaching of Statistical Reasoning to Journalism Undergraduates in the United States

Statistical reasoning is not the same as doing calculations. Instead, it involves cognitive skills such as the ability to think critically and systematically with data, skills important for everyday news work and essential for the era of data journalism. Twin surveys of the chairs of undergraduate journalism programs in the United States, conducted 11 years apart, revealed that those who perceived benefits from statistical reasoning instruction were more likely to reward entrepreneurship (faculty attempts to integrate this instruction into their classes), but with slow gains over time in the fairly small number of such faculty. Being consistent with university goals in statistical reasoning instruction appeared to motivate chairs’ reward decisions in both waves. Increasingly, they took into account what they saw as the general value of statistical reasoning for their students and the competitive edge it could give them in the journalism job market. Perceived constraints to teaching this content had no apparent overall impact on reward decisions

Science Journalism and Pandemic Uncertainty

Novel risks generate copious amounts of uncertainty, which in turn can confuse and mislead publics. This commentary explores those issues through the lens of information seeking and processing, with a focus on social media and the potential effectiveness of science journalism

Telling public stories about risk

Learning how people use information to inform their risk judgments is difficult. One element is the influence of channel. Individuals will use different channels to help them make decisions about different dimensions of a risk. We must be clear about our communications goals and select channels that fit with those goals

Statistical Reasoning in Journalism Education

Surveys of journalism department heads in 1997 and 2008 showed general support for the need for journalism students to reason with statistical information. Stronger support was associated, in particular, with the perception that this cognitive skill would give students an advantage in the journalism job market. However, many chairs also perceived constraints to learning, such as student inability and/or unwillingness to focus on this material and the difficulty most of their faculty would have teaching it. Some of these concerns may be more perceptual than actual