Embedded Remediation in Journalism & Mass Communication: Exploring Faculty Perceptions of an Experiential Approach

Abstract

Little research exists about embedded remediation (ER) in college journalism and mass communication (JMC) programs. ER could support students who are underprepared for college-level writing. Because ER would affect faculty’s professional practice, this study explored its feasibility by investigating JMC faculty perceptions of ER and its feasibility. Qualitative inquiry via focus groups with a purposeful sample ( n = 17) was used to explore perceptions and barriers to implementation and a conceptual framework including Experiential Learning Theory and the Teaching-for-Learning model was used in analysis. Four themes were identified: (a) growing concerns, (b) externalizing remediation, (c) institutional challenges, and (d) taking action.