Investigative Journalism - JRN232 Spring 2026

Course

Katerina Santurova

For information about registration please contact our admissions.

About

Investigative reporting is a demanding journalistic field that requires a combination of ever-changing digital research skills and old-fashioned shoe leather reporting. This course aims to introduce students to both components, so they could decide whether investigative journalism is the right path for them. They will learn about various types of tools available to investigative reporters and probe them in class assignments. The class will also engage in discussions about ethics related to investigative reporting, including source protection, use of hidden cameras, whistleblowing, and weighing in source intentions. Students will work in teams to report and write a final project either on a topic of their choice, or assigned by their lecturer.

Course Title

Course code: 232

Term and year: Spring 2026

Day and time: Thursday, 11:15 – 14:00

Instructor: Mgr. Katerina Santurova, M.S.

Instructor contact: katerina.santurova@aauni.edu, +420 608179655

Consultation hours: one hour after class

Credits US/ECTS	3/6	Level	Intermediate
Length	15 weeks	Pre-requisite	Reporting I or Editing and Publishing I
Contact hours	42 hours	Grading	Letter Grade

1. Course Description

2. Student Learning Outcomes

Upon completion of this course, students should be able to:

· develop a practical and professional understanding of investigative reporting

· gain an insight into the tools and reporting techniques used by investigative reporters

· build on their existing reporting, interviewing, and writing skills

· build on their critical thinking and problem solving skills, develop instincts for recognizing conflict of interest and corruption

· develop teamwork skills

· develop a continual learning mentality required of investigative reporters

· learn about fast-developing investigative beats

3. Reading Material

Required Materials

Bernstein, Carl; Woodward, Bob: All the President’s Men; Simon and Schuster; Dec 11, 2012; ISBN 1471104664, 9781471104664 (or any other edition of the 1974 classic)
Bellingcat Toolkit: https://www.bellingcat.com/resources/2024/09/24/bellingcat-online-investigations-toolkit/

Recommended Materials

Global Investigative Journalism Network, Reporting Tools & Tricks: https://gijn.org/topic/reporting-tools-tips/
Houston, Brant; Horvit, Mark; Investigate Reporters & Editors, Inc.: The Investigative Reporter’s Handbook 6^th Edition; Bedford/St. Martin's; June 1, 2020, ISBN 1319102840 978-1319102845
Investigative Reporters & Editors website, digital resources linked to chapters of The Investigative Reporter’s Handbook: https://www.ire.org/resources/investigative-reporters-handbook-sixth-edition-resources/

4. Teaching methodology

The class content will be delivered through a combination of lectures, class discussions, assigned reading, practical in-class exercises, and homework team assignments. The students will also learn new research skills from several specialist guest speakers. The assigned reading listed in the schedule may be supplemented by newspaper and/or magazine stories and other short reading relevant to class topics.

5. Course Schedule

Date

Class Agenda

Session 1

February 5

Topic: Introduction to Investigative Reporting

Description: How investigative journalism differs from other beats, what makes a project investigative, areas often covered by investigative reporters, getting a tip v. unearthing a story in a mass of data, importance of accuracy and verification in the light of potential consequences, avoiding personal bias.

Reading:

Assignments/deadlines: Class participation

Session 2

February 12

Topic: Reporting for an Investigative Project

Description: Basic overview of research tools and reporting methods; importance of detailed note keeping, practical tips on avoiding technical issues, research storage, accurate interview transcripts and quoting; pitfalls of human memory; attention to detail and color; everyone deserves to react: approaching all sides to a story.

Reading: All the President’s Men, Chapter 1-2

Assignments/deadlines: Class participation

Session 3

February 19

Topic: How to Find and Interview People

Description: Overview of various tools used to profile and background a person, finding contact information for a story subject, approaching strangers, importance of being prepared for a one-time chance of interviewing a story subject. Real-life examples.

Reading: Relevant sections of the Bellingcat Toolbox and The Investigative Reporter’s Handbook; All the President’s Men, Chapter 3-4

Assignments/deadlines: In-class Exercise, Assignment 1: compile a list of backgrounding/research tools relevant for your country

Session 4

February 26

Topic: Finding Information about Businesses

Description: Overview of various business and corporate databases. What kind of business information tells a story.

Reading: Relevant sections of the Bellingcat Toolbox and The Investigative Reporter’s Handbook; All the President’s Men, Chapter 5-6

Assignments/deadlines: Continue in compiling a list of business/corporate databases/tools relevant for your country

Session 5

March 5

Topic: Developing Sources, Source Intentions, Source Protection

Description: Gaining trust of your sources, keeping promises, asking cui bono when a tip is served on a silver platter, on the record/for attribution, on background, off the record. Relevant case studies.

Reading: All the President’s Men, Chapter 7-8

Assignments/deadlines: Assignment 1 due; Assignment 2: profiling/backgrounding a person or a business

Session 6

March 12

Topic: Trespassing, Ethics of Hidden Camera Use

Description: Presentations of highlights from the assignment 1 lists. A basic overview of legal protection of journalists, when secret taping is an acceptable reporting method, regional differences. Examples.

Reading: All the President’s Men, Chapter 9-10; NBCU Academy on, When To Use Hidden Cameras: https://nbcuacademy.com/hidden-cameras/

Assignments/deadlines: Class participation, working on assignment 2

Session 7

March 19

Topic: Introduction to Fact-Checking and Photo Verification, Detecting AI Images (Guest Speaker)

Description: Examples of fact-checking methods, importance of archiving, reverse image search, tips to tell real images from fakes.

Reading: Relevant section of the Bellingcat Toolbox; https://insight.kellogg.northwestern.edu/article/ai-photos-identification#

Assignments/deadlines: Assignment 2 due, in-class deep fakes detection exercise

Session 8

March 26

Topic: Assignment Feedback Session

Description: Class discussion about their first reporting and writing assignments, feedback on edits. Work on rewrites. Creating teams and discussing story ideas for a final project.

Reading: All the President’s Men, Chapter 11-12

Assignments/deadlines: Gathering story ideas for a final project

Mid-term break

Session 9

April 9

Topic: Geolocation Methods (Guest Speaker)

Description: Introduction to tools and methods used to pinpoint a location in an image.

Reading: Relevant section of the Bellingcat Toolbox

Assignments/deadlines: In-class exercise

Session 10

April 16

Topic: Basics of Data Journalism and OSINT (Guest Speaker)

Description: Introduction to open source intelligence and data journalism

Reading: Relevant sections of the Bellingcat Toolbox, The NBCU Academy, Investigative Reporting 101: https://nbcuacademy.com/investigative-reporting/

Assignments/deadlines: Working on final projects

Session 11

April 23

Topic: Turning Reporting into a Compelling (Investigative) Story

Description: Using feature writing techniques in writing investigative pieces, avoiding overwhelming audiences with heaps of boring data, writing clearly about numbers. Discussion about successful examples.

Reading: All the President’s Men, Chapter 13-14

Assignments/deadlines: In-class exercise, working on final projects

Session 12

April 30

Topic: Reporters Without Borders Press Conference

Description: : Class attends a press conference put on by Reporters Without Borders, a press freedom advocacy organization, to present the 2026 Press Freedom Index, exact time and place TBA

Reading: All the President’s Men, Chapter 15-16

Assignments/deadlines: Working on final projects

Session 13

May 7

Topic: International Cooperation on Investigative Projects, Safety, Getting Sued and/or Jailed (Guest Speakers)

Description: Discussion about international investigative projects, staying safe, potential threats, and libel law suits. Global and regional case studies.

Reading: The Judith Miller case: https://firstamendment.mtsu.edu/article/judith-miller/

Assignments/deadlines: Final projects due

Session 14

May 14

Topic: Final Assignment Feedback Session

Description: Presenting and discussing final projects. Evaluating class goals and reviewing covered material.

Reading: All the President’s Men, Chapter 17

Assignments/deadlines: Class participation

6. Course Requirements and Assessment (with estimated workloads)

Assignment	Workload (hours)	Weight in Final Grade	Evaluated Course Specific Learning Outcomes	Evaluated Institutional Learning Outcomes*
Attendance and In-Class Participation	42	30%	Activity in class discussions and exercises, ability to discuss assigned reading, ability to demonstrate understanding of class topics, attendance	2, 3
In-class Exercises	N/A (included in 42)	10%	Ability to demonstrate understanding of class topics and use investigative reporting tools and reporting techniques introduced in class	1, 3
First Assignment	8	15%	Ability to use research skills and demonstrate critical thinking skills	1, 2, 3
Second Assignment	30	20%	Ability to use investigative reporting tools and reporting techniques introduced in class, ability to work in a team, demonstrate problem solving and critical thinking skills, use reporting and writing skills	1, 2, 3
Final Project	70	25%	Ability to use investigative reporting tools and reporting techniques introduced in class, ability to work in a team, demonstrate problem solving and critical thinking skills, use reporting and writing skills	1, 2, 3
TOTAL	150	100%

*1 = Critical Thinking; 2 = Effective Communication; 3 = Effective and Responsible Action

7. Detailed description of the assignments

Assignment 1:

Attendance and in-class participation

Assessment breakdown

Assessed area	Percentage
Active participation in class	50
Demonstrated understanding of class topics and assigned readings	50

Assignment 2:

In-class exercises

Assessment breakdown

Assessed area	Percentage
Demonstrated understanding of class topics	50
Active effort to use techniques and tools introduced in class	50

Assignment 3:

First Assignment: compile a list of backgrounding/research tools relevant for your country

Assessment breakdown

Assessed area	Percentage
Demonstrated understanding of class topics	50
Ability to complete projects	50

Assignment 4:

Second Assignment: profiling/backgrounding a person or a business

Assessment breakdown

Assessed area	Percentage
Actively pitching and discussing assignment ideas	20
Active effort to use tools and techniques introduced in class	20
Demonstrated ability to work in a team and contribute equally to a joint project	20
Ability to finish projects	20
Constructive approach to suggestions and critique	20

Assignment 5:

Final Project

Assessment breakdown

Assessed area	Percentage
Actively pitching and discussing assignment ideas	20
Active effort to use tools and techniques introduced in class	20
Demonstrated ability to work in a team and contribute equally to a joint project	20
Ability to finish projects	20
Constructive approach to suggestions and critique	20

8. General Requirements and School Policies

General requirements

All coursework is governed by AAU’s academic rules. Students are expected to be familiar with the academic rules in the Academic Codex and Student Handbook and to maintain the highest standards of honesty and academic integrity in their work. Please see the AAU intranet for a summary of key policies regarding coursework.

Course specific requirements

There are no special requirements or deviations from AAU policies for this course.

Lessons14

Here is the course outline:

How investigative journalism differs from other beats, what makes a project investigative, areas often covered by investigative reporters, getting a tip v. unearthing a story in a mass of data, importance of accuracy and verification in the light of potential consequences, avoiding personal bias.

Basic overview of research tools and reporting methods; importance of detailed note keeping, practical tips on avoiding technical issues, research storage, accurate interview transcripts and quoting; pitfalls of human memory; attention to detail and color; everyone deserves to react: approaching all sides to a story.

Overview of various tools used to profile and background a person, finding contact information for a story subject, approaching strangers, importance of being prepared for a one-time chance of interviewing a story subject. Real-life examples.

Overview of various business and corporate databases. What kind of business information tells a story.

Gaining trust of your sources, keeping promises, asking cui bono when a tip is served on a silver platter, on the record/for attribution, on background, off the record. Relevant case studies.

Highlights from the assignment 1 lists. A basic overview of legal protection of journalists, when secret taping is an acceptable reporting method, regional differences. Examples.

Examples of fact-checking methods, importance of archiving, reverse image search, tips to tell real images from fakes. Case studies. Discussion about political controversies regarding fact-checking. Assignment 2 due.

Class discussion about Assignment 2, feedback on edits. Work on rewrites. Creating teams and discussing story ideas for a final project.

Introduction to tools and methods used to pinpoint a location in an image.

Introduction to open source intelligence and data journalism,

Using feature writing techniques in writing investigative pieces, avoiding overwhelming audiences with heaps of boring data, writing clearly about numbers. Discussion about successful examples.

Class visit to a press conference. Reporters Without Borders presents its annual Press Freedom Index. Students can volunteer helping out with running the presser as well as ask questions just like other reporters. Exact timing and place TBA. It is likely to take place at the CTK wire agency buildings, Opletalova street, Prague 1.

Discussion about staying safe, potential threats, and libel law suits. Global and regional case studies. International cooperation in investigative reporting.

Presenting and discussing final projects. Evaluating class goals and reviewing covered material.

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Investigative Journalism - JRN232 Spring 2026

1. Course Description

2. Student Learning Outcomes

3. Reading Material

Required Materials

Recommended Materials

4. Teaching methodology

5. Course Schedule

6. Course Requirements and Assessment (with estimated workloads)

7. Detailed description of the assignments

Assignment 1:

Assignment 2:

Assignment 3:

Assignment 4:

Assignment 5:

8. General Requirements and School Policies

General requirements

Course specific requirements

1. Introduction to Investigative Reporting

2. Reporting for an Investigative Project

3. How to Find and Interview People

4. Finding Information about Businesses

5. Developing Sources, Source Intentions, Source Protection

6. Trespassing, Ethics of Hidden Camera Use

7. Introduction to Fact-Checking and Photo Verification, Detecting AI Images

8. Assignment Feedback Session

9. Geolocation Methods (Guest Speaker)

10. Basics of Data Journalism and OSINT (Guest Speaker)

11. Turning Reporting into a Compelling (Investigative) Story

12. Reporters Without Borders Press Conference (Field Trip)

13. International Cooperation on Investigative Projects, Safety, Getting Sued and/or Jailed (Guest S...

14. Final Assignment Feedback Session