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ENVIRONMENTAL COMMUNICATION CMMN A475 Sec 001 TR 3:30-4:45 pm C/M Rm. 304 Spring 2019 PROFESSOR: Dr. Robert A. Thomas C/M R327 Office: 504-865-2107 Home: 504-833-7727 Cell: 504-909-6568 e-mail: rathomas@loyno.edu Home page: http://www.loyno.edu/lucec Office Hours: TR 9:30 am - 10:30 am; MW 1:30 - 2:30 pm; other times by appointment. If I’m in the office, drop in and inquire if I’m available. SYLLABUS LOYOLA UNIVERSITY MISSION STATEMENT: Loyola University New Orleans, a Jesuit and Catholic institution of higher education, welcomes students of diverse backgrounds and prepares them to lead meaningful lives with and for others; to pursue truth, wisdom, and virtue; and to work for a more just world. Inspired by Ignatius of Loyola’s vision of finding God in all things, the university is grounded in the liberal arts and sciences, while also offering opportunities for professional studies in undergraduate and selected graduate programs. Through teaching, research, creative activities, and service, the faculty, in cooperation with the staff, strives to educate the whole student and to benefit the larger community. Approved by Loyola University New Orleans Board of Trustees - March 5, 2004 COURSE DESCRIPTION: Presents an overview of how environmental information is expressed in mass communications and associated theory of the field. Important environmental theory and issues will be discussed. Students will use and sharpen their writing skills, learn how to evaluate scientific information, and study issues with conflicting data. COURSE GOALS:

• To demonstrate why people may view the same information differently; • To illustrate how agenda setting influences the use of information; • To elucidate the difference between empirical and anecdotal science; • To educate about differences among the approaches of a variety of scientific applications; • To teach about environmental resources that are available and how to access them; • To cover the application of environmental information by the manufacturing industry,

activists, scientists, politicians and policy wonks, government agencies, and strategic communication (advertising and public relations/government affairs) agencies;

• Speak correctly and clearly in forms and styles appropriate for the communications professions, audiences, and purposes addressed;

• Critically evaluate one’s own work and that of others for accuracy and fairness, clarity, appropriate style and grammatical correctness;

• Be motivated to life-long learning, and • Bottom-line: to show how environmental information may be well analyzed and applied,

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and to demonstrate the many ways that it is misdirected, misunderstood and/or misapplied.

COURSE VALUES & COMPETENCIES In accordance with ACEJMC accreditation values and competencies, upon completion of this course students should be able to:

• Demonstrate an understanding of the history and role of professionals and institutions in shaping communication;

• Demonstrate an understanding of gender, race, ethnicity, sexual orientation and, as appropriate, other forms of diversity in domestic society in relation to mass communication;

• Understand concepts and apply theories in the use and presentation of images and information;

• Demonstrate an understanding of professional ethical principles and work ethically in pursuit of truth, accuracy, fairness and diversity;

• Think critically, creatively and independently; • Conduct research and evaluate information by methods appropriate to the communication

professions in which they work; and • Write correctly and clearly in forms and styles appropriate for the communication

professions, audiences and purposes they serve. REQUIRED READINGS FOR REFLECTION:

• Alvarez, Patxi, SJ, Suguna Ramanathan, and Tina Negri, Task Force on Ecology [eds.]. 2011. Healing a Broken World. Promotio Iustitiae No. 106, 67 pp. Social Justice and Ecology Secretariat, Society of Jesus. Roma Prati, Italia. PDF posted on Blackboard.

• 2015. Laudato Si – Pope Francis’s Encyclical on the Environment (On Care of our Common Home) – we will do an exercise to introduce this document to you, and we will assign it in class. READ: Top 10 Takeaways from Laudato Si - http://americamagazine.org/top-ten-takeaways-laudato-si.

• Lakoff, George. 2014. Don’t Think of an Elephant! Know Your values and Frame the Debate. Chelsea Green Publishing, Vermont. ISBN 978-1-60358-594-1. $15.00 or less.

• Anonymous (by Frank Luntz). Circa 2000. The environment: A cleaner, safer, healthier America. Suggestions to incoming President George W. Bush.

Various additional readings may be made available on blackboard, reserve at the library, or in my office. REQUIRED EQUIPMENT:

• Seat belts and desk handles • Heavy duty mind-expanders • Critical thinking rally caps

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COURSE REQUIREMENTS AND GRADING SYSTEM: CLASS COMMUNICATION (REQUIRED): It is your responsibility to keep abreast of communiqués issued during the semester regarding the class. Check often (daily) or you will definitely miss important information. Not getting the messages is not a valid excuse – you snooze, you lose. You should already be signed on the blackboard site (tell me this week if it does not appear when you open your blackboard).

• CLASS LISTSERV: You are required to pay attention to the class googlegroup – mrd@ls.loyno.edu. All announcements and changes as the course progresses may be shared via this listserv. Note: You will receive emails from me on this googlegroup only at the address you subscribe from. You may subscribe from more than one email if you wish. Don’t risk losing points by failing to pay attention to this communication system immediately. HOW DO YOU USE THE GOOGLEGROUP? To send an email to the entire class, send it to ec@ls.loyno.edu. If you receive an email from this address, clicking <reply all> sends your reply back to the entire class (use caution!). If you hit <reply>, it goes back only to the sender (again, use caution with what you say). "I wish I had signed up as instructed. I missed so much and felt I was always playing catch up. Now I get it. I see why it is required." Anonymous, Spring 2013

• BLACKBOARD: Many elements of this course will be available to you on the class Blackboard site (http://loyno.blackboard.com). You may find announcements, corrections/adjustments to the syllabus (including due dates), clarifications, references, etc. You are well advised to check it often – and always make note of announcements. Most of you have used Blackboard and you access it the same way as usual. If you have problems, go to the Monroe Library Reference Desk.

o The syllabus on blackboard is always the official syllabus! o As we move through the course, it is your responsibility to check out and read the

materials in the appropriate blackboard folder.

• WRITING ASSIGNMENTS (always follow the “WRITING STYLE” below just above the CLASS SCHEDULE). Re-read each of the following instructions when beginning the writing assignment, then again before turning it in.

o EXTRA POINT OPTION READING FOR REFLECTION: An in-depth reflection on the two readings (Laudato Si’ – maximum 2 pages - & Healing a Broken World – maximum 4 pages), including your connecting the dots from all the information covered in this course as it relates to the coverage in the two readings. Compare and contrast the ideas expressed in both papers. The purpose of this exercise is to show that you indeed read the required papers, and are able to tie them to overall themes of the course. This is an individual assignment, so you are bound by the Loyola Honor Code to work independently on the project. Potential 25 pts. Due date: April 23rd.

o REQUIRED REFLECTION FOR THE LAKEOFF BOOK AND THE

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“LUNTZ LIST” – the assignment is to read the book and referenced list. You will write a reflection on major points of the book, including your connecting the dots from all the information covered in this course as it relates to the messaging in Lakeoff’s book. Weave into the discussion the items in the “Luntz List” and comment on similarities/dissimilarities between the two readings. The purpose is for you to demonstrate that you 1) thoughtfully did the readings and 2) understood their relevance to environmental communication 50 pts. Due date: February 12th.

o ARTICLES ABOUT EACH OUTSIDE SPEAKER: IF WE HAVE OUTSIDE SPEAKERS, you will write an "interview" article (about 2 pages, double spaced) about each speaker’s comments and relevance to environmental communication. 10 pts each. Due date: Class after the speaker's presentation. You must be present for the lecture to write the review and vie for the points; miss the class and earn a 0.

o NEWS ANALYSIS PAPER: Write an environmental paper on a topic chosen by you and approved by me (If you don't do this at least by two weeks prior to the due date, I will not accept the paper). The key is that you will evaluate how the print news industry (newspapers and/or popular news magazines) has covered the issue (use Lexus Nexus [see Blackboard] to find at least 5 mainstream newspaper articles (do not include op/ed pieces or magazine or organizational articles in this number; any used must supplement these news articles) published in the past 10 years that address the issue [each being at least 10 column inches - the longer the better]). You must maintain copies of the articles you cite and make available to me if asked. The mission here is to give balanced research, fair coverage to the issue. Who says what? Why do they say it? Is there a consensus, and, if so, what is it? Use quotes and give sources of information. This project will be a cross between a print journalism piece and a scientific review. It will have a bibliography, but the paper will be written for the lay-reader, be factual, and explain the issue from more than one perspective. Length should be about 5 pages, plus the bibliography. 100 pts. Due date: April 4th.

• OTHER ASSIGNMENTS:

• INTERNET: You are required to be able to evaluate the quality of internet sites. Is it balanced? Is it agenda driven? Do you think it is credible? Why? Does it give references? Before starting preparation for this assignment, google “How to evaluate internet sites” – here is an excellent example of what you will find: (https://olinuris.library.cornell.edu/ref/research/webeval.html). I suggest you read several sites and use them to expand your knowledge of this increasingly important topic. Your ability to do this will be evaluated on the mid-term exam – February 19th.

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o COMPARISON OF DOCUMENTARIES ON CLIMATE CHANGE: Posted under the streaming section for the class on blackboard find the following videos: “Inconvenient Truth,” “The Great Global Warming Swindle,” and “The Whole Truth.” Watch them with a critical eye and mind, paying attention to details of information and how the discussion/arguments are presented and framed. On blackboard, in the “Lectures” folder and subfolder named “Naysayers view of ‘An Inconvenient Truth’ and “’The Great Global Warming Swindle’,” read the critiques of each of the videos (you are required to read the first 14 pages of the “Inconvenient” critique and down to “Sunspots” for the “Swindle” critique – this will give you the gist of their arguments). There will be an introductory discussion of climate change on March 26th. You may do the viewing and reading assignment after that discussion. Full discussion on April 25th – may be a quiz.

o EXAM and FINAL REFLECTION: There will be a mid-term exam worth 100 pts (February 19th) and a comprehensive final reflection paper worth 50 pts (May 7th). All questions will be subjective in form and exercise your critical thinking skills. Dates for the exam and final reflection are listed in the Class Schedule below.

§ Final reflection checklist: • Comprehensive reflection of the course • Rules-of-thumb • Credibility and ethics

o RULES-OF-THUMB: During the semester, you should keep a place in

your notebooks in which you jot down aspects of environmental communication that you may eventually consider basic rules of the field. At the end of your final reflection paper, you will list a minimum of 10 rules-of-thumb to which you think every excellent environmental communicator should adhere. Be sure to keep a list going all semester! – due May 7th.

o CREDIBILITY AND ETHICS: Throughout the course, you must think about this topic. Be sure to make notes to yourself as ideas arise. The issue of credibility is becoming increasingly important and difficult to deal with in society. How do you think we can resolve this issue? Demonstrate your knowledge of ethics in the field of environmental communication. I am especially interested in how you personally handle the problem. You are required to discuss this topic on your final reflection. – May 7th.

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o CLASS PARTICIPATION: You should be actively engaged in the class. Never fail to ask a question. Attendance is factored in here. Your participation and enthusiasm is factored in qualitatively when final grades are calculated. THIS IS VERY IMPORTANT. 25 pts. – May 7th.

o QUIZZES. At the discretion of the professor, daily quizzes may be given

on the assigned readings, class discussions, and/or research.

o CURRENT ISSUES: Immerse yourself in environmental issues available to you via various media outlets. If it’s in the news, it may well be discussed in class. Be prepared to discuss current events in relation to the material on your syllabus. Your abilities to discuss current issues will affect your grade under Class Participation. You WILL get a few questions over the semester about current affairs being discussed in the journalism media locally.

o FIELD TRIP:

We will take an evening field trip (on a Tuesday) to Jean Lafitte National Park. We will walk a mile or so through the swamp (on a rock path) and discuss the types of wetlands that exist in coastal Louisiana, and the flora and fauna that live there. Emphasis will be on chorusing frogs and red eye-shine of alligator eyes. Your assignment is to write a news piece (any angle is acceptable – be sure to ask what this means) on the information offered during the field trip. On the field trip, involve yourself in discussion during the trip, and take notes. The news piece describes the trip and chronicles what you observed and learned. Its purpose is to reinforce what you have learned and to sharpen your observational and reflective skills. Attendance is required. 50 pts. Trip date: April 23, 7:00 pm – 11 pm. Due date for article: first class after the trip.

There are NO makeup trips, and you cannot do it for credit without the professor.

CRITIQUE: You will have three ways to critique the course. • The first will be to email comments to the professor at any time (this allows for

immediate alterations to the course, if deemed warranted by the professor). • The second is to drop by the professor’s office and have a discussion • The third is the university standardized evaluation that will be taken on your computer

without being seen by the professor until you are gone and the results have been tabulated. The professor expects students to offer ideas, and to know that the blackboard evaluation

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is anonymous – both are intended for improvement of teaching at Loyola. GRADING SYSTEM: The grade will be based on exams, quizzes, class participation, projects, attendance at the field trip, and the quality of the written assignments – all described in this syllabus.

• FINAL GRADE: The final grade will be based on the following point percentage ranges: A 92.6-100% A- 90-92.5% B+ 87.5-89.9% B 82.6-87.4% B- 80-82.5% C+ 77.5-79.9% C 72.6-77.4% C- 70-72.5% D+ 67.5-69.9% D 65-67.4% F Below 65% See the discussion below under RULES & REGULATIONS; several of these are pertinent to the grade you earn.

HELP ALONG THE WAY: See “Part 2” syllabus (posted with this syllabus).

There will be no class accommodations without certification from one of the above sources.

INTERRUPTION OF THE SEMESTER: At times, ordinary university operations are interrupted as a result of tropical storms, hurricanes, or other emergencies that require evacuation or suspension of on-campus activities. To prepare for such emergencies, all students will do the following during the first week of classes:

1. Practice signing on for each course through Blackboard. 2. Provide regular and alternative e-mail address and phone contact information to each instructor.

In the event of an interruption to our course due to the result of an emergency requiring an evacuation or suspension of campus activities, students will:

3. Pack textbooks, assignments, syllabi and any other needed materials for each course ad bring during an evacuation/suspension 4. Keep up with course work during the evacuation/suspension as specified on course syllabi and on-line Blackboard courses. 5. Complete any reading and/or writing assignments given by professors before emergency began.

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Assuming a power source is available....

6. Log on to university web site within 48 hours of an evacuation/suspension. 7. Monitor the main university site (www.loyno.edu) for general information. 8. Log on to each course through Blackboard or e-mail within 48 hours of an evacuation/suspension to receive further information regarding contacting course instructors for assignments, etc. 9. Complete Blackboard and/or other online assignments posted by professors (students are required to turn in assignments on time during the evacuation/suspension period and once the university campus has reopened.) 10. Contact professors during an evacuation/suspension (or as soon as classes resume on campus) to explain any emergency circumstances that may have prevented them from completing expected work.

Further information about student responsibilities in emergencies, including pre-evacuation and post-evacuation for hurricanes, is available on the Academic Affairs web site: http://academicaffairs.loyno.edu/students-emergency-responsibilities Additional emergency-planning information is also available: http://academicaffairs.loyno.edu/emergency-planning RULES & REGULATIONS: The following will be strictly followed.

• ATTENDANCE: This is not a correspondence course, and students should realize there is a high correlation among attendance, learning, and grades. Regular class attendance is expected, and will be recorded. Each class absence over four will drop your class average by one letter grade. Three lates count as one absence. Arriving 15 minutes late to class counts as an absence. It is the student’s responsibility to see the professor after class to have an absence changed to a late. There is no need to contact the professor if you’ll be late or absent; the four cuts are allowed for personal reasons. On the other hand, if you use your four cuts frivolously and then get sick or you or your friends/family have a personal problem, you will suffer consequences. If you miss the beginning classes, each counts as an absence.

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• EXAM MAKE-UP POLICY: Arrangements must be made prior to the original exam date. If arrangements are not made before the original exam date, or the make-up is missed, the grade will be a zero (0).

• LEAVING THE CLASS DURING AN EXAM: You may not leave the room

during an exam - ever. If you are ill, make arrangements with the professor.

• KEEPING/COPYING EXAMS: You may NEVER leave the classroom with your exam, nor make a copy. If you do, you receive a zero (0) on the exam and/or an F in the course.

• DEADLINES: You must meet the deadlines for assignments. The field of

communication lives, thrives on deadlines. A one-letter grade drop will occur for each day (the first day begins at the end of the class where the assignment was due) after the deadline that a project is handed in. After 6 days, you will be assigned the zero (0) that you earned by not being timely with your assignment.

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• PROPER GRAMMAR AND SPELLING ARE EXPECTED: ALL misspelled words are ½ point off each (unless the word is misspelled in a fashion that changes its meaning or it is a scientific term, in which case the point loss may be more).

• FOLLOWING DIRECTIONS: It is important that you follow all directions for assignments and exams. If you do, assignments and exams will be graded; if not, they will be returned and considered not submitted.

• LOYOLA ACADEMIC HONOR PLEDGE: In accordance with the Academic Honor Code of Loyola University New Orleans, I pledge I will not cheat, lie, falsify, plagiarize, or participate in any form of unauthorized collaboration, misuse or misrepresentation of my academic work or the academic work of others in any manner. I will be honest in all academic endeavors and conduct myself in a manner that protects and promotes the intellectual and ethical integrity of the University.

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By attending Loyola University New Orleans, sitting in this room, and reading this syllabus, you are subscribing to this honor pledge.

• PLAGIARISM1: You are being educated to be an ethical person and/or a

communication professional. If you plagiarize others, you lose the credibility that is so precious to your character and our field. You are also guaranteed an F in this course, and possible expulsion from the university (see student handbook regarding plagiarism). And yes, the professor does occasionally submit papers to an internet plagiarism site for evaluation.

Information/data/quotation/opinion/statement of fact taken from any other source must be attributed. You may paraphrase statements of others, but must cite the source. If the material is taken directly from another source, it must be placed in quotes and reproduced with complete accuracy. Failure to do so is plagiarism and will be treated accordingly. READ THIS PLAGIARISM STATEMENT ONE MORE TIME & COMMIT IT TO MEMORY.

• CLASSROOM DECORUM: Students are expected to conduct themselves appropriately in class. It is against accepted classroom etiquette to indulge in such activities as private conversations (either verbal or non-verbal), cell phone interruptions and/or use, gum chewing, etc. Multiple offenses will result in ejection from class. Students are reminded that when the professor begins roll-call, all conversation is to cease immediately. And, don’t just walk out of class!!!

o TECHNICAL DEVICES: You are welcome to use your laptop to take notes and/or view documents we are discussing. DO NOT READ YOUR EMAIL OR DRIFT OFF TOPIC. Turn cell phones off, and NEVER check them or use text messaging, twitter, or other social networks in class. I WILL MAKE EMBARRASSING COMMENTS IN CLASS IF YOU FAIL TO FOLLOW THESE RULES – and you will have to get up and do a little dance! Also, you

1 The second paragraph of this section is taken from Dr. Cathy Rogers.

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will risk your class participation score.

• FACILITIES: Please use the facilities before coming to class. It is rude to get up and leave in the middle of lecture. That understood, I don’t want you to have an accident in class, but such behavior will result in a one-on-one discussion!

• WRITING STYLE: For the Research Paper assignments, AP Style must be followed: o AP Short Guide: http://www.wwu.edu/journalism/syllabi/207labmanual.htm o Professional versions: https://www.apstylebook.com/ o Required: 12 pt font, New Times Roman, double-spaced.

For reflections, field trip papers, and speaker descriptions, use a comfortable style - write as if you were writing in a personal journal. Be sure to use perfect grammar! • OBEY THE SYLLABUS: And immediately point out discrepancies to the

professor.

CLASS SCHEDULE (the precise schedule will vary; info below serves to indicate the flow of topics): January 8 - Overview of the class, introductory discussion; personal

commitment to being a better envirocitizen; the simple stuff: words are important

January 10 - Diversity (an evaluative tool): How does your brain work? How does it differ/how is it similar to others in the class?

January 15 - Ecological footprint calculation: see blackboard for instructions and link

Basic environmental information/concepts, scientific method,

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classification of the biological world, good/bad communication, scientists vs. communicators, types of science & scientists, and much, much more.

January 17 - Continuation January 18 - LAST DAY TO DROP COURSES- MIDNIGHT January 22 - Continuation January 24 - Continuation January 29 - Continuation January 31 - Continuation February 5 - Continuation February 7 - Justice/Diversity issues within the field of Environmental

Communication February 12-14 - “Don’t Think of an Elephant” and “Luntz list of environmental

suggests to President G. W. Bush” reflection paper turned in; Environmental information: Luntz vs. Lakoff; how and where we get our information; publications and other sources of information, local groups, gatherings of environmental people, how to develop your own sources and advisory groups; internet evaluation; Wikipedia.

February 18 - INCOMPLETE GRADES CHANGE TO F February 19 - Exam I – mid-term February 21 - Louisiana coastal wetland overview; Bob Marshall speaker February 26 - Administration and policies and how they affect news;

environmental education as bearer of the message; Concepts used by environmental exhibits designers. Writing letters and attending public hearings.

February 28 - The good/bad/ugly of environmental communication – what others are saying

March 5 & 7 - NO CLASS – MARDI GRAS March 12 - Cancer and Louisiana’s petrochemical corridor (“Cancer Alley”) March 14 - Environmental activists and how they communicate; “The Death of

Environmentalism;” journalists vs. activists (“They Walk the Walk”);

March 19 - Research as a basis for making decisions: Research design, types of such studies (double-blind studies and the like), inconclusive by design

March 21 - TV/video/documentary environmental journalism as the messenger; SPEAKER Kevin McCaffery; Reporting tips and rules-of-thumb in environmental communication.

March 25 - Advising begins for Summer & Fall 2019 - SEE YOUR ADVISER

March 26 - Greenwashing, baloney detection, and related communication issues; brief introduction to Climate Change communication.

March 28 - Understanding risk and reporting the topic; toxic substances and miscommunication; concentrations – what they mean, how the

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rules are derived, and how our analytical procedures have changed. NOTE/PREPARE: CLASS ASSIGNMENT: Watch Al Gore’s “An Inconvenient

Truth,” “The Great Global Warming Swindle,” and “The Whole Truth” on Blackboard (all under streaming on the left side of he page); also read the critiques of “Inconvenient” and “Swindle” that are posted on Blackboard (first 15 pages of each – more if you wish). Full discussion on April 25th – may be a quizzie poo.

Apr 2 - The good/bad/ugly of environmental communication – what others

are saying Apr 4 - Turn in research paper in class; Case studies: Motiva Refinery (A

case study in environmental justice), Bayou Trepaignier. Apr 8 - Registration for Summer & Fall 2019 begins - REGISTER AT

YOUR EARLIEST OPPORTUNITY Apr 9 - Case studies: Gypsum dumping in the Mississippi River, Shintech

PVC plant, St. Gabriel miscarriages Apr 11 - Diversity of cultures and how we must better communication

environmental concerns and issues. Continuation of case studies; last class: ethics in environmental communication

Apr 16-18 - NO CLASS – EASTER AND SPRING BREAK Apr 23 - Laudato Si’ and Healing reflection due (if you choose to seek the

extra points); Environmental public relations and advertising specialists: how to balance the client’s needs with the threat of greenwashing; America’s WETLAND & Freeport-McMoRan advertising campaigns & others on Blackboard

Evening Frog Walk in Jean Lafitte National Park – 7-11 pm. Apr 25 - Class discussion of the climate change assignment. Apr 30 - Closure and reflection May 7 - Final course reflection paper due: 2:00-4:00 pm REVISION OF SYLLABUS: This syllabus may be revised at anytime during the

semester. Students will be informed in class and on blackboard.

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